Figure 6: Conceptual framework applied to the case studies

from Understanding Adult Learners’ Sense-making to Inform Pedagogical Innovations in Blended Learning

Figure 7: ICT learners’ sense-making experience in blended learning

• holistic design integrating theory and practice, technical and generic capabilities (Bound et al., 2016).

The data analysis also revealed that the curriculum design and pedagogical practices were shaped and influenced by two intersecting contexts: industry context in which the courses of study were situated and the TAE sector arrangements. Figure 6 shows that the industry and TAE contexts worked together to impact directly on the curriculum design and pedagogical orientations of BL. In turn, these orientations may create different sense-making experiences for the learners in the different courses in the present study.

Note: AE stands for Adult Educators; TP stands for Training Providers.

Please note that not all the contexts (e.g. Industry and TAE, pedagogical beliefs or practices) as shown in Figure 6 are present in each case study that will be discussed in this chapter. Some of them are more salient in certain case studies than others. The following sections will elaborate on how this conceptual frame is manifested in different case studies in the present study.

Figure 6: Conceptual framework applied to the case studies

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Figure 7: ICT learners’ sense-making experience in blended learning

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Figure 7: ICT learners’ sense-making experience in blended learning

5.2 Recommendations from the findings

References

Figure 10: HR learners’ sense-making experience in blended learning

4.3 Conclusion

Figure 9: WSH learners’ sense-making experience in blended learning

learning

3.5 Conclusion

Figure 8: Therapy Support learners’ sense-making experience in blended learning

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Understanding Adult Learners’ Sense-making to Inform Pedagogical Innovations in Blended Learning