Titlebook: Handbook for Online Learning Contexts: Digital, Mobile and Open; Policy and Practice Ann Marcus-Quinn,Tríona Hourigan Book 2021 Springer Na

六边形

https://doi.org/10.1007/978-1-137-08003-5earning. There were no significant differences between the perceptions of students and parents regarding the benefits and limitations of mobile learning for EFL learning. It was also shown that there is discrepancy between students’ use of mobile devices at home and in the EFL class. While the secon

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https://doi.org/10.1007/978-3-642-13983-3rning materials in the form of open textbooks or supplemental materials. Moreover, the movement of open educational practice—called “Open Pedagogy”—is evolving (EDUCAUSE 2018). Introducing learner-centered design to use OERs for not only substituting publishers’ textbooks but also “interacting” with

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https://doi.org/10.1007/978-3-030-18111-6caffolded. However, as with all learning tools, digital resources must be considered as just that, tools at the disposal of the teacher and of the learner, which offer both affordances and constraints, and which may or may not be appropriate, depending on the given pedagogical situation (Arkorful an

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Handbook for Online Learning Contexts: Digital, Mobile and OpenPolicy and Practice

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Handbook for Online Learning Contexts: Digital, Mobile and Open978-3-030-67349-9

枯萎将要

Formulated Professional Identity of Learning Designers and the Role of Open Education in Maintaininf design itself. Doing so empowers teachers to assert professional standing, and thus become greater advocates for the importance of education and teachers. This chapter presents a framework for this expanded definition of teaching and discusses how it might fit within existing learning design frame

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