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- O'Connor, A., et al.
(författare)
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The psychological domain : Enhancing traditional practice in K-12 education
- 2016
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Ingår i: Optimizing K-12 Education through Online and Blended Learning. - : IGI Global. - 9781522505082 - 1522505075 - 9781522505075 ; , s. 109-127
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter will attempt to frame the potential of a flexible approach to teaching and learning that provides diagnostic and formative evidence to enhance traditional practice in K-12 education. Commencing with a brief account of the Community of Inquiry model (Garrison, Anderson, & Archer, 2000) as a potential framework for online and blended learning, this chapter investigates what is it about traditional classroom practice that researchers wish to enhance, the challenges facing contemporary systems of online and blended learning, and how new ubiquitous configurations for teaching and learning have become possible. With an emphasis on supporting discourse through the development of social and cognitive behavior, this chapter will endeavor to qualify the processes that evidence psychological development in a ubiquitous learning environment and provide data to inform the relative efficacy of utilizing such processes in the design of a new pedagogical approach.
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| 2. |
- Stenbom, Stefan, 1982-
(författare)
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Online Coaching as Teacher Training : Using a Relationship of Inquiry Framework
- 2016
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Ingår i: Optimizing K-12 Education through Online and Blended Learning. - Hershey, PA : IGI Global. - 9781522505075
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Bokkapitel (populärvet., debatt m.m.)abstract
- Using the Internet for educational purposes is now commonly accepted. More challenging is the realizationof this potential, particularly in the K-12 education environment. According to the growing literatureon this topic, using Internet technology during K-12 teacher training will provide more knowledge andskills for teachers wishing to use Internet technology in their own classrooms. In an adaption of theonline Community of Inquiry, a revised framework for one-to-one online teaching was developed. In theRelationship of Inquiry framework, the elements of cognitive, teaching, social, and emotional presenceoutline the educational experience of one student receiving learning support from one teacher. Theframework was tested with pre-service teachers using the Math Coach program which offers help withmathematics just-in-time via instant messaging.
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