Includes bibliographical references and index.

Introduction / Ellen Carm, Monica Johannesen, Bal Chandra Luitel, Leikny Øgrim and Prem Phyak -- Instructional system design for blended learning : a reflection on interpretive action research / Suresh Gautam -- Uses of communication tools for online learning : lessons learned from Nepal / Shesha Kanta Pangeni -- Appropriation of online distance learning in Nepal / Ellen Carm, Monica Johannesen and Leikny Øgrim -- Shifting the paradigm in higher education : students' progression towards ICT-supported learning in a resource-constrained environment in Nepal / Peshal Khanal and Ellen Carm -- The potential of blogs as discussion forums for developing collaborative writing skills in higher education / Laxmi Prasad Ojha and Resham Acharya -- Praxis amid theory and practice in a teacher education course : narrowing the gap via reflective practices / Dhanapati Subedi and Indra Mani Rai -- University teachers' use of blogs for enhancing the writing skills of students / Ambika Prasad Poudel and Renu Kumari Singh -- Improving academic writing skills of English language teacher trainees through ICT / Tikaram Poduel and Laxman Gnawali -- Incorporating culturally relevant pedagogy in teaching mathematics in a blended learning environment : an action research study / Binod Prasad Pant and Bal Chandra Luitel -- Online education : does gender matter? / Madhu Neupane and Sushan Acharya -- Bringing indigenous knowledge into English classes : why are we multiplying our challenges? / Khem Raj Joshi -- Integrating indigenous knowledge via information and communication technologies : towards pedagogical paradox at Tribhuvan University, Central Department of Education, Nepal / Indra Mani Rai and Bed Raj Acharya -- Reflections and culminations / Ellen Carm, Monica Johannesen, Bal Chandra Luitel, Leikny Øgrim and Prem Phyak.

"This book is a result of a joint project between Tribhuvan, Kathmandu, and Oslo Metropolitan universities on innovations and challenges in Nepalese teacher education. A team of scholars from Nepal, China, and Norway examine how ICT tools are applied to support students and to promote local knowledge and gender-sensitive approaches to higher education. Particular attention is devoted to the use of ICTs as a tool to ensure equal access in rural and under-resourced contexts. The book shows how the inclusion of ICTs, curriculum revisions, and the application of constructivist and innovative pedagogies improve the relevance and sustained development of Higher Education"-- Provided by publisher.

Description based on print version record.