Converting from ‘Doubter’ to promoter of blended learning approaches in higher education

Paula Charbonneau-Gowdy, Monica Frenzel

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

2 Citations (Scopus)


Scholarship is revealing increased evidence of the successful accomplishments of e-learning practitioners. Yet, there is no shortage of research underlining the presence of those who fail to recognize the potential of technology applied to learning contexts, the so-called ‘resisters’ to e-learning uptake, especially in higher education blended programs. Less is known about how to inspire individuals, especially if they hold key positions in these contexts, to move from one side of the line to the other. This paper reports on such a case. The report records the experiences of a seasoned educator and director, with both feet firmly embedded in traditional 20th century teaching practices, who, with guided e-learning advice and support over a 5-month academic semester, becomes a ‘convert’ to 21st century social learning practices and an active promoter of the social media tools that support these practices. The inquiry is focused on the changes to practice and mindsets in learning of both the educator/director and learners that took part and benefitted in this trajectory. Qualitative data sources were individual interviews, field and reflective notes and observations as well as evidence from analyzing social media content. Whereas some scholars would have us believe that it is solely by compiling positive evidence of the benefits of e-learning that we will reach universal acceptance and adoption, this inquiry clearly indicates that the journey is much more complex. As many of us concerned with promoting sustained quality development in education realize, particularly those involved in parts of the world where this development is most elusive, the study results reveal that it will take more than positive marketing to make lasting conversions to e-learning happen. We believe that the model that leads the way to such a goal is based in current learning theories – a sociocultural-based, constructivist process that requires an investment in time and the support of stakeholders at all levels.

Original languageEnglish
Title of host publicationProceedings of the 13th International Conference on e-Learning, ICEL 2018
EditorsEunice Ivala
PublisherAcademic Conferences Limited
Number of pages9
ISBN (Electronic)9781911218906
Publication statusPublished - 1 Jan 2018
Event13th International Conference on e-Learning, ICEL 2018 - Cape Town, South Africa
Duration: 5 Jul 20186 Jul 2018

Publication series

NameProceedings of the International Conference on e-Learning, ICEL
ISSN (Print)2048-8882
ISSN (Electronic)2048-8890


Conference13th International Conference on e-Learning, ICEL 2018
Country/TerritorySouth Africa
CityCape Town


  • Action Research
  • Blended Learning
  • Meso level Higher Education change
  • Practical Inquiry Model
  • Sociocultural Theory

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Computer Science Applications
  • Information Systems
  • Education


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