ABSTRACT

The Higher Education (HE) sector is currently faced with an unprecedented reorganisation of the current delivery of teaching and learning with technology playing an increasingly significant role in shifting traditional pedagogies to a more blended learning approach. This article investigates the challenges faced by academics responding to this new style of pedagogy and recognises the need for an operational framework to support this transition. The emergence of the ‘digital lecturer’ changes the role of the academic in designing, adapting and delivering educational products that are fit for purpose in a technology enabled learning environment. Underpinned by pedagogic theory, research based on participant observation over a three-year period of the staff experiences delivering a technology enabled blended learning approach, the article presents a solution of a framework supporting HE professionals transitioning module content towards a technology enabled blended learning approach.

摘要

高等教育 (HE) 部门目前正面临前所未有的教学和学习交付重组，技术在将传统教学法转变为更加混合的学习方法方面发挥着越来越重要的作用。本文调查了学者们在应对这种新型教学法时所面临的挑战，并认识到需要一个操作框架来支持这种转变。“数字讲师”的出现改变了学术界在设计、改编和交付适合技术支持的学习环境中的教育产品方面的作用。在教学理论的支持下，研究基于参与者在三年期间对员工体验的观察，提供了一种技术支持的混合学习方法，支持 HE 专业人员将模块内容过渡到技术支持的混合学习方法的框架。