Blended learning and teaching philosophies : implications for practice

Wiesenberg, Faye and Stacey, Elizabeth 2009, Blended learning and teaching philosophies : implications for practice, in Effective blended learning practices : evidence-based perspectives in ICT-facilitated education, Information Science Reference, Hershey, New York, pp.204-221.

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Title Blended learning and teaching philosophies : implications for practice
Author(s) Wiesenberg, Faye
Stacey, Elizabeth
Title of book Effective blended learning practices : evidence-based perspectives in ICT-facilitated education
Editor(s) Stacey, Elizabeth
Gerbic, Philippa
Publication date 2009
Chapter number 11
Total chapters 16
Start page 204
End page 221
Total pages 18
Publisher Information Science Reference
Place of Publication Hershey, New York
Summary This study explores the similarities and differences between Canadian and Australian univerisity teachers' face-to-face and online teaching approaches and perspectives in two comparable Canadian and Australian univeristies, both of which offer instruction in these two modes. The chapter explores whether moving from face-to-face to online teaching results in new teaching approaches or in the creative blending of those developed within the different teaching modalities. Both qualitative and quantitative data were collected to report teachers' face-to-face and online teaching experiences and teaching approaches and philosophies in terms of their beliefs, intentions and actions in both modalities. The authors discuss the findings in terms of how to assist teachers to successfully transition from traditional teacher-centred to newly emerging learner-centred teaching appraches in blended learning classrooms.
ISBN 9781605662961
9781605662978
Language eng
Field of Research 130306 Educational Technology and Computing
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category B1 Book chapter
ERA Research output type B Book chapter
HERDC collection year 2009
Copyright notice ©2009, IGI Global
Persistent URL http://hdl.handle.net/10536/DRO/DU:30020281

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