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Blended Learning Designs in STEM Higher Education

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Abstract

Griffith Sciences, inspired by strategic university, national and international change developed a framework called the Griffith Sciences Blended Learning Model to support innovative initiatives utilising technology and to build better practice in blended learning through the use of learning designs and blended learning principles in Science, Technology, Engineering and Mathematics (STEM) higher education. The blended learning model was formulated as a result of an implementation of new technology, to increase buy-in and sustain change in blended learning practice by nurturing the grass-roots initiatives of its academic and professional staff. This chapter introduces the Griffith Sciences Blended Learning Model, how it is being used to implement and document blended learning principles and design in STEM education, the systematic training and support process developed, and the strategies used to promote the scholarly practice in learning and teaching.

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Authors and Affiliations

  1. Office of the PVC (Griffith Sciences), Griffith University, Southport, Australia

    Christopher N. Allan & David Green

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  1. Christopher N. Allan
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Correspondence to Christopher N. Allan .

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Editors and Affiliations

  1. Griffith University, Southport, QLD, Australia

    Christopher N. Allan

  2. Griffith University, Nathan, QLD, Australia

    Chris Campbell

  3. Griffith University, Southport, QLD, Australia

    Julie Crough

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Allan, C.N., Green, D. (2019). Introduction. In: Allan, C., Campbell, C., Crough, J. (eds) Blended Learning Designs in STEM Higher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-6982-7_1

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  • DOI: https://doi.org/10.1007/978-981-13-6982-7_1

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-13-6981-0

  • Online ISBN: 978-981-13-6982-7

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