By Simon K.S. Cheung, Lam-for Kwok, Junjie Shang, Aihua Wang, Reggie Kwan
This publication constitutes the refereed complaints of the ninth foreign convention on combined studying, ICBL 2016, held in Beijing, China, in July 2016. The convention is previously referred to as foreign convention on Hybrid studying (ICHL)
The 34 papers provided have been rigorously reviewed and chosen from sixty one submissions. the chosen papers hide a number of facets on collaborative and interactive studying, content material improvement, open and versatile studying, evaluation and assessment, pedagogical and mental concerns, adventure in mixed studying, and techniques and solutions.
Read Online or Download Blended Learning: Aligning Theory with Practices : 9th International Conference, ICBL 2016, Beijing, China, July 19-21, 2016, Proceedings PDF
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Additional resources for Blended Learning: Aligning Theory with Practices : 9th International Conference, ICBL 2016, Beijing, China, July 19-21, 2016, Proceedings
Science inquiry as knowledge transformation: investigating metacognitive and self-regulation strategies to assist students in writing about scientiﬁc inquiry tasks. D. D thesis, Oregon State University (2011) 11. : Research on the science inquiry based on network effectively improve students’ science literacy. Master’s thesis, South Normal University (2007) 12. : The construction and case study of primary english smart classroom in e-schoolbag environment. J. China Edu. Technol. 9, 63–70 (2015) 13.
This activates their minds. They form the habit to think creatively and gradually develop their thoughts. They may come to different sentence structures or 22 X. Liu et al. transformations, and may have more choices of words and phrases. So they need to learn to select, organize and order the relevant information. As many researches support, writing is interactive and is improved by feedback from both teachers and peers. Peer assessment enabled on Wiki is important for exposing students to more readers, comparing with the traditional writing course that teacher is expected to be the only reader.
Educ. 159, 28–33 (2014) 10. : Empirical study on collaborative writing: what do co-authors do, use, and like? Comput. Support. Coop. Work (CSCW) 13(1), 63–89 (2004) 11. : Collaborative language learning and teaching. Cambridge University Press, Cambridge (1992) 12. : Collaborative writing practices and writing support technologies. In: Sharples, M. ) Computers and Writing, pp. 15–28. Springer, Netherlands (1992) 13. : A synchronous scaffolding environment for collaborative technical writing. -L.
Blended Learning: Aligning Theory with Practices : 9th International Conference, ICBL 2016, Beijing, China, July 19-21, 2016, Proceedings by Simon K.S. Cheung, Lam-for Kwok, Junjie Shang, Aihua Wang, Reggie Kwan