Transformative learning and online education: aesthetics, dimensions and concepts
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Hershey [u.a.]
Information Science Reference
2010
|
| Schriftenreihe: | Premier reference source
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | "This book brings together online distance education, transformative online learning, and the aesthetics concepts discussing innovation, creativity, inclusion, society, culture, mobility, usability, discourse, feminism, ecology and spirituality"--Provided by publisher. Includes bibliographical references and index |
| Beschreibung: | XXI, 446 S. |
| ISBN: | 9781615209859 |
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Datensatz im Suchindex
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| adam_text | DETAILED TABLE OF CONTENTS FOREWORD XV W PREFACE XVI ACKNOWLEDGMEN T XXI
SECTION 1 INTRODUCTION CHAPTER 1 UNDERSTANDING TRANSFORMATIVE LEARNING
IN ONLINE EDUCATION I T. VOLKAN YUZER, ANADOLU UNIVERSITY, TURKEY GULSUN
KURUBACAK, ANADOLU UNIVERSITY, TURKEY THE MAIN PURPOSE OFTHIS CHAPTER IS
TO DISCUSS ABOUT HOW TO DEVELOP AND DELIVER ONLINE EDUCATION PROGRAMS
AND COURSES WH ICH ARE SURROUNDED BY EGALITARIAN VALUES OF EXCELLENCE IN
EACH STAGE OFTHIS ACTION, AND ALSO GLOBAL QUALITIES WHICH ARE VITAL IN
THE TRANSFORMATIVE WORLD. TO INTEGRATE DIVERSE AND MULTICULTURAL
PRINCIPLES UNDER ANY TRANSFORMATIVE ONLINE EDUCATION MODEL IN HIGHER
EDUCATION, ONLINE LEARNING SHOULD FOCUS ON THE DEVELOPMENT,
IMPLEMENTATION AND EVALUATION STEPS OF ITS EDUCATION SYSTEM, AND HELP
ALL STAKEHOLDERS DECIDE WH ETHER THEY CONTINUE OR TERMINATE THEIR ONLINE
EDUCATION SECTION 2 COMMUNICATIONAL RELATIONSHIPS WITH OTHERS CHAPTER2
CROSS-CULTURAL TRANSFORMATIVE LEARNING: THREE CASE STUDIES OF S
INO-AMERICAN DISTANCE LEARNING COMMUNITIES 14 CHARLES TOWNLEY, NEW
MEXICO STATE UNIVERSITY, USA DANA CHRISTMAN, NEW MEXICO STATE
UNIVERSITY, USA BARBARA COPPOLA, COPPOLA & ASSOCIATES, USA & LESLEY
UNIVERSITY, USA QIAN GENG, BEIJING NORMAL UNIVERSITY, PRC JIAYONG LI,
BEIJING NORMAL UNIVERSITY, PRC THIS CHAPTER HIGHLIGHTED THAT DRAWING
FROM SEVERAL TRANSFORMATIVE MODELS FOR LEARNING, THREE CASES OF ONLINE,
CROSS-CULTURALLEARNING IN GRADUATE-IEVEL CLASSES WERE ANALYZED IN TERMS
OF HOW EFFECTIVELY THEY DEVELOPED INTO LEARNING COMMUNITIES, WH AT TYPE
OFLEARNING ACTIVITIES AND WH AT LEVEL OF EFFORT HELP TRANS- FORM STUDENT
LEARNING, AND WHAT TYPES OF DISTANCE EDUCATION TECHNOLOGIES AND
PEDAGOGIES ARE USEFUL IN SUPPORTING CROSS-CULTURALLEARNING COMMUNITIES.
