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Sustainable pre-service teacher education is needed to encourage academic success for under-represented populations, through both culturally responsive and alternative programming options (Carr-Stewart, Balzer, & Cottrell, 2013). In 2013, the Western Canadian University that served as the basis for this case study, implemented a blended learning pilot course in multicultural education for its existing cohort of pre-service teachers, within their Indigenous Focus Teacher Education Program (IFTEP). The aim of the blended pilot was to increase flexibility in participation for the IFTEP students, who were all employed full time as teacher assistants within a local school board. The author examined the design model through qualitative analysis of student interview data, contrasted against observations of activities on the learning management system (LMS). Five themes emerged as important in effective and culturally responsive practice for blended learning design, in this case related to: institutional challenges, student autonomy and the complexity of commitments. This research presents a critical review of the feasibility of adopting blended learning for Indigenous students.  Afin de favoriser la reussite scolaire des populations sous-representees, il est necessaire que la formation initiale des enseignants soit durable, et ce, par l’entremise d’options de programmes a la fois culturellement sensibles et alternatives (Carr-Stewart, Balzer et Cottrell, 2013). En 2013, l’universite de l’Ouest canadien qui a servi de base pour la presente etude de cas a mis en œuvre un cours pilote en apprentissage mixte portant sur l’education multiculturelle pour la cohorte existante d’enseignants en formation initiale au sein de son programme de formation des enseignants axe sur les Premieres Nations (IFTEP). Ce pilote mixte avait pour objectif d’augmenter la flexibilite de la participation des etudiants de l’IFTEP, qui etaient tous employes a temps plein comme aides-enseignants au sein d’un conseil scolaire local. L’auteur a examine le modele de conception a la lumiere d’une analyse quantitative des donnees tirees d’entrevues d’etudiants, mises en contraste avec des observations d’activites portant sur le systeme de gestion de l’apprentissage (SGA). Cinq themes sont apparus importants pour une pratique efficace et culturellement sensible de la conception en apprentissage mixte, lies aux defis de l’etablissement, a l’autonomie etudiante et a la complexite des engagements. Cette etude presente un examen critique de la faisabilite d’adopter l’apprentissage mixte pour les eleves autochtones.

canadian journal of learning and technology

Social Justice or Status Quo? Blended Learning in a Western Canadian Teacher Education Program | Justice sociale ou statu quo ? L’apprentissage mixte dans un programme de formation d’enseignants dans l’Ouest canadien