UID:
almahu_9949342241302882
Format:
XV, 379 p. 122 illus., 78 illus. in color.
,
online resource.
Edition:
1st ed. 2021.
ISBN:
9783030805043
Series Statement:
Theoretical Computer Science and General Issues, 12830
Content:
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.
Note:
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.-.
In:
Springer Nature eBook
Additional Edition:
Printed edition: ISBN 9783030805036
Additional Edition:
Printed edition: ISBN 9783030805050
Language:
English
DOI:
10.1007/978-3-030-80504-3
URL:
https://doi.org/10.1007/978-3-030-80504-3
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