CHAPTER 3 CONSTRUCTING TRANSFONNATIVE LEARNING COMMUNITIES IN 3D
IMMERSIVE LEARNING ENVIRONMENTS 34 BARBARA HOWARD, APPALACHIAN STATE
UNIVERSITY, USA ROBERT SANDERS, APPALACHIAN STATE UNIVERSITY, USA TERRY
MCCLANNON, APPALACHIAN STATE UNIVERSITY, USA THIS CHAPTER WILL DISCUSS
HOW FACULTY IN THE DEPARTMENT OFLEADERSHIP AND EDUCATIONAL STUDIES
ATAPPALA- CHIAN STATE UNIVERSITY HAVE UTILIZED PRESENCE PEDAGOGY TO
ENGAGE THEIR STUDENTS IN TRANSFORMATIVE LEARN- ING FOR SCHOOLLEADERSHIP
THROUGH CROSS-PROGRAM COLLABORATION IN A 3D IMMERSIVE LEARNING
ENVIRONMENT. CHAPTER 4 A TALE OFTWO COURSES: A CASE STUDY OFTRANSITION
FROM A TRADITIONAL TO AN ONLINE COURSE 48 MELANIE SHAW, NORTHCENTRAL
UNIVERSITY, USA JOHN BRACKE, EDEN THEOLOGICAL SEMINARY, USA KELLEY
WALTERS, NORTHCENTRAL UNIVERSITY, USA DAVID LONG, UNIVERSITY 0/ FLORIDA,
USA IN THIS CASE STUDY, THE RESEARCHERS DETAIL THE TRANSFORMATION OF A
TRADITIONAL, FACE-TO-FACE, GRADUATE-IEVEL SEMINARY COURSE INTO AN ONLINE
OFFERING. THE COURSE, BIBLICAL STUDIES I: TORAH AND FORMER PROPHETS,
PART OFTHE CORE CURRICULUM AT AMIDWESTERN SEMINARY, WAS ADAPTED INTO A
DISTANCE LEARNING COURSE. CHAPTER 5 META COMMUNICATION CONCEPT AND
KNOWLEDGE BUILDING PROCESS IN OISTANCE EDUCATION: FROM POINT OF META
COGNITIVE STRUCTURAL COLLABORATED MODEL 65 UGUR DEMIRAY, ANADOLU
UNIVERSITY, TURKEY THIS CHAPTER EXAMINES AND FOCUSES ON SOME ISSUES AND
QUESTIONS RELATING TO HOW THE USE OF META COM- MUNICATION CONCEPT SHOULD
BE FUNCTIONAL AND INFLUENCES FOR KNOWLEDGE BUILDING PROCESS IN OISTANCE
EDUCATION. SECTION 3 BEING IN THE CYBER WORLD CHAPTER 6 LEARNING
OUTCOMES IN ONLINE GRADUATE EDUCATION COURSES 89 GREG KEARSLEY,
UNIVERSITY 0/ NEW ENGLAND, USA THIS CHAPTER EXAMINES THE RELEVANCE OF
TRANSFORMATIVE LEARNING THEORY AS IT APPLIES TO ONLINE GRADUATE COURSES.
IT IS ARGUED THAT THE NATURE OF LEARNING THAT OCCURS IN SUCH COURSES
INVOLVES A HIGH DEGREE OF REFLECTION AND CRITICAL ANALYSIS AND HENCE IS
WEIL DESCRIBED BY TRANSFORMATIVE THEORY. DISCUSSION FORUM POSTINGS FROM
3 DIFFERENT COURSES AT DIFFERENT INSTITUTIONS ARE ANALYZED IN TERMS
OFTHE MEANING STRUCTURES DEFINED BY MEZIROW. CHAPTER 7 ACTING AND
INTERACTING: TEACHER NARRATIVES AND THE BUILDING OFGLOBAL COMMUNITY 97
JANE SPIRO, OXFORD BROOKES UNIVERSITY, UK THIS CHAPTER LOOKS AT THE WAY
IN WH ICH AN ONLINE DISCUSSION FORUM INTO CRITICAL INCIDENTS IMPACTS ON
THE PROFESSIONAL KNOWLEDGE AND SELF-ESTEEM OF TEACHERS ENGAGED IN
IN-SERVICE DEVELOPMENT ON AN MA IN EDUCATION PROGRAMME. THE CHAPTER
SHOWS HOW THE ONLINE ENVIRONMENT ENABLED TEACHERS TO SHARE CONCERNS AND
VALUES ABOUT THEIR PROFESSION AND TO RECOGNISE CONNECTIONS BETWEEN
APPARENTLY WIDELY DIFFERENT CULTURAL SETTINGS. CHAPTER 8 E-LEARNING AND
TEACHING: THE NEED FOR CLEAR PEDAGOGY 111 AMANI HAMDAN, PRINEE MOHAMAD
