By John Allan
I teach in a mixed gender technical college in the Middle East. The majority of students are in their twenties pursuing engineering, business, information technology, health sciences and technician certification. In mid-term, I was transferred to teach a blended preparatory course, that is, the students were required to attend face-to-face lectures and labs while accessing their assessments and resources from the college learning management system (LMS).
The students progressed through the modules diligently accomplishing tasks and assessments. On the surface everything was going well. These first . . .
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