Abstract

Over 2007–2008, a pedagogy subject in a pre-service teacher education degree was (re)designed to help students develop their understandings and skills and a wider, more critical appreciation of the work of teachers and approaches to curriculum. The rationale for designing and including the online modules in the subject was to develop information and communication technology (ICT) skills, and to deliver a blended learning approach, argued by some to be more effective, that is, have more advantages than traditional approaches. In this paper, the face-to-face teaching alongside the eLearning that occurred in the blended learning approach is analysed using Tom Reeves and John Hedberg’s model (2003) for evaluating interactive learning systems. Arguably, this evaluation model can be usefully applied to higher education teaching that is not fully online, and can help to comprise an integral part of an action research approach. This paper is a ‘proof of concept' piece, demonstrating the applicability of the model to a blended learning course. Demonstrating the application of Reeves and Hedberg’s model fills a knowledge void on the literature surrounding blended learning.