Abstract
New digital technologies, non-traditional student populations and rising economic costs are reshaping the landscape of higher education (Spector, 2001; Salmon, 2004, 2005; Andersson, Quigley, & Wilhelmsson, 2009). The benefits and constraints of both traditional face-to-face and online learning models have encouraged a number of instructors in higher educational programmes to explore the concept of blended learning, which can be described as the ‘thoughtful integration of classroom face-to-face learning experiences with online learning experiences’ (Garrison & Kanuka, 2004, p. 96). Moreover, with the advent of online videoconferencing and other computer-based communication technologies, it is increasingly viable to integrate face-to-face and online participants into shared learning experiences via synchronous (real-time) blended learning environments (Bell, Sawaya, & Cain, 2013; Henricksen, Mishra, Greenhow, Cain, & Roseth, 2014). Instructors, however, face challenges in these kinds of innovative learning environments that are both technological and pedagogical in nature. It stands to reason that a technologically and pedagogically complex learning environment would require an equally innovative approach to instructors’ technological and pedagogical support.
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© 2015 William Cain
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Cain, W. (2015). Technology Navigators: An Innovative Role in Pedagogy, Design and Instructional Support. In: Redmond, P., Lock, J., Danaher, P.A. (eds) Educational Innovations and Contemporary Technologies. Palgrave Macmillan, London. https://doi.org/10.1057/9781137468611_2
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DOI: https://doi.org/10.1057/9781137468611_2
Publisher Name: Palgrave Macmillan, London
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