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Critical Survey of Information Technology Use in Higher Education: Blended Classrooms
Abstract
Reception and use of information technology by lifelong learners within a “blended” learning environment needs to be articulated within a constructivist paradigm. Increasingly, the term reflective practice is appearing in the vocabulary of adult education discourse. Educators have become familiar with the concept of reflective practice through Donald Schön’s writings. Schön’s work is founded on a tradition of learning supported by Dewey, Lewin, and Piaget. As a learning group, lifelong learners are receptive to constructivist learning interventions where facilitated activities provide learners with opportunities to enact and collaboratively construct meaning as interventions unfold. This case study reviews learning enactments through an online discussion forum in an evening diploma in European Art History, University College Cork, Ireland.
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