Blended learning across disciplines: models for implementation
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Hershey
Information Science Reference
2011
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | "This book presents a global perspective on blended learning and augments that perspective with examples and applications from around the world written by scholars who are leaders in their countries and in the world. It also highlights examples from the school system, from undergraduate classes, and from graduate classes"--Provided by publisher. Includes bibliographical references and index |
| Beschreibung: | XXIV, 279 S. Ill., graph. Darst. |
| ISBN: | 9781609604790 |
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| 650 | 4 | |a Blended learning | |
| 650 | 4 | |a Educational technology |x Computer-assisted instruction | |
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TABLE OF CONTENTS
FOREWORD XI II
PREFACE XVI I
ACKNOWLEDGMENT XXIV
SECTION 1
THEORIZING ABOUT BLENDED LEARNING
CHAPTER 1 TOWARDS A TECHNOLOGY- ENHANCED UNIVERSITY EDUCATION 1
VALIA SPILIOTOPOULOS, UNIVERSITY OFVICTORIA, CANADA
CHAPTER2 BLENDED COURSES AS DRIVERS OF INSTITUTIONAL TRANSFORMATION 17
CHARLES D. DZIUBAN, UNIVERSITY OFCENTRAL FLORIDA, USA JOEL L. HARTMAN,
UNIVERSITY OFCENTRAL FLORIDA, USA THOMAS B. CAVANAGH UNIVERSITY
OFCENTRAL FLORIDA, USA PATSY D. MOSKAL, UNIVERSITY OFCENTRAL FLORIDA,
USA
CHAPTER3 THE USE OF ASYNCHRONOUS VIDEO COMMUNICATION TO IMPROVE
INSTRUCTOR IMMEDIACY AND SOCIAL PRESENCE IN A BLENDED LEAMING
ENVIRONMENT.. 38
JERED BORUP, BRIGHAM YOUNG UNIVERSITY, USA CHARLES R. GRAHAM, BRIGHAM
YOUNG UNIVERSITY, USA ANDREA VELASQUEZ, BRIGHAM YOUNG UNIVERSITY, USA
CHAPTER4 BLENDED LEAMING REVISITED: HOW IT BROUGHT ENGAGEMENT AND
INTERACTION INTO AND BEYOND THE CLASSROOM 58
PABLO ORTEGA GIL, UNIVERSITY OF ALICANTE, SPAIN FRANCISCO ARCOS GARCFA,
UNIVERSITY OF ALICANTE, SPAIN
IMAGE 2
SECTION 2
PRACTISING B ENDED LEARNING
CHAPTER 5 BLENDED LEARNING EXAMPLES IN EDUCATION AND CHEMISTRY 74
ROBERT HOGAN, UNIVERSITY OFTHE SOUTH PAEIJIE, FIJI
CHAPTER 6 BLENDED AND MOBILE LEARNING: EXPERIENCES FROM A NEW ZEALAND
FACULTY OF LAW 99
SUE TAPPENDEN, UNIVERSITY OF WAIKATO, NEW ZEALAND
CHAPTER 7 TOWARDS ALLEVIATING THE POST-APARTHEID EDUCATION CRISIS IN
SOUTH AFRICA 112
