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Defining Immersive Learning

التفاصيل البيبلوغرافية
العنوان: Defining Immersive Learning
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
الوصف
تدمد:21674779
21674787
DOI:10.20343/teachlearninqu.12.9