Principles of Blended Learning: Shared Metacognition and Communities of Inquiry.
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| Title: | Principles of Blended Learning: Shared Metacognition and Communities of Inquiry. |
|---|---|
| Authors: | Salter, Ashley (AUTHOR) |
| Source: | Distance Learning. 2024, Vol. 21 Issue 2, p47-49. 3p. |
| Subject Terms: | *Peer review of students, *Transformative learning, *Learning, *Philosophy of education, *Educational technology, *Blended learning, *Metacognition |
| Abstract: | "Principles of Blended Learning: Shared Metacognition and Communities of Inquiry" is a book that explores the concept of blended learning, focusing on the development of shared metacognition and building communities of inquiry. The authors provide a comprehensive examination of blended learning, discussing its history, pedagogical frameworks, and the relationship between technology and education. The book offers practical strategies, real-world examples, and actionable insights to enhance student engagement and promote deep learning. While the book could delve deeper into potential challenges and future trends, it remains a valuable resource for educators, instructional designers, and academic leaders seeking to create transformative blended learning experiences. [Extracted from the article] |
| Copyright of Distance Learning is the property of Emerald Publishing Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 179289033 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Principles of Blended Learning: Shared Metacognition and Communities of Inquiry. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Salter%2C+Ashley%22">Salter, Ashley</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Distance+Learning%22">Distance Learning</searchLink>. 2024, Vol. 21 Issue 2, p47-49. 3p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Peer+review+of+students%22">Peer review of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Transformative+learning%22">Transformative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Philosophy+of+education%22">Philosophy of education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Blended+learning%22">Blended learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: "Principles of Blended Learning: Shared Metacognition and Communities of Inquiry" is a book that explores the concept of blended learning, focusing on the development of shared metacognition and building communities of inquiry. The authors provide a comprehensive examination of blended learning, discussing its history, pedagogical frameworks, and the relationship between technology and education. The book offers practical strategies, real-world examples, and actionable insights to enhance student engagement and promote deep learning. While the book could delve deeper into potential challenges and future trends, it remains a valuable resource for educators, instructional designers, and academic leaders seeking to create transformative blended learning experiences. [Extracted from the article] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Distance Learning is the property of Emerald Publishing Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=179289033 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1108/dl-08-2024-0007 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 3 StartPage: 47 Subjects: – SubjectFull: Peer review of students Type: general – SubjectFull: Transformative learning Type: general – SubjectFull: Learning Type: general – SubjectFull: Philosophy of education Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Blended learning Type: general – SubjectFull: Metacognition Type: general Titles: – TitleFull: Principles of Blended Learning: Shared Metacognition and Communities of Inquiry. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Salter, Ashley IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: 2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 15474712 Numbering: – Type: volume Value: 21 – Type: issue Value: 2 Titles: – TitleFull: Distance Learning Type: main |
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