國立虎尾科技大學 |

Blended Learning: Re-thinking and Re-defining the Learning Process. = 14th International Conference, ICBL 2021, Nagoya, Japan, August 10–13, 2021, Proceedings /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Blended Learning: Re-thinking and Re-defining the Learning Process./ edited by Richard Li, Simon K. S. Cheung, Chiaki Iwasaki, Lam-For Kwok, Makoto Kageto.
其他題名:	14th International Conference, ICBL 2021, Nagoya, Japan, August 10–13, 2021, Proceedings /
其他作者:	Kageto, Makoto.
面頁冊數:	XV, 379 p. 122 illus., 78 illus. in color.online resource. :
Contained By:	Springer Nature eBook
標題:	Technology and Digital Education. -
電子資源:	https://doi.org/10.1007/978-3-030-80504-3
ISBN:	9783030805043

Blended Learning: Re-thinking and Re-defining the Learning Process. = 14th International Conference, ICBL 2021, Nagoya, Japan, August 10–13, 2021, Proceedings /
Blended Learning: Re-thinking and Re-defining the Learning Process.14th International Conference, ICBL 2021, Nagoya, Japan, August 10–13, 2021, Proceedings /[electronic resource] :edited by Richard Li, Simon K. S. Cheung, Chiaki Iwasaki, Lam-For Kwok, Makoto Kageto. - 1st ed. 2021. - XV, 379 p. 122 illus., 78 illus. in color.online resource. - Theoretical Computer Science and General Issues ;12830. - Theoretical Computer Science and General Issues ;9163.

Keynote Papers -- From Nine Events of Instruction to the First Principles of Instruction: Transformation of Learning Architecture for Society 5.0 -- From MOOC to SPOC: Fable-based Learning -- The Meaning of Learner Centeredness in College Online Environments Revisited -- Seeing the Future of Education: A Three-Year Experiment of Digital Reading Online Course -- Content and Instructional Design -- Construction of the Teacher-Student Interaction Model in Online Learning Spaces -- The Influence of Different Partnerships on Learning Motivation and Social Network in Peer Assessment -- Re-thinking and Re-defining the Learning Process? Students´ Feedback on Online Distance Instruction -- Technological barriers and learning outcomes in online courses during the Covid-19 pandemic -- A study on the application of AI experiential learning in the architecture and design courses of a Taiwan University -- Enriched and Smart Learning Experience -- Supporting Students' Reflection in Game-Based Science Learning: A Literature Review -- Peer-assessment enhanced collaborative learning in a virtual learning environment -- Personalised learning in STE(A)M education: A literature review -- Applying an intelligent learning partner in teacher education for improving CT-related TPACK -- Using Chatbots in Flipped Learning Online Sessions: Perceived Usefulness and Ease of Use -- The Customized Mathematic Instruction Supported by an Intelligent Tutoring System and Its Effect During the COVID-19 Epidemic -- Experience in Blended learning -- Roles interaction during mobile-blended collaborative learning: The impact of external scripts -- Students’ Evaluation of Performance-centred Blended Learning Assessment in Japan: Can-Do and Cannot-Do Notions -- Examining Beginners' Continuance Intention in Blended Learning in Higher Education -- Content Development for Blended Learning In Pharmaceutical Preparations -- Activity Design for Cultivating Students’ Journalistic Skills and Inquiry-mind in a Blended Learning Environment -- Institutional Policies and Strategies -- Using design thinking in educational game design: A case study of pre-service teacher experience -- The effects of using tablet PCs on student self-regulated learning and learning achievement -- Students´ Reflection on Online Distance Learning: Advantages, Disadvantages, Recommendations -- Cultural Factors in Urgent Transition to Online Learning during the COVID -19 Pandemic – Case Studies from Japan and China -- Implication on Perceived Usefulness of Open Educational Resources after a Rapid Switch to Online Learning Mode -- Online and Collaborative Learning -- COVID-19’s effects on the scope, effectiveness, and roles of teachers in online learning based on social network analysis: A case study -- Fading Scaffolds for Better Online Learning? A Comparative Analysis of Three Scaffolding Practices -- An Assessment Framework for Online Active Learning Performance -- Relationships Among Online Teaching Design, Experience, and Perception of College Teachers During the Pandemic -- Implementation of an Online International Exchange Project for an Official University Lecture.-.

This book constitutes the refereed proceedings of the 14th International Conference on Blended Learning, ICBL 2021, held online in August 2021. The 30 papers, including 4 keynote papers, were carefully reviewed and selected from 79 submissions. The conference theme of ICBL 2021 is Blended Learning: Re-thinking and Re-defining the Learning Process. The papers are organized in topical sections named: content and instructional design; enriched and smart learning experience; experience in blended learning; institutional policies and strategies; and online and collaborative learning.

