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A HYBRID E-LEARNING MODEL INCORPORATING SOME OF THE PRINCIPAL LEARNING THEORIES.

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Title: A HYBRID E-LEARNING MODEL INCORPORATING SOME OF THE PRINCIPAL LEARNING THEORIES.
Authors: TSAI, AUGUST
Source: Social Behavior & Personality: an international journal. 2011, Vol. 39 Issue 2, p145-152. 8p.
Subjects: Learning theories in education, Internet in education, Collaborative learning, Scaffolded instruction, Instructional innovations, Learning communities, Online education, Computer assisted instruction, Telecourses, Virtual schools, Philosophy of education
Abstract: In the context of e-learning many learning theories used in the physical classroom situation, including learning in a community adaptive, collaborative, scaffolding, and scenario learning, have been adopted and validated. Based on these learning theories, an electronic platform and set of procedures for applying a hybrid e-learning model to an internationally accredited training course in industry was explored, developed, and evaluated for this study. This hybrid e-learning system provided electronic, illustration, group learning, comprehension, and workshop learning units and complied with the training objectives of the designated course. The validation of this model was positive and the results indicated that the proposed hybrid e-learning course could be further improved by taking into consideration individual learners' attributes. [ABSTRACT FROM AUTHOR]
Copyright of Social Behavior & Personality: an international journal is the property of Scientific Journal Publishers 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: Psychology and Behavioral Sciences Collection
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  Data: A HYBRID E-LEARNING MODEL INCORPORATING SOME OF THE PRINCIPAL LEARNING THEORIES.
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  Data: <searchLink fieldCode="DE" term="%22Learning+theories+in+education%22">Learning theories in education</searchLink><br /><searchLink fieldCode="DE" term="%22Internet+in+education%22">Internet in education</searchLink><br /><searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolded+instruction%22">Scaffolded instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+innovations%22">Instructional innovations</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+communities%22">Learning communities</searchLink><br /><searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+assisted+instruction%22">Computer assisted instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Telecourses%22">Telecourses</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+schools%22">Virtual schools</searchLink><br /><searchLink fieldCode="DE" term="%22Philosophy+of+education%22">Philosophy of education</searchLink>
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  Data: In the context of e-learning many learning theories used in the physical classroom situation, including learning in a community adaptive, collaborative, scaffolding, and scenario learning, have been adopted and validated. Based on these learning theories, an electronic platform and set of procedures for applying a hybrid e-learning model to an internationally accredited training course in industry was explored, developed, and evaluated for this study. This hybrid e-learning system provided electronic, illustration, group learning, comprehension, and workshop learning units and complied with the training objectives of the designated course. The validation of this model was positive and the results indicated that the proposed hybrid e-learning course could be further improved by taking into consideration individual learners' attributes. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Social Behavior & Personality: an international journal is the property of Scientific Journal Publishers 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=pbh&AN=59694466
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        Value: 10.2224/sbp.2011.39.2.145
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: Internet in education
        Type: general
      – SubjectFull: Collaborative learning
        Type: general
      – SubjectFull: Scaffolded instruction
        Type: general
      – SubjectFull: Instructional innovations
        Type: general
      – SubjectFull: Learning communities
        Type: general
      – SubjectFull: Online education
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      – SubjectFull: Computer assisted instruction
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      – SubjectFull: Telecourses
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      – SubjectFull: Virtual schools
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      – SubjectFull: Philosophy of education
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      – TitleFull: A HYBRID E-LEARNING MODEL INCORPORATING SOME OF THE PRINCIPAL LEARNING THEORIES.
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              Text: 2011
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