Blended learning and team teaching: Adapting pedagogy in response to the changing digital tertiary environment

Renee Crawford, Louise Jenkins

Abstract


Increased accessibility of advanced technology, the targeted use of online learning platforms, student flexible learning expectations and the pressures of faculty budget constraints and priorities have called into question the effectiveness of traditional tertiary teaching and learning models. The tertiary education context must evolve at a pace consistent with the growing expectations and requirements of an innovative society. A teacher-led research project was devised to navigate through some of the complexities and implications associated with necessary pedagogical change in response to the transitioning digital tertiary environment. The development and implementation of blended learning and team teaching strategies were introduced into the pedagogy of a tertiary pre-service teacher education methods class. This paper reports on three sequential years of findings, which will explore student understandings of blended learning and team teaching and the overall impact they had on their learning in this context.


Keywords


Blended learning, team teaching, flexible learning and teaching, blended learning and team teaching pedagogy, action research methodology.

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DOI: https://doi.org/10.14742/ajet.2924