BIN FAHD UNIVERSITY, SAUDI ARABIA ALTHOUGH THERE IS A RAPIDLY GROWING
LITERATURE ON THE USE OF THE INTERNET FOR TEACHING AND LEARNING PUR-
POSES, THERE IS RELATIVELY LITTLE LITERATURE AND ASSOCIATED RESEARCH ON
EFFECTIVE PEDAGOGICAL APPROACHES TO WEB-BASED INSTRUCTION. THIS CHAPTER
STARTS BY OUTLINING THE ADVANTAGES AND DISADVANTAGES OF USING THE WEB
FOR TEACHING IN THE CONTEXT OF HIGHER EDUCATION. CHAPTER 9 CHANGE OR
TRANSFONNATION? 127 LIZ BROWNE, OXFORD BROOKES UNIVERSITY, UK THIS
CHAPTER DRAWS ON RESEARCH CARRIED OUT INTO A MAJOR NATIONAL PROJECT
FUNDED BY THE GOVERNMENT IN THE UNITED KINGDOM AIMED A TRANSFORMING
TEACHING AND LEARNING IN ONE SECTOR OF EDUCATION KNOWN AS THE LEARNING
AND SKILLS SECTOR. THIS CHAPTER EXPLORES THE DISCOURSE OFTRANSFORMATION
IN A PROGRAMME OF CONTINUOUS PROFESSIONAL DEVELOPMENT FOR TEACHERS WHICH
ADOPTED AN E-PORTFOL IO FOR ASSESSMENT PURPOSES. SECTION 4 PACE AND
RHYTHM CHAPTER 10 BREAKTHROUGHS, BREAKDOWNS, AND SOME PRODUCTIVE
PEDAGOGICAL PARADOXES OFVIRTUAL LEARNING ..... 142 VAEHEL MILLER,
APPALAEHIAN STATE UNIVERSITY, USA KELLY CLARK-KEEFE, APPALAEHIAN STATE
UNIVERSITY, USA IN THIS CHAPTER, THE AUTHORS VOICE THE EMERGENT
SENSIBILITIES ABOUT THE TRANSFORMATIVE POTENTIAL - BOTH FOR THE STUDENTS
AND THEMSELVES - OF INHABITING A HYBRID LEARNING ENVIRONMENT. THE
DISCUSSION IS BASED ON THE OBSERVATIONS OF DOCTORAL STUDENTS
INTERACTION AND ENGAGEMENT ON-LINE, AS WEIL AS THE OWN EMBODIED
SENSITIVITIES ABOUT HOW THE AUTHORS, AS INSTRUCTORS, EXPERIENCE
THEMSELVES AND THE WORK IN THE PEDAGOGI- CAL MOVEMENT BETWEEN THEIR
C1ASSROOMS AND VIRTUAL SPACE CHAPTER 11 SOCIO-CULTURAL DIMENSIONS OF
E-LEARNING SYSTEMS 154 BLESSING FO/USO ADEOYE, UNIVERSITY 0/ LAGOS,
NIGERIA ADESOJI ONI, UNIVERSITY 0/ LAGOS, NIGERIA THE PURPOSE OFTHIS
CHAPTER WAS TO EXPLORE THE RELATIONSHIP BETWEEN NATIONAL CULTURE AND THE
USABILITY OF AN E-IEARNING SYSTEM. HOFSTEDE S CULTURAL DIMENSIONS WERE
USED TO GUIDE THE CULTURAL ASPECTS OFTHIS STUDY WHILE NIELSEN S FOUR
USABILITY ATTRIBUTES WERE ALSO USED TO SUPPORT THE USABILITY ASPECT
OFTHE STUDY. CHAPTER 12 TURBULENCE AND TRANSFORMATION: ONE PROFESSOR S
JOURNEY INTO ONLINE LEARNING 166 FREDERICK C. BUSKEY, WESTERN CAROLINA
UNIVERSITY, USA THE CHAPTER USES KAYAKING AS A METAPHOR FOR DESCRIBING
THE LESSONS LEARNED BY THE AUTHOR AS HE WORKED TOWARDS HELPING FUTURE
SCHOOL LEADERS DEVELOP ETHICAL UNDERSTANDINGS IN AN ONLINE COURSE. THE
CHAPTER DESCRIBES BASIC CHALLENGES OF TEACHING ONLINE, GUIDING
PRINCIPLES OF TRANSFORMATIONAL LEARNING, AND DE- FINES ETHICAL
LEADERSHIP. SECTION 5 VISUAL LITERACY CHAPTER 13 VISUAL LITERACY AND ITS
IMPACT ON TEACHING AND LEARNING 185 KIM H SONG, UNIVERSITY 0/
MISSOURI-ST. LOUIS, USA GWENDO/YN Y. TURNER, UNIVERSITY 0/ MISSOURI-ST.
