hainswesson-aperspectiveon-2015.pdf (519.65 kB)
A perspective on supporting STEM academics with blended learning at an Australian university
journal contributionposted on 2015-01-01, 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.
JournalIssues in Educational Research
Pagination460 - 479
Link to full text
Publication classificationC1 Refereed article in a scholarly journal; C Journal article
Copyright notice2015, Western Australian Institute for Educational Research Inc.