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A case study of blended teaching and learning in a New Zealand secondary school, using an ecological framework
ARTICLE

, University of Canterbury

Journal of Open, Flexible, and Distance Learning Volume 17, Number 1, ISSN 1179-7665 e-ISSN 1179-7665 Publisher: Distance Education Association of New Zealand

Abstract

This paper reports on the findings of a case study that investigated how blended teaching and learning was implemented in a New Zealand secondary school. An ecological perspective was taken, in an attempt to clarify the complexity of blended teaching and learning implementation, by researching the roles of students, teachers, school leaders and other educational stakeholders, within and beyond the school itself. An ecological framework was developed that gives rise to several recommendations for individuals and groups within the three levels of the school's multi-level ecology; the classroom, the school and the wider ecosystem in which the school is embedded.

Citation

Zaka, P. (2013). A case study of blended teaching and learning in a New Zealand secondary school, using an ecological framework. Journal of Open, Flexible, and Distance Learning, 17(1), 24-40. Distance Education Association of New Zealand. Retrieved February 26, 2020 from .

This record was imported from the Journal of Open, Flexible, and Distance Learning on June 27, 2014. [Original Record]

The Journal of Open, Flexible, and Distance Learning is a publication of New Zealand Association for Open, Flexible and Distance Learning (DEANZ).

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