Teacher conceptions of blended learning, blended teaching and associations with approaches to design

Abstract

This paper describes the results and implications of a qualitative study into teacher conceptions of blended learning, blended teaching and associations of these conceptions with approaches to design for blended learning experiences. Twenty-two teachers from two campus based Australian universities were interviewed and the responses from them were categorised into qualitatively varied categories of conceptions and approaches. The distribution of the categorisation is considered in relation to the strength of associations amongst the categories. In doing so, this study builds on previous research into understanding what teachers think students learn, how teachers think they teach, and how these understandings are related in blended contexts to the ways teachers prepare student learning through design. The results show that teacher conceptions of blended learning that focus on the use of technological media as one way of achieving learning outcomes and supporting critical investigation by students tend to be associated with conceptions of blended teaching which focus on helping students to develop new ideas and understanding.