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The Significance of the Reflective Practitioner in Blended Learning

The Significance of the Reflective Practitioner in Blended Learning

Aleksej Heinze, Chris Procter
Copyright: © 2010 |Volume: 2 |Issue: 2 |Pages: 12
ISSN: 1941-8647|EISSN: 1941-8655|EISBN13: 9781609604158|DOI: 10.4018/jmbl.2010040102
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MLA

Heinze, Aleksej, and Chris Procter. "The Significance of the Reflective Practitioner in Blended Learning." IJMBL vol.2, no.2 2010: pp.18-29. http://doi.org/10.4018/jmbl.2010040102

APA

Heinze, A. & Procter, C. (2010). The Significance of the Reflective Practitioner in Blended Learning. International Journal of Mobile and Blended Learning (IJMBL), 2(2), 18-29. http://doi.org/10.4018/jmbl.2010040102

Chicago

Heinze, Aleksej, and Chris Procter. "The Significance of the Reflective Practitioner in Blended Learning," International Journal of Mobile and Blended Learning (IJMBL) 2, no.2: 18-29. http://doi.org/10.4018/jmbl.2010040102

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Abstract

This paper examines the introduction of blended learning on a part-time higher education programme for mature students. The interpretive work draws on four action research cycles conducted over two years with two student cohorts. Discussion is based on observations, staff and student focus groups and interviews examining the students’ expectations and experiences. The initial focus of the action research was on the introduction of technology into the teaching and learning experience. However, the advantage of an interpretive approach is allowing the findings to determine the course of the research. During the first action research cycles, the focus of the research changed from the use of technology in blended learning to the role of the practitioners involved. The authors advocate the key role of reflective practitioners in facilitating blended learning and suggest that action research is a useful framework.

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