Abstract :
Blended learning, the combination of traditional face-to-face teaching
methods with authentic online learning activities, has the potential to transform
student-learning experiences and outcomes. In spite of this advantage,
university teachers often find it difficult to adopt new online techniques, in part
because institutional practices are still geared to support more traditional
approaches. This paper describes how a project, funded to support international
collaboration to enhance learning and teaching in Geography, has
allowed a university to explore models for change. It briefly examines
the associated issues of sharing and repurposing resources; it reflects on the
impact of the project on local strategy, and the importance of sustaining the
collaborations and approaches to learning and teaching after the funding is
completed.
