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Blended instructional practice: A review of the empirical literature on instructors' adoption and use of online tools in face-to-face teaching
ARTICLE

Internet and Higher Education Volume 31, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

College and university instructors are increasingly incorporating online tools into face-to-face teaching approaches, such that blended instruction is forecasted to become “the new traditional model” (Ross & Gage, 2006, p. 168; Norberg, Dziuban, & Moskal, 2011; Watson, 2008). Yet, less than 5% of the scholarship on blending in higher education explores academic practice (e.g. teaching, curriculum design, professional development and training for instruction; Torrisi-Steele & Drew, 2013). This discussion reports the results of a systematic review of the literature on faculty member's adoption and use of online tools for face-to-face instruction. Six influences that cut across the literature are identified: faculty member's interactions with technology, academic workload, institutional environment, interactions with students, the instructor's attitudes and beliefs about teaching, and opportunities for professional development. Strengths and limitations of the literature and future directions for research on socio-technical systems of instruction are identified.

Citation

Brown, M.G. (2016). Blended instructional practice: A review of the empirical literature on instructors' adoption and use of online tools in face-to-face teaching. Internet and Higher Education, 31(1), 1-10. Elsevier Ltd. Retrieved October 18, 2019 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2016.05.001

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