The significance of the reflective practitioner in blended learning

This is a case study paper concerned with 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. The great advantage of an interpretive approach, however, is to allow the findings to determine the course of the research. During the first action research cycles, the focus of the research soon changed from the use of technology in blended learning to the role of the practitioners involved. We advocate the key role of reflective practitioners in facilitating blended learning and suggest that action research is a useful framework to develop this. Keywords: Educational Technology Implementation, Electronic Learning (E-Learning), Teacher Improvement, Teacher Preparation, Action Research, Asynchronous Communications, blended learning, part-time student, reflective practice

Learner Perceptions of Open Pedagogy in a Psychology Course

A research and course re-design project was undertaken to document, evaluate, and report the effects of implementing an OER-enabled pedagogy project in a psychology course within Georgia Southwestern State University. The project involved redesigning alternative and ‘renewable assignments\u27 in a course using open textbooks to replace some paper writing assignments that are ‘disposable.\u27 Data was gathered from 42 students enrolled in the course, including surveys, student reviews, and instructor feedback. Results indicated that students prefer the renewable assignments, which helped them better understand the content and prepare for the exams. They also like to be involved in the decision process, such as the choice of assignment, including the questions they created in the exams. Feedback from instructors indicated that effort and time was about the same or slightly more effective in terms of course preparation, implementation, and student performance. However, students\u27 engagement was increased, and improvements can certainly be made for next semester.</p