This study reports on recent doctoral research focused on six academic staff working in early blended learning environments in campus-based contexts at a large Australian university. The case-based research reports on how information and communications technology (ICT) was used by each of these staff, all early adopters of new technologies, to enhance their face-to-face teaching, and how this use contributed to an understanding of blended learning in higher education. Across the cases, seven dimensions of blended learning environments were identified - a significant finding of this study. Overall, the study enhances understanding of the nature, purpose and scope of early blended learning approaches in a university setting, and highlights the importance of academics' use of resource-based learning to create blended learning environments across a range of courses. The study also establishes reasons why these teachers embraced the use of ICT in their on-campus teaching, and provides insights into how each perceived their teaching role.
This study reports on recent doctoral research focused on six academic staff working in early blended learning environments in campus-based contexts at a large Australian university. The case-based research reports on how information and communications technology (ICT) was used by each of these staff, all early adopters of new technologies, to enhance their face-to-face teaching, and how this use contributed to an understanding of blended learning in higher education. Across the cases, seven dimensions of blended learning environments were identified - a significant finding of this study. Overall, the study enhances understanding of the nature, purpose and scope of early blended learning approaches in a university setting, and highlights the importance of academics' use of resource-based learning to create blended learning environments across a range of courses. The study also establishes reasons why these teachers embraced the use of ICT in their on-campus teaching, and provides insights into how each perceived their teaching role.
There is a general notion that adult education literature generally supports the idea that teaching adults should be approached in a different way than teaching children. Adult learners include...
This book constitutes the refereed proceedings of the 13th International Conference on Blended Learning, ICBL 2020, held in Bangkok, in August 2020.The 33 papers presented were carefully reviewed...
Conducting Research in Online and Blended Learning Environments examines various perspectives, issues, and methods for conducting research in online and blended learning environments. The book...
This open access book focuses on how the design and use of innovative learning environments can evolve as teaching practices and education policies change. It addresses how these new environments are...
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