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

Loch_ascilite2014.pdf (183.9 kB)

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

journal contribution

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

History

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