Teachers' perceived roles and their constructivist engagement practices in blended learning environment courses in Tanzanian universities
by Haruni Machumu; Chang Zhu
International Journal of Learning Technology (IJLT), Vol. 14, No. 2, 2019

Abstract: This study examines the relationship between teachers' perceived roles and their constructivist engagement practices in constructivist-based blended learning environment (BLE) courses in Tanzanian universities. The study used a mixed-methods research design with multiple data collection techniques to collect data from 261 teachers across ten selected universities. Step-by-step statistical analyses and content analysis were used. The results show that teachers' main perceived role is one of support, followed by leadership and design roles in constructivist-based BLE courses. The results also suggest that collaboration was a preferable mode of engagement to motivation or facilitation in terms of teachers' constructivist engagement practices in constructivist-based BLE courses. The findings further reveal that there is a statistically significant correlation between teachers' perceived roles and constructivist engagement practices in constructivist-based BLE courses. The results advance the knowledge base regarding teachers' perceived roles, teachers' constructivist engagement practices and constructivist-based blended learning. Furthermore, the results could be beneficial to higher education institutions (HEIs) attempting to implement constructivist-based BLE courses, demonstrating that the deployment and implementation of constructivist-based BLE courses in teacher education should align with teachers' perceived roles and their constructivist engagement practices.

Online publication date: Wed, 28-Aug-2019

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