Albion, Peter and Redmond, Petrea (2006) Returning the favour: using insights from online learning to enhance on-campus courses. In: 17th International Conference of the Society for Information Technology & Teacher Education (SITE 2006), 20-24 Mar 2006, Orlando, U.S.A..
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Online learning environments have enriched distance education offerings by increasing the opportunities for interaction of learners with peers and teachers. At the same time they have enabled educational design to move beyond resource-based approaches by supporting the use of varied pedagogical approaches borrowed from on-campus classrooms. Now, as more on-campus students mix significant family and work commitments with education, the experience of online learning in distance education is being transferred into on-campus courses to create blended learning experiences that afford learners both greater flexibility and richer learning opportunities than would be possible using traditional on-campus forms. This paper will review the concept of interaction in blended environments and will describe how on-campus courses are integrating online elements to transform learning experiences.
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|Item Type:||Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)|
|Item Status:||Live Archive|
|Additional Information:||Author's version deposited in accordance with the copyright policy of the publisher. 'Copyright by AACE. Reprinted from the Proceedings of the 17th International Conference of the Society for Information Technology & Teacher Education (SITE 2006) with permission of AACE (http://www.aace.org).'|
|Depositing User:||epEditor USQ|
|Faculty / Department / School:||Historic - Faculty of Education|
|Date Deposited:||11 Oct 2007 00:32|
|Last Modified:||01 Jul 2015 05:14|
|Uncontrolled Keywords:||blended learning, family responsibilities, work commitments, higher education research|
|Fields of Research (FOR2008):||13 Education > 1301 Education Systems > 130103 Higher Education
13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
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