Blended and online distance learning in Indonesian higher education: A systems perspective

Mustikasari, DW; Heggart, K

Blended and online distance learning in Indonesian higher education: A systems perspective

Mustikasari, DW Heggart, K

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Publication Type:: Chapter
Citation:: Reimagining Systems Thinking in a Post-Pandemic World, 2023, pp. 172-191
Issue Date:: 2023-07-03

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Field	Value	Language
dc.contributor.author	Mustikasari, DW
dc.contributor.author	Heggart, K https://orcid.org/0000-0003-2331-1234
dc.date.accessioned	2024-03-07T08:26:56Z
dc.date.available	2024-03-07T08:26:56Z
dc.date.issued	2023-07-03
dc.identifier.citation	Reimagining Systems Thinking in a Post-Pandemic World, 2023, pp. 172-191
dc.identifier.isbn	9781668472859
dc.identifier.uri	http://hdl.handle.net/10453/176301
dc.description.abstract	This study investigated the external factors that influenced teachers' design processes during the adoption of blended learning (before COVID-19) and online distance learning (during COVID-19) in higher education settings. This study sought to understand the relationship between university leaders, educators, and other actors inside and outside university contexts through a systems perspective. A multiple case study design was employed, and eight Indonesian university English teachers (IUETs) were voluntarily recruited to participate. The findings showed that the institutional support services and tools influence teacher design practices during the adoption of both modes of learning. Activity theory was used as a conceptual framework to explore the common pitfalls that disconnected the roles of university leadership, institutional policy and units, and actors within the broader higher education system.
dc.language	en
dc.relation.ispartof	Reimagining Systems Thinking in a Post-Pandemic World
dc.relation.isbasedon	10.4018/978-1-6684-7285-9.ch009
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	Blended and online distance learning in Indonesian higher education: A systems perspective
dc.type	Chapter
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
pubs.organisational-group	University of Technology Sydney/Strength - CREDS - Centre for Research on Education in a Digital Society
utslib.copyright.status	closed_access	*
dc.date.updated	2024-03-07T08:26:55Z
pubs.publication-status	Published

Abstract:

This study investigated the external factors that influenced teachers' design processes during the adoption of blended learning (before COVID-19) and online distance learning (during COVID-19) in higher education settings. This study sought to understand the relationship between university leaders, educators, and other actors inside and outside university contexts through a systems perspective. A multiple case study design was employed, and eight Indonesian university English teachers (IUETs) were voluntarily recruited to participate. The findings showed that the institutional support services and tools influence teacher design practices during the adoption of both modes of learning. Activity theory was used as a conceptual framework to explore the common pitfalls that disconnected the roles of university leadership, institutional policy and units, and actors within the broader higher education system.

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http://hdl.handle.net/10453/176301