Abstract
As emerging Information Communication Technologies (ICTs) are increasingly being engaged as pedagogical tools, the role of traditional academic values might be overlooked. This chapter highlights some of the challenges faced by educators as they reconcile their own pedagogical reasoning with the engagement opportunities presented through ICTs. It also reports on a study that followed the introduction of three blended-mode university subjects into teacher education programs over several years. The research resulted in identifying ten considerations for an effective pedagogy to use for flexible and blended learning, and it identified ten organizational limitations of applying good pedagogical practices in pursuing blended-mode learning. The chapter also provides an example of the benefits of engaging a heuristic inquiry process when developing pedagogy. It is argued that a heuristic inquiry process provides a framework that allows for a variety of important perspectives to be recognized and acted upon.
Original language | English |
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Title of host publication | Outlooks and opportunities in blended and distance learning |
Editors | B. Tynan, J. Willems, R. James |
Place of Publication | Hershey, PA |
Publisher | IGI Global |
Chapter | 3 |
Pages | 35-49 |
Number of pages | 15 |
ISBN (Electronic) | 9781466642065 |
ISBN (Print) | 9781466642058 |
DOIs | |
Publication status | Published - 2013 |