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The transition from traditional face-to-face teaching to blended learning – implications and challenges from a mathematics discipline perspective

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journal contribution
posted on 03.01.2018 by Birgit Loch
published version
Loch, B. and Borland, R. (2014).
The transition from traditional face-to-face teaching to blended learning – implications and challenges from a mathematics discipline perspective.
In B. Hegarty, J. McDonald, & S.-K. Loke (Eds.), Rhetoric and Reality: Critical perspectives on educational technology. Proceedings ascilite Dunedin 2014 (pp. 708-712).

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