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[null,"1.","Record Nr.",null,"UNINA9910780807403321"]
[null,null,"Autore",null,"Herrington Jan."]
[null,null,"Titolo",null,"A guide to authentic E-learning / / Jan Herrington, Thomas C. Reeves, Ron Oliver"]
[null,null,"Pubbl/distr/stampa",null,"New York : , : Routledge, , 2010"]
[null,null,"ISBN",null,"1-135-19419-X"]
[{"$nulls":4},"1-135-19420-3"]
[{"$nulls":4},"1-282-44418-2"]
[{"$nulls":4},"9786612444180"]
[{"$nulls":4},"0-203-86426-3"]
[null,null,"Descrizione fisica",null,"1 online resource (230 ppages)"]
[null,null,"Collana",null,"Connecting with e-learning series"]
[null,null,"Disciplina",null,"371.3344678"]
[{"$nulls":4},"371.358"]
[null,null,"Soggetti",null,"Internet in education"]
[{"$nulls":4},"Continuing education - Computer-assisted instruction"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Book Cover; Title; Copyright; Contents; Figures; Tables; Series Editors' Foreword; Acknowledgments; Introduction; Chapter 1: What is Authentic e-Learning?; Chapter 2: Authentic e-Learning Tasks; Chapter 3: What is Not Authentic e-Learning?; Chapter 4: How Real does Authentic e-Learning Need to be?; Chapter 5: Authentic e-Learning and the Conative Learning Domain; Chapter 6: Designing and Producing Authentic e-Learning Courses; Chapter 7: Assessment of Authentic e-Learning; Chapter 8: Evaluating Authentic e-Learning Courses; Chapter 9: Researching Authentic e-Learning; References; Index"]
[null,null,null,"Sommario/riassunto","Part of the groundbreaking Connecting with e-Learning series, A Guide to Authentic e-Learning provides effective, working examples to engage learners with authentic tasks in online settings. As technology continues to open up possibilities for innovative and effective teaching and learning opportunities, students and teachers are no longer content to accept familiar classroom or lecture-based pedagogies that rely on information delivery and little else. Situated and constructivist theories advocate that learning is best achieved in circumstances resembling the real-life application"]