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Book: Using Blended Learning: Evidence-based Practices

TitleUsing Blended Learning: Evidence-based Practices
Authors
KeywordsBlended learning
Educational Technology
Computers and Education
Learning & Instruction
Issue Date2014
PublisherSpringer
Citation
Hew, KFT & Cheung, WS. Using Blended Learning: Evidence-based Practices. Singapore: Springer. 2014 How to Cite?
AbstractThis book discusses evidence-based practices related to the use of blended learning in both K-12 and higher education settings. Specifically, this book features evidence-based practices in relation to the following five learning goals: (a) Fostering students' attitude change toward country, (b) Helping students' solve ill-structured design task problems, (c) Improving students' critical thinking in assessing sources of information, (d) Improving students' narrative and argumentative writing abilities and (e) Enhancing students' knowledge retention and understanding. To achieve this aim, the authorsdraw upontheir own research studies as well as some other relevant studies to revealthe pedagogical approaches, the specific instructional/learning activities, the technologies utilizedand the overallframeworkfor developingblended learning experiences.
Persistent Identifierhttp://hdl.handle.net/10722/212447
ISBN
Series/Report no.SpringerBriefs in education

 

DC FieldValueLanguage
dc.contributor.authorHew, KFT-
dc.contributor.authorCheung, WS-
dc.date.accessioned2015-07-21T02:36:06Z-
dc.date.available2015-07-21T02:36:06Z-
dc.date.issued2014-
dc.identifier.citationHew, KFT & Cheung, WS. Using Blended Learning: Evidence-based Practices. Singapore: Springer. 2014-
dc.identifier.isbn9789812870889-
dc.identifier.urihttp://hdl.handle.net/10722/212447-
dc.description.abstractThis book discusses evidence-based practices related to the use of blended learning in both K-12 and higher education settings. Specifically, this book features evidence-based practices in relation to the following five learning goals: (a) Fostering students' attitude change toward country, (b) Helping students' solve ill-structured design task problems, (c) Improving students' critical thinking in assessing sources of information, (d) Improving students' narrative and argumentative writing abilities and (e) Enhancing students' knowledge retention and understanding. To achieve this aim, the authorsdraw upontheir own research studies as well as some other relevant studies to revealthe pedagogical approaches, the specific instructional/learning activities, the technologies utilizedand the overallframeworkfor developingblended learning experiences.-
dc.languageeng-
dc.publisherSpringer-
dc.relation.ispartofseriesSpringerBriefs in education-
dc.subjectBlended learning-
dc.subjectEducational Technology-
dc.subjectComputers and Education-
dc.subjectLearning & Instruction-
dc.titleUsing Blended Learning: Evidence-based Practices-
dc.typeBook-
dc.identifier.emailHew, KFT: kfhew@hku.hk-
dc.identifier.authorityHew, KFT=rp01873-
dc.identifier.doi10.1007/978-981-287-089-6-
dc.identifier.hkuros245661-
dc.identifier.spage1-
dc.identifier.epage120-
dc.publisher.placeSingapore-

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