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Blended learningre-thinking and re-defining the learning process : 14th International Conference, ICBL 2021, Nagoya, Japan, August 10-13, 2021 : proceedings /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Blended learningedited by Richard Li ... [et al.].
Reminder of title:	re-thinking and re-defining the learning process : 14th International Conference, ICBL 2021, Nagoya, Japan, August 10-13, 2021 : proceedings /
remainder title:	ICBL 2021
other author:	Li, Richard.
corporate name:
Published:	Cham :Springer International Publishing :2021.
Description:	xv, 379 p. :ill. (some col.), digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Blended learningCongresses.
Online resource:	https://doi.org/10.1007/978-3-030-80504-3
ISBN:	9783030805043$q(electronic bk.)

Blended learningre-thinking and re-defining the learning process : 14th International Conference, ICBL 2021, Nagoya, Japan, August 10-13, 2021 : proceedings /
Blended learningre-thinking and re-defining the learning process : 14th International Conference, ICBL 2021, Nagoya, Japan, August 10-13, 2021 : proceedings /[electronic resource] :ICBL 2021edited by Richard Li ... [et al.]. - Cham :Springer International Publishing :2021. - xv, 379 p. :ill. (some col.), digital ;24 cm. - Lecture notes in computer science,128300302-9743 ;. - Lecture notes in computer science ;4891..

Keynote Papers -- From Nine Events of Instruction to the First Principles of Instruction: Transformation of Learning Architecture for Society 5.0 -- From MOOC to SPOC: Fable-based Learning -- The Meaning of Learner Centeredness in College Online Environments Revisited -- Seeing the Future of Education: A Three-Year Experiment of Digital Reading Online Course -- Content and Instructional Design -- Construction of the Teacher-Student Interaction Model in Online Learning Spaces -- The Influence of Different Partnerships on Learning Motivation and Social Network in Peer Assessment -- Re-thinking and Re-defining the Learning Process? Students' Feedback on Online Distance Instruction -- Technological barriers and learning outcomes in online courses during the Covid-19 pandemic -- A study on the application of AI experiential learning in the architecture and design courses of a Taiwan University -- Enriched and Smart Learning Experience -- Supporting Students' Reflection in Game-Based Science Learning: A Literature Review -- Peer-assessment enhanced collaborative learning in a virtual learning environment -- Personalised learning in STE(A)M education: A literature review -- Applying an intelligent learning partner in teacher education for improving CT-related TPACK -- Using Chatbots in Flipped Learning Online Sessions: Perceived Usefulness and Ease of Use -- The Customized Mathematic Instruction Supported by an Intelligent Tutoring System and Its Effect During the COVID-19 Epidemic -- Experience in Blended learning -- Roles interaction during mobile-blended collaborative learning: The impact of external scripts -- Students' Evaluation of Performance-centred Blended Learning Assessment in Japan: Can-Do and Cannot-Do Notions -- Examining Beginners' Continuance Intention in Blended Learning in Higher Education -- Content Development for Blended Learning In Pharmaceutical Preparations -- Activity Design for Cultivating Students' Journalistic Skills and Inquiry-mind in a Blended Learning Environment -- Institutional Policies and Strategies -- Using design thinking in educational game design: A case study of pre-service teacher experience -- The effects of using tablet PCs on student self-regulated learning and learning achievement -- Students' Reflection on Online Distance Learning: Advantages, Disadvantages, Recommendations -- Cultural Factors in Urgent Transition to Online Learning during the COVID -19 Pandemic - Case Studies from Japan and China -- Implication on Perceived Usefulness of Open Educational Resources after a Rapid Switch to Online Learning Mode -- Online and Collaborative Learning -- COVID-19's effects on the scope, effectiveness, and roles of teachers in online learning based on social network analysis: A case study -- Fading Scaffolds for Better Online Learning? A Comparative Analysis of Three Scaffolding Practices -- An Assessment Framework for Online Active Learning Performance -- Relationships Among Online Teaching Design, Experience, and Perception of College Teachers During the Pandemic -- Implementation of an Online International Exchange Project for an Official University Lecture.

This book constitutes the refereed proceedings of the 14th International Conference on Blended Learning, ICBL 2021, held online in August 2021. The 30 papers, including 4 keynote papers, were carefully reviewed and selected from 79 submissions. The conference theme of ICBL 2021 is Blended Learning: Re-thinking and Re-defining the Learning Process. The papers are organized in topical sections named: content and instructional design; enriched and smart learning experience; experience in blended learning; institutional policies and strategies; and online and collaborative learning.

ISBN: 9783030805043$q(electronic bk.)

Standard No.: 10.1007/978-3-030-80504-3doiSubjects--Topical Terms:

402472
Blended learning
--Congresses.

LC Class. No.: LB1028.5 / .I58 2021

Dewey Class. No.: 371.3

Blended learningre-thinking and re-defining the learning process : 14th International Conference, ICBL 2021, Nagoya, Japan, August 10-13, 2021 : proceedings /
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