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Language education in digital spaces : perspectives on autonomy and interaction / / Carolin Fuchs, Mirjam Hauck, Melinda Dooly, editors
| Language education in digital spaces : perspectives on autonomy and interaction / / Carolin Fuchs, Mirjam Hauck, Melinda Dooly, editors |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (231 pages) |
| Disciplina | 418.0071 |
| Collana | Educational linguistics |
| Soggetto topico |
Language and languages - Study and teaching
Ensenyament de la llengua Internet en l'ensenyament Processament de dades |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-74958-4 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- Introduction -- 1 Autonomy and Technology: Potential Game-Changers in Language Education -- 2 Foregrounding Autonomy in Digital Spaces and Different Instructional Contexts -- 2.1 Instructed Contexts -- 2.1.1 Plurality and Translanguaging in Student Interaction -- 2.1.2 Self-Regulated Learning Through Task-Based Learning -- 2.2 Semi-Instructed Contexts -- 2.2.1 Motivational Drivers in Experiential Learning Through VE -- 2.2.2 Choice, Awareness, and Control in a Teacher Education VE -- 2.2.3 Agency, Reflection, and Self-Direction in a Teacher Education VE -- 2.3 Self-Instructed Contexts -- 2.3.1 Agency, Control, and Choice Through Games and Apps -- 2.4 Epistemological and Analytical Frameworks for Exploring Autonomy -- References -- Learning, Working and Playing Online: University Students' Practices When Collaborating in Social Media -- 1 Introduction -- 2 Learner Autonomy in Digital Contexts -- 3 The Study: Background and Context -- 3.1 Participants and Data Sources -- 3.2 Analytical Methods -- 4 Findings -- 4.1 Roles Adopted -- 4.2 Language Choice and Accommodation -- 4.3 Getting Things Done Online: Activities Observed -- 5 Discussion and Conclusion -- References -- Exploring Self-Regulated Learning Through Flipped Instruction with Digital Technologies: An Intermediate Spanish Course -- 1 Introduction -- 2 Review of the Literature -- 2.1 Conceptual Framework: Learner Autonomy, Self-Regulated Learning -- 2.2 Self-Regulated Learning in Technology-Enhanced Flipped Classrooms -- 2.3 Research Questions -- 3 Methodology -- 3.1 Context of the Study -- 3.2 Participants -- 3.3 Course Design and Structure -- 4 Data Collection and Analysis -- 4.1 Post Survey -- 4.2 Self-Reflective Blogs -- 4.3 Focus-Group Interviews -- 5 Results and Discussion.
5.1 Research Question #1: Student Reactions to the Flipped Model for Self-Regulated Learning -- 5.2 Research Question #2: Factors Affecting Students' Self-Regulated Learning -- 5.3 Research Question #3: Impact of Peer Interaction and Instructor Scaffolding on Learner Autonomy -- 5.4 Limitations and Suggestions for Future Studies -- 6 Pedagogical Implications and Conclusion -- References -- Supporting Autonomy in an Exam-Based Context: Results from a Hong Kong-U.S. Telecollaboration -- 1 Introduction -- 2 Prior Research -- 3 Methodology -- 3.1 Participants -- 3.2 Hong Kong Course Context -- 3.3 Telecollaborative Tasks and Timeline -- 3.4 Data Collection and Analysis -- 4 Results -- 4.1 Prior Experience with Tools and Teamwork Experience and Expectations -- 4.2 Tasks Posts and Reflection -- 4.3 Self-Reflection Regarding Team Collaborations and Project Outcomes -- 4.4 Beneficial and Challenging Aspects of Course -- 5 Discussion -- 5.1 Prior Experience and Expectations -- 5.2 Participation in Telecollaborative Tasks -- 5.3 Motivation to Telecollaborate -- 5.4 Satisfaction with Final Projects -- 5.5 Limitations -- 6 Concluding Remarks -- References -- Where Multimodal Literacy Meets Online Language Learner Autonomy: "Digital Resources Give Us Wings" -- 1 Introduction -- 2 Background to the Study -- 2.1 Social Semiotics and Multimodal Literacy -- 2.2 Autonomy and Multimodal Literacy -- 3 Methodological Approach -- 3.1 Participants and Context -- 3.2 Tasks -- 3.3 Dataset and Data Analysis -- 4 Presentation and Discussion of Findings -- 4.1 Modal Affordances -- 4.1.1 Canvas -- 4.1.2 Padlet -- 4.1.3 Prezi -- 4.2 Who Am I? -- 4.3 What Is in a Group Name? -- 4.4 Co-creation of Digital Artefacts: Prezi Presentations -- 4.5 Assessment -- 5 Concluding Remarks -- Appendix -- References. From Autonomous Learners to Self-Directed Teachers in Telecollaboration: Teachers Look Back and Reflect -- 1 Introduction -- 2 The Importance of Agency in Teacher Development and Teaching -- 2.1 Teacher Agency in Telecollaborative Environments -- 2.2 Contextualizing the Data: The Course -- 3 Methodology -- 3.1 Data Collection Process -- 3.2 Data Management -- 3.3 Participants -- 4 Survey Results: An Overview of Responses -- 5 Qualitative Analysis -- 5.1 A Synopsis of the 17 Telecollaborative Exchanges Reported by the FSs -- 5.2 From Learner to Teacher Autonomy: Self-Reporting of Initiatives and 'Owning' the Process -- 5.3 Limitations -- 6 Discussion -- 7 Concluding Remarks -- References -- Learner and Teacher Autonomy Through Virtual Exchange: The Use of Videoconferencing Recorded Sessions as Stimuli for Reflection -- 1 Introduction -- 2 Literature Review -- 2.1 Learner Autonomy Theoretical Framework -- 2.2 Reflection to Promote Autonomy -- 2.3 SCMC-Based Virtual Exchanges -- 2.4 Research Questions -- 3 Methodology -- 3.1 Participants -- 3.2 Data Collection and Analysis -- 3.2.1 Pre- and Post-Surveys -- 3.2.2 Weekly Procedures -- 3.2.3 Data Analysis -- 4 Results -- 4.1 RQ1: Learner Engagement for TESOL Teacher Candidates and EFL Learners -- 4.1.1 Self-Rating of Engagement on Pre- and Post-Surveys -- 4.1.2 Self-Rating of Engagement on Weekly Reflections -- 4.2 RQ2: Reflection about the Learning Process for TESOL Teacher Candidates and EFL Learners -- 4.2.1 TESOL Teacher Candidate Weekly Reflections -- 4.2.2 EFL Learner Weekly Reflections -- 4.2.3 TESOL Teacher Candidate Zoom Analyses -- 4.2.4 EFL Learner Zoom Analyses -- 4.2.5 Post-Surveys for TESOL Teacher Candidates and EFL Learners -- 4.3 RQ 3: Use of the Target Language for TESOL Teacher Candidates and EFL Learners -- 4.4 Limitations -- 5 Discussion. 5.1 Learner Engagement for TESOL Teacher Candidates and EFL Learners -- 5.2 Reflection About the Learning Process for TESOL Teacher Candidates and EFL Learners -- 5.3 Use of the Target Language for TESOL Teacher Candidates and EFL Learners -- 6 Pedagogical Implications and Conclusions -- References -- Structured Reflection to Support Pre-Service Language Teachers' Autonomy Development -- 1 Introduction -- 1.1 Technology and Pre-service Language Teacher Education -- 1.2 Autonomy and Pre-service Language Teacher Education -- 2 Context of the Study -- 3 Methodology -- 4 Findings -- 4.1 Reflective Texts -- 4.2 Interviews -- 4.3 Learning by Doing -- 4.4 Purposeful Integration of Technology -- 4.5 Reflection to Make Learning Visible -- 5 Conclusion -- Appendices -- Appendix A - Template - Adapted from Gibbs Reflective Cycle -- Appendix B - Interview Schedule -- References -- Learnful L2 Gaming: The Wisdom of the Wild -- 1 Introduction -- 2 Background -- 3 The Study -- 3.1 Data and Procedures -- 3.2 Results -- 3.2.1 Game Genres and Titles -- 3.2.2 Languages -- 3.2.3 Suggestions for L2 Gaming -- 4 Discussion and Implications -- References -- Apps for Informal Autonomous Language Learning: An Autoethnography -- 1 Introduction -- 1.1 Autonomy -- 1.2 Foraging and Stimulus Appraisal -- 1.3 Autoethnographies -- 1.4 Autoethnographic Studies on Language Apps -- 2 Methodology -- 2.1 The Aim of the Study -- 2.2 The Resources -- 2.3 Method -- 2.4 Data Collection and Analysis -- 2.4.1 Journal -- 2.4.2 Data Analysis -- 3 Findings -- 3.1 Adapting My Phone for Language Learning -- 3.2 Foraging for Apps -- 3.2.1 Memrise -- 3.2.2 Busuu -- 3.2.3 Duolingo -- 3.2.4 HelloTalk -- 4 Discussion -- 5 Conclusion -- References -- Apps -- Afterword -- References. |
| Record Nr. | UNINA-9910502658403321 |
| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Note taking activities in e-learning environments / / Minoru Nakayama, editor
