Blended Learning Environments: A Phenomenographic Study of Australian Teachers' Conceptions and Approaches
Abstract: Drawing from the phenomenographic perspective, this study investigated Australian University teachers’ conceptions and approaches to integrating pedagogy and content knowledge using blended learning environments. Three key dimensions emerged from the data on the conceptions of teaching using blended learning environments. While some of these dimensions build upon previous research and conceptual frameworks, some are distinctively different, as the findings suggest that there may be a relationship between the subject taught and different conceptions and approaches to using blended learning environments. The study advances research on conceptions and approaches to integrating pedagogy and content knowledge by examining teaching in academic pathway programs at the undergraduate level.