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Optimising individual learning through active team processing. A case study
Autor
OriginalveröffentlichungHochschule und Weiterbildung (2013) 1, S. 48-52 ZDB
Dokument  (271 KB)
Lizenz des Dokumentes Deutsches Urheberrecht
Schlagwörter (Deutsch)
Teildisziplin
DokumentartAufsatz (Zeitschrift)
ISSN0174-5859; 01745859
SpracheEnglisch
Erscheinungsjahr
Begutachtungsstatus(Verlags-)Lektorat
Abstract (Englisch):Although it may sound contradictory at first, this paper holds that active team processing is one of the key parts (if not the one essential element) in optimising individual learning in the context of e-learning. As is widely known, student support in e-learning is a key factor in establishing a sustainable learning process. But it has also become a buzzword being used in almost every discussion concerning didactical processes. To achieve active participation, a tutor should - at least for the most part - be able to monitor the progression of his/her students’ work over the course of an e-learning class. Students, on the other hand, have been primed throughout their studies to present perfect results and to hide the laborious process achieving them. Therefore, they tend not to ask questions during the process and have also been found reluctant to actively test all the communication tools that the learning platform presents them with. (DIPF/Orig.)
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Eintrag erfolgte am15.09.2014
QuellenangabeReith, Sandra von der: Optimising individual learning through active team processing. A case study - In: Hochschule und Weiterbildung (2013) 1, S. 48-52 - URN: urn:nbn:de:0111-opus-89016 - DOI: 10.25656/01:8901
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