‘THE UNIVERSITY DOESN’T CARE ABOUT THE IMPACT IT IS HAVING ON US’: ACADEMIC EXPERIENCES OF THE INSTITUTIONALISATION OF BLENDED LEARNING
What is it?
This article reports on a qualitatie study of academic learning experiences in the early implementation stage of an institutional approach to blended learning at a research-intensive university.
This article reports on a qualitatie study of academic learning experiences in the early implementation stage of an institutional approach to blended learning at a research-intensive university.
Who is it for?
Instructors and educators looking to understand the impacts of institutionalized approaches to blended learning.
Instructors and educators looking to understand the impacts of institutionalized approaches to blended learning.
What can it do?
The thematic analysis revealed that academics cared for students’ perspectives and being able to feed it back into their teaching practices drove the blended process, but they were de-motivated by a lack of agency in designing and implementing their courses. Academics were also concerned about the effectiveness of blending for student learning and did not feel cared for by the university.
The thematic analysis revealed that academics cared for students’ perspectives and being able to feed it back into their teaching practices drove the blended process, but they were de-motivated by a lack of agency in designing and implementing their courses. Academics were also concerned about the effectiveness of blending for student learning and did not feel cared for by the university.
Huang, J., Matthews, K. E., & Lodge, J. M. (2020). ‘The university doesn’t care about the impact it is having on us’: Academic experiences if the institutionalisation of blended learning. Higher Education Research & Development. Retrieved from https://www.tandfonline.com/doi/full/10.1080/07294360.2021.1915965