Blended university teaching using virtual learning environments: conceptions and approaches

• Published in: Instructional science Vol. 40; no. 1; pp. 141 - 157
• Main Authors: Lameras, Petros, Levy, Philippa, Paraskakis, Iraklis, Webber, Sheila
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer 01.01.2012; Springer Netherlands; Springer Nature B.V
• Subjects: Academic learning; Blended Learning; Cognitive style; Collaborative learning; College Faculty; College instruction; Computer Science; Computer science education; Computer Uses in Education; Concept Formation; Conventional Instruction; Education; Educational Psychology; Educational Technology; Environmental education; Foreign Countries; Greece; Higher education; Information Transfer; Learning and Instruction; Online instruction; Pedagogic Psychology; Research Methodology; resource exploration; Science Teachers; Teacher Attitudes; Teachers; Teaching Methods; Universities; Virtual learning environments; Virtual universities; Greece; University teaching; Virtual learning environments; Blended learning; Phenomenography; Computer Science
• ISSN: 0020-4277; 1573-1952
• DOI: 10.1007/s11251-011-9170-9

This paper reports findings from a phenomenographic investigation into blended university teaching using virtual learning environments (VLEs). Interviews with 25 Computer Science teachers in Greek universities illuminated a spectrum of teachers' conceptions and approaches from 'teacher-focused and content-oriented', through 'studentfocused and content-oriented', to 'student-focused and process-oriented'. Using VLEs was described as a means of supporting: A—information transfer; B—application and clarification of concepts; C—exchange and development of ideas, and resource exploration and sharing; D—collaborative knowledge-creation, and development of process awareness and skills. The study suggests that pedagogical beliefs and circumstances underpinning face-toface teaching are more influential in shaping approaches to blended VLE use than VLE system features. The authors propose that the findings could be used to inform educational enhancement initiatives and that there is a need for further discipline-focused research on blended teaching.