Exploring Educators' Professional Learning Ecologies in a Blended Learning Environment

Autor/inn/en	Ranieri, Maria; Giampaolo, Mario; Bruni, Isabella
Titel	Exploring Educators' Professional Learning Ecologies in a Blended Learning Environment
Quelle	In: British Journal of Educational Technology, 50 (2019) 4, S.1673-1686 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ranieri, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12793
Schlagwörter	Blended Learning; Teaching Methods; Faculty Development; Context Effect; Higher Education; Portfolios (Background Materials); Educational Technology; Professional Identity; Self Concept; Learning Processes; Informal Education; Cultural Influences; Work Experience; College Faculty; Teacher Attitudes; Peer Relationship + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtsmedien; Selbstkonzept; Learning process; Lernprozess; Informelle Bildung; Nichtformale Bildung; Cultural influence; Kultureinfluss; Employment experience; Job experience; Occupational experience; Berufserfahrung; Fakultät; Lehrerverhalten; Peer-Beziehungen
Abstract	In recent years the concept of learning ecology has been interpreted in different ways to highlight its potential for learning and professional development. However, there are several aspects that still deserve to be understood such as, eg, the role that the different contexts come to play within a learning ecology. For this purpose, this paper presents and discusses the results of a study exploring the learning ecologies of educators in a blended programme delivered in higher education. The participants in the study were 85 professionals in the field of education aged between 28 and 58 years. The research design adopted here can be defined as a convergent mixed method where both quantitative and qualitative data were collected through an e-portfolio. The study found that educators in the sample had different postures, of whom some more aware of their professional roles or Self than others. Moreover, different professional identities seemed to be linked to different learning ecologies, where elements like formal or informal education, cultural artefacts, personal experiences, colleagues or work experiences played a different role. Formal education emerged as having a questionable function, while colleagues came up as a crucial resource. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01