Structuring the blended learning environment: Pedagogical and technological challenges

Abstract

This paper critically reflects on the challenges and opportunities afforded by a blended course designed to develop knowledge and skills for frontline and mid-level managers in human service organisations, including social work agencies. Drawing on constructivist pedagogy, the authors paint a picture of how course aims, learning objectives and outcomes enabled and advanced participants' ability to better manage workplace teams. They underpin this narrative through the application of Shulman's (1986, 2013) Pedagogical Content Knowledge model to the online context and analyse how students utilised new knowledge and skills in their workplace responsibilities. Insights from Susskind and Susskind's (2015) examination of technological impacts on professional practice are also applied. This critical reflection is located in an online professional learning community, facilitating the integration of workplace realities and an academic study programme. The experience demonstrates the benefits of a constructive alliance between two educators (an educational designer and an academic course director) with a common vision to create an environment in which the demands of leadership and management of complex human and health service agencies benefit from pedagogical expertise and academic knowledge. The authors suggest that lessons derived from that journey provide useful tools for advancing professional programmes designed for practitioners.