Self-determined blended learning: a case study of blended learning design
This paper proposes, describes and evaluates a pedagogical approach to blended learning focused on learners and learning. First, we interrogate the literature related to blended learning to show how various constructions of blended learning may be driven by teacher-centric or learner-centric conceptions. Next, planning a learner-centric blended learning design for a core unit in a first year higher education course is described. The design is then evaluated using a mixed methodology in which the students' voices illuminate their experiences of blended learning unit design with regards to engagement, learning and self-determination.
Linda De George-Walker, Mary Keeffe . Self-determined blended learning: a case study of blended learning design. Higher Education Research and Development, Volume 29, Number 1 (February 2010), pp. 1-13,
Teacher Tips with Aaron Quigley
Weekly series exploring innovations in educational technology, time-saving techniques, teaching best practices and highlighting emerging technology in the field.
Entire course is available to Bond University students and staff. Current week available publicly.