Some implications ...
Implications for theory and methodology
- This study found that the role of educational beliefs is crucial for blended learning practice, and that attitudes are particular (sub)sets of beliefs that are organized around a particular object or situation. Therefore, it is suggested to include teacher beliefs (about education) when addressing the concept of competence.
- There are three different types of beliefs that teachers can have about blended learning: evaluative, descriptive, or prescriptive.
- This dissertation suggests that expert interviews are a valuable qualitative method to investigate complex problems of practice, and that screencast stimulated recall interviews can increase awareness of the association between teachers’ beliefs about blended or online learning and the actual organization of practices.
Practical implications
- This dissertation says that it's important to include teachers' beliefs in professional development sessions, and to help them become aware of their own personal assumptions about blended and online learning. It's also important to pay attention to any negative characteristics the teachers have, like anxiety about technology, without judging them.
- It is important to think about how online and blended learning courses are organized. For example, collegial stimulated recall reflection sessions help people learn from each other's courses.
- It is important for online learning materials to be clear and easy to understand. Teachers should focus on the main topics and not get sidetracked. It is also suggested that online learning materials be flexible so students can learn at their own pace.
- Policymakers and stakeholders should focus on how to make a vision for blended and online learning a reality, in practice.
- Investigate how the vision on blended and online learning looks like from the perspective of students and beware of overload of online learning activities for the students.