The Blended Learning Environment in Higher Education: The Tutor and Student Perspective

The Blended Learning Environment in Higher Education: The Tutor and Student Perspective

Ellen Boeren (University of Edinburgh, UK)
Copyright: © 2017 |Pages: 19
DOI: 10.4018/978-1-5225-0783-3.ch012
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Abstract

This chapter explores the author's experiences with blended learning, both as a tutor and as a student at a British Russell Group University. The chapter starts from the importance of encouraging an autonomy supporting learning environment, featured within self-determination theory (Ryan & Deci, 2000). In the first part of the chapter, definitions of blended learning will be briefly reviewed. Secondly, the role of the learning environment will be explained, drawing upon previous research on learning environments undertaken by Darkenwald and Valentine (1986), mentioning the importance of the learning environment within motivational theories. Thirdly, results of a critical analysis on the own teaching and learning practice will be conducted, comparing the perspective of being a tutor and being a student. Finally, recommendations for future teaching practice will be discussed, before concluding this chapter.
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Introduction

This chapter explores the author’s experiences with blended learning, both as a tutor and as a student at a British Russell Group University and starts from the importance of encouraging an autonomy supporting learning environment, featured within self-determination theory (Ryan & Deci, 2000).

In the first part of the chapter, definitions of blended learning will be briefly reviewed. Secondly, the role of the learning environment will be explained, drawing upon previous research on learning environments undertaken by Darkenwald and Valentine (1986), in which the importance of the learning environment will be linked to motivational theories. Thirdly, results of a critical analysis on the own teaching and learning practice will be conducted, comparing the perspective of being a tutor in several post-graduate courses, and of being a student in a post-graduate programme based on a range of dimensions measuring the quality of the learning environment. Finally, recommendations for future teaching practice will be discussed, before concluding this chapter.

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