References: Angolia, M. G. and Pagliari, L. R. (2016) ‘Point-and-Click Pedagogy: Is it Effective for Teaching Information Technology?’, Journal of Information Technology Education: Research, 15, pp. 457–478. doi: 10.28945/3546. Bandura, A. (1977) Social Learning Theory. Oxford, England: Prentice-Hall. Bandura, A. (1989) ‘Human Agency in Social Cognitive Theory’, American Psychologist, p. 10. Beetham, H. and Sharpe, R. (eds) (2013) Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning. 3rd Edition. New York: Routledge. Beevers, K. and Rea, A. (2016) Learning and Development Practice in the Workplace. 3rd Edition. London: Kogan Page Publishers. Bell, J. (2014) Doing Your Research Project: A Guide for First-Time Researchers. 6th Edition. Berkshire England: McGraw-Hill Education (UK). Biggs, J. B. and Tang, C. (2011) Teaching for Quality Learning at University: What the Student Does. 4th Edition. Maidenhead: McGraw-Hill Education (UK). Blair, J., Czaja, R. F. and Blair, E. A. (2013) Designing Surveys: A Guide to Decisions and Procedures. 3rd Edition. Los Angeles: SAGE Publications. Bonk, C. J. and Graham, C. R. (2012) The Handbook of Blended Learning: Global Perspectives, Local Designs. Hoboken: John Wiley & Sons. Burke, L. A. and Hutchins, H. M. (2008) ‘A Study of Best Practices in Training Transfer and Proposed Model of Transfer’, Human Resource Development Quarterly, 19(2), pp. 107–128. doi: 10.1002/hrdq.1230. Carlile, O. and Jordan, A. (2005) ‘“It Works in Practice, But Will It Work in Theory? The Theoretical Underpinnings of Pedagogy”’ in Emerging Issues in the Practice of University Learning and Teaching. O’Neill, G., Moore, S., McMullin, B. (eds)., (1), pp. 11–26. Chiaburu, D. S., Dam, K. V. and Hutchins, H. M. (2010) ‘Social Support in the Workplace and Training Transfer: A Longitudinal Analysis’, International Journal of Selection & Assessment, 18(2), pp. 187–200. doi: 10.1111/j.1468-2389.2010.00500.x. Chiaburu, D. S. and Lindsay, D. R. (2008) ‘Can Do or Will Do? The Importance of SelfEfficacy and Instrumentality for Training Transfer’, Human Resource Development International, 11(2), pp. 199–206. doi: 10.1080/13678860801933004. Cohen, L., Manion, L. and Morrison, K. (2007) Research Methods in Education. 6th Edition. London; New York: Routledge. Cohen, L., Manion, L. and Morrison, K. (2011) Research Methods in Education. 7th Edition. London: Taylor & Francis Group. Available at: http://ebookcentral.proquest.com/lib/ucd/detail.action?docID=1144438 (Accessed: 9 May 2018). Creswell, J. W. (2003) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 2nd Edition. London: Sage. Creswell, J. W. (2013) ‘Steps in Conducting a Scholarly Mixed Methods Study’, DBER Speaker Series. 48, p. 54. Creswell, J. W. and Clark, V. L. P. (2011) Designing and Conducting Mixed Methods Research. 2nd Edition. London: SAGE. Creswell, J. W. and Clark, V. L. P. (2017) Designing and Conducting Mixed Methods Research. 3rd Edition. Los Angeles: SAGE Publications. Creswell, J. W. and Creswell, J. D. (2017) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications. Crotty, M. (1998) The Foundations of Social Research: Meaning and Perspective in the Research Process. London: SAGE. Denscombe, M. (2014) The Good Research Guide: For Small-scale Social Research Projects. 5th Edition. Maidenhead: McGraw-Hill Education (UK). Denzin, N. K. and Lincoln, Y. S. (2011) The SAGE Handbook of Qualitative Research. 4th Edition. London: SAGE. Dhillon, G. (2005) ‘Gaining Benefits from IS/IT Implementation: Interpretations from Case Studies’, International Journal of Information Management, 25(6), pp. 502–515. doi: 10.1016/j.ijinfomgt.2005.08.004. Dziuban, C. et al. (2018) ‘Blended Learning: The New Normal and Emerging Technologies’, International Journal of Educational Technology in Higher Education, 15(1), pp. 0–0. doi: 10.1186/s41239-017-0087-5. Elliott, P. S. (2018) ‘Practice What We Teach: Using the TPACK Framework to Connect Professional Development and Academic Programs and Processes’, College and University; Washington, 93(4), pp. 16–24. Eraut, M. (2000) ‘Non-Formal Learning and Tacit Knowledge in Professional Work’, British Journal of Educational Psychology, 70(1), pp. 113–136. doi: 10.1348/000709900158001. Eraut, M. (2004) ‘Informal Learning in the Workplace’, Studies in Continuing Education, 26(2), pp. 247–273. doi: 10.1080/158037042000225245. Evans, K. and Rainbird, H. (2004) ‘The Significance of Workplace Learning for a “Learning Society”’, in