PRAGASHNI PADAYAEHEE, NELSON MANDELA METROPOLITAN UNIVERSITY, SOUTH
AFRIEA ANSIE HARDING, UNIVERSITY OF PRETORIA, SOUTH AFRIEA
CHAPTER 8 THE ROLE OF BLENDED LEARNING IN 21 ST CENTTRY MEDICAL
EDUCATION: CURRENT TRENDS AND FUTURE DIRECTIONS 132
GE(~FFREY W PAYNE, UNIVERSITY OFNORTHERN BRITISH COLUMBIA, CANADA
SECTION 3
EXTENDING B1ENDED LEARNING
CHAPTER 9 FUNDAMENTAL DESIGN ELEMENTS OF PERVASIVE GAMES FOR BLENDED
LEARNING 148
DAVID METEALJ, UNIVERSITY OFCENTRAL FLORIDA, USA CLARISSA GRAFFEO,
UNIVERSITY OFCENTRAL FLORIDA, USA LUKE REAEL. UNIVERSITY OFCENTRAL
FLORIDA, USA
CHAPTER 10 A CASE STUDY OF A BLENDED DOCTORAL PROGRAM IN EDUCATIONAL
TECHNOLOGY 173
MICHEIE JAEOBSEN, UNIVERSITY OFCALGARY, CANADA
CHAPTER 11 BLENDED LEARNING IN NIGERIA: DETERMINING STUDENTS READINESS
AND FACULTY
ROLE IN ADVANCING TECHNOLOGY IN A GLOBALIZED EDUCATIONAL CONTEXT... 190
NWAEHUKWU PRINEE OLOLUBE, UNIVERSITY OF EDUEATION, NIGERIA
IMAGE 3
CHAPTER 12
BLENDING IN: MOVING BEYOND CATEGORIES IN DIGITALLY-MEDIATED LEAMING 208
MARVIN D. LENOUE, NORTH DAKOTA STATE UNIVERSITY, USA RONALD STAMMEN,
NORTH DAKOTA STATE UNIVERSITY, USA
CHAPTER 13
SHORT MESSAGE SERVICES FOR SUPPORTING STUDENT LEAMING: A BLENDED
APPROACH 228
DICK NG AMBI, UNIVERSITY OFCAPE TOWN, SOUTH AFRICA
COMPILATION OF REFERENCES 245
ABOUT THE CONTRIBUTORS 266
INDEX 277
IMAGE 4
DETAILED TABLE OF CONTENTS
FOREWORD XII I
PREFACE XVI I
ACKNOWLEDGMENT XXIV
SEETION 1
THEORIZING ABOUT B1ENDED LEARNING
CHAPTER 1 TOWARDS A TECHNOLOGY- ENHANCED UNIVERSITY EDUCATION 1
VALIA SPILIOTOPOULOS, UNIVERSITY OF VICTORIA, CANADA
THIS CHAPTER DEMONSTRATES HOW LEARNING TECHNOLOGIES USED IN A BLENDED
LEARNING ENVIRONMENT CAN HELP TO MEET THE GOALS OF A CONTEMPORARY
UNIVERSITY EDUCATION. ALTHOUGH CANADIAN UNIVERSITIES HAVE DISTINCT
CULTURES. RESEARCH STRENGTHS, AND TEACHING PHILOSOPHIES, MANY ALSO SHARE
SIMILAR VALUES AND GOALS THAT RESPOND TO AN INCREASINGLY MULTICULTURAL,
DIVERSE, AND TECHNOLOGICALLY ADVANCED SOCIETY. AN UNDERSTAND-
ING OF BLENDED LEARNING AS AN EFFECTIVE MODEL FOR MEETING GOALS NOT ONLY
AT THE COURSE AND PROGRAM LEVELS, BUT ALSO AT THE INSTITUTIONAL LEVEL,
IS ESSENTIAL FOR THE WIDESPREAD, MAINSTREAM IMPLEMENTATION OF THIS MODEL
SO THAT IT BECOMES APART OF REGULAR PRACTICE BY FACULTY FROM A VARIETY
OF DISCIPLINES AND LEARNING CONTEXTS.
