Learning power: Taking learning-centredness seriously in a blended learning environment
Description
The focus of this chapter is the ‘in-practice’ struggle between two educational paradigms, one that says learning needs to be explicit and rigorous and is therefore teacher-centred and the other that learning needs to be based on the needs and interests of the student and is therefore learner-centred. We suggest that a teacher-centred paradigm still dominates in contemporary education in a variety of ways, despite some claims to the contrary.
Impact and interest:
Citation counts are sourced monthly from Scopus and Web of Science® citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
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| ID Code: | 125303 | ||
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| Item Type: | Chapter in Book, Report or Conference volume (Chapter) | ||
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| Measurements or Duration: | 21 pages | ||
| DOI: | 10.1057/9781137476982_2 | ||
| ISBN: | 978-1-349-50205-9 | ||
| Pure ID: | 32818302 | ||
| Copyright Owner: | Consult author(s) regarding copyright matters | ||
| Copyright Statement: | This work is covered by copyright. Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the document is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. It is a condition of access that users recognise and abide by the legal requirements associated with these rights. If you believe that this work infringes copyright please provide details by email to qut.copyright@qut.edu.au | ||
| Deposited On: | 30 Jan 2019 01:41 | ||
| Last Modified: | 02 Mar 2024 01:54 |
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