| Note taking activities in e-learning environments / / Minoru Nakayama, editor |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (140 pages) |
| Disciplina | 371.3 |
| Collana | Behaviormetrics |
| Soggetto topico |
Note-taking
Internet in education Presa d'apunts Internet en l'ensenyament |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-16-6104-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910502618003321 |
| Singapore : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Note taking activities in e-learning environments / / Minoru Nakayama, editor
| Note taking activities in e-learning environments / / Minoru Nakayama, editor |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (140 pages) |
| Disciplina | 371.3 |
| Collana | Behaviormetrics |
| Soggetto topico |
Note-taking
Internet in education Presa d'apunts Internet en l'ensenyament |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-16-6104-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNISA-996466406703316 |
| Singapore : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
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Perspectives on digitally-mediated team learning / / Laurie O. Campbell, Richard Hartshorne, Ronald F. DeMara, editors
| Perspectives on digitally-mediated team learning / / Laurie O. Campbell, Richard Hartshorne, Ronald F. DeMara, editors |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (226 pages) |
| Disciplina | 371.395 |
| Collana | Educational Communications and Technology |
| Soggetto topico |
Team learning approach in education
Internet in education Aprenentatge cooperatiu Internet en l'ensenyament |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-77614-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910508454003321 |
| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Radical solutions for digital transformation in Latin American universities : artificial intelligence and technology 4.0 in higher education / / Daniel Burgos, John Willian Branch, editors
| Radical solutions for digital transformation in Latin American universities : artificial intelligence and technology 4.0 in higher education / / Daniel Burgos, John Willian Branch, editors |
| Pubbl/distr/stampa | Gateway East, Singapore : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (263 pages) |
| Disciplina | 371.334 |
| Collana | Lecture notes in educational technology |
| Soggetto topico |
Artificial intelligence - Educational applications
Educació superior Universitats Intel·ligència artificial Internet en l'ensenyament |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-16-3941-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910495237303321 |
| Gateway East, Singapore : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Radical solutions in Palestinian higher education : research from An-Najah National University / / edited by Daniel Burgos and Saida Affouneh
| Radical solutions in Palestinian higher education : research from An-Najah National University / / edited by Daniel Burgos and Saida Affouneh |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (168 pages) |
| Disciplina | 378.17344678 |
| Collana | Lecture Notes in Educational Technology |
| Soggetto topico |
Internet in higher education
Internet en l'ensenyament Ensenyament assistit per ordinador Educació superior |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-19-0101-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword by Prof. Mohamed Jemni -- Foreword by Prof. Katherine Wimpenny -- Foreword by Prof. Ahmed Tlili -- Preface: Higher Education in Palestine -- Contents -- 1 Flipped Classroom Methodology to Support Students' Learning During COVID-19 Crisis -- 1.1 Introduction -- 1.2 Research Problem -- 1.2.1 Research Questions -- 1.3 Literature Review -- 1.4 Methodology -- 1.4.1 Research Setting, Participants -- 1.4.2 Research Context -- 1.4.3 Data Collection -- 1.4.4 Data Analysis -- 1.4.5 Validity and Reliability -- 1.5 Findings -- 1.6 Discussion and Conclusion -- References -- 2 Strategic