You are here:

Establishing a blended learning program through situated faculty development: Experiences and reflections

, , Aga Khan University, Pakistan

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA


This paper describes the experiences of establishing a blended learning program at a multi-campus university through a situated learning approach for faculty development. The project ran from May 2011-May 2013 and was later adopted as a university program. The findings show that the development of blended learning design and teaching skills requires on-going professional development opportunities for faculty members in the form of course design and teaching support and mentoring from experts. The factors that lead to the successful implementation of situated BL faculty development program are centered on the availability of human and financial resources, faculty and organizational preparedness, and technology fluency. A perception and practical shift is necessary to incorporate the concepts of situated learning with traditional faculty development practices at universities in Pakistan and East Africa.


Naseem, A. & Handley, C. (2015). Establishing a blended learning program through situated faculty development: Experiences and reflections. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 1002-1010). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 21, 2019 from .


View References & Citations Map


  1. Brown, J.S., Collins, A. & Duguid, S. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
  2. Crandall, D.P. (1983). The teacher’s role in school improvement, Educational Leadership, 41(3), 6-9.
  3. Fullan, M.G. (1999). Change Forces: the sequel. Bristol, PA: Falmer Press.
  4. Fullan, M.G. & Hargreaves, A. (1996) What’s Worth Fighting for in Your School. New York, NY: Teachers College Press.
  5. Gunn, C. (2001). Effective online teaching-how far do the frameworks go? In G. Kennedy, M. Keppell, C. McNaught& T. Petrovic (Eds). Meeting at the Crossroads. Proceeding of the 18th Annual Conference of ASCILITE, Melbourne.
  6. Guskey, TR (1984). The influence of change in instructional effectiveness upon the affective characteristics of teachers. American Educational Research Journal, 21(2), 245-259.
  7. Guskey, TR (2002). Professional development and teacher change. Teachers and Teaching: theory and practice, 8 (3/4), 381-391.
  8. Herrington, J., Reeves, T.C., & Oliver, R. (2010). A guide to authentic e-learning. London and New York: Routledge.
  9. Iley, K., McInulty, L., Jones, I., Yorke, J., & Johnson, M. (2011). Developing competence in cardiac care through the use of blended learning: Course members' and mentors' accounts. Nurse Education Today, 31, 323–327.
  10. Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press. List of countries by percentage of population living in poverty (N.D.). Retrieved January 29, 2015 from Wikipedia. Http:// McLellan, H. (1991). Virtual environments and situated learning. Multimedia Review, 2(3), 30-37.
  11. McQuiggan, C.A. (2007). The role of faculty development in online teaching’s potential to question teaching beliefs and assumptions. Online Journal of Distance Learning Administration, X(III), Fall.
  12. Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  13. Mundy, M.A., Kupczynski, L., Ellis, J.D., & Salgado, R.L. (2012). Setting the standard for faculty professional development in higher education. Journal of Academic and Business Ethics, 5, 1-9.
  14. Naseem, A., & Crichton, S. (2011). Case for the use of collaborative tools for research, development and professional service. In E. Brown& P. Gibbons (Eds.), International advances in education-Volume 2 Ethnicity and race, Charlotte, NC: Information Age Publishing

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact