Harmonizing the online and face-to-face components in a blended course on educational technology (Contributo in atti di convegno)

Type
Label
  • Harmonizing the online and face-to-face components in a blended course on educational technology (Contributo in atti di convegno) (literal)
Anno
  • 2007-01-01T00:00:00+01:00 (literal)
Alternative label
  • Delfino M., Manca S., Persico D. (2007)
    Harmonizing the online and face-to-face components in a blended course on educational technology
    in 7th International Educational Technology Conference, Nicosia, North Cyprus, 3-5 May 2007
    (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#autori
  • Delfino M., Manca S., Persico D. (literal)
Pagina inizio
  • 248 (literal)
Pagina fine
  • 253 (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#titoloVolume
  • Proceedings of the 7th International Educational Technology Conference (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#numeroVolume
  • II (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#pagineTotali
  • 6 (literal)
Note
  • RIC (literal)
  • Google Scholar (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#affiliazioni
  • ITD-CNR (literal)
Titolo
  • Harmonizing the online and face-to-face components in a blended course on educational technology (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#isbn
  • 978-975-8359-43-1 (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#curatoriVolume
  • H. Uzunboylu & N. Cavus (literal)
Abstract
  • This article analyses the relationship between the face-to-face and the online components of a blended course in Educational Technology, run by the Institute for Educational Technology for the local Postgraduate School for Secondary Teaching. The course designers developed criteria for harmonising and integrating the two educational modalities, with the aim to take advantage of their specific features. These criteria derive from a multidimensional model that comprises four aspects: course themes and content (cognitive dimension), teaching and learning strategies (teaching dimension), interaction among participants (social dimension) and reflection on the learning path and the teaching profession (meta-cognitive dimension). (literal)
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