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| Fältnamn | Indikatorer | Metadata |
|---|---|---|
| 000 | 01980naa a2200289 4500 | |
| 001 | oai:DiVA.org:kth-174740 | |
| 003 | SwePub | |
| 008 | 151007s2015 | |||||||||||000 ||eng| | |
| 024 | 7 | a https://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-1747402 URI |
| 040 | a (SwePub)kth | |
| 041 | a engb eng | |
| 042 | 9 SwePub | |
| 072 | 7 | a ref2 swepub-contenttype |
| 072 | 7 | a kon2 swepub-publicationtype |
| 100 | 1 | a Cleveland-Innes, M.4 aut |
| 245 | 1 0 | a Faculty change in engineering education :b Case study of a blended course about blended and online learning |
| 264 | 1 | c 2015 |
| 338 | a print2 rdacarrier | |
| 500 | a QC 20151012 | |
| 520 | a This paper reports results from a case study of teaching development in engineering education at KTH Royal Institute of Technology in Stockholm, Sweden, in answer to the research question "what impact, if any, does participation in a blended course about teaching in blended face-to-face and online formats have on faculty views about teaching in engineering education?" Early results indicate that 1) faculty can assess the value of online and blended learning through this experience, 2) faculty engaged actively in online and face-to-face discussions of pedagogy, 3) disciplinary differences in the application of online and blended learning are a concern to STEM faculty, and 4) the evaluation and implementation, if any, of online and blended learning in engineering education has to include discussions beyond the use of applicable technologies. | |
| 650 | 7 | a SAMHÄLLSVETENSKAPx Utbildningsvetenskap0 (SwePub)5032 hsv//swe |
| 650 | 7 | a SOCIAL SCIENCESx Educational Sciences0 (SwePub)5032 hsv//eng |
| 700 | 1 | a Stenbom, Stefanu KTH,Lärande4 aut0 (Swepub:kth)u1y0bkr2 |
| 700 | 1 | a Hrastinski, Stefanu KTH,Lärande4 aut0 (Swepub:kth)u1gllty9 |
| 710 | 2 | a KTHb Lärande4 org |
| 773 | 0 | t ASEE Annual Conference and Exposition, Conference Proceedings |
| 856 | 4 8 | u https://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-174740 |
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