Planning Model for Implementing and Developing OER in Education -- 2.1 Introduction -- 2.2 Question of This Study -- 2.3 Purpose of the Study -- 2.4 General Overview About OER -- 2.4.1 Definition of OER -- 2.4.2 Challenges -- 2.5 Research Methodology -- 2.6 Strategic Planning Process Model -- 2.6.1 Implementing OER in Education via -- 2.6.2 Developing OER in Education -- 2.7 Conclusion and Discussion -- References -- 3 The Effect of Using Games in Teaching on Students' Achievement and Motivation -- 3.1 Introduction -- 3.2 Literature Review -- 3.2.1 Games -- 3.2.2 The Effect of Using Games on Students' Achievement -- 3.2.3 The Effect of Using Games in Teaching on Students' Motivation -- 3.3 Conclusion and Discussion -- References -- 4 Technostress and Students' Academic Productivity: A Positive Impact -- 4.1 Introduction -- 4.2 Literature Review -- 4.2.1 Technostress -- A Dark and A Bright Side -- 4.2.2 Technostress in Higher Education -- 4.2.3 Technostress and Academic Productivity -- 4.2.4 Research Questions -- 4.3 Methodology -- 4.3.1 Quantitative Data Collection -- 4.3.2 Qualitative Data Collection -- 4.4 Analysis, Results, and Discussion -- 4.4.1 Quantitative Results -- 4.4.2 Qualitative Results.
4.4.3 Explaining the Quantitative Results in the Light of the Qualitative Results -- 4.5 Conclusion and Recommendations -- References -- 5 Modern Learning Strategies Used by Teachers to Increase Students' Motivation Toward E-learning in Many Societies -- 5.1 Introduction -- 5.2 Literature Review -- 5.2.1 Learning Strategies and Their Types -- 5.2.2 Learning Strategies and Motivation Toward e-Learning -- 5.2.3 e-Learning -- 5.3 Methodology -- 5.3.1 Study Sample -- 5.3.2 Interview Procedures -- 5.3.3 Collecting and Analyzing Data -- 5.3.4 Validity and Reliability -- 5.4 Research Result -- 5.4.1 The Learning Strategies Used by Teachers in e-Learning -- 5.4.2 The Role of Learning Strategies in e-Learning -- 5.4.3 Challenges Facing the Employment of Learning -- 5.5 Discussion and Conclusion -- 5.6 Recommendations -- 5.7 Limitations -- References -- 6 Online STEM Education and 21st Century Skills Development -- 6.1 Introduction -- 6.2 Twenty-First Century Skills and Online STEM Activities -- 6.2.1 Technological Tools -- 6.3 Discussion and Conclusion -- References -- 7 The Impact of Employing Google Apps in Education on Students' Achievement -- 7.1 Introduction -- 7.1.1 Problem Statements -- 7.1.2 Purpose of the Study -- 7.1.3 Study Objectives -- 7.1.4 Procedural Definition of Terms -- 7.2 Theoretical Background -- 7.2.1 Google Apps for Education -- 7.2.2 Benefits of Google Apps for Education -- 7.2.3 The Impact of the Employing Google Apps on Students' Achievement -- 7.3 Literature Review -- 7.4 Discussion and Conclusion -- 7.5 Recommendations -- References -- 8 The Importance of the Lesson Plan Elements in Education and Teachers' Practices of Them -- 8.1 Introduction -- 8.2 Theoretical Background -- 8.2.1 The Instructional Design -- 8.2.2 Lesson Plan -- 8.3 Methodology -- 8.4 Data Analysis and Finding. 8.4.1 Descriptive Statistics of Teachers Responses for Applying and Perceptions of the Importance of Lesson Plan Elements -- 8.4.2 Comparison of Teachers Responses for Applying and Perceptions of Lesson Plan Elements by Gender -- 8.4.3 Comparison of Teachers Responses for Applying and Perceptions of Lesson Plan Elements by Academic Qualification -- 8.4.4 Comparison of Teachers Responses for Applying and Perceptions of Lesson Plan Elements by Number of Experience Years -- 8.4.5 Comparison of Teachers Responses for Applying and Perceptions of Lesson Plan Elements by Educational Stage Taught by the Teacher -- 8.4.6 Comparison of Teachers Responses for Applying and the Perceptions of Lesson Plan Elements by Posing the Teacher Educational Qualification Certificate -- 8.5 Discussion and Conclusion -- References -- 9 The Role of an Instructional Design Model Integrated with OERS in Developing Teachers' Competencies to Adopt E-Learning -- 9.1 Introduction -- 9.2 GHOSHEH ID