De George-Walker, L., & Keeffe, M. (2010). Self-determined blended learning: A case study of blended learning design. Higher Education Research & Development, 29(1), 1-13.Location: University of Southern Queensland, Australia
Education Level: Undergraduate
Discipline: Teacher Education
Approach: A subject was expanded so that a full range of options were available to students. They could access modules online, through face-to-face tutorials, through lecture recordings, etc. in a “learner-centered” pedagogy.
Results:“The findings of this study suggest that successful learners are aware of their learning and situational needs and preferences and are able to select learning formats to fit their changing needs. While the search for the most appropriate combination of blended learning formats continues, it is argued that a learner-centered view of blended learning requires acceptance that there will be endless successful combinations”
Description: Interesting read, advocates STUDENTS, rather than teachers, making decision about what and how to blend. Research method included student surveys and interviews, applying principles of U