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Teachers Conceptions and Approaches to Blended Learning: A Literature Review
Abstract
This paper presents a critical review and synthesis of research literature in higher education exploring teachers' conceptions of blended learning and their approaches to both design and teaching. Definitions of blended learning and conceptual frameworks are considered first. Attention is given to Picciano's Blending with Purpose Multimodal framework. This paper builds upon previous research on blended learning and conceptual framework by Picciano by exploring how objectives from Picciano's framework affect teachers' approaches to both design and teaching in face-to-face and online settings. Research results suggest that teachers use multiple approaches including face-to-face methods and online technologies that address the learning needs of a variety of students from different generations, personality types and learning styles.
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