Blended and (not so) splendid teaching and learning: Higher education insights from university teachers during the Covid-19 pandemic

https://doi.org/10.1016/j.ijedro.2022.100144Get rights and content
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Highlights

  • Transitioning higher education to blended teaching and learning.

  • Teachers’ cognitive, conative and affective copings with the disruption.

  • Emic perspectives on the redesign and delivery of higher education courses.

  • Collaborative redesign with, not for others.

  • The unknown unknows of blended teaching and learning.

Abstract

This paper provides deep insights and reflections by a group of teachers on the redesign of three postgraduate university courses in tourism management to a blended format during the Covid-19 pandemic. Like many others, we faced the common struggle of ‘what’ and ‘how’ to blend in uncommon circumstances whilst staying committed to maintaining excellent teaching and own wellbeing. To account for crucial nuances that normally are discarded in debates on higher education teaching and learning, our paper incorporates the author-teachers’ emic, insider perspectives on extant realities. Through snippets of our shared, reflective logbook, we reveal the cognitive, affective and conative dimensions of teachers’ experiences, while our findings point to the collaborative opportunities that come with managerial challenges during a transition to blended teaching. Based on our findings, we argue that collaborative redesign with, not for others is of paramount importance when transitioning higher education to blended and splendid teaching and learning.

Keywords

Blended learning
Emic
Collaborative design
Higher education
Tourism education

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This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.