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

Loch, Birgit

doi:10.4225/22/5a4cbe77914a7

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

https://doi.org/10.4225/22/5a4cbe77914a7

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posted on 2018-01-03, 11:28 authored by Birgit LochBirgit Loch

published version Loch, B. and Borland, R. (2014). <a href="http://www.ascilite.org/conferences/dunedin2014/files/concisepapers/278-Loch.pdf" rel="nofollow" target="_blank">The transition from traditional face-to-face teaching to blended learning – implications and challenges from a mathematics discipline perspective</a>. 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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flipped classroom, mathematics education, blended, discipline specific challenges

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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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