ABSTRACT

Blended learning is often viewed as a teaching mode that integrates a combination of online interactive activities with face-to-face learnings. This includes a mixture of different types of teaching and learning techniques, and Information and Communication Technologies (ICT) tools. In this study, we undertook an experiment to ascertain what constituted a practitioner-based approach to team-teaching for blended learning. The experiment occurred during one teaching period (11 weeks) at an Australian University where the classroom teaching experience was accessed by students and teachers across different geographical locations, using ICT. During the experiment, we completed individual and collaborative reflections, utilised an online survey to elicit students’ perceptions about our team-teaching practice and critiqued the literature on blended learning. Qualitative analysis was conducted for each data source, revealing several key themes, which were: (1) skills, (2) student, team-teaching and teacher roles and (3) the role of ICT. This study explored these themes in detail, showing that when using ICT, specific communication processes build student and teachers’ confidence as well as facilitating trust between those involved in providing a blended classroom experience. This in turn, contributes to the flexible use of ICT tools, offering opportunities for teacher and students to participate in variety of class roles, interacting via online, face-to-face or blended methods. Overall we found that to assist with setting-up and facilitating teach-teaching for blended learning, it was important to provide role clarity, an agreed-to approach for classroom communications and purposeful integration of ICT for the teaching team and students when failure occurred.

摘要

混合式学习通常被视为一种将在线互动活动与面对面学习相结合的教学模式。这包括混合不同类型的教学和学习技术，以及信息和通信技术 (ICT) 工具。在这项研究中，我们进行了一项实验，以确定什么构成了基于实践者的混合学习团队教学方法。该实验发生在澳大利亚大学的一个教学期（11 周）期间，在该大学中，来自不同地理位置的学生和教师使用 ICT 访问课堂教学体验。在实验过程中，我们完成了个人和合作的反思，利用在线调查来了解学生对我们的团队教学实践的看法，并批评关于混合学习的文献。对每个数据源进行了定性分析，揭示了几个关键主题，即：(1) 技能，(2) 学生、团队教学和教师角色，以及 (3) ICT 的作用。本研究详细探讨了这些主题，表明在使用 ICT 时，特定的沟通过程可以建立学生和教师的信心，并促进参与提供混合课堂体验的人员之间的信任。这反过来又有助于灵活使用 ICT 工具，为教师和学生提供参与各种课堂角色的机会，通过在线、面对面或混合方法进行互动。