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Integration of Web-Enhanced Teaching in Higher Education: Challenged Beliefs
PROCEEDINGS

, DePaul University, United States

EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

What underlying beliefs about teaching and learning are challenged when higher education faculty members begin to use web-enhanced teaching? To address this question, qualitative research methods were employed including interviews and stimulated recall sessions in the form of reviews of Blackboard course sites. Participants included seven faculty posting weekly course materials with no required online activities as well as two participants using a higher level of web-enhanced support. All participants were teaching face-to-face courses. Results focus on beliefs about students, faculty-student interaction, and viability and effectiveness of web-based interactions compared to face-to-face learning activities.

Citation

Bryan, J. (2008). Integration of Web-Enhanced Teaching in Higher Education: Challenged Beliefs. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3388-3393). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved October 24, 2021 from .

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