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Books on the topic 'Blended learning approach'

Author: Grafiati
Published: 24 April 2022

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1

1960-, Smilanich Ellen, ed. The other blended learning: A classroom-centered approach. John Wiley & Sons, Inc., 2005.

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2

Voroncova, Anna, Tat'yana Sutyagina, Oksana Pavlova, et al. Didactics of primary education. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1200566.

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The requirements of the federal state educational standard of primary general education to the content, technologies and methods of the educational process in primary grades are disclosed. Special attention is paid to the characteristics of the system-activity approach, the technologies of primary education (problem-based learning, developmental learning, activity technology, project method, blended learning, etc.) are highlighted. The methods of teaching all the main academic subjects are presented in detail and concretely.
 Meets the requirements of the federal state educational standar
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3

Caporali, Enrica, and Vladimir Trajkovik, eds. Video Conference as a tool for Higher Education. Firenze University Press, 2012. http://dx.doi.org/10.36253/978-88-6655-108-9.

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The book describes the activities of the consortium member institutions in the framework of the TEMPUS IV Joint Project ViCES - Video Conferencing Educational Services (144650-TEMPUS-2008-IT-JPGR). In order to provide the basis for the development of a distance learning environment based on video conferencing systems and develop a blended learning courses methodology, the TEMPUS Project VICES (2009-2012) was launched in 2009. This publication collects the conclusion of the project and it reports the main outcomes together with the approach followed by the different partners towards the achieve
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4

Flip Your Writing Workshop: A Blended Learning Approach. Heinemann, 2016.

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5

Wilson, Diann, and Ellen M. Smilanich. The Other Blended Learning: A Classroom-Centered Approach. Pfeiffer, 2005.

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6

McCarthy, Michael, ed. The Cambridge Guide to Blended Learning for Language Teaching. Cambridge University Press, 2015. http://dx.doi.org/10.1017/9781009024754.

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The Cambridge Guide to Blended Learning for Language Teaching makes the case that it is pedagogy, rather than technology, that should underpin the design of blended learning programmes. The book is organised into five sections: Connecting Theories and Blended Learning; Implications for Teaching; Rethinking Learner Interaction; Case Studies; The Future of Blended Learning. With its research-informed and practitioner-focused approach, this book is ideal for language teachers and language centre managers looking to broaden their understanding of pedagogy and blended learning. It will also be of i
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7

Khachatryan, George A. Instruction Modeling. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190910709.001.0001.

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Blended learning, which is instruction that combines online with face-to-face components, is becoming increasingly popular in American schools. However, few first-hand accounts have been provided by program creators concerning the design, use, and experiences of widely used blended learning programs. This book fills this gap. Written by a leading program designer, it describes the creation and implementation of the blended learning programs of Reasoning Mind, a non-profit organization which has served hundreds of thousands of elementary and middle school students. Besides general insights into
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8

Waterhouse, Hannah, Melanie Burton, and Julia Neal. E-learning as a medium for communication skills training. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0031.

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This chapter explores the use of e-learning as a format for training communication skills within a degree level module in non-malignant palliative care. It discusses the need for such training before evaluating the benefits e-learning has to offer as a learning tool in the healthcare context. It describes how a ‘blended learning’ approach was taken with one study day combined with online interactive learning materials. Online exercises such as ‘drag and drop’ were used to facilitate students’ learning, together with the use of videos, external online links, and reflective diaries. The developm
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9

A, Tomei Lawrence, ed. ICTs for modern educational and instructional advancement: New approaches to teaching. Information Science Reference, 2010.

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10

A, Tomei Lawrence, ed. ICTs for modern educational and instructional advancement: New approaches to teaching. Information Science Reference, 2010.

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11

Borthwick, Kate, and Alessia Plutino, eds. Education 4.0 revolution: transformative approaches to language teaching and learning, assessment and campus design. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.42.9782490057665.

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This edited collection presents a selection of contributions made to the 13th eLearning Symposium, held at the University of Southampton, in January 2020. Our theme was ‘Education 4.0 revolution: transformative approaches to language teaching and learning, assessment, and campus design’, and attendees engaged in rich discussions around the challenges of fast-paced digital change. Contributors to this volume are educators from higher education across the world and topics include innovation in physical and digital space, effective blended language learning, and digital story-telling. We hope tha
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12

Caicedo Alarcón, Óscar. Education 4.0: A view from different digital proposals. Edited by Cristian Suárez-Giraldo. Editorial EAFIT, 2020. http://dx.doi.org/10.17230/9789587207002lr0.

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This book presents how 4.0 technologies enable a highly participatory and dialogic education, where students of different levels have the possibility of learning and training in their discipline while developing soft skills and, at the same time, the teachers can follow the development and evolution of these capacities and the purposes expected in the courses. Given the variety of courses modalities that are currently offered (e-learning, b-learning, m-learning, blended learning, among others), the applications presented in each chapter, as well as the appropriation of technologies for the enr
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13

Green, Diana F. Choreographing From Within. Human Kinetics, 2010. http://dx.doi.org/10.5040/9781718212879.

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One school of thought regarding choreography says to teach only the rules of fundamental design and form and have students create from formulas. Another school of thought eschews the fundamentals and focuses on creativity. Author Diana Green espouses both theories and blends them beautifully in Choreographing From Within: Developing a Habit of Inquiry as an Artist. Her approach to integrating the art and craft of choreography grounds students in the fundamentals and takes the fear out of creativity. Green uses an inquiry-based approach to engage students, placing them at the center of the lear
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14

Krasnow, Donna H., and M. Virginia Wilmerding. Motor Learning and Control for Dance. Human Kinetics, 2015. http://dx.doi.org/10.5040/9781718212749.

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As dance training evolves and becomes more complex, knowledge of motor behavior is foundational in helping dancers learn and master new skills and become more efficient in integrating the skills. Motor Learning and Control for Dance is the first resource to address motor learning theory from a dance perspective. Educators and students preparing to teach will learn practical ways to connect the science behind dance to pedagogy in order to prepare dancers for performance. Dancers interested in performance from the recreational to professional levels will learn ways to enhance their technical and
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15

Manieson, Victor. Accelerated Keyboard Musicianship. Noyam Publishers, 2021. http://dx.doi.org/10.38159/npub.eb20211001.

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Approaches towards the formal learning of piano playing with respect to musicianship is one that demands the understanding of musical concepts and their applications. Consequently, it requires the boldness to immerse oneself in performance situations while trusting one’s instincts. One needs only to cultivate an amazing ear and a good understanding of music theory to break down progressions “quickly”. Like an alchemist, one would have to pick their creative impulses from their musical toolbox, simultaneously compelling their fingers to coordinate with the brain and the music present to generat
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