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Case Studies of ICT-Enhanced Blended Learning and Implications for Professional Development

Case Studies of ICT-Enhanced Blended Learning and Implications for Professional Development

Gail Wilson
Copyright: © 2009 |Pages: 20
ISBN13: 9781605662961|ISBN10: 1605662968|ISBN13 Softcover: 9781616925864|EISBN13: 9781605662978
DOI: 10.4018/978-1-60566-296-1.ch013
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MLA

Wilson, Gail. "Case Studies of ICT-Enhanced Blended Learning and Implications for Professional Development." Effective Blended Learning Practices: Evidence-Based Perspectives in ICT-Facilitated Education, edited by Elizabeth Stacey and Philippa Gerbic, IGI Global, 2009, pp. 239-258. https://doi.org/10.4018/978-1-60566-296-1.ch013

APA

Wilson, G. (2009). Case Studies of ICT-Enhanced Blended Learning and Implications for Professional Development. In E. Stacey & P. Gerbic (Eds.), Effective Blended Learning Practices: Evidence-Based Perspectives in ICT-Facilitated Education (pp. 239-258). IGI Global. https://doi.org/10.4018/978-1-60566-296-1.ch013

Chicago

Wilson, Gail. "Case Studies of ICT-Enhanced Blended Learning and Implications for Professional Development." In Effective Blended Learning Practices: Evidence-Based Perspectives in ICT-Facilitated Education, edited by Elizabeth Stacey and Philippa Gerbic, 239-258. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-296-1.ch013

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Abstract

This chapter draws on a collective case study of six faculty members working in ICT-enhanced blended learning environments at a large regional university in Australia. The chapter identifies seven dimensions of the blended learning environments created by each teacher, with a particular focus on four of these dimensions – the teacher, the online, the resource-based learning and the institutional support dimension. The research showed how individual faculty members worked to blend their courses through their overall approaches to course planning, their focus on combining the strengths of both the face-toface and the online learning environments, and their eagerness to shift their pedagogical approaches to accommodate the best features of both the face-to-face and the online environments. The chapter makes recommendations for professional development for teachers that is effective in preparing them for creating and working in blended learning environments and suggests areas for future research in the area of blended learning.

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