ERIC Number: EJ1255122
Record Type: Journal
Publication Date: 2020
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2227-7102
EISSN: N/A
"Face-to-Face Trumps Everything": An Exploration of Tutor Perceptions, Beliefs and Practice within Blended Learning Environments
Education Sciences, v10 Article 147 2020
This paper explores the practices of higher education tutors in blended learning contexts. Significantly, the influence of their perceptions on practice was considered by investigating previous teaching and learning experiences, and their views of the affordances blended learning offers adult learners. The analysis was undertaken in relation to these learners' perceptions of their tutors whilst studying part-time, vocationally relevant degrees, at a distance. A mixed methods approach was adopted to conduct a detailed exploration of eight tutors' practice. Data analysis suggested that all tutors had negative experiences of online learning as students with these perceptions appearing to influence their practice. They generally avoided online pedagogies and adopted alternative approaches to their practice, namely a focus on face-to-face delivery with enhanced learner support, which was found to align with their described pedagogical beliefs. These tutors considered online teaching and learning as a deficit in this context.
Descriptors: Tutoring, Tutors, Teacher Attitudes, Beliefs, Educational Practices, Teaching Methods, Blended Learning, Affordances, Electronic Learning, Prior Learning, Barriers, Online Courses, Reflective Teaching, Self Efficacy
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A