Titlebook: Exploring Learning & Teaching in Higher Education; Mang Li,Yong Zhao Book 2015 Springer-Verlag Berlin Heidelberg 2015 Collaborative learni

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978-3-662-51486-3Springer-Verlag Berlin Heidelberg 2015

LARK

機(jī)構(gòu)

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Using the Discovering Model to Facilitate Transformative Learning in Higher EducationThis chapter discusses a simple model that faculty and students can use to help understand the transformative learning process and the role personal agency can play for individuals who wish to initiate the process themselves.

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臭名昭著

Resultate aus der Beliefsforschung expected to become fluent with the nomenclature of the discipline in a relatively short period of time. Adding to the challenge is the fact that music theory is commonly taught in a traditional lecture format, in part because instructors perceive it as efficient lack of training in alternative peda

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https://doi.org/10.1007/978-3-0348-4161-0The use of entertaining metaphors is based on the idea that academicians should incorporate entertainment in the teaching and learning environment. Students are often easily attracted to the rapidly progressing world of amusement and entertainment, and away from the often rigid and dry world of educ

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https://doi.org/10.1007/978-3-658-29949-1room situations. Case-study activity allows for social dialog and exploration in an atmosphere of shared learning among peers and instructor, and it also affords prospective teachers the opportunity to see how a teacher works jointly with other stakeholders such as the school principal, guidance cou

鋼筆記下懲罰

https://doi.org/10.1007/978-3-322-84402-6rting skills. In this chapter, we present the results of an evaluation of a business planning course that departed significantly from the traditional lecture-style teaching approach to a more student-focused experiential learning approach in order to acquire entrepreneurial knowledge and skills. In

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