Citations (9)
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Natalie-Jane Howard. (2021) Navigating blended learning, negotiating professional identities. Journal of Further and Higher Education 45:5, pages 654-671.
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Anastasios Stamou, Constantinos Noutsopoulos, Anna Kuhlmann & Peter Rutschmann. (2020) How can we link teaching with research in our engineering courses? The case of an ecological modelling course in two European Universities. European Journal of Engineering Education 45:4, pages 597-613.
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Qiang Huang. (2019) Comparing teacher’s roles of F2f learning and online learning in a blended English course. Computer Assisted Language Learning 32:3, pages 190-209.
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Hui-Chuan Li & Andreas J. Stylianides. (2018) An examination of the roles of the teacher and students during a problem-based learning intervention: lessons learned from a study in a Taiwanese primary mathematics classroom. Interactive Learning Environments 26:1, pages 106-117.
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Hye-Jung Lee, Youngil Hong & Hyoseon Choi. (2017) Perceptions of tutoring roles and psychological distance among instructors, tutors and students at a Korean university. Higher Education Research & Development 36:1, pages 143-157.
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Articles from other publishers (4)
Rebecca Heaton & Shannon Chan Lai Kuan. (2023) A systematic literature review of cognitive exchange in higher degree visual art education. Arts and Humanities in Higher Education, pages 147402222311659.
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Mohammed Saqr & Sonsoles López-Pernas. (2023) The temporal dynamics of online problem-based learning: Why and when sequence matters. International Journal of Computer-Supported Collaborative Learning 18:1, pages 11-37.
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Qiang Huang. (2018) Examining Teachers’ Roles in Online Learning. The EuroCALL Review 26:2, pages 3.
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Nynke de Jong, Daniëlle M. L. Verstegen & Karen D. Könings. (2018) The role of the e-tutor in synchronous online problem-based learning: A study in a Master Public Health Programme. British Journal of Educational Technology 49:3, pages 385-397.
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