Blended Learning and Team Teaching: Adapting Pedagogy in Response to the Changing Digital Tertiary Environment

Autor/inn/en	Crawford, Renée; Jenkins, Louise
Titel	Blended Learning and Team Teaching: Adapting Pedagogy in Response to the Changing Digital Tertiary Environment
Quelle	In: Australasian Journal of Educational Technology, 33 (2017) 2, S.51-72 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Blended Learning; Technology Uses in Education; Educational Technology; Teaching Methods; Team Teaching; Preservice Teacher Education; Methods Courses; Knowledge Level; Action Research; Student Surveys; Qualitative Research; Cooperation; Teacher Collaboration; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Teamteaching; Lehramtsstudiengang; Lehrerausbildung; Methodisch-didaktische Anleitung; Wissensbasis; Projektforschung; Schülerbefragung; Qualitative Forschung; Co-operation; Kooperation; Lehrerkooperation; Ausland; Australien
Abstract	Increased accessibility of advanced technology, the targeted use of online learning platforms, student flexible learning expectations and the pressures of faculty budget constraints and priorities have called into question the effectiveness of traditional tertiary teaching and learning models. The tertiary education context must evolve at a pace consistent with the growing expectations and requirements of an innovative society. A teacher-led research project was devised to navigate through some of the complexities and implications associated with necessary pedagogical change in response to the transitioning digital tertiary environment. The development and implementation of blended learning and team teaching strategies were introduced into the pedagogy of a tertiary pre-service teacher education methods class. This paper reports on three sequential years of findings, which will explore student understandings of blended learning and team teaching and the overall impact they had on their learning in this context. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01