Titlebook: Handbook for Online Learning Contexts: Digital, Mobile and Open; Policy and Practice Ann Marcus-Quinn,Tríona Hourigan Book 2021 Springer Na

情感脆弱

The Current Status of Open Education Practices in Japan, globe. Activities related to OERs in tertiary institutions (22.4%) are higher than those in primary or secondary institutions (UNESCO 2012a, b). As of July 2019, a total of 1071 organizations in 248 countries participate in the development and dissemination of OERs (OER World Map 2019). As of 2018,

Misgiving

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Implementing Open Pedagogy in Higher Education: Examples and Recommendations, as a teaching practice to empower learners in the creation of OER content. This chapter presents three cases where open pedagogy was put into practice in a higher education institution. The three cases were within blended, online, and face-to-face courses where students engaged in the creation of p

變化無常

Overcoming Transactional Distances for Atypical Learners in Workplace M-Learning,tcome in a training initiative. Such gratifying learner reflection prompted the writing of this chapter, which describes an organizational action research (OAR) undertaken in a corporate environment. It explores the development and delivery of a mobile learning (m-learning) initiative in a construct

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Learning Alone or Learning Together? How Can Teachers Use Online Technologies to Innovate Pedagogy? is ‘a(chǎn)s good as’ direct face-to-face teaching. The authors contributing to this paper, members of the MirandaNet Fellowship professional community of practice, describe an incubation period since 1992 through which they trace the emergence of new teaching and learning theories and practices based on

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