Evans, K., Hodkinson, P., and Unwin, L. (eds) Working to Learn: Transforming Learning in the Workplace. London: Routledge, pp. 7–43. Fry, H., Ketteridge, S. and Marshall, S. (2008) A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice. 3rd Edition. New York: Routledge. Gan Kok Siew, B. et al. (2014) ‘Active Learning Approaches in Information Technology (IT) Pedagogy’, in Proceedings of the 52nd ACM Conference on Computers and People Research. New York, NY, USA: ACM (SIGSIM-CPR ’14), pp. 113–117. doi: 10.1145/2599990.2600016. Garrison, D. R. and Kanuka, H. (2004) ‘Blended learning: Uncovering its Transformative Potential in Higher Education’, The Internet and Higher Education, 7(2), pp. 95–105. doi: 10.1016/j.iheduc.2004.02.001. Garrison, D. R. and Vaughan, N. D. (2008) Blended Learning in Higher Education: Framework, Principles, and Guidelines. San Francisco (CA): John Wiley & Sons. Garrison, D. R. and Vaughan, N. D. (2013) ‘Institutional Change and Leadership Associated with Blended Learning Innovation: Two Case Studies’, The Internet and Higher Education. (Blended Learning in Higher Education: Policy and Implementation Issues), 18, pp. 24–28. doi: 10.1016/j.iheduc.2012.09.001. Ghosh, B. and Scott, J. E. (2009) ‘Using a Community of Practice to Enhance Data Quality in a Distributed Healthcare Information System’, In ACIS 2009 Proceedings - 20th Australasian Conference on Information Systems. Gray, B. (2004) ‘Informal Learning in an Online Community of Practice’, Journal of Distance Education, 19(1), pp. 20–35. Grossman, R. and Salas, E. (2011) ‘The Transfer of Training: What Really Matters: The Transfer of Training’, International Journal of Training and Development, 15(2), pp. 103–120. doi: 10.1111/j.1468-2419.2011.00373.x. Guest, T., Turner, K. and Carney, K. (2017) ‘Learning (and Teaching) On the Job: Developing and Extending the Skills Needed to Deliver Information Literacy Workshops’, In Collaborate: Libraries in Learning Innovation, 0(2). Available at: https://ojs.leedsbeckett.ac.uk/index.php/COL/article/view/4531 (Accessed: 5 January 2019). Hall, T. E., Meyer, A. and Rose, D. H. (2012) Universal Design for Learning in the Classroom: Practical Applications. London; New York: Guilford Press. Harasim, L. (2017) Learning Theory and Online Technologies. 2nd Edition. New York: Routledge. Hart, J. (2018) Modern Workplace Learner. Available at: https://modernworkplacelearning.com/wp-content/uploads/2018/02/MWL2018-Part1-v3-1.pdf (Accessed: 23 May 2018). Huang, E. Y., Lin, S. W. and Huang, T. K. (2012) ‘What Type of Learning Style Leads to Online Participation in The Mixed-Mode E-Learning Environment? A Study of Software Usage Instruction’, In Computers & Education, 58(1), pp. 338–349. doi: 10.1016/j.compedu.2011.08.003. Ivankova, N. V., Creswell, J. W. and Stick, S. L. (2006) ‘Using Mixed-Methods Sequential Explanatory Design: From Theory to Practice’, In Field Methods, 18(1), pp. 3–20. doi: 10.1177/1525822X05282260. Jarvis, P. (2012) Adult Learning in the Social Context. New York: Routledge. Johnson, R. B. and Onwuegbuzie, A. J. (2004) ‘Mixed Methods Research: A Research Paradigm Whose Time Has Come’, In Educational Researcher, 33(7), pp. 14–26. doi: 10.3102/0013189X033007014. Knowles, M. (1973) ‘The Adult Learner: A Neglected Species’. Available at: https://eric.ed.gov/?id=ed084368 (Accessed: 19 May 2018). Knowles, M. S., III, E. F. H. and Swanson, R. A. (2014) The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. 8th Edition. New York: Routledge. Koehler, M. J. et al. (2014) ‘The Technological Pedagogical Content Knowledge Framework’, In Handbook of Research on Educational Communications and Technology. Springer, New York, NY, pp. 101–111. doi: 10.1007/978-1-4614-3185-5_9. Koehler, M. and Mishra, P. (2009) ‘What is Technological Pedagogical Content Knowledge (TPACK)?’, In Contemporary Issues in Technology and Teacher Education, 9(1), pp. 60–70. Kolb, D. (1984) Experiential Learning: Experience as the Source of Learning and Development. New Jersey: Prentice Hall. Kolb, D. A. (2014) Experiential Learning: Experience as the Source of Learning and Development. 2nd Edition. New Jersey: FT Press. Krueger, R. A. and Casey, M. A. (2014) Focus Groups: A Practical Guide for Applied Research. 