Self-determined blended learning: a case study of blended learning design

Article

De George-Walker, Linda and Keeffe, Mary. 2010. "Self-determined blended learning: a case study of blended learning design." Higher Education Research and Development. 29 (1), pp. 1-13. https://doi.org/10.1080/07294360903277380
Article Title

Self-determined blended learning: a case study of blended learning design

ERA Journal ID20348
Article CategoryArticle
AuthorsDe George-Walker, Linda (Author) and Keeffe, Mary (Author)
Journal TitleHigher Education Research and Development
Journal Citation29 (1), pp. 1-13
Number of Pages13
Year2010
PublisherRoutledge
Place of PublicationAbingdon, United Kingdom
ISSN0729-4360
1469-8366
Digital Object Identifier (DOI)https://doi.org/10.1080/07294360903277380
Abstract

Higher education has been actively encouraged to find more effective and flexible delivery models to provide all students with access to quality learning experiences yet also meet institutional imperatives for efficiency and accountability. Blended learning, commonly defined as an integration of traditional face-to-face and online
approaches to instruction (Garrison & Kanuka, 2004; Graham, 2006; Macdonald, 2008), is now proposed as one solution that addresses both student learning and higher education organisational needs. Successful blended learning, however, is more than a simple integration of information and communication technologies with face-to-face approaches. This paper proposes, describes and evaluates a pedagogical approach to blended learning focused on learners and learning. First, we interrogate the literature related to blended learning to show how various constructions of blended learning may be driven by teacher-centric or learner-centric conceptions. Next, planning a learner-centric blended learning design for a core unit in a first year higher education course is described. The design is then evaluated using a mixed methodology in which the students' voices illuminate their experiences of blended learning unit design with regards to engagement, learning and self-determination.

Keywordsblended learning; course design; higher education; self-determined learning; unit planning
ANZSRC Field of Research 2020390405. Educational technology and computing
390303. Higher education
460612. Service oriented computing
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Byline AffiliationsFaculty of Education
La Trobe University
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