Contextual factors of university teachers’ online and blended learning practice: Interplay between teacher and context
Abstract
University
teachers operate in a delicate balance between personal factors and the
influence of context. Both contextual factors such as university strategies and
policies, and teachers’ capacities to make choices influence the quality of online
and blended learning practices in universities. Since contextual factors affect
teachers’ online and blended learning practices, this qualitative case study
investigates contextual factors perceived as relevant by 32 university teachers
for their online and blended learning practice in a Flemish university. Data
analysis from six focus groups revealed (1) the pertinent role of a practical vision
on online and blended learning, including issues of privacy; (2) issues around support
and professional development (skilled faculty support staff, collegial
collaboration, and the lack of structural design time); (3) the impact of ICT
systems and infrastructure on online and blended learning practices; and (4)
concerns from the perspective of the students. Finally,
recommendations for practitioners concerned with online and blended learning practices
in universities are suggested.
Keywords
Agency, blended learning, context, online
learning, university teaching
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