Despite teacher resistance to the use of technology in education, blended learning has increased rapidly, driven by evidence of its advantages over either online or classroom teaching alone. However, blended learning courses still fail to maximize the benefits this format offers. Much research has been conducted on various aspects of this problem, but only one other study has examined teaching practice in a blended course. Teachers using blended learning were interviewed about their use of online and classroom components and the reasons for their decisions. The online and classroom aspects of their course were analysed against a pedagogical framework of engagement strategies. Classroom components were found to be more highly valued by teachers than those online, an attitude largely driven by their perceptions that specific learning functions were best suited to particular formats. The courses themselves reflect these values. Most teachers used well-developed engagement strategies in their classroom teaching, compared to a minimal use of strategies online. Further, with one exception there was a lack of integration between online and classroom components. Blended learning will not fulfill its promise of better learning unless teachers can be encouraged to re-think and redesign courses that afford students more, and different learning experiences than those offered by either online or classroom alone. This paper adds to a small literature base examining what teachers actually do in blended learning, and signals steps that teachers and their institutions might take to build on the opportunities presented by blended learning.

The workloads, study methods, and motivation of students in a five-year BVSc program were studied using questionnaires and focus groups. Students in each year of the program were asked, on three occasions over an academic year, to record details of their out-of-class study time for each course they were taking and to record the study methods they used, how they prioritized their time between subjects, and how they allocated time to study and leisure activities. Mean response rates were 57% (range: 43-85%). Overall mean out-of-class study time ranged from 19 hours per week in Year 2 to 28 hours per week in Year 4. Study time was related to the level of interest the student had in the subject, the demands of assessments, and the number of subjects being studied. Study methods were related to students' perceptions of the requirements of the subject as well as to their interest in it. Reliance on memorization and the use of set study materials were the predominant methods for courses with low interest scores, whereas higher interest was associated with a broad range of study methods. Leisure time was ring-fenced, especially when workloads were high. Students' motivation was high when they were studying subjects that were new or were seen as relevant to clinical practice; when working with animals or with enthusiastic faculty members; and when involved in subjects more tightly focused on the ultimate goal of becoming a practitioner. It was poor when students were faced with high workloads, disciplines becoming "stale," excessive detail, and low perceptions of relevance. Constant assessment activities were also seen as a burden. In terms of good learning practices, workload and the demands of assessment were considered to be antagonistic. A tension between these perceptions of students and the values of faculty in terms of the development of critical thinking skills in the program is evident.

This paper documents the development and findings of the Good Practice Report on Technology-Enhanced Learning and Teaching funded by the Australian Learning and Teaching Council (ALTC). Developing the Good Practice Report required a meta-analysis of 33 ALTC learning and teaching projects relating to technology funded between 2006 and 2010. This report forms one of 12 completed Good Practice Reports on a range of different topics commissioned by the ALTC and Australian Government Office for Learning and Teaching (OLT). The reports aim to reduce issues relating to dissemination that projects face within the sector by providing educators with an efficient and accessible way of engaging with and filtering through the resources and experiences of numerous learning and teaching projects funded by the ALTC and OLT. The Technology-Enhanced Learning and Teaching Report highlights examples of good practice and provides outcomes and recommendations based on the meta-analysis of the relevant learning and teaching projects. However, in order to ensure the value of these reports is realised, educators need to engage with the reports and integrate the information and findings into their practice. The paper concludes by detailing how educational networks can be utilised to support dissemination.Keywords: technology; learning and teaching; higher education; best practice ContextThe increasing availability and access to new technologies has focussed attention on technology-enhanced learning (TEL) and the possibilities now open to educators. As noted by Weller (2011), new technologies have the potential to reshape all scholarly areas. The area of teaching holds great opportunities for radical change to emerge in regards to the application of new technologies. With access to online content and new modes of interaction and engagement, traditional forms of teaching are being challenged and new models are emerging such as MOOCs (massive online open courses) that are generating discussion across the sector. However, despite increasing hype and interest there remains a disconnect between technologies, research, design and practice (Wang and Hannafin 2005). This has meant that whilst the potential for radical change to teaching persists, issues in disseminating good practice, research findings and effective e-learning designs continue to impede the rate of successful

PurposeThe paper reports on findings of research into the institutional and individual influences on engaging in professional development (PD), reflecting on how PD might be made available in ways which could support quality in e‐learning.Design/methodology/approachThe paper presents findings of a research project exploring factors influencing engagement in e‐learning PD within New Zealand tertiary education institutions. The research comprised an online survey of 408 individuals in three polytechnics and two universities and 40 qualitative interviews ascertaining beliefs, experiences and practices of staff regarding e‐learning PD.FindingsThe survey and interviews suggest there are numerous factors which both help and hinder quality of engagement in e‐learning PD. Most PD engaged in by staff is informal. Engagement in formal PD is influenced by organisational structure, co‐ordination, poorly developed and/or implemented e‐learning policy, differences in managerial support, and individual beliefs and time allocation.Research limitations/implicationsThe research is conducted in a small number of tertiary institutions and may not be applicable to private or work‐based training organisations.Practical implicationsUnderstanding impacts and influences on individual uptake and experiences of PD provides insights into the sorts of institutional practices and policies likely to improve quality in e‐learning and in e‐learning PD.Originality/valueBy focussing on staff experiences, this paper provides important insights into practical considerations informing the development of e‐learning quality enhancement and assurance strategies.

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