دورية أكاديمية
Defining Immersive Learning
العنوان: | Defining Immersive Learning |
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المؤلفون: | Phillip Motley, Beth Archer-Kuhn, Catharine Dishke Hondzel, Jennifer Dobbs-Oates, Michelle Eady, Janel Seeley, Rosemary Tyrrell |
المصدر: | Teaching & Learning Inquiry: The ISSOTL Journal, Vol 12 (2024) |
بيانات النشر: | University of Calgary, 2024. |
سنة النشر: | 2024 |
المجموعة: | LCC:Education (General) |
مصطلحات موضوعية: | immersion, high-impact practices, multidisciplinary, pedagogy, engaged learning, Education (General), L7-991 |
الوصف: | Immersive learning practices (ILPs) in higher education are multidisciplinary in nature and varied in levels of integration into the student learning process. They appear in a variety of higher education programs such as teacher education, social work, law, and health sciences, and in practices such as service-learning, study away, internships, and foreign-language instruction. Based on observations of teaching and data from an open-ended survey and semi-structured interviews with post-secondary educators from three different countries, this study theorizes that immersive learning practices are composed of six distinct underlying theoretical components that work in combination. These six components can be used to describe, define, compare, and design different types of structured ILPs. This study suggests that ILPs are pedagogically distinct from other forms of engaged and experiential learning. |
نوع الوثيقة: | article |
وصف الملف: | electronic resource |
اللغة: | English |
تدمد: | 2167-4779 2167-4787 |
Relation: | https://journalhosting.ucalgary.ca/index.php/TLI/article/view/74616; https://doaj.org/toc/2167-4779; https://doaj.org/toc/2167-4787 |
DOI: | 10.20343/teachlearninqu.12.9 |
URL الوصول: | https://doaj.org/article/2b6f219a88cd42e29ece62afd34e680e |
رقم الأكسشن: | edsdoj.2b6f219a88cd42e29ece62afd34e680e |
قاعدة البيانات: | Directory of Open Access Journals |
تدمد: | 21674779 21674787 |
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DOI: | 10.20343/teachlearninqu.12.9 |