This action research reports the experiences of introducing blended learning in the delivery of a post-graduate course to students in the university. The research conceptual framework is adapted from the technology acceptance model. The objective is to assess the level of acceptance of online learning and to document the attempts of the facilitator to create an independent, student-directed, and student-centered learning environment. This is the fourth quadrant learning typology. The research participants were a group of Masters in Education students who registered for the course “Strategies for Teaching and Learning.” Blended learning was introduced as a variant from the standard face-to-face instruction. This proved to be a valuable learning experience for both participants and lecturer. The perceived usefulness and perceived ease of use of online learning was not matched with the behavioral intention.

In this article, I explained that concept and practice of teacher research were regarded as difficult for a novice teacher. I reflected how I could have benefited from the reflective practice and teacher research in promoting my growth as a teacher. This was a qualitative self-study research. It drew upon data from reflective journal notes as well as secondary sources of evidence derived from the findings of over 30 researches I had conducted. I reflected about teacher research at two levels -the personal perspective and the teachers' perspective. I shared how the reflective practice nurtured my research efforts. I observed how I grew as a teacher and how the notions of research changed as I delved more into the world of inquiry for continuous improvement of career as an educator. Research, specifically action research, became enquiry and learning in classroom practice. I also shared my thinking about what research meant for teachers in general, what issues they faced and what conditions hindered and enabled their research efforts. I noted that there were constraining factors and inhibiting factors that hindered the research efforts, but they were mitigated by conditions that motivated research. These were the opportunity conditions, the enabling conditions, and the enhancers. In conclusion, I noted that the strategies for continuous self-improvement were reflective practices and research into best classroom practices. In this way, reflection and research became ingrained in the practice; on-going educational research and development became a driver for change and continuous improvement, in addition to enhancing professionalism and quality learning.

Online facilitation has taken on a new facade especially with the evolving virtual learning environments in distance education. The dynamics of online facilitation is an intricate quality assurance process that involves the participation of learners and instructors working together to achieve the stipulated learning outcomes of the course. In view of this, this study attempted to examine the dynamics of online facilitation from the perspectives of experienced tutors engaged in the university's virtual learning environment, WawasanLearn. Based on the interview findings of eight tutors, several emergent findings highlighted the roles and challenges of effective online facilitation. As this research is based on the guidelines of the prominent Salmon's model, the findings also highlighted antecedents that substantiate best practices of online facilitation. Findings indicated that proper understanding on the dynamics of online facilitation among relevant stakeholders is critical to avoid issues of student isolation which is evidently a growing concern in distance learning institutions.

This action research reports the experiences of introducing blended learning in the delivery of a post-graduate course to students in the university. The research conceptual framework is adapted from the technology acceptance model. The objective is to assess the level of acceptance of online learning and to document the attempts of the facilitator to create an independent, student-directed, and student-centered learning environment. This is the fourth quadrant learning typology. The research participants were a group of Masters in Education students who registered for the course “Strategies for Teaching and Learning.” Blended learning was introduced as a variant from the standard face-to-face instruction. This proved to be a valuable learning experience for both participants and lecturer. The perceived usefulness and perceived ease of use of online learning was not matched with the behavioral intention.