Effective blended learning for post-secondary learners: instructor perspectives
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Date
2017
Authors
Telmesani, Maha
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Abstract
This qualitative study examined instructors’ perceptions of teaching practices and their
experiences teaching blended learning at the University of Manitoba. Using in-depth interviews,this study (a) explored instructors’ teaching practices and their experiences teaching using blended learning in higher education, (b) examined the extent to which elements of the community of inquiry framework (designed along social constructivist learning principles) were incorporated into instructors’ approaches, and (c) examined which learning theories influenced the teaching of blended learning courses at the university of Manitoba as well as their impact on effective instruction and learning in higher education contexts. The study revealed that instructors found convenience, accessibility, and cognitive flexibility to be some of the main benefits of blended learning for learners. Instructors adopted the underlying principles of social constructivism. In their teaching, they focused on several issues, including their complex role as instructors. This role included enhancing the learning experience through the use of the online component of the course, understanding the learner and appreciating their experience, being present, and creating a collaborative and engaging learning environment. The instructors expressed the need for institutional and technological support, as well as professional development. Suggestions for university instructors included pre-planning, considering learners and their experiences, creativity, flexibility and perseverance, and attending training sessions/workshops. Students were advised to put more effort into being open and self-directed,investing in their learning experience, and adopting a positive attitude.
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Keywords
Blended Learning, Post-Secondary Learners, Community of Inquiry, Instructor Experience