Designing Blended Learning for the Professional Learner Pauline Weritz shares her experiences as part of the SUTQ trajectory

The Senior University Teaching Qualification (SUTQ) at the University of Twente supports experienced teachers in further developing their teaching vision, leadership, and educational innovation. In this edition of Teaching Times, we speak with Pauline Weritz about her experience following the SUTQ trajectory, the blended learning project she developed, and the insights she gained throughout the journey.

dr. P. Weritz (Pauline) Assistant Professor - Responsible Digital Transformation

+31534897472

 p.weritz@utwente.nl

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What motivated you to start the SUTQ?

I was motivated by a strong interest in lifelong learning and a desire to deepen my understanding of evidence-based teaching practices. At the time, I had already developed a new leerlijn (learning pathway) with three connected courses that went beyond my usual teaching approach, and I saw the SUTQ as an opportunity to further refine and strengthen it. In particular, I wanted to integrate a more systematic, research-informed perspective into my teaching for professional learners including self-study elements. I was also curious to learn more about design science research as a framework, and I expected the SUTQ trajectory to help me connect theory and practice in a structured and meaningful way.

Can you tell us about the project you developed and the challenge it aimed to address?

As part of the SUTQ, I developed a project focused on experimenting with blended learning formats within a professional learning context. The course was part of the Digital Design and Architecture Postmaster for professionals in the public sector, particularly in the context of digital transformation. My main goal was to enhance participants’ self-determination by fostering autonomy, competence, and relatedness. To achieve this, I designed a mix of online elements, self-directed study, and in-person interactions. This blended approach aimed to better support leadership development while also increasing participant satisfaction and engagement.

Also, my project combined both qualitative and quantitative methods. I used quantitative data to capture measurable outcomes through a survey, complemented by qualitative insights from interviews to better understand participants’ experiences and perspectives. This mixed-methods approach allowed me to connect numerical results with deeper, contextual insights.

Looking back, what was the most valuable thing you learned through the SUTQ process?

One of the most valuable learnings for me was gaining a structured understanding of design science research. I learned how important it is to start with a deep understanding of user needs, supported by relevant literature and theoretical frameworks such as adult learning theories and self-determination theory. From there, I developed requirements and design principles, implemented them in practice, and continuously evaluated both the principles and their application. The iterative nature of this process, design, implement, evaluate, and refine, was particularly insightful. It also highlighted the importance of aligning the learning environment (in Canvas) with pedagogical intentions and improving it based on evidence.

Did participating in the SUTQ change the way you approach your teaching or interact with students?

I was already quite open to feedback and encouraged student input before participating in the SUTQ. However, the program helped me make this approach much more systematic and evidence-based. For example, I started to document observations more rigorously and analyze feedback using structured methods, such as the Gioia methodology. This was new to me and required a more deliberate investment of time, but it improved the quality of my insights. I also became more intentional about first understanding the underlying problems and student needs before jumping into solution design. Overall, my approach became more analytical, reflective, and research-informed.

What advice would you give to colleagues who are considering starting the SUTQ themselves?

My main advice would be to invest time upfront in truly understanding student needs, as well as the opportunities and challenges within your teaching context. Avoid jumping too quickly to solutions; instead, explore the problem space thoroughly. It is also important to think carefully about how you will measure success. Using a combination of methods can provide a more complete picture. Once you develop a solution, treat it as something to be tested and refined rather than a final product. Continuous evaluation and iteration are key to making meaningful improvements in teaching and learning.