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Moving Beyond a Focus on Delivery Modes to Teaching Pedagogy
Abstract
The use of online methodologies to deliver coursework has become institutionalized in higher education. There is an urgent need to move beyond the question of which delivery model is most effective: face-to-face, fully online, or blended, and switch the focus to teaching pedagogy and strategies that effectively engage students in the learning process. This chapter posits that student-learning outcomes are less dependent on delivery mode and instead dependent on a teacher's pedagogical practices; it is the skill of the teacher as facilitator that drives the effective development of the learning community and influences student-learning outcomes. Further, it is suggested that constructivism, as a pedagogy of teaching, be considered, regardless of delivery mode; students construct their own knowledge as the teacher facilitates the process through providing opportunities for active engagement and critical inquiry within a community of learners. Teaching opportunities are adapted in response to the needs of students with technology as a tool to deliver learning outcomes.
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