Improving the Efficiency of Students’ Independent Work During Blended Learning in Technical Universities
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Publisher
Springer Nature Switzerland
Link
https://link.springer.com/content/pdf/10.1007/978-3-031-51979-6_21
Reference8 articles.
1. Megahed, N., Ghoneim, E.: Blended learning: the new normal for Post-COVID-19 Pedagogy. Int. J. Mob. Blended Learn. 14(1), 1–15 (2022). https://doi.org/10.4018/IJMBL.291980
2. Basilaia, G., Dgebuadze, M., Kantaria, M. & Chokhonelidze, G. Replacing the classic learning form at universities as an immediate response to the COVID-19 virus infection in Georgia. Int. J. Res. Appl. Sci. Eng. Technol. 8(III), 101–108 (2020). https://doi.org/10.22214/ijraset.2020.3021
3. Mayisela, T.: A Practice-Based approach to developing First-Year higher education students Digital Literacy: A case study in a developing country. Int. J. Mob. Blended Learn. 14(3), 1–14 (2022). https://doi.org/10.4018/IJMBL.314582
4. Asarta, C., Schmidt J.: The effects of online and blended experience on outcomes in a blended learning environment. The Internet and Higher Education 44, (2020). https://doi.org/10.0708.10.1016/j.iheduc.2019.100708
5. Holik, I., Kersánszki, T., Molnár, G., Sanda, I.D.: Teachers’ digital skills and methodological characteristics of online education. Int. J. Eng. Pedagog. (IJEP) 13(4), 50–65 (2023). https://doi.org/10.3991/ijep.v13i4.37077
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