5th Edition. Singapore: SAGE Publications. Laker, D. R. and Powell, J. L. (2011) ‘The Differences Between Hard and Soft Skills and Their Relative Impact on Training Transfer’, In Human Resource Development Quarterly, 22(1), pp. 111–122. doi: 10.1002/hrdq.20063. Lave, J. (1991) ‘Situating Learning in Communities of Practice.’, in Resnick, L. B., Levine, J. M., and Teasley, S. D. (eds) Perspectives on Socially Shared Cognition. Washington: American Psychological Association, pp. 63–82. doi: 10.1037/10096-003. Lave, J. and Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation. New York, NY, US: Cambridge University Press. doi: 10.1017/CBO9780511815355. Light, G., Calkins, S. and Cox, R. (2009) Learning and Teaching in Higher Education: The Reflective Professional. 2nd Edition. London: SAGE. LinkedIn (2018) 2018 Workplace Learning Report [online] Available at: https://learning.linkedin.com/content/dam/me/learning/en-us/pdfs/linkedin-learningworkplace-learning-report-2018.pdf (Accessed: 24 May 2018) Lombardo, M. and Eichinger, R. (1996) Career Architect Development Planner - 1st Edition. Minneapolis: Lominger Limited. Lotrecchiano, G. R. et al. (2013) ‘Blended Learning: Strengths, Challenges, and Lessons Learned in an Interprofessional Training Program’, In Maternal and Child Health Journal, 17(9), pp. 1725–1734. doi: 10.1007/s10995-012-1175-8. Means, B. et al. (2009) Evaluation of Evidence-Based Practices in Online Learning: A MetaAnalysis and Review of Online Learning Studies. Available at: http://repository.alt.ac.uk/629/ (Accessed: 17 June 2018). Merriam, S. B. and Bierema, L. L. (2013) Adult Learning: Linking Theory and Practice. Somerset, United States: John Wiley & Sons, Incorporated. Available at: http://ebookcentral.proquest.com/lib/ucd/detail.action?docID=1376941 (Accessed: 30 March 2018). Miller, T. et al. (2012) Ethics in Qualitative Research. 2nd Edition. London: SAGE. Mirriahi, N., Alonzo, D. and Fox, B. (2015) ‘A blended learning framework for curriculum design and professional development’, In Research in Learning Technology, 23(0). Available at: https://journal.alt.ac.uk/index.php/rlt/article/view/1707 (Accessed: 23 March 2018). Mishra, P. and Koehler, M. J. (2006) ‘Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge’, In Teachers College Record, 108(6), pp. 1017 to 1054. Munday, J. (2006) ‘Identity in Focus: The Use of Focus Groups to Study the Construction of Collective Identity’, In Sociology, 40(1), pp. 89–105. doi: 10.1177/0038038506058436. National Forum for Teaching and Learning (2015) ‘A Roadmap for Enhancement in a Digital World 2015-2017’, Teaching & Learning, 18 March. Available at: https://www.teachingandlearning.ie/a-roadmap-for-enhancement-in-a-digital-world-20152017/ (Accessed: 11 June 2018). Prince, M. and Davies, M. (2001) ‘Moderator Teams: An Extension to Focus Group Methodology’, In Qualitative Market Research: An International Journal, 4(4), pp. 207–216. doi: 10.1108/EUM0000000005902. Rea, L. M. and Parker, R. A. (2014) Designing and Conducting Survey Research: A Comprehensive Guide. 4th Edition. San Francisco (CA): John Wiley & Sons. Rose, D. H. and Meyer, A. (2006) A Practical Reader in Universal Design for Learning. Cambridge, MA: Harvard Education Press. Schunk, D.H., (2012) Learning Theories an Educational Perspective. 6th Edition. Boston: Pearson. Selwyn, N. (2017) Education and Technology: Key Issues and Debates. 2nd Edition. New York: Bloomsbury Academic. Smith, J. A. (2015) Qualitative Psychology: A Practical Guide to Research Methods. 3rd Edition. London: SAGE. Stewart, D. W. and Shamdasani, P. N. (2014) Focus Groups: Theory and Practice. 3rd Edition. London: SAGE Publications. Tashakkori, A. and Teddlie, C. (2010) SAGE Handbook of Mixed Methods in Social & Behavioral Research. Thousand Oaks California: SAGE. Tatnall, A., Wong, L. and Burgess, S. (2014) ‘A Framework for Investigating Blended Learning Effectiveness’, In Education + Training, 56(2/3), pp. 233–251. doi: 10.1108/ET-042013-0049. Taylor, D. H. (2017) Learning Technologies in the Workplace: How to Successfully Implement Learning Technologies in Organizations. London; New York: Kogan Page Publishers. Taylor, S. J., Bogdan, R. and DeVault, M. (2015) Introduction to Qualitative Research Methods: A Guidebook and Resource. 4th Edition. Hoboken: John Wiley & Sons. Tight, M. (1996) Key Concepts in Adult Education and Training 2nd Edition. Abingdon, UK: Taylor & Francis. doi: 10.4324/9780203434086. Whitaker, T. (2017) A Handbook and Tool Kit for Teaching, Learning and Assessment in Independent Higher Education Institutions in Ireland. Dublin: Higher Education Colleges Association ..................................................................................