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Blended Learning: Re-thinking and Re-defining the Learning Process.: 14th International Conference, ICBL 2021, Nagoya, Japan, August 10–13, 2021, Proceedings de Richard Li

Blended Learning: Re-thinking and Re-defining the Learning Process.: 14th International Conference, ICBL 2021, Nagoya, Japan, August 10–13, 2021, Proceedings: Lecture Notes in Computer Science, cartea 12830

Editat de Richard Li, Simon K. S. Cheung, Chiaki Iwasaki, Lam-For Kwok, Makoto Kageto
en Limba Engleză Paperback – 5 iul 2021
This book constitutes the refereed proceedings of the 14th International Conference on Blended Learning, ICBL 2021, held online in August 2021.
The 30 papers, including 4 keynote papers, were carefully reviewed and selected from 79 submissions. The conference theme of ICBL 2021 is Blended Learning: Re-thinking and Re-defining the Learning Process. The papers are organized in topical sections named: content and instructional design; enriched and smart learning experience; experience in blended learning; institutional policies and strategies; and online and collaborative learning.
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Specificații

ISBN-13: 9783030805036
ISBN-10: 3030805034
Pagini: 379
Ilustrații: XV, 379 p. 122 illus., 78 illus. in color.
Dimensiuni: 155 x 235 mm
Greutate: 0.55 kg
Ediția:1st ed. 2021
Editura: Springer International Publishing
Colecția Springer
Seriile Lecture Notes in Computer Science, Theoretical Computer Science and General Issues

Locul publicării:Cham, Switzerland

Cuprins

Keynote Papers.- From Nine Events of Instruction to the First Principles of Instruction: Transformation of Learning Architecture for Society 5.0.- From MOOC to SPOC: Fable-based Learning.- The Meaning of Learner Centeredness in College Online Environments Revisited.- Seeing the Future of Education: A Three-Year Experiment of Digital Reading Online Course.- Content and Instructional Design.- Construction of the Teacher-Student Interaction Model in Online Learning Spaces.- The Influence of Different Partnerships on Learning Motivation and Social Network in Peer Assessment.- Re-thinking and Re-defining the Learning Process? Students´ Feedback on Online Distance Instruction.- Technological barriers and learning outcomes in online courses during the Covid-19 pandemic.- A study on the application of AI experiential learning in the architecture and design courses of a Taiwan University.- Enriched and Smart Learning Experience.- Supporting Students' Reflection in Game-Based Science Learning: A Literature Review.- Peer-assessment enhanced collaborative learning in a virtual learning environment.- Personalised learning in STE(A)M education: A literature review.- Applying an intelligent learning partner in teacher education for improving CT-related TPACK.- Using Chatbots in Flipped Learning Online Sessions: Perceived Usefulness and Ease of Use.- The Customized Mathematic Instruction Supported by an Intelligent Tutoring System and Its Effect During the COVID-19 Epidemic.- Experience in Blended learning.- Roles interaction during mobile-blended collaborative learning: The impact of external scripts.- Students’ Evaluation of Performance-centred Blended Learning Assessment in Japan: Can-Do and Cannot-Do Notions.- Examining Beginners' Continuance Intention in Blended Learning in Higher Education.- Content Development for Blended Learning In Pharmaceutical Preparations.- Activity Design for Cultivating Students’ Journalistic Skills and Inquiry-mind in a Blended Learning Environment.- Institutional Policies and Strategies.- Using design thinking in educational game design: A case study of pre-service teacher experience.- The effects of using tablet PCs on student self-regulated learning and learning achievement.- Students´ Reflection on Online Distance Learning: Advantages, Disadvantages, Recommendations.- Cultural Factors in Urgent Transition to Online Learning during the COVID -19 Pandemic – Case Studies from Japan and China.- Implication on Perceived Usefulness of Open Educational Resources after a Rapid Switch to Online Learning Mode.- Online and Collaborative Learning.- COVID-19’s effects on the scope, effectiveness, and roles of teachers in online learning based on social network analysis: A case study.- Fading Scaffolds for Better Online Learning? A Comparative Analysis of Three Scaffolding Practices.- An Assessment Framework for Online Active Learning Performance.- Relationships Among Online Teaching Design, Experience, and Perception of College Teachers During the Pandemic.- Implementation of an Online International Exchange Project for an Official University Lecture.-