English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Applied geography represents the dialectic relationship between theory and application (Pacione  1999 ,  2004 ). A well-informed rigorous pedagogy must represent this dialectical relationship (Pacione  1999 ). How then can the relationship between the theoretical and the applied be challenged within the “spaces” of the university? I provide a critical discussion of the use of a blended learning pedagogy (Davis &amp; Fill  2007 ) in challenging that there is a separation of theoretical and applied geography. A blended learning pedagogy allows for the inclusion of emerging media and learning technologies as tools in developing a new “space” for teaching and learning, a “space” which is focused on active learning. The walls of the university lecture room become porous, as students begin to make critical connections between theory and application. I unpack the pedagogical justification for a shift to a blended learning approach. I support this justification with evidence from curriculum design in a first-year geography course, and the student experience of implementation of this blended learning approach. I assess student engagement with theory through the integration of real-world case studies into a blended delivery approach. I evaluate their critical engagement by applying a mixed-method approach to a survey and follow-up focus group.

Advocating for blended pedagogy as a shift to more holistic inclusive geography