Location
CTICC – ROOM 1
Session Number
1A1
Description
Educators and students have a vital role to play as being in control of the education process. Introducing blended learning could be one of the means of improving the quality of teaching and learning in higher education. Blended learning has become an emerging and prominent delivery mechanism and approach to course design in higher education. The core interest in blended learning lies in the need to provide more engaged learning experiences with recognizing the potential of the Internet and Information and communications technology. Information and communications technologies (ICTs) have had a profound impact in the Library and Information Science (LIS) field. The LIS sector is deeply rooted in digital technology, therefore the use of digital technologies requires thoughtful and through integration into pedagogy, that reflects carefully articulated instructional and learning outcomes .These changes need to lead to changes in curriculum content as well as in methods of teaching and learning. This paper explores rethinking the purpose of current teaching and learning practices in LIS education and training and examines teaching and learning strategies using technology enhanced teaching and learning. The paper reports on a doctoral study adopting a mixed method approach by implementing both qualitative and quantitative research methods in order to explore the educational and pedagogical issues in blended learning. A self-administered Web-based exploratory survey questionnaire ascertained the extent of current practices in the delivery of the LIS curriculum at South African universities. Semi-structured face-to-face interviews with LIS educators and telephone interviews with facilitators (individuals at educational units that aid in teaching and learning) as well as focus group discussions with LIS students exposed to blended learning interventions, explored the educational and pedagogical aspects of blended learning. The study explored transformative and interactive teaching and learning practices in LIS education developing a framework for designing and implementing blended learning in LIS education.
Included in
Blended learning in Library and information Science (LIS) education and training
CTICC – ROOM 1
Educators and students have a vital role to play as being in control of the education process. Introducing blended learning could be one of the means of improving the quality of teaching and learning in higher education. Blended learning has become an emerging and prominent delivery mechanism and approach to course design in higher education. The core interest in blended learning lies in the need to provide more engaged learning experiences with recognizing the potential of the Internet and Information and communications technology. Information and communications technologies (ICTs) have had a profound impact in the Library and Information Science (LIS) field. The LIS sector is deeply rooted in digital technology, therefore the use of digital technologies requires thoughtful and through integration into pedagogy, that reflects carefully articulated instructional and learning outcomes .These changes need to lead to changes in curriculum content as well as in methods of teaching and learning. This paper explores rethinking the purpose of current teaching and learning practices in LIS education and training and examines teaching and learning strategies using technology enhanced teaching and learning. The paper reports on a doctoral study adopting a mixed method approach by implementing both qualitative and quantitative research methods in order to explore the educational and pedagogical issues in blended learning. A self-administered Web-based exploratory survey questionnaire ascertained the extent of current practices in the delivery of the LIS curriculum at South African universities. Semi-structured face-to-face interviews with LIS educators and telephone interviews with facilitators (individuals at educational units that aid in teaching and learning) as well as focus group discussions with LIS students exposed to blended learning interventions, explored the educational and pedagogical aspects of blended learning. The study explored transformative and interactive teaching and learning practices in LIS education developing a framework for designing and implementing blended learning in LIS education.