CHAPTER 2 BLENDED COURSES AS DRIVERS OF INSTITUTIONAL TRANSFORMATION 17
CHARLES D. DZIUBAN, UNIVERSITY OFCENTRAL FLORIDA, USA JOEL L. HARTMAN,
UNIVERSITY OFCENTRAL FLORIDA, USA THOMAS B. CAVANAGH UNIVERSITY
OFCENTRAL FLORIDA, USA PATSY D. MOSKAL, UNIVERSITY OFCENTRAL FLORIDA,
USA
THIS CHAPTER DISCUSSES THE TRANSFORMATIONAL POTENTIAL OF BLENDED
LEARNING AND THE IMPORTANCE OF ALIGNMENT WITH STRATEGIE INITIATIVES
OFTHE INSTITUTION. THE AUTHORS SHOW THAT KEY ELEMENTS FOR STUDENT AND
FACULTY SUPPORT RESULT IN NUMEROUS POSITIVE OUTCOMES, INCLUDING
INCREASED ACCESS AND THE ABILITY TO MANAGE
IMAGE 5
FIVEFOLD ON THE SUCCESS - QUALITATIVELY BASED FIRSTLY ON A QUESTIONNAIRE
COMPLETED BY LEARNERS AND SEC-
ONDLY ON INTERVIEWS OF EDUCATORS, THIRDLY, QUANTITATIVELYON LEARNER
PERFORMANCE BEFORE AND AFTER THE INTERVENTION. FOURTHLY, A SINGLE SCHOOL
IS USED AS A CASE STUDY WHERE THE MATHEMATICS PERFORMANCE OFTHE LEARNERS
WHO PARTICIPATED IN THE ISP IS COMPARED TO THOSE WHO DID NOT PARTICIPATE
IN THE ISP. FINALLY, THE SCOPE OF BLENDING OF THIS MODEL IS EVALUATED BY
MEANS OF ARADAR CHART, ADAPTED FROM AN EXISTING RADAR MEASURE. THE
FINDINGS OF THE STUDY SUGGEST THAT THE USE OF DVD TECHNOLOGY IN THE
BLENDED LEARNING AP-
PROACH IMPACTED FAVOURABLY ON THE MATHEMATICS LEARNING AND ENHANCED THE
MATHEMATICS PERFORMANCE OFTHESE LEARNERS.
CHAPTER 8 THE ROLE OF BLENDED LEARNING IN 21 ST CENTTRY MEDICAL
EDUCATION: CURRENT TRENDS AND FUTURE DIRECTIONS 132
GEOFFREY W PAYNE, UNIVERSITY OF NORTHERN BRITISH COLUMBIA, CANADA
THIS CHAPTER DESCRIBES THE ROLE OF BLENDED LEARNING IN MEDICINE. THE
TEACHING OF MEDICAL STUDENTS IS OF PARAMOUNT IMPORTANCE FOR SOCIETY AS
THE GOAL IS TO HAVE WELL-EDUCATED AND COMPETENT PHYSICIANS THAT CAN HELP
ADDRESS THE HEALTHCARE ISSUES FACING TODAY S SOCIETY. THE PEDAGOGICAL
INFLUENCES THAT DRIVE MEDICAL EDUCATION HAVE SEEN MANY ADVANCES IN THE
PAST 30 YEARS, BUT ONE THAT IS SEEN AS ALEADER FOR THE FUTURE IS THE USE
OFBLENDED LEARNING. THIS CHAPTER WILL HIGHLIGHT HOW BLENDED LEARNING IN
MEDICINE
ALLOWS LEARNERS TO BE FLEXIBLE IN THEIR EDUCATION, AS THEY ARE NOT
CONSTRAINED BY TIME OR DISTANCE AS THEY MOVE TOWARDS DEVELOPING CORE
COMPETENCIES NEEDED FOR THEIR CHOSEN DISCIPLINE. ONE OFTHE KEY DRIVERS
OFTHIS MOMENTUM IN MEDICINE IS TECHNOLOGY AND, AS WE WILL SEE, IT WILL
FACILITATE BLENDED LEARNING AS THE ONE OFTHE LEADING PEDAGOGICAL
INFLUENCES IN MEDICAL EDUCATION FOR THE FUTURE.
SECTION 3
EXTENDING BLENDED LEARNING
CHAPTER 9 FUNDAMENTAL DESIGN ELEMENTS OFPERVASIVE GAMES FOR BLENDED
LEARNING 148
DAVID METEALF, UNIVERSITY OFCENTRAL FLORIDA, USA CLARISSA GRAFFEO,
UNIVERSITY OFCENTRAL FLORIDA, USA LUKE READ, UNIVERSITY OFCENTRAL
FLORIDA, USA
THIS CHAPTER DESCRIBES THE USE OF PERVASIVE GAMES. THOUGH NOT WIDELY
RESEARCHED OR IMPLEMENTED IN THE FIELD OF BLENDED LEARNING, PERVASIVE
GAME FRAMEWORKS IN THE ALTERNATE AND AUGMENTED REALITY GAME GENRES ARE
HIGHLY RELEVANT TO EDUCATION, PARTICULARLY IN CURRICULA SEEKING TO USE
BLENDED PRINCIPLES.
