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


  • Renee Crawford Monash University
  • Louise Jenkins Monash University



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


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.


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Author Biographies

Renee Crawford, Monash University

Dr Renée Crawford is Senior Lecturer in the Faculty of Education at Monash University and a Research and Evaluation Consultant. Her diverse research includes the philosophy, impact and pedagogy of using technology in music education; holistic and authentic teaching and learning practice; blended learning; Music curriculum development; composition in the classroom; the impact of Arts and Music engagement in education from a sociological and intervention perspective; the role of the teaching artist in contemporary education. Renée had the privilege of managing and conducting research on high profile national research projects that responded to government agenda priorities. This work was done in collaboration with institutions such as The University of Melbourne, Victorian University, Australian Council of Education Research and Educational Transformations. The significant impacts of such projects has resulted in a deeper understanding about the importance of teacher led research and how the outcomes can change policy and practice. Her musical interests that continue to influence her teaching are in composition, film music, minimalism, the analysis of contemporary Australian music and the use of digital technology in music.

Louise Jenkins, Monash University

Louise is the Course Leader for the secondary component of the Bachelor of Education program in the Faculty of Education at Monash University. She is a sociologist and a performing arts specialist with a particular interest in researching and implementing blended learning approaches in her tertiary classrooms. She has significant experience in research projects focused on diverse school populations, racism and the development of social capital among culturally diverse youth. Louise uses performing arts as a means to develop socially inclusive attitudes and approaches in education.




How to Cite

Crawford, R., & Jenkins, L. (2017). Blended learning and team teaching: Adapting pedagogy in response to the changing digital tertiary environment. Australasian Journal of Educational Technology, 33(2).