The role of blended learning for community cohesion: lessons from Northern Ireland-Reference-Cited by-同舟云学术

The role of blended learning for community cohesion: lessons from Northern Ireland

Published:2020-04-27 Issue:3 Volume:29 Page:361-376
ISSN:1475-939X
Container-title:Technology, Pedagogy and Education
language:en
Short-container-title:Technology, Pedagogy and Education

Author:

Austin Roger¹,Turner Rhiannon N.²^ORCID

Affiliation:

1. School of Education, Ulster University, Coleraine, UK

2. School of Psychology, Queen’s University Belfast, Belfast, UK

Funder

funding agencies

Publisher

Informa UK Limited

Subject

Computer Science Applications,Communication,Education,Information Systems

Link

https://www.tandfonline.com/doi/pdf/10.1080/1475939X.2020.1756906

Reference52 articles.

1. What Makes a Young Assertive Bystander? The Effect of Intergroup Contact, Empathy, Cultural Openness, and In-Group Bias on Assertive Bystander Intervention Intentions

2. Abrams, D. (2010). Processes of prejudice: Theory, evidence and intervention (Equality and Human Rights Commission Research Report 56). EHRC. Retrieved May 18, 2015, from http://www.equalityhumanrights.com/sites/default/files/documents/research/56_processes_of_prejudice.pdf

3. Acts of the Northern Ireland Assembly. (2016). Shared Education Act (Northern Ireland). http://www.legislation.gov.uk/nia/2016/20/pdfs/nia_20160020_en.pdf

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