• myGriffith
    • Staff portal
    • Contact Us⌄
      • Future student enquiries 1800 677 728
      • Current student enquiries 1800 154 055
      • International enquiries +61 7 3735 6425
      • General enquiries 07 3735 7111
      • Online enquiries
      • Staff phonebook
    View Item 
    •   Home
    • Griffith Theses
    • Theses - Higher Degree by Research
    • View Item
    • Home
    • Griffith Theses
    • Theses - Higher Degree by Research
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

  • All of Griffith Research Online
    • Communities & Collections
    • Authors
    • By Issue Date
    • Titles
  • This Collection
    • Authors
    • By Issue Date
    • Titles
  • Statistics

  • Most Popular Items
  • Statistics by Country
  • Most Popular Authors
  • Support

  • Contact us
  • FAQs
  • Admin login

  • Login
  • Academics' Use of Technology with Face-to-Face Teaching: Factors Predicting the Use of Blended Strategies

    Thumbnail
    View/Open
    Torrisi_2012_01Abstract.pdf (357.4Kb)
    Torrisi_2012_02Thesis.pdf (2.176Mb)
    Author
    Torrisi, Rosaria Girarda (Geraldine)
    Primary Supervisor
    Marilyn Ford
    Steve Drew
    Other Supervisors
    Glenn Finger
    Jun Jo
    Year published
    2012
    Metadata
    Show full item record
    Abstract
    Positioned in the literature related to academic professional development, this study makes a contribution to the understanding of academics’ blended practices by exploring how various factors influence academics’ use of technology with face-to-face teaching. The primary research question addressed by the study is ‘Why do some academics tend to use technology together with their face-to-face teaching to achieve blended teaching strategies to support learning, while others do not?’ The study arises from a context in which a growing number of universities are investing considerable resources in blended learning, as an institutional ...
    View more >
    Positioned in the literature related to academic professional development, this study makes a contribution to the understanding of academics’ blended practices by exploring how various factors influence academics’ use of technology with face-to-face teaching. The primary research question addressed by the study is ‘Why do some academics tend to use technology together with their face-to-face teaching to achieve blended teaching strategies to support learning, while others do not?’ The study arises from a context in which a growing number of universities are investing considerable resources in blended learning, as an institutional strategy to respond to the pressures of uncertain economies, increasing globalisation, and the changing expectations of cohorts of digitally savvy students. However, the success of blended learning as an institutional strategy is firmly grounded in the widespread adoption of effective blended teaching practices, which has generally failed to happen. Currently, the adoption of effective blended teaching practices is limited to a minority of academics. The premise underlying this study is that understanding the factors shaping academics’ blended learning practices is fundamental to the provision of the professional support needed to facilitate the uptake of effective blended practices on a larger scale. Unfortunately, existing blended learning literature provides meagre insight into academics’ blended practices. This study stems from the urgent need to better understand academics’ blended teaching practices.
    View less >
    Thesis Type
    Thesis (PhD Doctorate)
    Degree Program
    Doctor of Philosophy (PhD)
    School
    School of Information and Communication Technology
    Item Access Status
    Public
    Subject
    Blended learning
    Face-to-face teaching
    Blended teaching strategies
    Publication URI
    http://hdl.handle.net/10072/366413
    Collection
    • Theses - Higher Degree by Research

    Footer

    Social media

    • Facebook
    • Twitter
    • YouTube
    • Instagram
    • Linkedin
    First peoples of Australia
    • Aboriginal
    • Torres Strait Islander

    Disclaimer

    • Privacy policy
    • Copyright matters
    • CRICOS Provider - 00233E

    Tagline

    • Gold Coast
    • Logan
    • Brisbane
    • Australia