LOUIS, USA THE CHAPTER EXPLORES THE IMPORTANCE OFVISUALLITERACY IN
TEACHING AND LEARNING USING MULTIPLE LITERACIES AS A MAIN FRAMEWORK. LTS
GOALS ARE TO EXPLORE VISUALLITERACY AS A CRITICALLITERACY IN TEACHING
AND LEARNING AND TO SHARE THE PERCEPTIONS OFTEACHER EDUCATION
CANDIDATES UNDERSTANDINGS AND USES OFVISUALLITERACY. CHAPTER 14
AESTHETIC DECISIONS OF INSTRUCTORS AND INSTRUCTIONAL DESIGNERS 20 I
PATRICK PARRISH, UNIVERSITY CORPORALION/OR ATMOSPHERIC RESEARCH, USA THE
SAME QUALITIES THAT MAKE WORKS OFART BEAUTIFUL, MEANINGFUL, OR AT TIMES
EVEN TRANSFORMATIVE IN OUR LIVES ALSO UNDERLIE OUR BEST LEARNING
EXPERIENCES. THIS STUDY ATTEMPTED TO BETTER UNDERSTAND THE RELATION-
SHIP BETWEEN ART AND INSTRUCTION BY LOOKING AT HOW AESTHETICS UNDERLIE
THE DESIGN DECISIONS OFTEACHERS AND INSTRUCTIONAL DESIGNERS. SECTION 6
SENSE OFPOSSIBILITIES FOR INTERACTIONS CHAPTER 15 HOW ONLINE TASKS
PROMOTE TEACHERS EXPERTISE WITHIN THE TECHNOLOGICAL PEDAGOGICAL CONTENT
KNOWLEDGE (TPACK) 219 AVIVA KLIEGER, BEIL BERL ACADEMIC COLLEGE, ISRAEL
ANAT OSTER-LEVINZ, BEIL BERL ACADEMIC COLLEGE, ISRAEL THE AUTHORS
DEVELOPED A DIGITAL INDICATOR FOR EXAMINING THE EXTENT TO WHICH
TECHNOLOGICAL KNOWLEDGE IS INTEGRATED WITH PEDAGOGICAL CONTENT KNOWLEDGE
(TPACK). THIS INDICATOR IS USED TO EXAMINE ONLINE TASKS DEVELOPED BY
TEACHERS IN DIFFERENT SUBJECTS OVER TIME. THIS CHAPTER DISCUSSED THE
FACTORS CONTRIBUTED AND PROMOTED SUCH INTEGRATION ARE THE INSTRUCTION
GIVEN TO THE TEACHERS AND TIME. CHAPTER 16 PROMOTING HIGH-ORDER THINKING
IN ONLINE DISCUSSIONS 236 ANNE SCOTT, ACU NATIONAL, AUSTRALIA IN THIS
CHAPTER THE DESIGN, IMPLEMENTATION AND EVALUATION OF ONLINE DISCUSSIONS
FOR DEVELOPING HIGH-ORDER THINKING SKILLS WITH LARGE GROUPS ENROLLED IN
APRESERVICE TEACHER EDUCATION PROGRAM ARE DISCUSSED. THE DEVELOPMENT AND
EVALUATION OF A TOOL INDICATES IT IS POSSIBLE TO EXAMINE THE
INTELLECTUAL QUALITY OF ONLINE DISCUSSIONS AND CONSIDERING THESE WRITTEN
RESPONSES IN TERMS OF AWARENESS, REGULATION AND EVALUATION PROVIDES THE
FACILITATOR WITH USEFUL INSIGHTS ABOUT STUDENTS THINKING. CHAPTER 17
CONTEMPLATIVE INTERACTION: A KEY TO TRANSFORMATIVE LEARNING ONLINE 260
DAVID SABLE, SAINT MARY S UNIVERSITY IN HALIFAX, CANADA THIS CHAPTER
DEALS WITH AN ONLINE COURSE USING INNOVATIVE PEDAGOGY AND INNOVATIVE
TECHNOLOGY TO EN- ABLE TRANSFORMATIVE LEARNING. 1T CONCERNS THE
APPLICATION OF REFLECTIVE PRACTICES INCLUDING MINDFULNESS, GUIDED
CONTEMPLATION, AND JOURNAL WRITING AS THE GROUNDWORK FOR ACTIVE
IISTENING, INQUIRY, AND DIALOGUE THAT BUILDS NEW MEANING FOR INDIVIDUALS
AND GROUPS. SECTION 7 UNDERSTANDING OF LOCATIONS CHAPTER 18
TRANSFORMATIVE LEARNING AND ONLINE EDUCATION: INDIAN EXPERIENCES 282
SURESH GARG, NATIONAL UNIVERSITY OF LESOTHO, LESOTHO RAMESH C. SHARMA,
UNIVERSITY OFGUYANA, SOUTH AMERICA IN THIS CHAPTER, THE AUTHORS HAVE
DISCUSSED HOW OPEN EDUCATION IN GENERAL AND ON-LINE EDUCATION IN
PARTICULAR HAS PERFORMED THE ROLE OF TRANSFORMATIVE LEARNING IN INDIA.
