Exploring Reflective Practices in Blended Learning: A Deep Dive into Educators’ In-Action and On-Action Perspectives in Interdisciplinary Courses

Document Type

Article

Source of Publication

Journal of Information Technology Education Research

Publication Date

7-7-2025

Abstract

Aim/Purpose This study aims to explore the reflective practices of educators in blended learning environments, specifically in interdisciplinary courses, and to understand how these practices impact student engagement and learning outcomes. Background Blended learning, combining online and face-to-face instruction, has become increasingly important for enhancing student engagement and learning outcomes. Reflection is a critical practice for instructors and educators, enabling them to continuously improve their teaching strategies and adapt to the dynamic needs of students. Reflective practices, particularly reflection-in-action and reflection-on-action, are essential for developing effective and responsive educational environments. Methodology A mixed-methods design was employed, incorporating qualitative reflections from course coordinators and instructors, and quantitative data from an online learning platform (Forum). Participants included coordinators and instructors from a federal university in the UAE involved in interdisciplinary General Education courses. Contribution The study highlights the potential of reflective practices to significantly enhance the effectiveness of blended learning, suggesting that ongoing professional development and support for educators are essential. Additionally, the findings highlight the unique challenges and opportunities within the UAE context, calling for context-specific strategies to optimize blended learning. Findings The findings highlight the importance of instructors’ reflective practices, particularly reflection-in-action and reflection-on-action, in developing flexible and adaptive lesson plans that enhance student engagement. Key challenges identified include the need for clearer instructional materials, better integration of interdisciplinary content, and comprehensive faculty training. Data from the online platform revealed significant variations in student engagement metrics, such as breakout room participation, chat activity, and assignment completion. Recommendations Educators should design lesson plans that incorporate real-life scenarios, active for Practitioners learning strategies, and reflection to enhance students’ engagement in blended learning environments. Recommendations Future research should investigate reflective practices in various educational set-for Researchers tings, explore the effects of adaptive teaching strategies on student engagement across disciplines, and incorporate student perspectives to gain a deeper understanding of their impact on learning. Impact on Society The study emphasizes how reflective, adaptive teaching strategies can improve engagement and critical thinking, contributing to more inclusive and sustainable education systems aligned with global goals. Future Research Longitudinal research should explore the long-term effects of reflective teaching on student outcomes. In addition, investigating faculty development programs will help enhance the effectiveness of reflective practices in education.

ISSN

1547-9714

Publisher

Informing Science Institute

Volume

24

Disciplines

Education

Keywords

blended learning, interdisciplinary courses, reflective practices, students’ engagement

Scopus ID

105010354017

Indexed in Scopus

yes

Open Access

yes

Open Access Type

Gold: This publication is openly available in an open access journal/series

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