Blended Learning. Exploring Contradictory Demands Between Emerging Design Principles and New Learning Practices

Abstract

The aim of this study is to examine blended learning activities in two Master of Maritime Management courses, preparing students for work with innovation and organisational development. A comparison of the design approaches of digital Canvas rooms and blended learning activities is conducted. The data consists of qualitative interviews, students’ midterm evaluation and screen dumps of the learning environment. The findings reveal tensions between different pedagogical approaches and teachers’ construction of activities, pointing towards the contradictory demands between new learning practices and emerging design principles. In particular, analyses display the challenges for the students to understand the norms and rules of how to participate and engage in blended learning activities and their expectations of an active teacher role. Hence, the layers of accountability serves as a compelling concept to explain how increased digitalisation of courses change both teaching practices and students ways of participation.