THE AUTHORS HAVE ALSO DISCUSSED VARIOUS AESTHETICAL AND PURPOSIVE ISSUES
ADDRESSED BY ON-LINE LEARNING ENVIRONMENTS TO CREATE AN EGALI- TARIAN
SOCIETY. CHAPTER 19 TEACHING TRANSFORMATIVE LEARNING AND DIGITAL/ONLINE
EDUCATION: FROM THEORY TO PRACTICE IN A SECOND AND FOREIGN LANGUAGE
EDUCATION CONTEXT.. 30 I JASON GOULAH, DEPAUL UNIVERSITY, USA THIS
CHAPTER FOCUSES ON TRANSFORMATIVE LEARNING AND DIGITALLITERACIES/ONLINE
EDUCATION IN THE CONTEXT OF SECOND AND FOREIGN LANGUAGE TEACHER
PREPARATION. BESIDES, THIS CHAPTER DESCRIBES A GRADUATE BILINGUAL-
BICULTURAL EDUCATION SEMINAR COUPLING TRANSFORMATIVE LEARNING THEORY AND
DIGITAL LITERACIES FOR PRE- AND IN-SERVICE TEACHERS IN CHICAGO,
LIIINOIS, IN THE UNITED STATES. SECTION 8 IDENTITY AWARENESS CHAPTER 20
IDENTITY AWARENESS : 316 0. F. ADEBOWALE, OBAFEMI AWOLOWO UNIVERSITY,
NIGERIA THIS CHAPTER GIVES A CLEAR EXPOSE OFTHE CONCEPT OF SELF OR
PERSONAL IDENTITY, IT REPRESENTATION IN AN ONLINE INTERACTION (ONLINE
IDENTITY), HOW PEOPLE MANAGE THEIR ONLINE IDENTITIES AS WEIL AS
CHALLENGES TO ONLINE IDENTITY MANAGEMENT. THE CHAPTER CONCLUDES BY
DISCUSSING THE IMPLICATION OF IDENTITY AWARENESS TO TRANSFORMATIVE
LEARNING. CHAPTER 21 IDENTITY: INTROSPECTION AND INTEGRITY 33 I RADHA M
PARIKH, DHIRUBHAI AMBANI INSTITUTE OF INFORMATION & COMMUNICATION
TECHNOLOGY (DAIIC1), INDIA THIS CHAPTER WILL NOT DEAL WITH ISSUES SUCH
AS TELEPRESENCE WHICH IS RELATED TO TECHNOLOGICAL INNOVATION CREATING A
VIRTUAL PRESENCE, OR SOCIAL PRESENCE, WHICH DEALS WITH INTERPERSONAL
INTERACTION; RATHER THE DISCUSSION HERE IS MORE INTRAPERSONAL IN NATURE.
