ABSTRACT
Though blended learning is gaining increasing recognition in higher education, it remains a largely under-researched and under-theorized area of pedagogy. The research presented in this chapter stems from the need to build knowledge about blended learning in diverse higher education contexts in order to better understand its relevance and use. Focusing on a short course for academic staff at a South African university, the chapter draws on LCT to unpack the researchers’ own knowledge practices in blended learning pedagogy. The educators were found to use different knowledge practices at different times, both to teach educational technology and to engage the participants in embracing the opportunities and understanding pedagogic implications. This chapter demonstrates how pedagogic success can involve using different kinds of knowledge, in different ways and at different times, particularly in areas of academic development, which occur at the nexus of education, technology and subject knowledge. Abstract
