Stefanou, Vassilia and Passey, Don (2021) Investigating the implementation of blended provisions for an introductory computer module. PhD thesis, Lancaster University.
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Abstract
This thesis describes a qualitative single exploratory case study whose purpose was to explore the potential transition of an introductory computer module of College X to a blended learning mode; this was implemented by investigating the perceptions of instructors and students regarding this potential transition, analysing these perceptions using thematic analysis, and framing these within the conceptual framework suggested by Passey (2019). In this respect, integrating ‘new’ ways of teaching and learning for implementing blended learning provision for higher education followed the steps suggested by Passey (2019). The process involved: (1) identifying the elements of the module under investigation that need to remain on-site; (2) associate the remaining elements to suitable ‘new’ ways of learning; (3) associate these elements to appropriate forms of interaction; (4) match these elements to relevant educator modes; and (5) identify the appropriate technology resources to support these elements. This process produced a set of tools that may serve as conceptual frameworks related to the relationships between online elements, educator modes, ‘new’ ways of learning, and interaction forms. Finally, the study’s findings include identified benefits and challenges related to blended learning provisions, as perceived by this study’s participants, aligned with evidence from the prevailing literature. The findings will be used to inform the eventual implementation of a blended learning provision for the said module.