Abstract
Socially inclusive practices in teacher education have become a necessity with the increasing enrollment of international students in Australian universities. Whilst this provides for exciting new teaching and learning opportunities it adds a layer of complexity because of the expectation for innovative, flexible, and accessible content delivery. Driven by these priorities, this case study investigates the impact of blended learning to enhance the international student experience in tertiary education classes. A semi-structured focus group interview was used in this case study as the primary data and was triangulated by classroom observations and researcher journals. Initial results have indicated that blended learning enhanced the international pre-service teacher’s skills, knowledge, and overall classroom experience. Primary themes suggest that the balance of face-to-face and online learning platforms created flexible opportunities for the pre-service teachers to synthesise and consolidate information learned in class. This included increased peer collaboration, building a sense of community and developing an appreciation for the sharing of resources.
Presenters
Louise JenkinsSenior Lecturer, Faculty of Education, Monash University, Australia Renée Crawford
Associate Professor, Faculty of Education, Monash University, Australia
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
"Pre-service Teacher Education", " Socially Inclusive Practices", " Blended Learning"
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