Experts speaking: Crucial teacher attributes for implementing blended learning in higher education

被引:110
作者
Bruggeman, Bram [1 ]
Tondeur, Jo [1 ]
Struyven, Katrien [2 ,3 ]
Pynoo, Bram [1 ,4 ]
Garone, Anja [2 ]
Vanslambrouck, Silke [2 ]
机构
[1] Vrije Univ Brussel, Multidisciplinary Inst Teacher Educ, Pl Laan 9, B-1050 Brussels, Belgium
[2] Vrije Univ Brussel, Fac Psychol & Educ Sci, Dept Educ Sci, Brussels, Belgium
[3] Sch Educ Studies, Hasselt, Belgium
[4] VIVES Univ Coll, Ctr Expertise Social Innovat, Kortrijk, Flanders, Belgium
关键词
Blended learning; Expert interviews; Higher education; Teacher attributes; Teacher change; ONLINE; DESIGN; EXPERIENCES; MOTIVATION; PERCEPTIONS; TRANSITION; INNOVATION; PATTERNS;
D O I
10.1016/j.iheduc.2020.100772
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
While blended learning in higher education is valued for various reasons such as addressing students' needs for flexibility, blended learning implementation remains a challenging process. Because the teacher lies at the heart of any educational change process, the current qualitative study investigates crucial teacher attributes for blended learning implementation from the perspective of experts. Experts can analyze deep structures of com-plex organizational problems and hold process knowledge that can generate practical effect. Twelve expert interviews are conducted and reveal two groups of blended learning teacher attributes: seven adaptive attributes such as realizing a pedagogical need for change or creatively connecting technologies to learning processes, and four maladaptive attributes such as a need for a clear understanding of blended learning or feeling anxious about (the implications of) technology. This study utilizes a holistic approach to identify related teacher attributes that critically influence the implementation of blended learning in higher education.
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页数:11
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