Figure 7.1: Modifications to pedagogy At Stage one, Scott and Alison were beginning to teach blended courses, they were sceptical and resistant to the benefits of the online environment. This was because they were hesitant to believe that the quality of online teaching and the learning outcomes would be the same as face-to-face. They were concerned with their ability to gaining comparable learning outcomes online when compared to face-to-face. When researching the redevelopment of face-to-face courses for blended delivery Twigg (2004) found that the redesign led to the same or better learning outcomes for students. Other researchers (Dziuban, Hartman, Cavanagh, & Moskal, 2011; Dziuban & Moskal, 2001; Lorenzo, Oblinger, & Dziuban, 2007;
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