Supporting the professional development of educators for blended learning design using TPACK: A design-based research study

Tuffnell, Christopher and Bligh, Brett (2024) Supporting the professional development of educators for blended learning design using TPACK: A design-based research study. PhD thesis, Lancaster University.

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Abstract

A growing body of literature on blended learning in higher education suggests that the phenomenon is strategically important on the grounds of flexibility, increased learner engagement, and critical skill development, along with a positive impact on the achievement of learning outcomes. However, the success of blended learning presents a burden on educators to be adept at distinct learning design skills. The current literature does not adequately cover professional development, which addresses how educators should design blended learning or articulate specific pedagogical design approaches for blended learning. Therefore, this study used a Design-Based Research approach to explore how educators can support the development of their own blended learning designs. Multiple iterations of a professional development course to guide educators’ blended learning design approaches have been implemented at a university research site in Dubai. The university endeavoured to become the first accredited institute in the UAE to redesign its programmes for blended learning delivery. The research cycles included an analysis of the literature to inform the development of design conjectures, which in turn underpinned the design of the professional development course. Subsequently, data, including participants’ design artefacts and post-course interviews, were analysed for each cycle through the lens of TPACK to evaluate participants’ experience in the course, substantiate design conjectures, and inform iterative improvement of the design intervention course. Cycle-A’s findings showed that the inclusion of reflective practices deepened comprehension and encouraged thoughtful design approaches, while the inclusion of a flipped learning model was deemed to support participants’ blended learning design decisions. Findings from cycle-B identified that the inclusion of active blended learning strategies and intentional collaborative opportunities significantly enhanced the learning experience. In addition, a learner-centred approach was deemed beneficial in further guiding participants’ blended learning design decisions. Finally, cycle-C’s findings identified that a cohort-based flipped learning course design could effectively engage participants. In addition, the participants’ technological confidence and competence increased through coaching and support. This study makes several contributions to the literature, including highlighting the centrality of learning design in supporting educators’ transition to designers of blended learning. A new iterative blended learning design (IBLD) model is proposed that synthesises the findings and integrates the design conjectures developed across the three DBR cycles, which can serve as the basis for future research in the field of professional development for blended learning design.