Face-to-face contact in blended learning for intercultural education: the role of teachers

Roger Austin, Angela Rickard, Jacqueline Reilly

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    6 Citations (Scopus)
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    In societies experiencing or emerging from conflict, teachers often deliver educational programmes designed to build community cohesion. We report on research which examined teachers' views of the implementation of a programme involving both face-to-face and online contact between pupils. Findings suggest that this blended approach is highly motivational, enhancing online work and relationship building. The research underlines the importance of the political, educational and historical context for work of this sort and the impact this has on the particular blend of online and face-to-face interaction. Implications for policymakers and teachers include value for money and sustainability of blended intercultural education in similar contexts.
    Original languageEnglish
    Pages (from-to)323-340
    Number of pages17
    JournalIrish Educational Studies, 2017
    Publication statusPublished - 5 Jun 2017


    • : intercultural education
    • blended contact between pupils
    • peace-building in Ireland


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