Model -- 9.2.1 Theoretical Foundation -- 9.2.2 Evaluation of the Model -- 9.3 Discussion and Conclusion -- Appendix 1 -- References -- 10 Challenges Facing Online Learning During COVID-19 -- 10.1 Introduction -- 10.2 Literature Review -- 10.2.1 Challenges Facing E-learning -- 10.3 Methodology -- 10.3.1 Context of the Study -- 10.3.2 Ethical Issues -- 10.3.3 Data Analysis -- 10.3.4 Sample of the Study -- 10.3.5 Questions of the Study -- 10.4 Study Results' and Discussion -- 10.5 Conclusion and Recommendations -- References -- 11 Creative Drama in Language Education: A Systematic Literature Review -- 11.1 Introduction -- 11.2 Method -- 11.2.1 Data Collection -- 11.2.2 Data Analysis and Category Identification -- 11.3 Results -- 11.3.1 Linguistic Skills Development Through CDTs -- 11.3.2 Non-Linguistic Skills Through CDTs -- 11.4 Summary -- References. 12 Effect of Implementing Technology-Enhanced Learning (TEL) on Students' Motivation-A Literature Review -- 12.1 Introduction -- 12.1.1 Background and Introduction -- 12.1.2 Problem Statement and Research Questions -- 12.1.3 Methodology of Work -- 12.2 Literature Review -- 12.2.1 Technology-Enhanced Learning (TEL) -- 12.2.2 Motivation: Intrinsic and Extrinsic -- 12.2.3 Effect of Technology-Enhanced Learning (TEL) on Motivation and Learning Outcomes -- 12.3 Discussion and Conclusion -- 12.3.1 Analysis and Discussion -- 12.3.2 Conclusion -- References. |
| Record Nr. | UNINA-9910553068803321 |
| Singapore : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Rhizome Metaphor [[electronic resource] ] : Legacy of Deleuze and Guattari in Education and Learning / / edited by Myint Swe Khine
| Rhizome Metaphor [[electronic resource] ] : Legacy of Deleuze and Guattari in Education and Learning / / edited by Myint Swe Khine |
| Autore | Khine Myint Swe |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (208 pages) |
| Disciplina | 370.1523 |
| Soggetto topico |
Educational technology
Educational psychology Teachers—Training of Digital Education and Educational Technology Educational Psychology Teaching and Teacher Education Aprenentatge Tecnologia educativa Internet en l'ensenyament Professors en pràctiques |
| Soggetto genere / forma | Llibres electrònics |
| Soggetto non controllato | Education |
| ISBN |
9789811990564
9789811990557 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1. Rhizomatic learning and digital pedagogies -- Chapter 2. Rhizomatic approach to building a territorial identity -- Chapter 3. Applying Deleuzian and Guattarian principle of 'a-signifying rupture' to students' online rhizomatic engagement patterns -- Chapter 4. The autonomous learner: Rhizomatic learning in professional learning contexts -- Chapter 5. Student teachers' art-informed learning as rhizomatic formations in primary teacher education: An exploratory approach -- Chapter 6. Rhizomatic learning: A critical appraisal -- Chapter 7. Becoming learners in laboratories of learning: A rhizomatic assemblage of Nomadic pedagogies -- Chapter 8. Rhizome and Nomadology: A blended conceptual metaphor framework for the post[1]digital 21st-century education -- Chapter 9. Rhizomatic learning in the postmodern era -- Chapter 10. Toward a rhizomatic international studies -- Chapter 11. Rhizomatic learning environments: Possibilities for education -- Chapter 12. Changing the image of thought: Rhizomatic learning in the Anthropocene. |
| Record Nr. | UNINA-9910728931603321 |
Khine Myint Swe
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| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Small teaching online : applying learning science in online classes / / Flower Darby, James M. Lang
| Small teaching online : applying learning science in online classes / / Flower Darby, James M. Lang |
| Autore | Darby Flower |
| Pubbl/distr/stampa | San Francisco, CA : , : Jossey-Bass, a Wiley Brand, , [2019] |
| Descrizione fisica | 1 online resource (xxxiii, 252 pages) |
| Disciplina | 371.33/4 |
| Soggetto topico |
Computer-assisted instruction
