NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1079863
Record Type: Journal
Publication Date: 2013
Pages: 17
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-1179-7665
A Case Study of Blended Teaching and Learning in a New Zealand Secondary School, Using an Ecological Framework
Zaka, Pinelopi
Journal of Open, Flexible and Distance Learning, v17 n1 p24-40 2013
This paper reports on the findings of a case study that investigated how blended teaching and learning was implemented in a New Zealand secondary school. An ecological perspective was taken to clarify the complexity of blended teaching and learning implementation by researching the roles of students, teachers, school leaders and other educational stakeholders, in and beyond the school. An ecological framework was developed that gives rise to several recommendations for individuals and groups within the three levels of the school's multilevel ecology: the classroom, the school, and the wider ecosystem in which the school is located.
DEANZ: New Zealand Association for Open, Flexible and Distance Learning. Open Polytechnic, 3 Cleary Street Private Bag 31914, Lower Hutt 5040, New Zealand. Tel: +64-3-345-8246; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand