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Blended learning, a pedagogical approach that combines face-to-face and online activities, is widely adopted in higher education due to its flexible nature. This flexibility encourages personalisation however there is variation in the way educators apply online technologies, including the use of artificial intelligence (AI). The deliberate use of technology plays a critical role in the implementation of blended learning, and the attitudes, beliefs, and experience of educators can influence this. In this study, we explored the characteristics of educators in relation to demographics and dispositions, and how they shaped blended learning, including their use of AI. In this mixed methods approach, a self-nominated group of educators (n = 61) from the Australian Group of Eight Universities were surveyed to collect perspectives of blended learning personalisation and the role of AI. The survey was followed by semi-structured interviews (n = 6) to further develop our understanding of educator dispositions. Results indicate that educator characteristics were significant in determining types of effective feedback, and how learning analytics were applied to shape personalised learning. Based on the findings, we provide recommendations for further research and practice related to blended learning personalisation using artificial intelligence.
McCarthy et al. (Mon,) studied this question.