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Blended learning, the combination of traditional face-to-face teaching methods with authentic on-line learning activities, has the potential to transform student learning experiences and outcomes. In spite of this advantage, university teachers often find it difficult to adopt new online techniques, in part because institutional practices are still geared to support more traditional approaches. This paper describes how a project, funded to support international collaboration to enhance learningdoi:10.1111/j.1467-8535.2007.00756.x fatcat:63pwn2g5rjazzoyegqrjf5zofy