This article examines the evolving understanding and implementation of blended learning in geography and related disciplines in Australia and New Zealand. It proposes a preliminary framework for place-based blended learning that responds to changing student and instructor needs, as well as digital transformations in teaching and learning, while fostering a sense of belonging and connection to place. The article begins by reviewing existing models of blended learning, highlighting the limitations of frameworks focused on primary and secondary education contexts. It then discusses the benefits of blended learning, including increased flexibility, student-centered approaches, and opportunities for experiential and place-based learning. However, the article also outlines key challenges, such as ensuring student engagement with online content, managing student expectations, and providing the necessary technical and institutional support.
Korson, C. (2023). A place-based approach to blended learning. Journal of Geography in Higher Education, 47(4), 569–588. https://doi.org/10.1080/03098265.2022.2122032
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