A perspective on supporting STEM academics with blended learning at an Australian university

Hains-Wesson, Rachael and Tytler, Russell 2015, A perspective on supporting STEM academics with blended learning at an Australian university, Issues in educational research, vol. 25, no. 4, pp. 460-479.

Attached Files
Name Description MIMEType Size Downloads

Title A perspective on supporting STEM academics with blended learning at an Australian university
Author(s) Hains-Wesson, Rachael
Tytler, RussellORCID iD for Tytler, Russell orcid.org/0000-0003-0161-7240
Journal name Issues in educational research
Volume number 25
Issue number 4
Start page 460
End page 479
Total pages 20
Publisher Western Australian Institute for Educational Research Inc.
Place of publication [Western Australia]
Publication date 2015
ISSN 0313-7155
Keyword(s) STEM academics
Blended learning
Design-based educational research
Summary Design-based educational research can aid in providing a lens into understanding the complexities around imaginative methods, while also creating an avenue to share personal insights to support the solving of teaching and learning problems to direct future efforts. In this study, the ‘I’ narrative was extensively utilised in the form of an autoethnography perspective. This was achieved by incorporating three self-report methods within a design experiment, in order to explore the messiness associated with showcasing the creation and modification of a faculty-wide blended learning framework for STEM teachers. Data generation procedures from three sources provided the evidential basis for investigating this process: (1) self-reflection, (2) key literature findings, and (3) critical discussions from a community of inquiry. The findings identified three particular features of the process of change that were challenging, for which STEM academics required support: educators’ professional context; finding models to support change in practice; and identifying the change agent. The paper argues for the program of a personal and complex methodology to inform practice, providing insights into the change process, because process is just as important as product.
Language eng
Field of Research 130103 Higher Education
13 Education
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2015, Western Australian Institute for Educational Research Inc.
Persistent URL http://hdl.handle.net/10536/DRO/DU:30081432

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
Connect to link resolver
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 3 times in TR Web of Science
Scopus Citation Count Cited 2 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 256 Abstract Views, 0 File Downloads  -  Detailed Statistics
Created: Fri, 15 Jul 2016, 15:40:36 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.