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Titlebook: Cultural Views on Online Learning in Higher Education; A Seemingly Borderle María Gabriela Di Gesú,María Fernanda González Book 2020 The Ed

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发表于 2025-3-21 18:23:32 | 显示全部楼层 |阅读模式
书目名称Cultural Views on Online Learning in Higher Education
副标题A Seemingly Borderle
编辑María Gabriela Di Gesú,María Fernanda González
视频video
概述Introduces symbolic sociocultural tools to analyse the online learning environment.Displays the complexity arising when online learning is applied in higher education.Engages authors from different di
丛书名称Cultural Psychology of Education
图书封面Titlebook: Cultural Views on Online Learning in Higher Education; A Seemingly Borderle María Gabriela Di Gesú,María Fernanda González Book 2020 The Ed
描述.This book opens up a fruitful conversation by and between invited academics from Europe and Latin America on the features of online learning in higher education. The authors analyse online education from interdisciplinary theoretical and empirical reflections to reveal the existing tensions and turning this book into a valuable artifact on how learning is shaped when technology comes in-between diverse geographical and social contexts.. Like any other human activity, e-learning can be seen as a context-dependent educational system with many objects in mutual interaction. Applying a cultural psychology perspective to this provides new answers to questions such as: How can cultural psychology shed new light on online learning? Why do students and academics still opt for classic classes? What inner boundaries are pushed when studying online? How can online learning be influenced by affect? How do teachers and students mold their identities when they move in and out of online environments?  ..This book reveals the existing tensions, resistances and appropriation strategies that students and academics from diverse backgrounds and places go through when attending online learning courses
出版日期Book 2020
关键词Online learning from a Cultural Psychology perspective; Sociocultural theory applied to online learni
版次1
doihttps://doi.org/10.1007/978-3-030-63157-4
isbn_softcover978-3-030-63159-8
isbn_ebook978-3-030-63157-4Series ISSN 2364-6780 Series E-ISSN 2364-6799
issn_series 2364-6780
copyrightThe Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl
The information of publication is updating

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https://doi.org/10.1007/3-211-37833-2ons/resistance generated on academics: (1) the shared construction of knowledge through digital instructional interaction; (2) the growing curriculum flexibility facilitated by an open and boundless Internet, and (3) the progress of multimodal digital formats, which demand adequate communication ski
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Stadtgestalt und Stadtentwicklung Wien 2005,lls. The design of this course is based on the Blended Collaborative and Constructive Participation (BCCP) model, enriched by the Trialogical Learning Approach (TLA). A detailed description of the architecture of the 13-week course is provided. The course under scrutiny was comprised of two modules.
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Stadtgestalt und Stadtentwicklung Wien 2005,bjective exchanges and favours connections between theoretical and abstract knowledge in problem-solving. Polemic forums provoke discussions that impact ethics on educational and pedagogical practices. The forum analysis focused on the use of gadgets in Brazilian’s classrooms. It remained open for t
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Wien, der urbane Brennpunkt Mitteleuropas, time-space relation capable to generate other subjective resources needed in the learning process. The research aimed to understand the subjective meanings produced by an undergraduate student in hybrid learning contexts. The research was based in Subjectivity Theory, Qualitative Epistemology in Cu
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https://doi.org/10.1007/3-211-37896-0ng their specificities and tensions from new technological dynamics and cultural praxis of contemporary times. It aims to discuss the results of a qualitative research conducted through narrative and episodic interviews conducted with teachers from one University in the State of Sergipe, Brazil. The
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Wien, der urbane Brennpunkt Mitteleuropas,d public space, recovering the way how it materializes from posters, graffiti and other discursive manifestations. Addressing the linguistic landscape means transcending the limits of the classroom with proposals that force us to look at our environment again, rethink the relationships between subje
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Wien, der urbane Brennpunkt Mitteleuropas,esigned, implemented, assessed and adjusted. The workshop has been run on three occasions at the School of Philosophy and Letters of the Universidad Nacional de Cuyo (Mendoza, Argentina). Two Social and Human Sciences teachers-researchers and three groups of doctoral students (11, 12 and 20 members,
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