標(biāo)題: Titlebook: Blended Learning: Convergence between Technology and Pedagogy; Antonio Víctor Martín-García Book 2020 Springer Nature Switzerland AG 2020 [打印本頁] 作者: Forestall 時(shí)間: 2025-3-21 17:43
書目名稱Blended Learning: Convergence between Technology and Pedagogy影響因子(影響力)
書目名稱Blended Learning: Convergence between Technology and Pedagogy影響因子(影響力)學(xué)科排名
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書目名稱Blended Learning: Convergence between Technology and Pedagogy網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Blended Learning: Convergence between Technology and Pedagogy被引頻次
書目名稱Blended Learning: Convergence between Technology and Pedagogy被引頻次學(xué)科排名
書目名稱Blended Learning: Convergence between Technology and Pedagogy年度引用
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書目名稱Blended Learning: Convergence between Technology and Pedagogy讀者反饋
書目名稱Blended Learning: Convergence between Technology and Pedagogy讀者反饋學(xué)科排名
作者: SPECT 時(shí)間: 2025-3-21 21:14
Motion of Comets and Comet Tail Theory,d models (UDL and ARCS). Then, several generic models of instructional design are classified and described (ADDIE, ASSURE, MRK and DDD-E), based on standards (iNACOL and Quality Matters) and specific for b-learning environments (BLC and IDM-BHE). To end with some didactic orientations for the development of pedagogical designs in b-learning.作者: HOWL 時(shí)間: 2025-3-22 01:47 作者: 推遲 時(shí)間: 2025-3-22 05:59 作者: Ambiguous 時(shí)間: 2025-3-22 08:54
Book 2020education. Analyzing the changes in the world of education that lead to new ways of thinking and learning, it redefines the concept of blended learning at a time of constant growth in many universities around the world. This involves a shared reflection on the role of technology in the current unive作者: 駁船 時(shí)間: 2025-3-22 15:33 作者: 6Applepolish 時(shí)間: 2025-3-22 19:30 作者: 懲罰 時(shí)間: 2025-3-23 01:03
Blended Education Systems: In Search of Deep Learning,ents are established to understand this type of learning: activity, collaborative social interaction and reflection based on experience. The second part of the chapter describes the main instrumental design models that can serve as a guide for the implementation of BL courses by university teachers.作者: 微不足道 時(shí)間: 2025-3-23 02:55
Problemstellungen und Eulers L?sungsmethodentress the need for the university institution to articulate mechanisms to provide students with effective and quality training adapted to the needs and requirements of the social, business and employment system of today’s society.作者: 鞭子 時(shí)間: 2025-3-23 05:36
Learning and Development of Practical Skills Through the B-Learning Strategy,tress the need for the university institution to articulate mechanisms to provide students with effective and quality training adapted to the needs and requirements of the social, business and employment system of today’s society.作者: 致詞 時(shí)間: 2025-3-23 10:01
Book 2020f the major models and approaches to BL instructional design, and examines issues related to the quality of BL training and the indicators to measure it, in order to identify those models that contribute to a better understanding of the dimensions that increase its effectiveness. .作者: pacific 時(shí)間: 2025-3-23 14:46
Evaluation of Quality in Blended Learning Training,How do we determine whether a teaching-learning process based on Blended Learning is of high quality? What dimensions and indicators of quality can be adequate for its evaluation? Some of these questions will be answered in the following chapter.作者: 搖曳 時(shí)間: 2025-3-23 18:07
Instructional Design in Blended Learning: Theoretical Foundations and Guidelines for Practice,d models (UDL and ARCS). Then, several generic models of instructional design are classified and described (ADDIE, ASSURE, MRK and DDD-E), based on standards (iNACOL and Quality Matters) and specific for b-learning environments (BLC and IDM-BHE). To end with some didactic orientations for the development of pedagogical designs in b-learning.作者: MOAT 時(shí)間: 2025-3-24 01:08
Design of Blended Learning Personalized Itineraries for Higher Education,e itinerary, which can be used to adjust to different learning preferences; also the possibility of visualize the interaction of the student within the itinerary by a virtual record; and finally the potential to evaluate the design impacts on the contents and activities.作者: nepotism 時(shí)間: 2025-3-24 03:44 作者: landfill 時(shí)間: 2025-3-24 10:02
Antonio Víctor Martín-GarcíaExplains the convergence between technological and pedagogical in social context and educational processes.Analyzes the changes in the world of education as a result of the blended learning methodolog作者: 背書 時(shí)間: 2025-3-24 11:52
Lecture Notes in Networks and Systemshttp://image.papertrans.cn/b/image/189124.jpg作者: 植物學(xué) 時(shí)間: 2025-3-24 15:14
https://doi.org/10.1007/978-3-030-45781-5Engineering Education; Blended Learning; Deep Learning; Blended Education Systems; Blended Learning Mode作者: 健談 時(shí)間: 2025-3-24 19:31 作者: Tartar 時(shí)間: 2025-3-25 01:43 作者: 接合 時(shí)間: 2025-3-25 07:00
