An educationist’s view of blended learning-cognitive apprenticeship complementarity: a Shakespearean classroom experience

Abstract

Blended learning is becoming increasingly popular at higher education due to its adaptability features. One of the notable critiques is that blended learning researchers seem to focus more on classroom delivery while neglecting to understand the underpinning educational theories. In addressing the gap between pedagogical and theoretical considerations, this report which is based on an exploratory case study attempts to examine the linkage between blended learning and cognitive apprenticeship instructional approaches in a literature classroom. In the present study, it is construed that blended learning and cognitive apprenticeship principles are complementary. The fundamentals facilitating teaching and learning in blended face-to-face and online method as outlined by Staker and Horn and Vygotsky’s Zone of Proximal Development (ZPD) have been utilised to structure the process of analysing the complementarity of blended learning and cognitive apprenticeship in literature classroom instruction. The findings revealed that blended learning classroom instructional approaches complement the Method domain of cognitive apprenticeship which consists of modelling, scaffolding, fading, coaching, articulation, reflection and exploration. The study concludes that the role of educational theory underpinned is to enrich the educational experience through collaboration with peers and instructor in any blended learning models.