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Blended Learning and Teaching Philosophies: Implications for Practice
Abstract
This study explores the similarities and differences between Canadian and Australian university teachers’ face-to-face and online teaching approaches and perspectives in two comparable Canadian and Australian universities, 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. Qualitative data were collected with an open-ended survey which asked participants for their thoughts on their face-to-face and online teaching experiences. Quantitative data were collected with the “Teaching Perspectives Inventory” which assessed participants’ 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 approaches in blended learning classrooms.
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