Pedagogical Tools for Teaching in a Blended Learning System,In this chapter, we discuss how to pedagogically organise an integrated and simultaneous teaching–learning process around face-to-face and online activities. We present a theoretical and didactic framework in which to situate the design and bring together different pedagogical resources and tools for working in blended learning contexts作者: infringe 時(shí)間: 2025-3-25 08:12 作者: 扔掉掐死你 時(shí)間: 2025-3-25 15:09 作者: mediocrity 時(shí)間: 2025-3-25 16:53 作者: 索賠 時(shí)間: 2025-3-25 22:33 作者: Encapsulate 時(shí)間: 2025-3-26 01:23 作者: Gnrh670 時(shí)間: 2025-3-26 05:25 作者: Calibrate 時(shí)間: 2025-3-26 10:29 作者: 事情 時(shí)間: 2025-3-26 16:16 作者: 苦惱 時(shí)間: 2025-3-26 18:16
Galina P. Matvievskaja,Elena P. O?igovadation is articulated around the concept of deep learning as the main purpose of the BL system in higher education. Three fundamental theoretical elements are established to understand this type of learning: activity, collaborative social interaction and reflection based on experience. The second pa作者: Insensate 時(shí)間: 2025-3-27 00:11 作者: 盡管 時(shí)間: 2025-3-27 04:10 作者: 侵略 時(shí)間: 2025-3-27 09:14
Motion of Comets and Comet Tail Theory,ity in the teaching-learning process, optimising the use of face-to-face and online environments. It is presented as a modality that is effective in the attainment of skills and academic results. This chapter presents a pedagogical Blended Learning model implemented ten years ago in higher education作者: 慟哭 時(shí)間: 2025-3-27 10:43 作者: 自作多情 時(shí)間: 2025-3-27 15:33 作者: DEMN 時(shí)間: 2025-3-27 19:54 作者: 飛鏢 時(shí)間: 2025-3-28 01:08
Leonhard Eulers Arbeiten zur Himmelsmechanik environments have the potential to transform educational practices as well as students’ learning experiences. Online discussion forums are useful to share graduate students’ opinions and the social construction of knowledge. The objective of this chapter is to analyse the distributed teaching prese作者: atopic 時(shí)間: 2025-3-28 06:05 作者: 失敗主義者 時(shí)間: 2025-3-28 06:14
,Towards ‘Onlife’ Education. How Technology is Forcing Us to Rethink Pedagogy,ties and the scenarios in which we live, also in education, generated by the technology of our time and, on the other hand, to point out the direction in which we can find a path that leads us to that reflection in the face of the inevitable convergence between technology and pedagogy in which we ar作者: 高談闊論 時(shí)間: 2025-3-28 14:01
On Blended Learning Flexibility: An Educational Approach,ts from an instructional point of view, it does not necessarily produce improvements from an educational perspective. Blended learning raises the possibility of carrying out certain learning activities outside the classroom that traditionally could only take place within it. This is made possible th作者: hermetic 時(shí)間: 2025-3-28 17:28 作者: CLOUT 時(shí)間: 2025-3-28 19:09
Blended Education Systems: In Search of Deep Learning,dation is articulated around the concept of deep learning as the main purpose of the BL system in higher education. Three fundamental theoretical elements are established to understand this type of learning: activity, collaborative social interaction and reflection based on experience. The second pa作者: ostrish 時(shí)間: 2025-3-28 23:25
Evaluation of Quality in Blended Learning Training,ime, is to guarantee some bases that are consistent in design and ways of implementation, but at the same time it is also necessary to be capable of instrumentalising the entire evaluation process of the quality of this type of training. This brings us to ask ourselves: what is educational quality? 作者: ADAGE 時(shí)間: 2025-3-29 03:39 作者: BINGE 時(shí)間: 2025-3-29 10:14
The Blended Learning Pedagogical Model in Higher Education,ity in the teaching-learning process, optimising the use of face-to-face and online environments. It is presented as a modality that is effective in the attainment of skills and academic results. This chapter presents a pedagogical Blended Learning model implemented ten years ago in higher education作者: Indolent 時(shí)間: 2025-3-29 13:43 作者: 嚴(yán)厲譴責(zé) 時(shí)間: 2025-3-29 15:40 作者: Water-Brash 時(shí)間: 2025-3-29 20:48
Learning and Development of Practical Skills Through the B-Learning Strategy,icular work placements as part of university degree studies based on the blended-learning strategy. We present a proposal based on three stages (S1. Initial training, S2. Assignment and joining the centre and S3. Assessment and monitoring) in which continuous communication between the agents involve作者: Spirometry 時(shí)間: 2025-3-30 00:18
,Students’ Perception of Distributed Teaching Presence in Discussion Forums. A Case Study, environments have the potential to transform educational practices as well as students’ learning experiences. Online discussion forums are useful to share graduate students’ opinions and the social construction of knowledge. The objective of this chapter is to analyse the distributed teaching prese作者: Habituate 時(shí)間: 2025-3-30 05:54 作者: 聽覺 時(shí)間: 2025-3-30 10:08 作者: Lipoprotein 時(shí)間: 2025-3-30 14:16
https://doi.org/10.1007/978-3-0348-9350-3this educational model and the implications of geoterritoriality in the dissemination of blended learning constitute essential patterns of study in an approach whose convergence between public and private organisations is building a new policy of university knowledge.
