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


    Austin, Roger S.P. and Rickard, Angela and Reilly, Jacqueline (2017) Face-to-face contact in blended learning for intercultural education: the role of teachers. Irish Educational Studies, 36 (3). pp. 323-340. ISSN 0332-3315

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    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.

    Item Type: Article
    Keywords: intercultural education; blended contact between pupils; peace-building in Ireland;
    Academic Unit: Faculty of Social Sciences > Education
    Item ID: 11769
    Identification Number: https://doi.org/10.1080/03323315.2017.1327364
    Depositing User: Angela Rickard
    Date Deposited: 20 Nov 2019 17:16
    Journal or Publication Title: Irish Educational Studies
    Publisher: Routledge
    Refereed: Yes
    URI:

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