Evidence-Based Educational Practices and a Theoretical Framework for Hybrid Learning-Reference-Cited by-同舟云学术

Evidence-Based Educational Practices and a Theoretical Framework for Hybrid Learning

Published:2011 Issue: Volume: Page:51-72
ISSN:0302-9743
Container-title:Hybrid Learning
language:
Short-container-title:

Author:

Tashiro Jayshiro,Hung Patrick C. K.,Martin Miguel Vargas

Publisher

Springer Berlin Heidelberg

Link

http://link.springer.com/content/pdf/10.1007/978-3-642-22763-9_6

Reference32 articles.

1. Tashiro, J., Hung, P.C.K., Vargas Martin, M.: ROAD-MAP for Educational Simulations and Serious Games. In: Tsang, P., Cheung, S.K.S., Lee, C.S.K., Huang, R. (eds.) Hybrid Learning – Proceedings of The Third International Conference ICHL, Beijing China, pp. 186–204 (August 2010)

2. Garcia-Ruiz, M.A., Tashiro, J., Kapralos, B., Vargas Martin, M.: Crouching Tangents, Hidden Danger: Assessing Development of Dangerous Misconceptions Within Serious Games For Healthcare Education. In: Hai-Jew, S. (ed.) Virtual Immersive and 3D Learning Spaces: Emerging Technologies and Trends, pp. 269–306. IGI Global, Hershey (2011)

3. National Research Council: How People Learn: Brain, Mind, Experience, and School. National Academy Press, Washington (2000)

4. National Research Council: How Students Learn: History, Mathematics, and Science in the Classroom. National Academy Press, Washington (2005)

5. American Association for the Advancement of Science: Invention and Impact: Building Excellence in Undergraduate Science, Technology, Engineering and Mathematics (STEM) education. American Association for the Advancement of Science, Washington, DC (2004)

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