ABSTRACT

Applied geography represents the dialectic relationship between theory and application (Pacione 1999 Pacione, M. (1999). Applied geography: in pursuit of useful knowledge.Applied Geography,19(1), 1–12. https://www.sciencedirect.com/science/article/pii/S0143622898000319[Crossref] , [Google Scholar], 2004 Pacione, M. (2004). The principles and practice of applied geography. In Applied Geography (pp. 23–45). Springer, Dordrecht. https://link.springer.com/chapter/10.1007/978-1-4020-2442-9_3[Crossref] , [Google Scholar]). A well-informed rigorous pedagogy must represent this dialectical relationship (Pacione 1999 Pacione, M. (1999). Applied geography: in pursuit of useful knowledge.Applied Geography,19(1), 1–12. https://www.sciencedirect.com/science/article/pii/S0143622898000319[Crossref] , [Google Scholar]). How then can the relationship between the theoretical and the applied be challenged within the “spaces” of the university? I provide a critical discussion of the use of a blended learning pedagogy (Davis & Fill 2007 Davis, H. C., & Fill, K. (2007). Embedding blended learning in a university's teaching culture: Experiences and reflections. British Journal of Educational Technology,38(5), 817–828. https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1111/j.1467-8535.2007.00756.x[Crossref], [Web of Science ®] , [Google Scholar]) in challenging that there is a separation of theoretical and applied geography. A blended learning pedagogy allows for the inclusion of emerging media and learning technologies as tools in developing a new “space” for teaching and learning, a “space” which is focused on active learning. The walls of the university lecture room become porous, as students begin to make critical connections between theory and application. I unpack the pedagogical justification for a shift to a blended learning approach. I support this justification with evidence from curriculum design in a first-year geography course, and the student experience of implementation of this blended learning approach. I assess student engagement with theory through the integration of real-world case studies into a blended delivery approach. I evaluate their critical engagement by applying a mixed-method approach to a survey and follow-up focus group.

摘要

应用地理学代表了理论与应用之间的辩证关系（Pacione 1999 帕西奥内，M . （1999 年）。应用地理学：追求有用的知识。应用地理学,19(1), 1 – 12。https://www.sciencedirect.com/science/article/pii/ S0143622898000319 [交叉引用]  ，[谷歌学术]，2004 帕西奥内，M . （2004 年）。应用地理学的原理与实践。在应用地理学中（第23 - 45页）。斯普林格，多德雷赫特。https://link.springer.com/chapter/10.1007/978-1-4020-2442-9_ 3 [交叉引用]  ，[谷歌学术]）。一个消息灵通的严谨教学法必须代表这种辩证关系（Pacione1999 帕西奥内，M . （1999 年）。应用地理学：追求有用的知识。应用地理学,19(1), 1 – 12。https://www.sciencedirect.com/science/article/pii/ S0143622898000319 [交叉引用]  ，[谷歌学术]）。那么，如何在大学的“空间”中挑战理论与应用之间的关系？我对混合学习教学法的使用进行了批判性讨论（Davis & Fill2007 戴维斯，HC和Fill，K。（2007 年）。将混合式学习融入大学的教学文化：经验与反思。英国教育技术杂志,38(5), 817 – 828。https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1111/j.1467-8535.2007.00756.x [Crossref]、[Web of Science®]  、[Google Scholar]) 挑战理论和应用地理学的分离。混合学习教学法允许将新兴媒体和学习技术作为工具来开发新的教学“空间”，这是一个专注于主动学习的“空间”。随着学生开始在理论和应用之间建立重要的联系，大学讲堂的墙壁变得多孔。我解释了转向混合学习方法的教学理由。我通过第一年地理课程的课程设计和学生实施这种混合学习方法的经验来支持这一论点。我通过将现实世界的案例研究整合到混合交付方法中来评估学生对理论的参与。