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...
| Institution: | University of Tasmania |
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| Auteurs principaux: | , , , |
| Publié: |
Journal of University Teaching & Learning Practice v.19 n.5 https://doi.org/10.53761/1.19.5.9
2022
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| Sujets: | |
| Accès en ligne: | https://doi.org/10.53761/1.19.5.9 |
