|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910809011203321 |
|
|
Titolo |
Blended learning [[electronic resource] ] : across the disciplines, across the academy / / edited by Francine S. Glazer ; foreword by James Rhem |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Sterling, Va., : Stylus Pub., 2012 |
|
|
|
|
|
|
|
ISBN |
|
1-000-98004-9 |
1-000-97482-0 |
1-003-44328-1 |
1-57922-720-1 |
|
|
|
|
|
|
|
|
Edizione |
[1st ed.] |
|
|
|
|
|
Descrizione fisica |
|
1 online resource (153 p.) |
|
|
|
|
|
|
Collana |
|
New pedagogies and practices for teaching in higher education series |
|
|
|
|
|
|
Altri autori (Persone) |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Education, Higher - Computer-assisted instruction |
Internet in higher education |
Blended learning |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
"Published in association with the National Teaching and Learning Forum." |
|
|
|
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references and index. |
|
|
|
|
|
|
Nota di contenuto |
|
Cover; Contents; Acknowledgments; Foreword; Introduction; 1 Blended Learning in the Culinary Arts: Tradition Meets Technology; 2 Baby Steps to Blended: Introduction of a Blended Unit to a Conventional Course; 3 Teaching a Survey Course in Anthropology; 4 Combining Tradition With Technology: Redesigning a Literature Course; 5 Blended, With a Twist; 6 Concluding Thoughts on This Volume; Contributors; Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; Q; R; S; T; U; V; W; Y; Z |
|
|
|
|
|
|
|
|
Sommario/riassunto |
|
The book constitutes a practical introduction to blended learning, illustrated by implementations across a broad spectrum of disciplines. It enables faculty unfamiliar with this mode to address the core challenge of blended learning - which is to link the activities in each medium so that they reinforce each other to create a single, unified, course - and offers models they can adapt. This book takes two findings as its point of departure. First, that online learning, and blended learning in particular - when they incorporate active-learning strategies, including opportunities for reflection a |
|
|
|
|
|
|
|