Abstract:

The dynamic shift towards blended learning has been evident across the Higher Education (HE) sector, both nationally and internationally resulting in the adoption of transformative and innovative teaching and learning approaches supported by available technologies (Cambridge University, 2020). The diverse range of these technologies has presented challenges both pedagogically and technologically for the institutions and educators who have been tasked with adapting, designing and delivering a fit for purpose curriculum within an unprecedented timeframe. These challenges have resulted in an emerging learning landscape which is in juxtaposition with the recognised and established ideology presented by the seminal work of Vygotsky in the Zone of Proximal Development (ZPD) (Vygotsky, 1978). The concept of the ZPD is one of a physical environment, in which peers study collectively and the role of More Knowledgeable Others (MKOs) is regarded as pivotal to the success of the teaching and learning therein. Through the use of a social constructivist approach learning materials are developed that recognise the individual differences of every learner, who within the ZPD, is able to progress at their own pace and succeed through their experiences and interactions with others. The significance of this experience has always been an integral part of traditional university delivery with the ‘student experience’ very much dominating the wider narrative (Jones, 2018). This paper therefore acknowledges the change in the student experience and poses the question whether the digital shift to blended learning is creating what could now be called the Digital Zone of Proximal Development (DZPD)? If so, what does this now look like and what are the key features of this new DZPD that ensure it is successful. More importantly, what are the consequences for both staff and students transitioning from a known understanding to an emerging one and how can they be supported with their teaching and learning in such a transforming educational landscape (Jie, Sunze and Puteh, 2020).

Delegates will be presented with an overview of the changing educational landscape, an introduction to Vygotsky’s Zone of Proximal Development, and a revised view of how this is now being reflected through the lens of blended learning to transition traditional face to face delivery throughout the HE sector (Hibbert, 2020). The presenters will share research and practical experience informing their view of the Digital Zone of Proximal Development and delegates will have the opportunity to discuss this view from within their own educational context.

Keywords:

ZPD, DZPD, Learning Environment, Teaching and Learning.