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Titlebook: Designing Technology-Mediated Case Learning in Higher Education; A Global Perspective Choon Lang Gwendoline Quek,Qiyun Wang Book 2022 Sprin

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发表于 2025-3-21 18:30:50 | 显示全部楼层 |阅读模式
书目名称Designing Technology-Mediated Case Learning in Higher Education
副标题A Global Perspective
编辑Choon Lang Gwendoline Quek,Qiyun Wang
视频video
概述Provides an updated review of the widely scattered research on technology-mediated case-based learning design.Brings together perspectives from diverse disciplines within higher education.Showcases su
图书封面Titlebook: Designing Technology-Mediated Case Learning in Higher Education; A Global Perspective Choon Lang Gwendoline Quek,Qiyun Wang Book 2022 Sprin
描述This book collects case studies in design and application of technology-mediated case-based learning models in higher education. It provides a much-needed, updated synthesis of recent research and application of technology-mediated case-based learning across disciplines within higher education. The book does not only provide a broad perspective and deep understanding on the designs and instructional applications of technology-mediated case-based learning models, but also inspire more interest in adopting or inventing new situated case-based learning models in the context of higher education.
出版日期Book 2022
关键词Case Based Learning; Case-Based Learning; Teacher Education; Teacher Learning; Technology Mediated Learn
版次1
doihttps://doi.org/10.1007/978-981-19-5135-0
isbn_softcover978-981-19-5152-7
isbn_ebook978-981-19-5135-0
copyrightSpringer Nature Singapore Pte Ltd. 2022
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The Case Method and Technology: Applying the Seven Principles for Good Practice in Undergraduate Edutention”, “Relevance”, “Confidence”, “Satisfaction”) model of motivation (Keller in Aspects Educ Technol 17:140–145, .) is also briefly introduced and though not the main focus, will be touched upon slightly. We do so in the context of a course using Spreadsheets taught to first year undergraduate s
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Linking Theory to Practice: Case-Based Learning in Health Professions Educationssions education. With a heavy emphasis on bridging theory to practice, CBL has been proven effective as a means of transferring declarative and procedural knowledge, fostering critical thinking and clinical reasoning, improving collaborative learning and life-long learning skills, and engaging stud
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Historical and Theoretical Foundations of Case-Based Learning: Situated Cognition and Collaborative of education inaugurated at Harvard University. CBL was fed then by the reigning constructivist theories of education, which spun off the two related educational theories of Situated Cognition and Collaborative Learning Theory. These theories will be seen to provide a solid grounding for case-based
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Teachers’ Learning of Classroom Management Using Teacher-Generated Wiki Caseser, a gap has been observed between theory and practice in the classroom management of beginning teachers. This chapter presents research on the development and application of an online resource, a multi-modal platform of ‘case-stories’ of beginning teachers in Singapore. A proposed model of Wiki ca
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Technology-Mediated Case-Based Learning for Equity in Teacher Education: Design and Implementation fEduc 24:1837–1845, .; Kim and Hannafin, Educ Technol Res Dev 56:161, .; Shulman, Case methods in teacher education. Teachers College Press, .)—TMCBL—for teachers from nondominant backgrounds based on a recent case study that examined equity-driven efforts to develop school technology practices for s
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