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The significance of the reflective practitioner in blended learning

Heinze, A and Procter, CT 2010, 'The significance of the reflective practitioner in blended learning' , International Journal of Mobile and Blended Learning, 2 (2) . (In Press)

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    This is a case study paper concerned with the introduction of blended learning on a part-time higher education programme for mature students. The interpretive work draws on four action research cycles conducted over two years with two student cohorts. Discussion is based on observations, staff and student focus groups and interviews examining the students’ expectations and experiences. The initial focus of the action research was on the introduction of technology into the teaching and learning experience. The great advantage of an interpretive approach, however, is to allow the findings to determine the course of the research. During the first action research cycles, the focus of the research soon changed from the use of technology in blended learning to the role of the practitioners involved. We advocate the key role of reflective practitioners in facilitating blended learning and suggest that action research is a useful framework to develop this. Keywords: Educational Technology Implementation, Electronic Learning (E-Learning), Teacher Improvement, Teacher Preparation, Action Research, Asynchronous Communications, blended learning, part-time student, reflective practice.

    Item Type: Article
    Contributors: (Author)
    Themes: Subjects / Themes > T Technology > T Technology (General)
    Subjects / Themes > L Education > LB Theory and practice of education > LB2300 Higher Education
    Subjects outside of the University Themes
    Schools: Colleges and Schools > College of Business & Law > Salford Business School > Centre for Digital Business
    Journal or Publication Title: International Journal of Mobile and Blended Learning
    Publisher: IGI Global
    Refereed: Yes
    ISSN: 1941-8647
    Depositing User: Chris Procter
    Date Deposited: 22 Apr 2010 10:23
    Last Modified: 20 Aug 2013 17:16

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