Innovations in education and teaching international

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  Año 2023, Vol. 60, Número 3

  • Editorial

    • Editorial

      Alice Lau

      págs. 301-303

      

  • Research Article

    • We, Daniel Blake: Applying experiential learning to the study of street-level bureaucracy

      Iana Alves de Lima, Gabriela Spanghero Lotta

      • Resumen

      págs. 304-314

      

    • Students’ perception of professional decision-making in the context of an animal science course: Case study

      Vesna Poleksić, Slobodanka Antić, Ana Pešikan, Zorka Dulić, Vesna Davidovic, Renata Relic, Marko Stanković, Goran Topisirović

      • Resumen

      págs. 315-324

      

    • Can preclinical students improve their clinical reasoning skills only by taking case-based online testlets? A randomized controlled study

      Yavuz Selim Kıyak, Işıl İrem Budakoğlu, Dilara Bakan Kalaycıoğlu, Serdar Kula, Özlem Coşkun

      • Resumen

      págs. 325-334

      

    • The effectiveness of an augmented reality app in online civil engineering learning

      Yin Huang, Farshad Amini, Chao Jiang, Jianjun Yin

      • Resumen

      págs. 335-345

      

    • Block mode delivery for studio design teaching in higher education

      Hing Wah Chau, Elmira Jamei, Mengbi Li

      • Resumen

      págs. 346-356

      

    • Pre-class teacher feedback in the flipped classroom: Cognitive or praise feedback is better than mitigating feedback

      Yi Zhang, Chenyan Dai, Zhongling Pi, Jiumin Yang

      • Resumen

      págs. 357-367

      

    • Cultural and linguistic dimensions of feedback: A model of intercultural feedback literacy

      Monika Pazio, Richard Bale

      • Resumen

      págs. 368-378

      

    • The affective effect: Exploring undergraduate students’ emotions in giving and receiving peer feedback

      Sharita Bharuthram, Martina van Heerden

      • Resumen

      págs. 379-389

      

    • ‘PGR Connections’: Using an online peer- learning pedagogy to support doctoral researchers

      Conor Wilson, Rabia Arshad, Maria Sapouna, David McGillivray, Stephanie Zihms

      • Resumen

      págs. 390-400

      

    • The 4C’s of PAL – An evidence-based model for implementing peer assisted learning for mature students

      Nevan Bermingham, Frances Boylan, Barry Ryan

      • Resumen

      págs. 401-411

      

    • Do students value intercultural group work? The effects of perceived value in diversity on intercultural interactions

      Weiwei Li, Sabine Otten, Indira S.E. Van der Zande, Robert Coelen

      • Resumen

      págs. 412-425

      

    • Managing task and relationship conflicts in international online team learning

      Tiit Elenurm, Johan Fabritius

      • Resumen

      págs. 426-435

      

    • ‘Not another group activity!’: Student attitudes to individual and collaborative learning activities, and some implications for distance learning course design and operation

      Stephen Brown, David Baume

      • Resumen

      págs. 436-445

      

  • Book Review

    • Bias-aware teaching, learning and assessment by Authors Donna Hurford and Andrew Read and Edited by Joy Jarvis and Karen Smith, 2022, St Albans, Critical Publishing, 104 pp., £19.99 (Paperback), ISBN: 9781914171895

      Phil Verrill

      Es reseña de:

      • Bias-aware teaching, learning and assessment

        Donna Hurford, Andrew Read

        St Albans : Critical Publishing, 2022

      págs. 446-447