Abstract

This case study explores preliminary findings of a case study that utilised design-based research to corroborate the pedagogical possibilities and practicalities of exploiting instructional delivery technologies to enrich higher education courses through a blended mode of delivery. We propose to illustrate how creating opportunities for students to engage in a range of social interaction and collaborative activities foster quality learning outcomes through a diversity of perspectives and dynamic exchange which in turn strengthen the working and learning of partnership-based higher education.

Published in: Canada International Conference on Education, 2017

  • Date of Conference: 26-29 June, 2017
  • DOI: 10.2053/CICE.2017.0282
  • Electronic ISBN: 978-1-908320-83-4
  • Conference Location: University of Toronto Mississauga, Canada