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Student experiences of facilitated asynchronous online discussion boards : Lessons learned and implications for teaching practice.

As an alliance of academics undertaking blended delivery, we have experienced the challenge of tailoring teaching strategies to different learning styles. Our teaching has evolved, moving from traditional didactic delivery to the utilisation of online technology to accommodate both academic and stud...

書誌詳細
Institution:	University of Tasmania
主要な著者:	James, Allison J., Douglas, Tracy A., Earwaker, Louise A., Mather, Carey A.
出版事項:	Journal of University Teaching & Learning Practice v.19 n.5 https://doi.org/10.53761/1.19.5.9 2022
主題:	Asynchronous communication Online discussion groups Online learning Online teaching Student engagement Blended learning Course delivery Student experience Higher education Coronavirus (COVID-19) Learning in an emergency Pandemic pedagogy Australia
オンライン･アクセス:	https://doi.org/10.53761/1.19.5.9

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