Titlebook: A Conceptual Framework for Personalised Learning; Influence Factors, D Philipp Melzer Book 2019 Springer Fachmedien Wiesbaden GmbH, part of

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dyspareunia

Book 2019ing only weak support for a matching between learning styles and teaching methods,he defines?learning tasks as the object of further investigations. Following the idea of a community of inquiry, the author develops?the Personalised Learning Framework (PLF), modelling personalised learning as a proce

集聚成團(tuán)

Book 2019ty course is transformed to a personalised flipped classroom course.?He shows?how personalised learning can be supported in concrete learning interventions using specific learning methods and technologies.

ILEUM

community of inquiry. To evaluate the PLF further, a traditional university course is transformed to a personalised flipped classroom course.?He shows?how personalised learning can be supported in concrete learning interventions using specific learning methods and technologies.978-3-658-23094-4978-3-658-23095-1

CHOIR

Joost Berkhout,Marcel Hanegraaff and ISs domains an evaluation concept is presented and applied to a course instantiation focusing on the topics of (1) fulfilment of general requirements and effects on (2) learning outcomes, (3) adoption, and (4) individual factors of the students.

職業(yè)

Longitude

FLAGR

Lisa M. Dellmuth,Elizabeth A. BloodgoodWhile the previous chapters reflect the two-staged approach of this thesis.1) to identify influence factors of and.2) develop support for personalised learning,.the following discussion aims to summarise and evaluate this thesis’ findings with regard to similar research and derive its major contributions.

砍伐

https://doi.org/10.1007/978-3-658-23095-1E-Learning; Digital Learning; Blended Learning; Self-Regulated Learning; Personalised Learning; Flipped C

Blood-Vessels