Integrative knowledge building in blended instruction: An exploratory study of Organic Chemistry lessons

Abstract

Blended instruction has become a widely accepted teaching and learning method, however its potential to support integrative knowledge building particularly in science education remains under explored. Although current blended learning models have shown promise in improving student learning, they often prioritise how technology can be integrated and the role of the learners in these contexts while relegating the role of teachers as well as knowledge structures and practices inherent within these contexts. Using Legitimation Code Theory (LCT), specifically the autonomy dimension which comprises of positional autonomy (PA) and relational autonomy (RA), this study explores how integrative knowledge building occurs in organic chemistry lessons delivered through both contact and asynchronous online sessions. The study argues that by establishing forms of knowledge structures and practices in each mode, it may be possible to enhance existing blended learning models or introduce new perspectives on their pedagogical structure. The study adopted a qualitative case study research approach within the interpretivist paradigm. The primary data was collected through direct observations for contact sessions and pre-recorded video observations for online sessions. In addition, document analysis and interviews were used to supplement the primary data. A total of eight teachers within a Technical Sciences cluster teaching grade 12 participated in the study. The study found that, although teachers in both modalities were able to build knowledge that is integrative, online lessons offered greater opportunities for supporting this integration. In addition, it was found that integrative knowledge building was informed by the unique affordances of contact and online modes as teachers navigated across these modes through context responsive pedagogical strategies. The study identified distinct knowledge practices that either enabled or constrained knowledge building and further highlighted the importance of the role of teachers and the need for teachers to expand their knowledge base to support integrative knowledge building. These insights informed the development of the Blended Learning Pedagogical Integration Model (BLPIM), which provides a framework for supporting integrative knowledge building across blended environments, particularly in science education. Implications for practice include the need for curriculum developers, teacher educators, and institutional leaders to design blended learning frameworks that support integration of knowledge building strategies into both curricula and teacher training programs. These frameworks should give special attention to the relationship between content, context and pedagogy. The study further recommends the implementation of professional development programs to equip teachers with explicit strategies for intentional knowledge integration to meet pedagogical and conceptual demands of blended instruction.