Transitions in teaching and elearning

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Ubiquity, in technology, and dissonance, in teaching and learning, are expressions of explanation for the complex change we are living in. How we roll with change and envision the new world we live in and hope to explain through information and knowledge is the motivation of this chapter. Cognition is one’s ability to think and resolve situations based on our own experiences as a learner. Learning to the learner is continuous throughout life, as experiences continue to shape and change the ways we interact with the environment.

Original languageEnglish (US)
Title of host publicationMedia Rich Instruction: Connecting Curriculum to All Learners
PublisherSpringer International Publishing
Pages3-18
Number of pages16
ISBN (Print)9783319001524, 9783319001517
DOIs
StatePublished - Jan 1 2014

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Teaching
learning
cognition
experience
ability

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Papa, R. (2014). Transitions in teaching and elearning. In Media Rich Instruction: Connecting Curriculum to All Learners (pp. 3-18). Springer International Publishing. https://doi.org/10.1007/978-3-319-00152-4_1

Transitions in teaching and elearning. / Papa, Rosemary.

Media Rich Instruction: Connecting Curriculum to All Learners. Springer International Publishing, 2014. p. 3-18.

Research output: Chapter in Book/Report/Conference proceedingChapter

Papa, R 2014, Transitions in teaching and elearning. in Media Rich Instruction: Connecting Curriculum to All Learners. Springer International Publishing, pp. 3-18. https://doi.org/10.1007/978-3-319-00152-4_1
Papa R. Transitions in teaching and elearning. In Media Rich Instruction: Connecting Curriculum to All Learners. Springer International Publishing. 2014. p. 3-18 https://doi.org/10.1007/978-3-319-00152-4_1
Papa, Rosemary. / Transitions in teaching and elearning. Media Rich Instruction: Connecting Curriculum to All Learners. Springer International Publishing, 2014. pp. 3-18
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