Open AccessNegotiating teacher educators' beliefs about blended learning: Using stimulated recall to explore design choices
Author(s) -
Bram Bruggeman,
Kyra Hidding,
Katrien Struyven,
Bram Pynoo,
Anja Garone,
Jo Tondeur
Publication year - 2022
Publication title -
australasian journal of educational technology
Language(s) - English
Resource type - Journals
eISSN - 1449-5554
pISSN - 1449-3098
DOI - 10.14742/ajet.7175
Subject(s) - blended learning , psychology , flexibility (engineering) , educational technology , facilitation , pedagogy , cooperative learning , negotiation , active learning (machine learning) , computer mediated communication , qualitative research , teaching method , mathematics education , computer science , sociology , the internet , social science , statistics , mathematics , neuroscience , world wide web , artificial intelligence
Teachers’ beliefs about education influence practice and vice versa. Teacher educators should be particularly attuned to the association between educational beliefs and practice. Teachers’ beliefs about education have been widely studied, but investigating how a team of teacher educators put a shared vision on blended learning into practice is less researched. Blended learning practices are subject to the four design aspects of incorporating flexibility, stimulating interaction, facilitating the learning process, and creating an affective learning climate. This qualitative study investigates a team of experienced blended learning teacher educators from two perspectives: their beliefs about blended learning, and how these beliefs are realised in practice. Seventeen screencast stimulated recall interviews revealed: (1) teacher educators express evaluative beliefs about deep and meaningful blended learning and descriptive beliefs about online flexibility and face-to-face interaction, and (2) how these beliefs are realised in practice by flexible online facilitation of learning processes, profound face-to-face interaction, and providing authentic learning experiences. Furthermore, as a result of the association between beliefs about blended learning and practice, the areas of refining student feedback, improving online structure and increasing interaction in online learning materials emerged for professional growth. Finally, recommendations are made for blended learning practitioners and teacher educators.Implications for practice or policy:Teacher educators hold evaluative beliefs about deep and meaningful blended learning and descriptive beliefs about online flexibility and face-to-face interaction.Deep and meaningful blended learning is promoted by flexible online facilitation of learning processes, profound face-to-face interaction, and providing authentic learning experiences.Areas for professional growth are refining student feedback, improving online structure and increasing interaction in online learning materials.