This paper discusses a research project that examines academic staff perceptions of online learning in a teacher education setting in Hong Kong. Five academics from Hong Kong's leading teacher education university participated in the project over 18 months. The academics ranged in experience from first time users of online learning to experienced users. Five cases examine the use of online learning in a blended mode (all modules taught at the Institute are predominantly face to face teaching and learning). One of the aims of the project was to obtain perceptions of online learning from staff members from the Departments of Chinese, English, Information and Applied Technology and Physical Education and Sport Science (two staff). The five staff members were generally positive about their use of online learning. In particular, the online learning environment provided opportunities for student reflection, peer editing, students learning from each other and also provided another avenue for teacher student and student teacher feedback.
[Copyright of Australian Society for Computers in Learning in Tertiary Education (ascilite) at http://www.ascilite.org.au]