Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.490165
Title: Blended learning : an interpretive action research study
Author: Heinze, A.
ISNI:       0000 0001 2423 0458
Awarding Body: University of Salford
Current Institution: University of Salford
Date of Award: 2008
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Abstract:
This study describes research on an undergraduate part-time blended learning programme within the former Information Systems Institute at the University of Salford. This research is based on the interpretive philosophical paradigm and examines four cycles of action research. The question being addressed in this research is: ‘How can blended learning be used to deliver a programme?’ In answering this question three overlapping perspectives were taken, as outlined below: 1) Concept of blended e-learning: This research suggests that a better term for ‘blended learning’ is ‘blended e-learning’. A Fine Structure of the Blended E-learning Concept comprising learning and learning context is proposed. This concept incorporates three nodes associated with learning: face-to-face facilitated learning, e-facilitated learning and selfstudy; and three nodes associated with the learning context: learner, pedagogic beliefs and the programme related issues. 2) Pedagogy in blended e-learning: This thesis identifies the three Key Issues of Blended Elearning Pedagogy, these are: communication, social interaction and assessment. Drawing on these issues, the thesis extends the Skeleton of Conversation to the Blended E-learning Skeleton of Conversation. 3) Pragmatic implications of blended e-learning: Building on the Fine Structure of the Blended E-learning Concept, three areas of pragmatic concern are identified as the Bermuda Triangle of Blended E-learning. These are the learning related nodes: face-to-face facilitated learning, e-facilitated learning and self-study. Both students and staff on blended e-learning programmes need to be aware of the Bermuda Triangle of Blended E-learning. For students, the awareness can be integrated in the learning to learn element within the Blended Elearning Skeleton of Conversation; for staff, the awareness can be achieved through staff development.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.490165  DOI: Not available
Keywords: T Technology (General) ; LB Theory and practice of education ; QA075 Electronic computers. Computer science ; LB2300 Higher Education ; LF Individual institutions (Europe)
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