Learning, Psychology of Internet in education Motivation in education Ensenyament assistit per ordinador Psicologia pedagògica Internet en l'ensenyament Motivació en l'educació |
| ISBN |
1-119-54494-7
1-119-54491-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Part I: Designing for learning -- Surfacing backward design -- Guiding learning through engagement -- Using media and technology tools -- Part II: Teaching humans -- Building community -- Giving feedback -- Fostering student persistence and success -- Part III: Motivating online students (and instructors) -- Creating autonomy -- Making connections -- Developing as an online instructor -- Conclusion: finding inspiration. |
| Record Nr. | UNINA-9910793684303321 |
|
Darby Flower
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| San Francisco, CA : , : Jossey-Bass, a Wiley Brand, , [2019] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Small teaching online : applying learning science in online classes / / Flower Darby, James M. Lang
| Small teaching online : applying learning science in online classes / / Flower Darby, James M. Lang |
| Autore | Darby Flower |
| Pubbl/distr/stampa | San Francisco, CA : , : Jossey-Bass, a Wiley Brand, , [2019] |
| Descrizione fisica | 1 online resource (xxxiii, 252 pages) |
| Disciplina | 371.33/4 |
| Soggetto topico |
Computer-assisted instruction
Learning, Psychology of Internet in education Motivation in education Ensenyament assistit per ordinador Psicologia pedagògica Internet en l'ensenyament Motivació en l'educació |
| ISBN |
1-119-54494-7
1-119-54491-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Part I: Designing for learning -- Surfacing backward design -- Guiding learning through engagement -- Using media and technology tools -- Part II: Teaching humans -- Building community -- Giving feedback -- Fostering student persistence and success -- Part III: Motivating online students (and instructors) -- Creating autonomy -- Making connections -- Developing as an online instructor -- Conclusion: finding inspiration. |
| Record Nr. | UNINA-9910809866303321 |
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Darby Flower
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| San Francisco, CA : , : Jossey-Bass, a Wiley Brand, , [2019] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Smart Education in China and Central & Eastern European Countries [[electronic resource] /] / edited by Rongxia Zhuang, Dejian Liu, Demetrios Sampson, Danimir Mandic, Siyi Zou, Yu Huang, Ronghuai Huang
| Smart Education in China and Central & Eastern European Countries [[electronic resource] /] / edited by Rongxia Zhuang, Dejian Liu, Demetrios Sampson, Danimir Mandic, Siyi Zou, Yu Huang, Ronghuai Huang |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (340 pages) |
| Disciplina | 371.33 |
| Collana | Lecture Notes in Educational Technology |
| Soggetto topico |
Educational technology
Education—Data processing International education Comparative education Digital Education and Educational Technology Computers and Education International and Comparative Education Tecnologia educativa Internet en l'ensenyament Educació internacional |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-19-7319-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction -- Report on Smart Education in China -- Report on Smart Education in Albania -- Report on Smart Education in the Republic of Bulgaria -- Report on Smart Education in the Republic of Croatia -- Report on Smart Education in Greece -- Report on Smart Education in Hungary -- Report on Smart Education in Latvia -- Report on Smart Education in Montenegro -- Report on Smart Education in the Republic of North Macedonia -- Report on Smart Education in the Republic of Serbia -- Report on Smart Education in the Republic of Slovenia -- Analysis of Smart Education in China and CEECs. |
| Record Nr. | UNINA-9910647388503321 |
| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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