Instructional design and emerging teaching models in higher education.
Knowledge acquisition and participation are two prominent metaphors that guide our thinking about learning and relevant instruction. The first of them represents an individual and the latter a social basis of learning. Problem-based learning, case-based teaching, learning by design and cognitive a...
| Publicado en: | Computers in Human Behavior Vol. 17; no. 5/6; pp. 495 - 507 |
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| Formato: | Artículo |
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Elsevier Science
September/November 2001
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=507708205&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507708205 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 07475632 JC4 jtl: Computers in Human Behavior issn: 07475632 maglogo: N pubinfo: dt: September/November 2001 vid: 17 iid: 5/6 pid: 2410 pub: Elsevier Science artinfo: ui: 507708205 10.1016/S0747-5632(01)00021-8 ppf: 495 ppct: 12 formats: tig: atl: Instructional design and emerging teaching models in higher education. aug: au: Enkenberg, Jorma su: College teaching Psychology of learning Team learning approach in education Instructional systems design sug: subj: College teaching Psychology of learning Team learning approach in education Instructional systems design ab: Knowledge acquisition and participation are two prominent metaphors that guide our thinking about learning and relevant instruction. The first of them represents an individual and the latter a social basis of learning. Problem-based learning, case-based teaching, learning by design and cognitive apprenticeship powerfully emphasise anticipation and participation as main goals and perspectives into learning. Those perspectives seem to be typical of all the approaches that can be related with the family of collaborative teaching models. However, the increasing popularity of the collaborative aspect in university education challenges us to develop new approaches into instructional design. In the article the four mentioned, emerging collaborative teaching models are studied and discussed from the perspective of instructional design. The challenges of integration of new technologies in learning are also shortly presented. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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