Zobrazeno 1 - 10
of 167
pro vyhledávání: '"learning ecology"'
Publikováno v:
Nordic Journal of Studies in Educational Policy, Vol 10, Iss 2, Pp 98-113 (2024)
Career guidance and counselling (CGC) plays an important role in the ‘egalitarian tradition’ of the Nordic countries’ perspective of education, since it aims to support all students in developing skills and knowledge to access further education
Externí odkaz:
https://doaj.org/article/09501fa9ce1c4664995cb3b3b8d91bb3
Autor:
Glenn Stockwell, Yijen Wang
Publikováno v:
Educational Technology & Society, Vol 27, Iss 2, Pp 60-69 (2024)
With mobile phones now in the hands of virtually all of our learners, it is becoming increasingly more difficult to imagine environments that do not include learning through mobile devices in even some small capacity. The interest in mobile learning
Externí odkaz:
https://doaj.org/article/57323d3dca8f493eab5c45b88537f7c9
Publikováno v:
London Review of Education, Vol 21, Iss 1 (2023)
This article explores the experiences of those who lead undergraduate education-related programmes in further education (FE) colleges in England. Questionnaire and interview fieldwork with 14 further education-based programme leaders were supplemente
Externí odkaz:
https://doaj.org/article/8e6f4fbd016844f09a6e45bc82ed3a67
Publikováno v:
Education Sciences, Vol 13, Iss 11, p 1099 (2023)
Building on new learning ecology theory and situated in the COVID-19 pandemic context, a qualitative research design was used to examine student and teacher perspectives on Project-Based Inquiry (PBI) Global. Drawing on Problem-Based Learning (PBL) a
Externí odkaz:
https://doaj.org/article/ece1cd60fbb14474a6980b8c97b30ac5
Autor:
Daron Benjamin Loo
Publikováno v:
Journal of Language and Education, Vol 8, Iss 4 (2022)
Background. There is a prevailing belief that unfocused written corrective feedback may not be suitable to promote students’ academic writing development. Purpose. This perspective piece demonstrates how unfocused written corrective feedback ref
Externí odkaz:
https://doaj.org/article/986f5b152b454241928a68b9b3fff392
Autor:
Monika Grabowska
Publikováno v:
Recherches en didactique des langues et des cultures (2022)
The paper presents the results of an ethnographic study of informal learning of French by students of French philology at the University of Wrocław, taking into account one language activity (writing), one component of competence (lexical) and one i
Externí odkaz:
https://doaj.org/article/bb893bc1d9d54e9691143734c46b0f90
Akademický článek
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Publikováno v:
Pedagogika / Pedagogy Studies. 142(2):43-70
Externí odkaz:
https://www.ceeol.com/search/article-detail?id=987799
Autor:
Isabelle Savard, Riichiro Mizoguchi
Publikováno v:
Research and Practice in Technology Enhanced Learning, Vol 14, Iss 1, Pp 1-12 (2019)
Abstract Literature can sometimes tend to present context and culture almost as synonyms. This creates ambiguity, which can complicate the consideration of contextual and cultural variables in instructional design, learning, and teaching. From an ont
Externí odkaz:
https://doaj.org/article/cb354cafcb4f438d9fe833fffeb62500
Publikováno v:
Frontiers in Education, Vol 6 (2021)
Several studies have investigated the way learners connect with science, re-emphasising persisting inequalities in science learning. This article combines the concept of intersectionality with the theoretical lens of science learning ecologies to foc
Externí odkaz:
https://doaj.org/article/06de6cdadeed4d9db0a5f92702c356c6