| TÃtulo : |
14th International Conference, ICBL 2021, Nagoya, Japan, August 10–13, 2021, Proceedings |
| Tipo de documento: |
documento electrónico |
| Autores: |
Li, Richard, ; Cheung, Simon K.S, ; Iwasaki, Chiaki, ; Kwok, Lam-For, ; Kageto, Makoto, |
| Mención de edición: |
1 ed. |
| Editorial: |
[s.l.] : Springer |
| Fecha de publicación: |
2021 |
| Número de páginas: |
XV, 379 p. 122 ilustraciones, 78 ilustraciones en color. |
| ISBN/ISSN/DL: |
978-3-030-80504-3 |
| Nota general: |
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. |
| Palabras clave: |
Ciencias sociales Interfaces de usuario (sistemas informáticos) La interacción persona-ordenador Tecnologia Educacional Computadoras y Educación Aplicación informática en ciencias sociales y del comportamiento Interfaces de usuario e interacción persona-computadora Educación Digital y TecnologÃa Educativa |
| Clasificación: |
371.334 |
| Resumen: |
Este libro constituye las actas arbitradas de la 14.ª Conferencia Internacional sobre Aprendizaje Combinado, ICBL 2021, celebrada en lÃnea en agosto de 2021. Los 30 artÃculos, incluidos 4 artÃculos principales, fueron cuidadosamente revisados ​​y seleccionados entre 79 presentaciones. El tema de la conferencia de ICBL 2021 es Aprendizaje combinado: repensar y redefinir el proceso de aprendizaje. Los artÃculos están organizados en secciones temáticas denominadas: contenido y diseño instruccional; experiencia de aprendizaje enriquecida e inteligente; experiencia en aprendizaje combinado; polÃticas y estrategias institucionales; y aprendizaje en lÃnea y colaborativo. |
| Nota de contenido: |
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.-. |
| Enlace de acceso : |
https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] |
14th International Conference, ICBL 2021, Nagoya, Japan, August 10–13, 2021, Proceedings [documento electrónico] / Li, Richard, ; Cheung, Simon K.S, ; Iwasaki, Chiaki, ; Kwok, Lam-For, ; Kageto, Makoto, . - 1 ed. . - [s.l.] : Springer, 2021 . - XV, 379 p. 122 ilustraciones, 78 ilustraciones en color. ISBN : 978-3-030-80504-3 Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos.
| Palabras clave: |
Ciencias sociales Interfaces de usuario (sistemas informáticos) La interacción persona-ordenador Tecnologia Educacional Computadoras y Educación Aplicación informática en ciencias sociales y del comportamiento Interfaces de usuario e interacción persona-computadora Educación Digital y TecnologÃa Educativa |
| Clasificación: |
371.334 |
| Resumen: |
Este libro constituye las actas arbitradas de la 14.ª Conferencia Internacional sobre Aprendizaje Combinado, ICBL 2021, celebrada en lÃnea en agosto de 2021. Los 30 artÃculos, incluidos 4 artÃculos principales, fueron cuidadosamente revisados ​​y seleccionados entre 79 presentaciones. El tema de la conferencia de ICBL 2021 es Aprendizaje combinado: repensar y redefinir el proceso de aprendizaje. Los artÃculos están organizados en secciones temáticas denominadas: contenido y diseño instruccional; experiencia de aprendizaje enriquecida e inteligente; experiencia en aprendizaje combinado; polÃticas y estrategias institucionales; y aprendizaje en lÃnea y colaborativo. |
| Nota de contenido: |
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.-. |
| Enlace de acceso : |
https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] |
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