Title: A structured, multi-mode professional development programme on blended learning and its influences on the participants' TPACK

Authors: Muhammad Hafiz; Theresa Kwong

Addresses: Centre for Holistic Teaching and Learning, Hong Kong Baptist University, Baptist University Road Campus, AAB 803, 8/F, Academic and Administration Building, 15 Baptist University Road, Hong Kong ' Centre for Holistic Teaching and Learning, Hong Kong Baptist University, Baptist University Road Campus, AAB 803, 8/F, Academic and Administration Building, 15 Baptist University Road, Hong Kong

Abstract: The use of blended learning pedagogy in universities classes has grown over the years. However, literature seemed to suggest that there is a lack of professional development to guide teachers on blended learning pedagogy. Most existing professional development programmes tend to be short, lack well-designed structures and do not seem to provide participants with opportunities to experience blended learning themselves. The study investigated the effect of a structured and multi-mode professional development programme on blended learning. The programme is based on experiential learning which allows participants to develop their mastery of blended learning through a series of face-to-face, synchronous and asynchronous online learning. The culmination of the programme is the development of a learning innovation plan that encourages participants to reflect on their individual blended learning approaches. An increase in teacher participants' technological, pedagogical and content knowledge (TPACK) was observed at the end of the study.

Keywords: blended learning; content knowledge; experiential learning; multi-mode; pedagogical knowledge; professional development; reflective learning; structured; technological knowledge; TPACK.

DOI: 10.1504/IJSMARTTL.2019.099517

International Journal of Smart Technology and Learning, 2019 Vol.1 No.3, pp.267 - 280

Received: 20 Aug 2018
Accepted: 01 Jan 2019
Published online: 07 May 2019 *

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