Advancing blended education: Caribbean lecturers’ reflective narratives of caution, creativity, and change

Authors

• Mia A. Jules, The University of the West IndiesFollow
• Donna-Maria B. Maynard, The University of the West IndiesFollow
• Grace A. Fayombo, The University of the West IndiesFollow
• Jason E. Marshall, The University of the West IndiesFollow
• Tanya Newton, The University of the West IndiesFollow
• Kamilah Hutson, The University of the West IndiesFollow
• Amanda Kellman, The University of the West IndiesFollow
• Cherise Bynoe, The University of the West IndiesFollow
• Mikaila Collymore, The University of the West IndiesFollow
• Jo-Ann Prosper-Chase, The University of the West IndiesFollow
• Laura Lee Foster, The University of the West IndiesFollow
• Adicia Clarke, The University of the West IndiesFollow

Abstract

Blended teaching requires lecturers to constantly self-reflect on their pedagogical practice to enhance student learning. However, there is yet to be a significant corpus of literature that highlights the cognitive resources that lecturers in higher education should possess to effectively use blended learning strategies. It is important to understand the intellectual resources required for blended pedagogy so that such capabilities can be fostered during faculty-training programs; ultimately resulting in innovative strategies to ensure quality learning outcomes and the advancement of university-level blended teaching mandates. This qualitative case study explored how twelve Caribbean lecturers experienced and navigated the teaching process in a blended undergraduate psychology program. Twelve themes emerged from the data representing the pedagogical practices that lecturers believed were important in facilitating effective blended teaching. The themes ranged from behaviors which the lecturers successfully achieved or aspired to achieve (i.e., prior preparation, promotion of student-led activities, promotion of communal learning) to cognitions that guided their blended practice. A grounded theoretical approach was used, resulting in a new pedagogical model: The Blended Learning Environmental Nexus Development (BLEND) model, which highlights cognitive, behavioral and environmental factors that contribute to success for students and lecturers alike within a blended learning environment.

Keywords

blended learning, Caribbean higher education, pedagogical practices, BLEND model

ORCID Identifiers

Mia A. Jules: https://orcid.org/0000-0001-5406-6011

Donna-Maria B. Maynard: https://orcid.org/0000-0002-3214-416X

Grace A. Fayombo: https://orcid.org/0000-0001-7396-4044

Jason E. Marshall: https://orcid.org/0009-0005-4439-1239

Tanya Newton: https://orcid.org/0009-0000-0500-6901

Kamilah Hutson: https://orcid.org/0009-0005-8013-8468

Amanda Kellman: https://orcid.org/0009-0008-0638-6684

Cherise Bynoe: https://orcid.org/0009-0009-1230-1912

Mikaila Collymore: https://orcid.org/0009-0003-2787-7320

Jo-Ann Prosper-Chase: https://orcid.org/0009-0002-4280-2856

Laura Lee Foster: https://orcid.org/0000-0001-5980-0641

Adicia Clarke: https://orcid.org/0009-0003-5328-0253

DOI

10.5038/2577-509X.10.3.1450

Recommended Citation

Jules, M. A., Maynard, D. B., Fayombo, G. A., Marshall, J. E., Newton, T., Hutson, K., Kellman, A., Bynoe, C., Collymore, M., Prosper-Chase, J., Foster, L., & Clarke, A. (2026). Advancing blended education: Caribbean lecturers’ reflective narratives of caution, creativity, and change. Journal of Global Education and Research, 10(3), 236-253. https://www.doi.org/10.5038/2577-509X.10.3.1450

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License