RELATIONS BETWEEN BLENDED LEARNING POSSIBILITIES AND TEACHERS’ APPROACHES TO BLENDED LEARNING
Higher Education has embraced blended learning as a way of enhancing quality in teaching and helping students to learn. This presentation addresses relations between blended learning possiblities presented to teachers in a teacher training project and teachers’ approaches to blended learning. We suggest that in order to identify the level of impact of integrating technologies in teaching and learning, we need to understand the factors influencing approaches to design of courses for blended contexts.
Participants in the teacher training project come from the Department of Law at Aarhus University (AU), which is a research-intensive university in Denmark (DK). All teachers are involved with teaching at bachelor’s programme at the Department of Law. The number of teachers equals approximately 60 % of faculty members.
The desired effect of the educational development project is, at best, to:
• Optain locally-embedded knowledge about blended learning
• Develop opportunities for law students to receive (more) feedback
• Comply with strategic aims
The results so far suggest that teachers provide a disciplinary perspective on the key dimensions of blended learning, which influences their approaches to blended learning and influences their design of blended learning elements. In doing so, they integrate blended learning to meaningfully support their existing teaching practice.