The significance of the reflective practitioner in blended learning

Heinze, A; Procter, CT

Abstract

This is a case study paper concerned with the introduction of blended learning on a part-time higher education programme for mature students. The interpretive work draws on four action research cycles conducted over two years with two student cohorts. Discussion is based on observations, staff and student focus groups and interviews examining the students’ expectations and experiences.
The initial focus of the action research was on the introduction of technology into the teaching and learning experience. The great advantage of an interpretive approach, however, is to allow the findings to determine the course of the research. During the first action research cycles, the focus of the research soon changed from the use of technology in blended learning to the role of the practitioners involved. We advocate the key role of reflective practitioners in facilitating blended learning and suggest that action research is a useful framework to develop this.
Keywords: Educational Technology Implementation, Electronic Learning (E-Learning), Teacher Improvement, Teacher Preparation, Action Research, Asynchronous Communications, blended learning, part-time student, reflective practice.

Citation

Heinze, A., & Procter, C. (2010). The significance of the reflective practitioner in blended learning. International Journal of Mobile and Blended Learning, 2(2), 18-29. https://doi.org/10.4018/jmbl.2010040102

• Journal Article Type: Article
• Publication Date: Jan 1, 2010
• Deposit Date: Apr 22, 2010
• Publicly Available Date: May 3, 2017
• Journal: International Journal of Mobile and Blended Learning
• Print ISSN: 1941-8647
• Publisher: IGI Global
• Peer Reviewed: Peer Reviewed
• Volume: 2
• Issue: 2
• Pages: 18-29
• DOI: https://doi.org/10.4018/jmbl.2010040102
• Publisher URL: http://dx.doi.org/10.4018/jmbl.2010040102
• Related Public URLs: http://www.igi-global.com/journal/international-journal-mobile-blended-learning/1115