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Cultivating a growth mindset within a blended learning environment at a University in South Africa: a design-based research study
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 tr...
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| Format: | Thesis |
| Language: | English English |
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School of Education
2025
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| _version_ | 1867613208592777216 |
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| access_status_str | Open Access |
| author | Titus, Fahiema |
| author2 | Hutchings, Catherine |
| author_browse | Hutchings, Catherine Titus, Fahiema |
| author_facet | Hutchings, Catherine Titus, Fahiema |
| author_sort | Titus, Fahiema |
| collection | Thesis |
| description | 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. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/41199 |
| institution | University of Cape Town (South Africa) |
| language | English eng |
| last_indexed | 2026-06-10T12:32:29.432Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/41199 Cultivating a growth mindset within a blended learning environment at a University in South Africa: a design-based research study Titus, Fahiema Hutchings, Catherine Adult Learning Attention Awareness Blended Learning Design Based Research Experiential Learning 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. 2025-03-19T07:27:50Z 2025-03-19T07:27:50Z 2024 2025-03-19T07:23:26Z Thesis / Dissertation Masters MEd http://hdl.handle.net/11427/41199 en eng application/pdf School of Education Faculty of Humanities |
| spellingShingle | Adult Learning Attention Awareness Blended Learning Design Based Research Experiential Learning Titus, Fahiema Cultivating a growth mindset within a blended learning environment at a University in South Africa: a design-based research study |
| thesis_degree_str | Master's |
| title | Cultivating a growth mindset within a blended learning environment at a University in South Africa: a design-based research study |
| title_full | Cultivating a growth mindset within a blended learning environment at a University in South Africa: a design-based research study |
| title_fullStr | Cultivating a growth mindset within a blended learning environment at a University in South Africa: a design-based research study |
| title_full_unstemmed | Cultivating a growth mindset within a blended learning environment at a University in South Africa: a design-based research study |
| title_short | Cultivating a growth mindset within a blended learning environment at a University in South Africa: a design-based research study |
| title_sort | cultivating a growth mindset within a blended learning environment at a university in south africa a design based research study |
| topic | Adult Learning Attention Awareness Blended Learning Design Based Research Experiential Learning |
| url | http://hdl.handle.net/11427/41199 |
| work_keys_str_mv | AT titusfahiema cultivatingagrowthmindsetwithinablendedlearningenvironmentatauniversityinsouthafricaadesignbasedresearchstudy |