| 000 | 03220nas a22003255i 4500 | ||
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| 999 |
_c101163 _d101163 |
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| 001 | 1793-7078 | ||
| 003 | DE-He213 | ||
| 005 | 20210115122725.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 150723s||||||||si uu poo|||||| b|EN |d | ||
| 022 | _a1793-7078 | ||
| 024 | 7 |
_a41039 _2local |
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| 040 | _cМУБИС | ||
| 210 | 1 | 0 | _aRPTEL |
| 245 | 1 | 0 |
_aResearch and Practice in Technology Enhanced Learning _h[electronic resource] / _cedited by Siu-Cheung Kong, Chen-Chung Liu. |
| 264 | 1 |
_aSingapore : _bSpringer Singapore : _bImprint: Springer. |
|
| 300 | _bonline resource. | ||
| 520 | _a Research and Practice in Technology Enhanced Learning (RPTEL) is a multidisciplinary refereed journal devoted to disseminating rigorous research on all aspects of the use of technology to enhance learning. RPTEL is the official journal of The Asia-Pacific Society for Computers in Education (APSCE). The journal seeks to be a catalyst for multidisciplinary dialogue amongst researchers and practitioners worldwide in the fields of learning and cognition, education, and technology, with a view to improving practice and achieving real-world impact in technology enhanced learning. The journal encourages research from theoretical perspectives, research reports of evidence-based practice as well as praxis research work that focuses on the interface between theory and practice and how each can support the other. In addition, the journal strongly encourages reports of research carried out within or involving countries in the Asia-Pacific region. The journal embraces all forms of technology that may be used to enhance learning opportunities; it is not restricted to information and communications technologies. All aspects of the technology, from design to construction to implementation and evaluation, are of interest. Research contexts addressed include learning that takes place in schools, universities or colleges, in business or government organizations, as well as in informal learning settings. Learning may take place at the individual, group, organizational or societal level. Analyses of learning may apply at multiple levels. A key focus of the journal is to seek improvement in our understanding of designing for learning in such a way that the learning designs translate successfully into practice. Hence, empirically grounded evaluations of learning are especially important. A complementary focus of the journal relates to the environmental, social, and cultural contexts within which learning design interacts with and translates into practice. . | ||
| 650 | 0 | _aEducational technology. | |
| 650 | 0 | _aLearning. | |
| 650 | 0 | _aInstruction. | |
| 650 | 1 | 4 |
_aEducational Technology. _0https://scigraph.springernature.com/ontologies/product-market-codes/O21000 |
| 650 | 2 | 4 |
_aLearning and Instruction. _0https://scigraph.springernature.com/ontologies/product-market-codes/O22000 |
| 700 | 1 |
_aKong, Siu-Cheung. _eeditor. _4edt _4http://id.loc.gov/vocabulary/relators/edt |
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| 700 | 1 |
_aLiu, Chen-Chung. _eeditor. _4edt _4http://id.loc.gov/vocabulary/relators/edt |
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| 710 | 2 | _aSpringerLink (Online service) | |
| 856 | 4 | 0 |
_uhttp://link.springer.com/journal/41039 _zOpen Access |
| 942 |
_2ddc _cEJOU |
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