Embedding blended learning in a university's teaching culture: Experiences and reflections

Abstract

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.