ISBN: 9783030805043

Standard No.: 10.1007/978-3-030-80504-3doiSubjects--Topical Terms:

1104027
Technology and Digital Education.

LC Class. No.: LB1028.43-1028.75

Dewey Class. No.: 374.26

Blended Learning: Re-thinking and Re-defining the Learning Process. = 14th International Conference, ICBL 2021, Nagoya, Japan, August 10–13, 2021, Proceedings /
LDR:05324nam a22004095i 4500 001 1051274
003 DE-He213
005 20210826182157.0
007 cr nn 008mamaa
008 220103s2021 sz | s |||| 0|eng d
020 $a 9783030805043 $9 978-3-030-80504-3
024 7 $a 10.1007/978-3-030-80504-3 $2 doi
035 $a 978-3-030-80504-3
050 4 $a LB1028.43-1028.75
072 7 $a JNV $2 bicssc
072 7 $a EDU039000 $2 bisacsh
072 7 $a JNV $2 thema
082 0 4 $a 374.26 $2 23
245 1 0 $a Blended Learning: Re-thinking and Re-defining the Learning Process. $h [electronic resource] : $b 14th International Conference, ICBL 2021, Nagoya, Japan, August 10–13, 2021, Proceedings / $c edited by Richard Li, Simon K. S. Cheung, Chiaki Iwasaki, Lam-For Kwok, Makoto Kageto.
250 $a 1st ed. 2021.
264 1 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2021.
300 $a XV, 379 p. 122 illus., 78 illus. in color. $b online resource.
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
347 $a text file $b PDF $2 rda
490 1 $a Theoretical Computer Science and General Issues ; $v 12830
505 0 $a Keynote Papers -- From Nine Events of Instruction to the First Principles of Instruction: Transformation of Learning Architecture for Society 5.0 -- From MOOC to SPOC: Fable-based Learning -- The Meaning of Learner Centeredness in College Online Environments Revisited -- Seeing the Future of Education: A Three-Year Experiment of Digital Reading Online Course -- Content and Instructional Design -- Construction of the Teacher-Student Interaction Model in Online Learning Spaces -- The Influence of Different Partnerships on Learning Motivation and Social Network in Peer Assessment -- Re-thinking and Re-defining the Learning Process? Students´ Feedback on Online Distance Instruction -- Technological barriers and learning outcomes in online courses during the Covid-19 pandemic -- A study on the application of AI experiential learning in the architecture and design courses of a Taiwan University -- Enriched and Smart Learning Experience -- Supporting Students' Reflection in Game-Based Science Learning: A Literature Review -- Peer-assessment enhanced collaborative learning in a virtual learning environment -- Personalised learning in STE(A)M education: A literature review -- Applying an intelligent learning partner in teacher education for improving CT-related TPACK -- Using Chatbots in Flipped Learning Online Sessions: Perceived Usefulness and Ease of Use -- The Customized Mathematic Instruction Supported by an Intelligent Tutoring System and Its Effect During the COVID-19 Epidemic -- Experience in Blended learning -- Roles interaction during mobile-blended collaborative learning: The impact of external scripts -- Students’ Evaluation of Performance-centred Blended Learning Assessment in Japan: Can-Do and Cannot-Do Notions -- Examining Beginners' Continuance Intention in Blended Learning in Higher Education -- Content Development for Blended Learning In Pharmaceutical Preparations -- Activity Design for Cultivating Students’ Journalistic Skills and Inquiry-mind in a Blended Learning Environment -- Institutional Policies and Strategies -- Using design thinking in educational game design: A case study of pre-service teacher experience -- The effects of using tablet PCs on student self-regulated learning and learning achievement -- Students´ Reflection on Online Distance Learning: Advantages, Disadvantages, Recommendations -- Cultural Factors in Urgent Transition to Online Learning during the COVID -19 Pandemic – Case Studies from Japan and China -- Implication on Perceived Usefulness of Open Educational Resources after a Rapid Switch to Online Learning Mode -- Online and Collaborative Learning -- COVID-19’s effects on the scope, effectiveness, and roles of teachers in online learning based on social network analysis: A case study -- Fading Scaffolds for Better Online Learning? A Comparative Analysis of Three Scaffolding Practices -- An Assessment Framework for Online Active Learning Performance -- Relationships Among Online Teaching Design, Experience, and Perception of College Teachers During the Pandemic -- Implementation of an Online International Exchange Project for an Official University Lecture.-.
520 $a This book constitutes the refereed proceedings of the 14th International Conference on Blended Learning, ICBL 2021, held online in August 2021. The 30 papers, including 4 keynote papers, were carefully reviewed and selected from 79 submissions. The conference theme of ICBL 2021 is Blended Learning: Re-thinking and Re-defining the Learning Process. The papers are organized in topical sections named: content and instructional design; enriched and smart learning experience; experience in blended learning; institutional policies and strategies; and online and collaborative learning.
650 2 4 $a Technology and Digital Education. $3 1104027
650 2 4 $a User Interfaces and Human Computer Interaction. $3 669793
650 2 4 $a Computer Appl. in Social and Behavioral Sciences. $3 669920
650 1 4 $a Computers and Education. $3 669806
650 0 $a Educational technology. $3 556755
650 0 $a User interfaces (Computer systems). $3 1253526
650 0 $a Application software. $3 528147
650 0 $a Education—Data processing. $3 1253610
700 1 $a Kageto, Makoto. $e editor. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1355778
700 1 $a Kwok, Lam-For. $e editor. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1309295
700 1 $a Iwasaki, Chiaki. $e editor. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1355777
700 1 $a Cheung, Simon K. S. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 884051
700 1 $a Li, Richard. $e editor. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1323807
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
776 0 8 $i Printed edition: $z 9783030805036
776 0 8 $i Printed edition: $z 9783030805050
830 0 $a Theoretical Computer Science and General Issues ; $v 9163 $3 1253524
856 4 0 $u https://doi.org/10.1007/978-3-030-80504-3
912 $a ZDB-2-SCS
912 $a ZDB-2-SXCS
912 $a ZDB-2-LNC
950 $a Computer Science (SpringerNature-11645)
950 $a Computer Science (R0) (SpringerNature-43710)