Abstract
Three semesters of a blended learning course about gender and information technology (IT) were studied to explore the ways in which students' interaction with course material can be altered based upon: The (a)synchronous nature of the medium, the intended audience of students' comments, and students' familiarity with the subject matter. This examination of blended learning course materials provides a valuable insight into a setting in which students engage with the same course material in a myriad of technology-mediated settings.
Original language | English (US) |
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Title of host publication | Innovative Practices in Teaching Information Sciences and Technology |
Subtitle of host publication | Experience Reports and Reflections |
Publisher | Springer International Publishing |
Pages | 207-219 |
Number of pages | 13 |
Volume | 9783319036564 |
ISBN (Electronic) | 9783319036564 |
ISBN (Print) | 3319036556, 9783319036557 |
DOIs | |
State | Published - Jan 1 2014 |
All Science Journal Classification (ASJC) codes
- General Social Sciences
- General Computer Science