KEY CHARACTERISTICS OF ALTERNATE AND AUGMENTED REALITY GAMES ARE
IDENTIFIED, ALONG WITH SPECIFIC GAME EXAMPLES, AND THEIR APPLICABILITY
TO VARIOUS LEARNING THEORIES INCLUDING SITUATED LEARNING, GUIDED
EXPERIENTIAL LEARNING, AND INTEGRATED THEMATIC INSTRUCTION IS DISCUSSED.
SEVERAL LEARNING PROJECTS USING THESE FRAMEWORKS CONDUCTED BY THE MIXED
EMERGING TECHNOLOGY INTEGRATION LAB ARE DESCRIBED, AND THE
MOVING KNOWLEDGE ENGINE DELIVERY SYSTEM AND GAME ENGINE FOR PERVASIVE
BLENDED LEARNING SOLUTIONS IS OUTLINED. THE CHAPTER CONCLUDES BY
DISCUSSING FUTURE POSSIBILITIES FOR IMPLEMENTING PERVASIVE GAMES IN
BLENDED LEARNING PROGRAMS TO ACHIEVE DEEP, COMPLEX LEARNING AND HIGH
STUDENT ENGAGEMENT.
IMAGE 6
CHAPTER 10
A CASE STUDY OF A BLENDED DOCTORAL PROGRAM IN EDUCATIONAL TECHNOLOGY 173
MICHEIE JAEOBSEN, UNIVERSITY OFCALGARY, CANADA
THIS CHAPTER DESCRIBES HOW CLOUD BASED COMPUTING, THE OPEN-SOURCE AND
OPEN-CONTENT MOVEMENTS, SOCIAL NETWORKING, AND MOBILE TECHNOLOGIES CAN
TRANSFORM THE WAYS PEOPLE CAN WORK, LEAM, AND COMMUNICATE IN HIGHER
EDUCATION. EDUCATIONAL TECHNOLOGIES BOTH ENABLE AND REQUIRE NEW
APPROACHES TO TEACHING, LEARNING, AND ASSESSMENT THAT TRANSCEND
HIERARCHICAL, INDUSTRIAL-BASED CONTENT DELIVERY MODELS THAT
HAVE CHARACTERIZED THE CAMPUS EXPERIENCE FOR THE PAST CENTURY.
DELICIOUS, GOOGLE, BLOGGER, MOODLE, WIKIPEDIA, YOUTUBE, NING, IMOVIE,
FACEBOOK, TWITTER, IPOD, IPHONE, IPAD, ALL HELP TO MAP NEW TERRAIN IN
INSTANT, INTERACTIVE, CREATIVE, AND COLLABORATIVE KNOWLEDGE BUILDING
COMMUNITIES.
CHAPTER 11 BLENDED LEARNING IN NIGERIA: DETERMINING STUDENTS READINESS
AND FACULTY ROLE IN ADVANCING TECHNOLOGY IN A GLOBALIZED EDUCATIONAL
CONTEXT... 190
NWAEHUKWU PRINEE OLOLUBE, UNIVERSITY OF EDUEATION, NIGERIA
THIS CHAPTER DESCRIBES HOW BLENDED LEAMING REQUIREMENTS ARE INCREASING,
IN PART BECAUSE OFTHE POPULATION EXPLOSION AND POLICIES PERTAINING TO
THE DEMOCRATIZATION OF EDUCATION. YET, THOUSANDS OF STUDENTS AND FACULTY
REMAIN DEFICIENT IN THE USE OFBLENDED LEAMING TO ADVANCE TECHNOLOGY IN
DEVELOPING COUNTRIES, ESPECIALLY SUB-SAHARAN AFRICA. THIS RESEARCH
EMPLOYED A QUANTITATIVE ASSESSMENT DESIGN AIMED AT
IMPROVING BEST AVAILABLE PRACTICES, PROCESSES, AND PERFORMANCE IN TERMS
OFTHE BLENDED LEAMING OFFERED IN A UNIVERSITY SETTING. A SIX-POINT
LIKERT-TYPE QUESTIONNAIRE WAS USED TO GATHER DATA. MULTIPLE STATISTICAL
PROCEDURES WERE EMPLOYED IN THE SUBSEQUENT ANALYSIS-PERCENTAGE, MEAN
POINT VALUES, CHI-SQUARE, AND ANOVA. A MAJORITY OFTHE RESPONDENTS TO THE
QUESTIONNAIRE AGREED THAT THE TEACHING OFMIS TO STUDENTS
IS EFFECTIVE AND HAS A POSITIVE IMPACT ON THEIR ACADEMIC ACHIEVEMENTS.
