This document discusses the transition from traditional face-to-face teaching to blended learning, with a focus on implications and challenges from the perspective of mathematics education. It notes that while blended learning has been adopted at many Australian universities, research on its effectiveness and successful implementation has lagged behind in some disciplines like mathematics. The document aims to highlight the need for targeted research on blended learning in mathematics at larger scales than individual units. It reviews literature on the "flipped classroom" approach in mathematics education and identifies important unanswered research questions.

The Transition From Traditional Face-To-Face Teaching To Blended Learning - Implications and Challenges From A Mathematics Discipline Perspective PDF

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