The marriage of Rousseau and blended learning: an investigation of three higher educational institutions' praxis

Abstract

This paper sets out the central problem of current blended learning research that it does not have an appropriate focus on educational theory. The paper explains how the blended learning praxis in higher education can be understood in terms of Rousseau’s educational theory. The research methods for collecting qualitative data from 28 academics in 3 universities are explained concisely. The analysis and discussion of institutional practices are used to identify best practice for blended learning. The role of the educator and student on holistic learning are examined. Overall, the authors urge that the focal point of blended learning research should not merely focus on the innovative technology and instructional design issues; educational theories remain the fundamental foundation for any educationalist as well as for any educational technologist.