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An Investigation of Teacher Educators Struggling for the Adoption of Quality Blended Learning Practices in Hong Kong.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	An Investigation of Teacher Educators Struggling for the Adoption of Quality Blended Learning Practices in Hong Kong./
Author:	Wang, Tianchong.
Description:	1 online resource (262 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
Contained By:	Dissertations Abstracts International84-11A.
Subject:	Teacher education. -
Online resource:	click for full text (PQDT)
ISBN:	9798379551049

An Investigation of Teacher Educators Struggling for the Adoption of Quality Blended Learning Practices in Hong Kong.
Wang, Tianchong.

An Investigation of Teacher Educators Struggling for the Adoption of Quality Blended Learning Practices in Hong Kong. - 1 online resource (262 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: A.

Thesis (D.Ed.)--The Chinese University of Hong Kong (Hong Kong), 2020.

Includes bibliographical references

Increasing curricular demands and the desire to prepare future teachers in ways that meet the needs of today's classrooms have pressed teacher education programmes in higher education to review and revise their teaching and learning practices through innovations. Blended learning, an innovation loosely defined as the thoughtful fusion of face-to-face and online learning experiences, has been greatly encouraged in teacher education programmes/institutes for its pedagogical potential. While a substantial body of research literature has reported that teaching staff have often not effectively adopted blended learning with quality integration that can enrich teaching and learning with "the strengths of each" (Garrison & Vaughan, 2008, p. 5), and Hong Kong teacher educators have reportedly shared such unfortunate reality, little research has been conducted to study this phenomenon and gain insights into the reasons behind it. Given the insufficiency of knowledge in the literature and the danger of ill-adoption in practice, the aim of the current study was to investigate the phenomenon of teacher educators struggling adoption of quality blended learning practices in Hong Kong contexts by looking at blended learning adoption processes of teacher educators who are at different adoption stages, and their approaches to face-to-face and on-line learning integrations with respect to their technical and pedagogical decisions so as to identify the factors that hinder quality integration, and in turn move towards practices that encourage deep learning and meaningful learning. A collective case studies method was employed with five Hong Kong award-winning teacher educators who are at varied diffusion levels (Innovators, Early Adopters, Early Majority, Late Majority, and Laggards) being selected as cases. The study portrayed the blended learning adoption status of each participating teacher educator. What barriers these teacher educators face in trying to embrace blended learning are concurrently identified. The barriers found were in general congruent with the categorisations in the current literature. Interactions between the barriers are noticed. This study adds that barriers do not hinder in isolation and no single barrier can fully account for teacher educators' not taking the quality blended learning adoptions. Rather, the barriers, as "reinforcing" or "competing" factors, interacted to affect the implementation decisions that lied behind the realities of each participant's blended learning adoption. Consequently, they experienced various types of internal Struggles as determined by the researcher: Contextual Struggle, Perceptual Struggle, Pragmatic Struggle, Misunderstanding Struggle, and Justification Struggle. According to the present findings, these struggles are believed as the deep-rooted complications and fundamental causes of Hong Kong teacher educators struggling the quality adoption of blended learning, underneath the prima facie reasons that feature barriers. With such findings, one of the major insights to have emerged in the current study is that there is a pressing need for building teacher capacity using a differentiated approach to stem the tide of their underperformance in blended learning adoption, more particularly, linking capacitybuilding measures to the adopter's specific struggles. Several recommendations are given in line with this targeted approach towards the taping points. Overall, the current study contributes to deep understandings of not only the phenomenon of struggling with quality adoption of blended learning but also the fundamental reasons behind it. Such an understanding allows the research community at large to rethink the dynamics of barriers to change when it comes to quality blended learning adoptions. The identification of Struggles associated with barrier interactions enables teacher educators and their HEIs to revisit or redirect efforts towards crafting effective interventions and creating conducive conditions for quality blended learning adoptions. Additionally, this study sheds light on directions for future blended learning research.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379551049Subjects--Topical Terms:

1148451
Teacher education.
Subjects--Index Terms:

Teacher educatorsIndex Terms--Genre/Form:

554714
Electronic books.

An Investigation of Teacher Educators Struggling for the Adoption of Quality Blended Learning Practices in Hong Kong.
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