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

Roger Austin, Angela Rickard, Jacqueline Reilly

    Research output: Contribution to journalArticle

    Abstract

    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.
    LanguageEnglish
    Pages323-340
    Number of pages17
    JournalIrish Educational Studies, 2017
    Volumen/a
    DOIs
    Publication statusPublished - 5 Jun 2017

    Fingerprint

    intercultural education
    Blended Learning
    contact
    teacher
    group cohesion
    educational program
    pupil
    sustainability
    interaction
    society
    community

    Keywords

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

    Cite this

    @article{b69d135e358b42a69445fe2295490951,
    title = "Face-to-face contact in blended learning for intercultural education: the role of teachers",
    abstract = "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.",
    keywords = ": intercultural education, blended contact between pupils, peace-building in Ireland",
    author = "Roger Austin and Angela Rickard and Jacqueline Reilly",
    year = "2017",
    month = "6",
    day = "5",
    doi = "10.1080/03323315.2017.1327364",
    language = "English",
    volume = "n/a",
    pages = "323--340",

    }

    Face-to-face contact in blended learning for intercultural education: the role of teachers. / Austin, Roger; Rickard, Angela; Reilly, Jacqueline.

    Vol. n/a, 05.06.2017, p. 323-340.

    Research output: Contribution to journalArticle

    TY - JOUR

    T1 - Face-to-face contact in blended learning for intercultural education: the role of teachers

    AU - Austin, Roger

    AU - Rickard, Angela

    AU - Reilly, Jacqueline

    PY - 2017/6/5

    Y1 - 2017/6/5

    N2 - 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.

    AB - 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.

    KW - : intercultural education

    KW - blended contact between pupils

    KW - peace-building in Ireland

    U2 - 10.1080/03323315.2017.1327364

    DO - 10.1080/03323315.2017.1327364

    M3 - Article

    VL - n/a

    SP - 323

    EP - 340

    ER -