Embedding blended learning in a university’s teaching culture: experiences and reflections
Embedding blended learning in a university’s teaching culture: experiences and reflections
Blended learning, the combination of traditional face-to-face teaching methods with authentic on-line learning activities, has the potential to transform student learning experiences and outcomes. In spite of this advantage, university teachers often find it difficult to adopt new on-line techniques, in part because institutional practices are still geared to support more traditional approaches. This paper describes how a project, funded to support international collaboration to enhance learning and teaching in Geography, has allowed a university to explore models for change. It briefly examines the associated issues of sharing and repurposing resources; it reflects on the impact of the project on local strategy, and the importance of sustaining the collaborations and approaches to learning and teaching after the funding is completed.
Critical Success factors, e-learning
817-828
Davis, Hugh C
1608a3c8-0920-4a0c-82b3-ee29a52e7c1b
Fill, Karen
9500f988-2c72-4ea5-b1d8-06299c536e78
Davis, Hugh C
1608a3c8-0920-4a0c-82b3-ee29a52e7c1b
Eales, Susan
81d77493-5638-40b0-a61c-aaac6d82fc55
September 2007
Davis, Hugh C
1608a3c8-0920-4a0c-82b3-ee29a52e7c1b
Fill, Karen
9500f988-2c72-4ea5-b1d8-06299c536e78
Davis, Hugh C
1608a3c8-0920-4a0c-82b3-ee29a52e7c1b
Eales, Susan
81d77493-5638-40b0-a61c-aaac6d82fc55
Davis, Hugh C and Fill, Karen
,
Davis, Hugh C and Eales, Susan
(eds.)
(2007)
Embedding blended learning in a university’s teaching culture: experiences and reflections.
British Journal of Educational Technology, 38 (5), .
Abstract
Blended learning, the combination of traditional face-to-face teaching methods with authentic on-line learning activities, has the potential to transform student learning experiences and outcomes. In spite of this advantage, university teachers often find it difficult to adopt new on-line techniques, in part because institutional practices are still geared to support more traditional approaches. This paper describes how a project, funded to support international collaboration to enhance learning and teaching in Geography, has allowed a university to explore models for change. It briefly examines the associated issues of sharing and repurposing resources; it reflects on the impact of the project on local strategy, and the importance of sustaining the collaborations and approaches to learning and teaching after the funding is completed.
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BJET_Davis_final.pdf
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More information
Published date: September 2007
Keywords:
Critical Success factors, e-learning
Organisations:
Web & Internet Science
Identifiers
Local EPrints ID: 264600
URI: http://eprints.soton.ac.uk/id/eprint/264600
ISSN: 0007-1013
PURE UUID: b86d3e34-923a-45b1-a32b-d21c8b48c7c6
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Date deposited: 28 Sep 2007
Last modified: 15 Mar 2024 02:36
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Contributors
Author:
Hugh C Davis
Author:
Karen Fill
Editor:
Hugh C Davis
Editor:
Susan Eales
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