“Face-to-Face Trumps Everything”
An Exploration of Tutor Perceptions, Beliefs and Practice Within Blended Learning Environments
Bibliographic Data
| ID | 22046487 |
|---|---|
| Authors | Andrew Youde (0000-0003-1104-5063, University of Huddersfield, corresponding author) |
| Year | 2020 |
| Volume | 10 |
| Issue | 5 |
| Pages | 147 |
| Publication date | 2020-05-22 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci10050147 |
| OpenAlex | W3027330841 |
| Language | EN |
| Citations received | 1 |
| References cited | 22 |
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
Affordance · Blended Learning · Educational technology · Face-to-face · Human–computer interaction · Mathematics education · Multimedia · Online learning · Pedagogy · Perception · TUTOR · Computer Science · Evaluation of Teaching Practices · Innovative Teaching and Learning Methods · Online and Blended Learning · Psychology
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| Citations per year | 0.2 |
|---|---|
| Citation span | 2021 - 2021 (1) |
| Highly cited | No |