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

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journal contribution
posted on 01.01.2015, 00:00 authored by Rachael Hains-Wesson, Russell TytlerRussell Tytler
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.

History

Journal

Issues in Educational Research

Volume

25

Issue

4

Pagination

460 - 479

ISSN

0313-7155

eISSN

1837-6290

Publication classification

C1 Refereed article in a scholarly journal; C Journal article

Copyright notice

2015, Western Australian Institute for Educational Research Inc.