SECTION 9 E-HEALTH AND ONLINE TRANSFORMATIVE LEARNING CHAPTER 22 AN
ELUSIVE FORMULA: THE IT ROLE IN BEHAVIOR CHANGE IN PUBLIC HEALTH 347
SHALIN HAI-JEW, KANSAS STATE UNIVERSITY, USA THIS CHAPTER SUMMARIZES
SOME OFTHE RESEARCH AND PRACTICES IN BEHAVIOR CHANGE TECHNOLOGIES IN
PUBLIC HEALTH. AN INDUCTIVE ARGUMENT WILL BE MADE FOR SOME DESIGN
APPROACHES TO THE USE OF IT FOR BEHAVIOR CHANGE IN PUBLIC HEALTH, A
CRITICAL ISSUE OF SOCIAL JUSTICE AND EQUITY CHAPTER 23 APPLICABILITY
OFTRANSFORMATIVE LEARNING THEORY IN E-HEALTH TEACHING 374 SISIRA
EDIRIPPULIGE, UNIVERSITY 0/ QUEENSLAND, AUSTRALIA ROHANA MARASINGHE,
UNIVERSITY O/SRI JAYEWARDENEPURA, SRI LANKA THIS CHAPTER SHARES THE
EXPERIENCE OF ADOPTING KEY TENETS OFTRANSFORMATIVE LEARNING THEORY IN
DESIGNING, DEVELOPING AND DELIVERING E-HEALTH TEACHING AT THE UNIVERSITY
OFQUEENSLAND CENTRE FOR ONLINE HEALTH IN AUSTRALIA. COM PILATION OF
REFERENCES 386 ABOUT THE CONTRIBUTORS 429 INDEX 439
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| illustrated | Not Illustrated |
| indexdate | 2024-07-09T22:42:44Z |
| institution | BVB |
| isbn | 9781615209859 |
| language | English |
| lccn | 2009052396 |
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| physical | XXI, 446 S. |
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| publisher | Information Science Reference |
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| spelling | Transformative learning and online education aesthetics, dimensions and concepts T. Volkan Yuzer ; Gulsun Kurubacak [editors] Hershey [u.a.] Information Science Reference 2010 XXI, 446 S. txt rdacontent n rdamedia nc rdacarrier Premier reference source "This book brings together online distance education, transformative online learning, and the aesthetics concepts discussing innovation, creativity, inclusion, society, culture, mobility, usability, discourse, feminism, ecology and spirituality"--Provided by publisher. Includes bibliographical references and index Transformative learning Cross-cultural studies Adult education Computer-assisted instruction Internet in education Computerunterstützter Unterricht (DE-588)4070087-2 gnd rswk-swf Erwachsenenbildung (DE-588)4015428-2 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Erwachsenenbildung (DE-588)4015428-2 s Computerunterstützter Unterricht (DE-588)4070087-2 s DE-604 Yuzer, T. Volkan Sonstige oth Erscheint auch als Online-Ausgabe 978-1-615-20986-6 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020476071&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Transformative learning and online education aesthetics, dimensions and concepts Transformative learning Cross-cultural studies Adult education Computer-assisted instruction Internet in education Computerunterstützter Unterricht (DE-588)4070087-2 gnd Erwachsenenbildung (DE-588)4015428-2 gnd |
| subject_GND | (DE-588)4070087-2 (DE-588)4015428-2 (DE-588)4143413-4 |
| title | Transformative learning and online education aesthetics, dimensions and concepts |
| title_auth | Transformative learning and online education aesthetics, dimensions and concepts |
| title_exact_search | Transformative learning and online education aesthetics, dimensions and concepts |
| title_full | Transformative learning and online education aesthetics, dimensions and concepts T. Volkan Yuzer ; Gulsun Kurubacak [editors] |
| title_fullStr | Transformative learning and online education aesthetics, dimensions and concepts T. Volkan Yuzer ; Gulsun Kurubacak [editors] |
| title_full_unstemmed | Transformative learning and online education aesthetics, dimensions and concepts T. Volkan Yuzer ; Gulsun Kurubacak [editors] |
| title_short | Transformative learning and online education |
| title_sort | transformative learning and online education aesthetics dimensions and concepts |
| title_sub | aesthetics, dimensions and concepts |
| topic | Transformative learning Cross-cultural studies Adult education Computer-assisted instruction Internet in education Computerunterstützter Unterricht (DE-588)4070087-2 gnd Erwachsenenbildung (DE-588)4015428-2 gnd |
| topic_facet | Transformative learning Cross-cultural studies Adult education Computer-assisted instruction Internet in education Computerunterstützter Unterricht Erwachsenenbildung Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020476071&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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