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Blended learning: an interpretive action research study

Heinze, A 2008, Blended learning: an interpretive action research study , PhD thesis, University of Salford.

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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.

    Item Type: Thesis (PhD)
    Contributors: Procter, CT(Supervisor)
    Additional Information: PhD research undertaken at the University of Salford between 2003 and 2008 entitled: ‘Blended learning: an interpretive action research study’
    Themes: Subjects / Themes > T Technology > T Technology (General)
    Subjects / Themes > L Education > LB Theory and practice of education
    Subjects / Themes > Q Science > QA Mathematics > QA075 Electronic computers. Computer science
    Subjects / Themes > L Education > LB Theory and practice of education > LB2300 Higher Education
    Subjects / Themes > L Education > LF Individual institutions (Europe)
    Subjects outside of the University Themes
    Schools: Colleges and Schools > College of Business & Law > Salford Business School > Centre for Digital Business
    Depositing User: Dr Aleksej Heinze
    Date Deposited: 16 Jan 2009 16:11
    Last Modified: 19 Feb 2014 10:03
    URI: http://usir.salford.ac.uk/id/eprint/1653

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