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Titlebook: Educational Innovation in Economics and Business IV; Learning in a Changi Jeannette Hommes,Piet K. Keizer,John Troy Book 1999 Springer Scie

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发表于 2025-3-21 19:35:22 | 显示全部楼层 |阅读模式
书目名称Educational Innovation in Economics and Business IV
副标题Learning in a Changi
编辑Jeannette Hommes,Piet K. Keizer,John Troy
视频video
丛书名称Educational Innovation in Economics and Business
图书封面Titlebook: Educational Innovation in Economics and Business IV; Learning in a Changi Jeannette Hommes,Piet K. Keizer,John Troy Book 1999 Springer Scie
描述The theme of "Learning in a Changing Environment" reflects the way in which educational thinking in Higher Education has undergone a rapid change throughout the world. The EDINEB network consists of people who see the role of educationalists as providing a framework for learning rather than taking a traditional approach of "chalk and talk". The key to the success of this fourth conference (and these articles selected from it) lies in the supportive role delegates give to each other in sharing experiences (and problems!) in a changing environment. The network has grown because ofthe commitment of members to form what is in effect a multinational self-help group which is dedicated to continual improvement in the educational environment. This fourth EDINEB conference brought together 95 registrations from over 21 countries. The 16 papers selected represent a cross-section of the articles submitted to the authors and the book is divided into four sections. 1 LEARNING OBJECTIVES AND PROGRAMME STRUCTURES The first section examines how different programmes (in different of countries and cultures) have been structured to meet the particular needs both the participants/students and the econ
出版日期Book 1999
关键词Innovation; communication; economics; education; entrepreneur; evaluation; information; international manag
版次1
doihttps://doi.org/10.1007/978-94-015-9181-2
isbn_softcover978-90-481-5278-0
isbn_ebook978-94-015-9181-2
copyrightSpringer Science+Business Media B.V. 1999
The information of publication is updating

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rticles submitted to the authors and the book is divided into four sections. 1 LEARNING OBJECTIVES AND PROGRAMME STRUCTURES The first section examines how different programmes (in different of countries and cultures) have been structured to meet the particular needs both the participants/students and the econ978-90-481-5278-0978-94-015-9181-2
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https://doi.org/10.1007/978-3-642-14689-3vide a model of distance learning for international business education. This chapter describes this course and shows that distance learning takes on a new meaning in this context. Collaborative learning using groupware enables case group discussions at a distance similar to the case discussions of s
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https://doi.org/10.1007/978-3-658-30899-5 concepts that they learn, and the graphical illustrations and mathematical analysis that follow’. A third reason for using computers in the introductory economics course is to make use of skills and interests that many students, belonging to the ‘new generation of computer literate students’, bring to the course.
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Media and Communication Environmentaching and Learning. Towards the Learning Society” that underscores the need for lifelong investment in education and training as the main instrument to improve Europe’s competitiveness and to combat social exclusion (European Commission, 1996).
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Karin Buhmann,Lynn Roseberry,Mette MorsingIR practitioners are for the most part trained in professional, master’s degree programmes, their academic training must be adapted to help them acquire these proficiencies so they can meet the evolving demands of the workplace.
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