Cultivating a growth mindset within a blended learning environment at a University in South Africa: a design-based research study

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dc.contributor.advisorHutchings, Catherine
dc.contributor.authorTitus, Fahiema
dc.date.accessioned2025-03-19T07:54:39Z
dc.date.available2025-03-19T07:54:39Z
dc.date.issued2024
dc.date.updated2025-03-19T07:48:20Z
dc.description.abstractThis Design Based Research study attempts to unlock the spirit of personal empowerment among professional adult learners within the higher educational system through an interpretivist qualitative lens of observation and reflection. Adult Learners in this research include the educators assigned to transmit subject information and the professional development of relevant skills and competencies as required within a Blended Learning Environment. Candidates were selected from professional academic, training and learning institutions and the sample of individuals hold professional positions in their respective fields. The workshop practices were based on simplified hand, eye, body, breathing, calming, mental stimulations to enhance the awareness of their ability to self regulate their thinking, emotional and physiological processes. Furthermore, the outcomes of the research also showcase how often overlooked qualities of Human Excellence can be unhinged through Intentionality, Awareness and Attentional Training, Reflection/ Contemplation, and Mindful Learning Processes. The overall analysis and feedback sessions are drawn from the candidates' demonstrable understanding of their ability to enhance awareness of their personal perceptions, biases, internal energies, proprioception, mental states, and habitual behavioural conditioning. These components of personal change within a blended learning space are designed as part of the Foundational and Intermittent phases of application to the professional development program. Design principles and related artefacts derived from the DBR methodology provide educators and researchers a means by which educational practices are potentially optimised. In conclusion this DBR incentivises researchers, adult educators and policymakers to deepen investigations in improving professional development standards and practices within Blended Learning environments in the Higher learning institutions
dc.identifier.apacitationTitus, F. (2024). <i>Cultivating a growth mindset within a blended learning environment at a University in South Africa: a design-based research study</i>. (). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/41201en_ZA
dc.identifier.chicagocitationTitus, Fahiema. <i>"Cultivating a growth mindset within a blended learning environment at a University in South Africa: a design-based research study."</i> ., University of Cape Town ,Faculty of Humanities ,School of Education, 2024. http://hdl.handle.net/11427/41201en_ZA
dc.identifier.citationTitus, F. 2024. Cultivating a growth mindset within a blended learning environment at a University in South Africa: a design-based research study. . University of Cape Town ,Faculty of Humanities ,School of Education. http://hdl.handle.net/11427/41201en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Titus, Fahiema AB - This Design Based Research study attempts to unlock the spirit of personal empowerment among professional adult learners within the higher educational system through an interpretivist qualitative lens of observation and reflection. Adult Learners in this research include the educators assigned to transmit subject information and the professional development of relevant skills and competencies as required within a Blended Learning Environment. Candidates were selected from professional academic, training and learning institutions and the sample of individuals hold professional positions in their respective fields. The workshop practices were based on simplified hand, eye, body, breathing, calming, mental stimulations to enhance the awareness of their ability to self regulate their thinking, emotional and physiological processes. Furthermore, the outcomes of the research also showcase how often overlooked qualities of Human Excellence can be unhinged through Intentionality, Awareness and Attentional Training, Reflection/ Contemplation, and Mindful Learning Processes. The overall analysis and feedback sessions are drawn from the candidates' demonstrable understanding of their ability to enhance awareness of their personal perceptions, biases, internal energies, proprioception, mental states, and habitual behavioural conditioning. These components of personal change within a blended learning space are designed as part of the Foundational and Intermittent phases of application to the professional development program. Design principles and related artefacts derived from the DBR methodology provide educators and researchers a means by which educational practices are potentially optimised. In conclusion this DBR incentivises researchers, adult educators and policymakers to deepen investigations in improving professional development standards and practices within Blended Learning environments in the Higher learning institutions DA - 2024 DB - OpenUCT DP - University of Cape Town KW - Adult Learning KW - Attention KW - Awareness KW - Blended Learning KW - Design Based Research KW - Experiential Learning LK - https://open.uct.ac.za PB - University of Cape Town PY - 2024 T1 - Cultivating a growth mindset within a blended learning environment at a University in South Africa: a design-based research study TI - Cultivating a growth mindset within a blended learning environment at a University in South Africa: a design-based research study UR - http://hdl.handle.net/11427/41201 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/41201
dc.identifier.vancouvercitationTitus F. Cultivating a growth mindset within a blended learning environment at a University in South Africa: a design-based research study. []. University of Cape Town ,Faculty of Humanities ,School of Education, 2024 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/41201en_ZA
dc.language.isoen
dc.language.rfc3066eng
dc.publisher.departmentSchool of Education
dc.publisher.facultyFaculty of Humanities
dc.publisher.institutionUniversity of Cape Town
dc.subjectAdult Learning
dc.subjectAttention
dc.subjectAwareness
dc.subjectBlended Learning
dc.subjectDesign Based Research
dc.subjectExperiential Learning
dc.titleCultivating a growth mindset within a blended learning environment at a University in South Africa: a design-based research study
dc.typeThesis / Dissertation
dc.type.qualificationlevelMasters
dc.type.qualificationlevelMEd
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