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Blended learning is fast becoming the new normal and increasingly considered an integral part of program offers within higher education (HE) institutions. Although there is a general consensus about online and physical face to face components, which constitute a framework for blended learning models. There are variances on how these components should be combined, established, and delivered. Empirical evidence on teachers’ perceptions of these elements is also limited. This qualitative study used focus groups to gather teacher perspectives of blended learning models, which produced three major themes related to professional development, student success, and blended courses. A sample of teacher from this group was most relevant to the study because they were involved in the implementation, and iterations, of blended learning at their HE institution for three semesters. Their experiences and perceptions provided highly relevant insights on what constitutes an effective blended leaning model. This study confirms previous empirical claims on the importance of professional development in increasing teacher efficacy. But also reveals the role of self-learning, informal communities of practice and their impact on changing teacher perceptions, which in turn improve efficacy. The study also highlights effective communication, course materials, course design and how blended learning environments are set-up, as crucial elements of an effective blended learning model. Teachers perceived these elements as the biggest influences on student success. This study provides important insights for educational institutions seeking to establish or improve their blended learning strategy and enhance student experience.

A lake sediment record from the north-eastern European Russian Arctic was examined using palaeolimnological methods, including subfossil chironomid and diatom analysis. The objective of this study is to disentangle environmental history of the lake and climate variability during the past 2000 years. The sediment profile was divided into two main sections following changes in the lithology, separating the limno-telmatic phase between ~2000 and 1200 cal. yr BP and the lacustrine phase between ~1200 cal. yr BP and the present. Owing to the large proportion of semi-terrestrial chironomids and poor modern analogues, a reliable chironomid-based temperature reconstruction for the limno-telmatic phase was not possible. However, the lacustrine phase showed gradually cooling climate conditions from ~1200 cal. yr BP until ~700 cal. yr BP. The increase in stream chironomids within this sediment section indicates that this period may also have had increased precipitation that caused the adjacent river to overflow, subsequently transporting chironomids to the lacustrine basin. After a short-lived warm phase at ~700 cal. yr BP, the climate again cooled, and a progressive climate warming trend was evident from the most recent sediment samples, where the biological assemblages seem to have experienced an eutrophication-like response to climate warming. The temperature reconstruction showed more similarities with the climate development in the Siberian side of the Urals than with northern Europe. This study provides a characteristic archive of arctic lake ontogeny and a valuable temperature record from a remote climate-sensitive area of northern Russia.