THIS GROUNDBREAKING RESEARCH PRESENTS A REALISTIC RESOURCE FOR THE
PRACTICAL APPLICATION OF BLENDED LEAMING IN UNIVERSITY EDUCATION IN
NIGERIA AS WEIL AS A COMPREHENSIVE VIEW OF THE BENEFITS AND PROBLEMS OF
THE APPLICABILITY OF BLENDED LEARNING.
CHAPTER 12 BLENDING IN: MOVING BEYOND CATEGORIES IN DIGITALLY-MEDIATED
LEAMING 208
MARVIN D. LENOUE, NORTH DAKOTA STATE UNIVERSITY, USA RONALD STAMMEN,
NORTH DAKOTA STATE UNIVERSITY, USA
THIS CHAPTER COMPRISES AN OUTLINE OF THE PROTOTYPE CONCEPT WE REFER TO
AS SECOND- WAVE ENABLED TECHNOLOGY ENHANCED (SWETE) INSTRUCTION. SWETE
IS POSITIONED TO SUBSUME THE BLENDED LEAMING CONCEPT, WHICH WE CRITIQUE
AS A CATEGORIZATION THAT WILL FADE TO UBIQUITY AS SECOND-GENERATION
E-LEAMING PARADIGMS PREDOMINATE IN DIGITALLY-MEDIATED EDUCATION AND
TRAINING. IN THIS CHAPTER, THE OPERATIONAL ATTRIBUTES OFTHE SWETE MODEL
ARE PRESENTED VIA DESCRIPTION OFSECOND-WAVE TECHNOLOGIES, DELINEATION
OF RECENT CHANGES IN EDUCATIONAL CULTURES AND CONTEXTS, AND DISCUSSION
OF THE PRINCIPLES OF EFFECTIVE DIGITALLY-MEDIATED EDUCATION. WE
HIGHLIGHT THE BENEFITS OF SOCIAL MEDIA-DRIVEN INSTRUCTIONAL DESIGNS
IMAGE 7
AND INTRODUCE THE USE OFBLACKBOARD LMS/SOCIAL NETWORK SITE MASHUPS AS
CORE TOOLS FOR ONLINE TEACHING
AND LEARNING. THE CHAPTER ENDS WITH A LOOK AT THE FUTURE OF MOBILE AND
BLENDED LEARNING, AND A CALL FOR RESEARCH INTO THE USE OF SOCIAL NETWORK
TECHNOLOGY IN THE DELIVERY OF LEARNING OPPORTUNITIES.
CHAPTER 13 SHORT MESSAGE SERVICES FOR SUPPORTING STUDENT LEARNING: A
BLENDED APPROACH 228
DICK NG AMBI, UNIVERSITY 01 CAPE TOWN, SOUTH AFRICA
THIS CHAPTER DISCUSSES THE BLENDING OF ANONYMOUS SHORT MESSAGE SERVICES
(SMS) WITH A LEARNING MANAGEMENT SYSTEM (LMS) TO SUPPORT NON-TRADITIONAL
POSTGRADUATE LEARNERS IN A BLOCK RELEASE PROGRAMME AT A HIGHER EDUCATION
INSTITUTION. THE PERSONAL OWNERSHIP OFTHE MOBILE PHONE, COUPLED WITH ITS
BEING ALWAYS PRESENT AND CONNECTED, WAS ENHANCED THROUGH THE PROVISION
OF ANONYMOUS COMMUNICATION VIA
SMS. THE SEAMLESS INTEGRATION WITH THE LMS OPTIMIZED THE LIMITED ACCESS
LEARNERS HAD TO THE LMS WITH ABUNDANT ACCESS TO THE MOBILE DEVICE. THE
MOBILE PHONE ENHANCED WITH ANONYMITY CREATED A SAFE LEARNING ENVIRONMENT
BASED ON ANDRAGOGICAL PRINCIPLES. THE POSTGRADUATE PROGRAMME MADE
EXTENSIVE USE OFTHE LEARNING MANAGEMENT SYSTEM (LMS). IN BLOCK RELEASE
PROGRAMMES, LEARNERS ARE DISTRIBUTED
IN DEVELOPING COUNTRIES AND HAVE ONE CONTACT WEEK PER MODULE. DURING
BOTH PRE AND POST-CONTACT SESSIONS, LEARNERS ARE LOCATED IN CONTEXTS
WHERE MOBILE CONNECTIVITY IS MORE GUARANTEED THAN INTERNET ACCESS. MOST
RESOURCES ARE DOWN LOADED DURING THE CONTACT WEEK FOR READING OFFLINE.
