Exploring the Pedagogical Practices of Two University Academics in a Blended Environment and the Factors Shaping Them

In contemporary higher education environments, students participate in a blend of in-person and technology-enabled learning experiences. This research explores the pedagogical activities, actions and reasonings of two university academics as they prepared, delivered and evaluated courses in a blended environment. Qualitative data analysis revealed the pedagogical practices of both academics and explained the individual and institutional factors shaping or inhibiting these practices. The study’s theoretical contribution will enlighten university administrators on the impact of blended learning initiatives, support practitioners with a resource to inform blended learning implementations and, offer blended learning researchers a theoretical base to probe and extend.