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001472270 001__ 1472270
001472270 003__ OCoLC
001472270 005__ 20230908003404.0
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001472270 019__ $$a1392166088
001472270 020__ $$a9789819921072$$q(electronic bk.)
001472270 020__ $$a9819921074$$q(electronic bk.)
001472270 020__ $$z9819921066
001472270 020__ $$z9789819921065
001472270 0247_ $$a10.1007/978-981-99-2107-2$$2doi
001472270 035__ $$aSP(OCoLC)1392342669
001472270 040__ $$aEBLCP$$beng$$cEBLCP$$dYDX$$dGW5XE
001472270 049__ $$aISEA
001472270 050_4 $$aLB1028.3
001472270 08204 $$a371.33$$223/eng/20230815
001472270 24500 $$aPedagogy and psychology in digital education /$$cStefanie Yen Leng Chye, Bee Leng Chua, editors.
001472270 260__ $$aSingapore :$$bSpringer,$$c2023.
001472270 300__ $$a1 online resource (266 p.)
001472270 500__ $$aParticipants
001472270 5050_ $$aIntro -- Preface -- Contents -- Digital Education for 21st Century Learning -- A Self-Determination Theory Perspective on Online Lessons -- Introduction -- Self-determination Theory -- Increasing Autonomy, Competence and Relatedness in Home-based Learning -- Provide Ample Opportunities to Involve Others -- Incorporating Collaborative Activities -- Utilizing the Wider Community -- Provide Structured Opportunities for Feedback -- Provide Appropriate Tools for Personalized Learning -- Conclusion -- References
001472270 5058_ $$aStudent-Centered Learning with Large Student Groups: Rationale, Organization, and Experiences in Problem-, Project-, and Team-Based Learning -- Introduction -- What Is PBL? -- How Does PBL Work? -- Role of the Tutor -- PBL and Small Scale -- Integration of Technology in PBL -- PBL with Large Student Groups -- The Present Study -- Methods -- Participants -- Materials -- Procedure -- Analyses -- Results -- Rationale -- Organization -- Experiences -- Technology -- Discussion -- Increased Interest in PBL and Lack of Resources -- Keeping Small Group Discussions in Large-Scale PBL
001472270 5058_ $$aPhysical Learning Environments for Large Student Groups -- Technology in Large Classrooms -- Online Learning Environment for Large Student Groups -- Students' and Tutors' Experiences with Large Student Groups -- Limitations and Recommendations -- Conclusion -- Appendix A: Definition of Team-Based Learning (TBL) and Project-Based Learning (PjBL) and Their Differences with Problem-Based Learning (PBL) -- Appendix B: Background of Participants -- References
001472270 5058_ $$aOnline Synchronous Peer Feedback Practice During COVID-19: Learners' Self-Regulated Learning Mediates Their Perceived Value of Feedback and Feedback Uptake -- Introduction -- Peer Feedback Practice -- Online Peer Feedback Practice -- Self-Regulated Learning and Feedback -- Conceptual Framework -- Perceived Value of Feedback (PV) -- Self-Regulated Learning (SRL) -- Uptake of Feedback (UF) -- Research Problem -- Significance of Study -- Aims of the Study -- Methods -- Research Context -- Participants -- Procedures and Data Collection -- Instrument -- Data Analysis Plan -- Result Analysis
001472270 5058_ $$aDescriptive Statistics of the Items -- Reliability Analysis -- Correlation Analysis -- Validity Analysis -- Discussion -- Implications -- Limitations and Future Directions -- Conclusion -- References -- Does Online Coaching Support Training Transfer? Coaches' Perceptions of Early-Career Teachers' Implementation of Self-Regulation Strategies in the Context of a Professional Development Programme -- Introduction -- Professional Development to Enhance Teachers' Self-Regulation -- Online Professional Development and Coaching -- Assessing (Online) Coaching Outcomes -- The Present Study -- Method
001472270 506__ $$aAccess limited to authorized users.
001472270 520__ $$aThis book brings together latest research which explores the intersection between educational psychology and educational technology. It consolidates contemporary research on the psychological dimension of technology-based learning, and how new learning technologies can impact learners. More specifically, it provides a better understanding of the affordances of technology-based learning, and how they impact the cognitive and affective processes of learners, facilitate new pedagogical approaches, and transform learning environments. It discusses how technology can be used to develop twenty-first-century competencies such as creativity, critical thinking, problem-solving skills, digital literacy, reflection, and lifelong learning, and explores the pitfalls, challenges and dangers therein.
001472270 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed August 15, 2023).
001472270 650_0 $$aEducational technology.
001472270 650_0 $$aInternet in education.
001472270 650_0 $$aInternet in education$$xPsychological aspects.
001472270 655_0 $$aElectronic books.
001472270 7001_ $$aChye, Stefanie Yen Leng.
001472270 7001_ $$aChua, Bee Leng.
001472270 77608 $$iPrint version:$$aChye, Stefanie Yen Leng$$tPedagogy and Psychology in Digital Education$$dSingapore : Springer,c2023$$z9789819921065
001472270 852__ $$bebk
001472270 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-981-99-2107-2$$zOnline Access$$91397441.1
001472270 909CO $$ooai:library.usi.edu:1472270$$pGLOBAL_SET
001472270 980__ $$aBIB
001472270 980__ $$aEBOOK
001472270 982__ $$aEbook
001472270 983__ $$aOnline
001472270 994__ $$a92$$bISE