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, 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 1837-6290 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 Indigenous content off 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. Free to Read? Yes Persistent URL http://hdl.handle.net/10536/DRO/DU:30081432 Document type: Journal Article Collections: Faculty of Arts and Education School of Education Open Access Collection Related Links Link Description Link to full-text (open access)     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. 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. Versions Version Filter Type Wed, 17 Feb 2016, 11:11:57 EST Fri, 15 Jul 2016, 15:40:36 EST Sat, 16 Jul 2016, 05:01:16 EST Sat, 16 Jul 2016, 06:10:28 EST Mon, 18 Jul 2016, 10:25:29 EST Wed, 03 Aug 2016, 15:16:01 EST Wed, 12 Oct 2016, 14:51:10 EST Wed, 01 Mar 2017, 07:47:03 EST Fri, 03 Apr 2020, 15:41:09 EST Filtered Full Citation counts:   Cited 5 times in TR Web of Science Cited 4 times in Scopus Search Google Scholar Access Statistics: 372 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.