Blended learning in vocational education: teachers' conceptions of blended learning and their approaches to teaching and design

被引:31
作者
Bliuc, Ana-Maria [1 ]
Casey, Grant [2 ]
Bachfischer, Agnieszka [3 ]
Goodyear, Peter [3 ,5 ]
Ellis, Robert A. [4 ]
机构
[1] Monash Univ, Sch Polit & Social Inquiry, Caulfield, Vic 3145, Australia
[2] NSW Dept Educ & Training, Sydney, NSW, Australia
[3] Univ Sydney, Ctr Res Comp Supported Learning & Cognit CoCo, Sydney, NSW 2006, Australia
[4] Univ Sydney, Inst Teaching & Learning, Sydney, NSW 2006, Australia
[5] Univ Sydney, Fac Educ & Social Work, Sydney, NSW 2006, Australia
基金
澳大利亚研究理事会;
关键词
Blended learning; Blended learning design; Conceptions; Approaches; Vocational education; Teacher experiences; QUALITATIVE DIFFERENCES;
D O I
10.1007/s13384-012-0053-0
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This paper presents research exploring teachers' experiences of using blended learning in vocational education. Teachers involved in designing and teaching using blended learning from a major Australian vocational education provider participated in the study. They received open-ended questionnaires asking to describe their conceptions of blended learning and their approaches to teaching and design for blended learning environments. Teachers' responses were content-analysed from a phenomenographic perspective. Their descriptions illustrate a relatively wide spectrum of ideas about the nature of blended learning, suggesting that teachers tend to have qualitatively different conceptions about blended learning, and tend to adopt qualitatively different approaches to both teaching and design for blended learning. Quantitative analyses investigating possible relationships between teachers' conceptions and approaches were also conducted. Implications of the findings for further research and practice are discussed.
引用
收藏
页码:237 / 257
页数:21
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