Relations between blended learning possibilities and teachers' approaches to blended learning

Publikation: KonferencebidragPosterForskningpeer review

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Relations between blended learning possibilities and teachers' approaches to blended learning. / Stenalt, Maria Hvid; Nielsen, Tobias Alsted; Bager-Elsborg, Anna.

2016. Poster session præsenteret ved iCERi2016, Sevilla, Spanien.

Publikation: KonferencebidragPosterForskningpeer review

Harvard

APA

CBE

Stenalt MH, Nielsen TA, Bager-Elsborg A. 2016. Relations between blended learning possibilities and teachers' approaches to blended learning. Poster session præsenteret ved iCERi2016, Sevilla, Spanien.

MLA

Vancouver

Stenalt MH, Nielsen TA, Bager-Elsborg A. Relations between blended learning possibilities and teachers' approaches to blended learning. 2016. Poster session præsenteret ved iCERi2016, Sevilla, Spanien.

Author

Bibtex

@conference{050c66f36b5a4d74ba16764cb9385bf5,
title = "Relations between blended learning possibilities and teachers' approaches to blended learning",
abstract = "Higher Education has embraced blended learning as a way of enhancing quality in teaching and helping students to learn. This presentation addresses relations between blended learning possiblities presented to teachers in a teacher training project and teachers{\textquoteright} approaches to blended learning. We suggest that in order to identify the level of impact of integrating technologies in teaching and learning, we need to understand the factors influencing approaches to design of courses for blended contexts. Participants in the teacher training project come from the Department of Law at Aarhus University (AU), which is a research-intensive university in Denmark (DK). All teachers are involved with teaching at bachelor{\textquoteright}s programme at the Department of Law. The number of teachers equals approximately 60 % of faculty members. The desired effect of the educational development project is, at best, to:• Optain locally-embedded knowledge about blended learning• Develop opportunities for law students to receive (more) feedback• Comply with strategic aimsThe results so far suggest that teachers provide a disciplinary perspective on the key dimensions of blended learning, which influences their approaches to blended learning and influences their design of blended learning elements. In doing so, they integrate blended learning to meaningfully support their existing teaching practice.",
author = "Stenalt, {Maria Hvid} and Nielsen, {Tobias Alsted} and Anna Bager-Elsborg",
year = "2016",
month = nov,
day = "15",
language = "English",
note = "iCERi2016 : Transforming Education, transforming lives ; Conference date: 14-11-2016 Through 16-11-2016",

}

RIS

TY - CONF

T1 - Relations between blended learning possibilities and teachers' approaches to blended learning

AU - Stenalt, Maria Hvid

AU - Nielsen, Tobias Alsted

AU - Bager-Elsborg, Anna

N1 - Conference code: 9

PY - 2016/11/15

Y1 - 2016/11/15

N2 - Higher Education has embraced blended learning as a way of enhancing quality in teaching and helping students to learn. This presentation addresses relations between blended learning possiblities presented to teachers in a teacher training project and teachers’ approaches to blended learning. We suggest that in order to identify the level of impact of integrating technologies in teaching and learning, we need to understand the factors influencing approaches to design of courses for blended contexts. Participants in the teacher training project come from the Department of Law at Aarhus University (AU), which is a research-intensive university in Denmark (DK). All teachers are involved with teaching at bachelor’s programme at the Department of Law. The number of teachers equals approximately 60 % of faculty members. The desired effect of the educational development project is, at best, to:• Optain locally-embedded knowledge about blended learning• Develop opportunities for law students to receive (more) feedback• Comply with strategic aimsThe results so far suggest that teachers provide a disciplinary perspective on the key dimensions of blended learning, which influences their approaches to blended learning and influences their design of blended learning elements. In doing so, they integrate blended learning to meaningfully support their existing teaching practice.

AB - Higher Education has embraced blended learning as a way of enhancing quality in teaching and helping students to learn. This presentation addresses relations between blended learning possiblities presented to teachers in a teacher training project and teachers’ approaches to blended learning. We suggest that in order to identify the level of impact of integrating technologies in teaching and learning, we need to understand the factors influencing approaches to design of courses for blended contexts. Participants in the teacher training project come from the Department of Law at Aarhus University (AU), which is a research-intensive university in Denmark (DK). All teachers are involved with teaching at bachelor’s programme at the Department of Law. The number of teachers equals approximately 60 % of faculty members. The desired effect of the educational development project is, at best, to:• Optain locally-embedded knowledge about blended learning• Develop opportunities for law students to receive (more) feedback• Comply with strategic aimsThe results so far suggest that teachers provide a disciplinary perspective on the key dimensions of blended learning, which influences their approaches to blended learning and influences their design of blended learning elements. In doing so, they integrate blended learning to meaningfully support their existing teaching practice.

M3 - Poster

T2 - iCERi2016

Y2 - 14 November 2016 through 16 November 2016

ER -

30885 / i28