{"title":"A place-based approach to blended learning","authors":"Cadey Korson","doi":"10.1080/03098265.2022.2122032","DOIUrl":null,"url":null,"abstract":"ABSTRACT Flexibility in course provision is needed more than ever. Blended learning, flipped classroom approaches and experiential learning, re-envisioned within hyflex environments, offer mechanisms for addressing current challenges in tertiary education provision. Today, universities are more intensely considering online study as a way to diversify campus assets, student requests for choice in how and where they study (including the traditional brick-and-mortar experience) is more widespread, and the extent to which instructors are experimenting with online provision is staggering. In geography, a discipline grounded in physical places and local communities, developing flexible learning spaces that retain that engagement with place, regardless of where or how students are studying, is challenging. A pilot study examining Australian and Aotearoa New Zealand instructors’ understandings of blended learning and digital media content creation is used to develop a preliminary framework for place-based blended learning. This framework responds to changing student and instructor needs and digital transformations in teaching and learning yet fosters a sense of belonging and connection to place.","PeriodicalId":51487,"journal":{"name":"Journal of Geography in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"5","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Geography in Higher Education","FirstCategoryId":"89","ListUrlMain":"https://doi.org/10.1080/03098265.2022.2122032","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 5
Abstract
ABSTRACT Flexibility in course provision is needed more than ever. Blended learning, flipped classroom approaches and experiential learning, re-envisioned within hyflex environments, offer mechanisms for addressing current challenges in tertiary education provision. Today, universities are more intensely considering online study as a way to diversify campus assets, student requests for choice in how and where they study (including the traditional brick-and-mortar experience) is more widespread, and the extent to which instructors are experimenting with online provision is staggering. In geography, a discipline grounded in physical places and local communities, developing flexible learning spaces that retain that engagement with place, regardless of where or how students are studying, is challenging. A pilot study examining Australian and Aotearoa New Zealand instructors’ understandings of blended learning and digital media content creation is used to develop a preliminary framework for place-based blended learning. This framework responds to changing student and instructor needs and digital transformations in teaching and learning yet fosters a sense of belonging and connection to place.
期刊介绍:
The Journal of Geography in Higher Education ( JGHE) was founded upon the conviction that the development of learning and teaching was vitally important to higher education. It is committed to promote, enhance and share geography learning and teaching in all institutions of higher education throughout the world, and provides a forum for geographers and others, regardless of their specialisms, to discuss common educational interests, to present the results of educational research, and to advocate new ideas.