Implementing blended learning at faculty level: Supporting staff, and the ‘ripple effect'
نویسندگان
چکیده
At the ascilite conference last year we presented a paper (Loch & Borland, 2014) on challenges faced by the discipline of mathematics when the blended classroom is implemented. We concluded with seven research questions that required investigation, given the increase of blended learning mandates in Australian universities. These questions similarly apply to other STEM disciplines. In this paper, we suggest answers to research question number 6 from last year’s paper (Loch & Borland 2014, p. 711):
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