Rob Howe

TL;DR: In this paper, the attitudes of academic staff towards a large-scale pedagogic shift to Active Blended Learning (ABL) are explored, and four main categories are derived: "Active Innovators", who believe change is positive and apply it to their academic practice; "Lagging Innovators," who hold positive beliefs but fail to fully implement it; "Sceptical but obliging" who hold negative beliefs but whose practices are consistent with the new approach; and ‘sceptical and resistant’ who holdnegative beliefs about ABL and actively resist implementing it in

TL;DR: In this paper, the authors identified barriers and enablers of a university-wide pedagogic shift to active blended learning (ABL), an approach to learning and teaching that promotes student centredness through teaching in small groups, with a focus on sense-making activities and interactions in and outside the physical or virtual learning space.

TL;DR: Towle and Howe as mentioned in this paper highlighted the importance of the participatory nature of forming groups to promote discussion and networking, and explained how collaboration with other projects and institutions has led to a richer knowledge base and opened more research opportunities.