A Technophobe's reflections on delivering a Blended Learning Programme

The purpose of this paper is to explore the challenges of delivering a Blended Learning Module through a technophobe’s lens. The dichotomy of technology as both a straitjacket and springboard, depending on the viewpoint, is... [ view full abstract ]

The purpose of this paper is to explore the challenges of delivering a Blended Learning Module through a technophobe’s lens. The dichotomy of technology as both a straitjacket and springboard, depending on the viewpoint, is examined from the perspective of a current H.E. practitioner. The paper reviews the process from module design to delivery addressing the challenges faced and eventually overcome. It acknowledges the importance of technology enablers, recognising the crucial role a technological support structure plays in the development of this learning environment.

In turn the paper recognises the definitive differences but also highlights the similarities between both the traditional lecture setting and the blended environment. It compares this practitioner’s role in both settings, outlines the requirements for both and rationalises some of the arguments associated with this new delivery method.

It uncovers the uncomfortable myths behind a change in practice and illuminates the truths for both lecturer and student. It stresses the student cohort and their place in this learning environment. The outcome is a narrative that describes the contradictions associated with change, particularly technological change, the resources and time required for this change and negates the scare mongering associated with this delivery.

It concludes by looking towards the future, suggests support structures that need to be introduced to enhance the experiences of all involved in this learning environment while affirming the place of technology in future educational practise.