AS LEARNERS INTERACT WITH RESOURCES, THEY ENGAGE IN INTERNA I DIALOGUE,
AND MOBILE PHONES CAN FACILITATE A WAY TO ARTIFACT
INTERNAL DIALOGUES. BEING MATURE ADULT LEARNERS, ANONYMOUS SMS CREATES A
SAFE AND EQUAL SOCIALLY NETWORKED KNOWLEDGE PRODUCTION ENVIRONMENT.
COM PILATION OF REFERENCES 245
ABOUT THE CONTRIBUTORS 266
INDEX 277
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| genre | (DE-588)4143413-4 Aufsatzsammlung gnd-content |
| genre_facet | Aufsatzsammlung |
| id | DE-604.BV037467034 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T23:24:47Z |
| institution | BVB |
| isbn | 9781609604790 |
| language | English |
| lccn | 2010033438 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-022618867 |
| oclc_num | 734072855 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XXIV, 279 S. Ill., graph. Darst. |
| publishDate | 2011 |
| publishDateSearch | 2011 |
| publishDateSort | 2011 |
| publisher | Information Science Reference |
| record_format | marc |
| spelling | Blended learning across disciplines models for implementation Andrew Kitchenham, editor Hershey Information Science Reference 2011 XXIV, 279 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier "This book presents a global perspective on blended learning and augments that perspective with examples and applications from around the world written by scholars who are leaders in their countries and in the world. It also highlights examples from the school system, from undergraduate classes, and from graduate classes"--Provided by publisher. Includes bibliographical references and index Blended learning Educational technology Computer-assisted instruction Virtual reality in education Integriertes Lernen (DE-588)1044874414 gnd rswk-swf E-Learning (DE-588)4727098-6 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Integriertes Lernen (DE-588)1044874414 s DE-604 E-Learning (DE-588)4727098-6 s Kitchenham, Andrew Sonstige oth Erscheint auch als Online-Ausgabe 978-1-60960-480-6 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=022618867&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Blended learning across disciplines models for implementation Blended learning Educational technology Computer-assisted instruction Virtual reality in education Integriertes Lernen (DE-588)1044874414 gnd E-Learning (DE-588)4727098-6 gnd |
| subject_GND | (DE-588)1044874414 (DE-588)4727098-6 (DE-588)4143413-4 |
| title | Blended learning across disciplines models for implementation |
| title_auth | Blended learning across disciplines models for implementation |
| title_exact_search | Blended learning across disciplines models for implementation |
| title_full | Blended learning across disciplines models for implementation Andrew Kitchenham, editor |
| title_fullStr | Blended learning across disciplines models for implementation Andrew Kitchenham, editor |
| title_full_unstemmed | Blended learning across disciplines models for implementation Andrew Kitchenham, editor |
| title_short | Blended learning across disciplines |
| title_sort | blended learning across disciplines models for implementation |
| title_sub | models for implementation |
| topic | Blended learning Educational technology Computer-assisted instruction Virtual reality in education Integriertes Lernen (DE-588)1044874414 gnd E-Learning (DE-588)4727098-6 gnd |
| topic_facet | Blended learning Educational technology Computer-assisted instruction Virtual reality in education Integriertes Lernen E-Learning Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=022618867&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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