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This study reports on recent doctoral research
focused on six academic staff working in early
blended learning environments in campus-based
contexts at a large Australian university. The
case-based research reports on how information and
communications technology (ICT) was used by each of
these staff, all early adopters of new
technologies, to enhance their face-to-face teaching,
and how this use contributed to an understanding of
blended learning in higher education. Across the
cases, seven dimensions of blended learning
environments were identified a significant finding
of this study. Overall, the study enhances
understanding of the nature, purpose and scope of
early blended learning approaches in a university
setting, and highlights the importance of academics'
use of resource-based learning to create blended
learning environments across a range of courses. The
study also establishes reasons why these teachers
embraced the use of ICT in their on-campus teaching,
and provides insights into how each perceived their
teaching role.
focused on six academic staff working in early
blended learning environments in campus-based
contexts at a large Australian university. The
case-based research reports on how information and
communications technology (ICT) was used by each of
these staff, all early adopters of new
technologies, to enhance their face-to-face teaching,
and how this use contributed to an understanding of
blended learning in higher education. Across the
cases, seven dimensions of blended learning
environments were identified a significant finding
of this study. Overall, the study enhances
understanding of the nature, purpose and scope of
early blended learning approaches in a university
setting, and highlights the importance of academics'
use of resource-based learning to create blended
learning environments across a range of courses. The
study also establishes reasons why these teachers
embraced the use of ICT in their on-campus teaching,
and provides insights into how each perceived their
teaching role.