| 000 | 03028nam a22004815i 4500 | ||
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| 001 | 978-3-658-44105-0 | ||
| 003 | DE-He213 | ||
| 005 | 20251030111730.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 240319s2024 gw | s |||| 0|eng d | ||
| 020 |
_a9783658441050 _9978-3-658-44105-0 |
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| 024 | 7 |
_a10.1007/978-3-658-44105-0 _2doi |
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| 050 | 4 | _aLB1050.9-1091 | |
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_aJNC _2bicssc |
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_aEDU009000 _2bisacsh |
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_aJNC _2thema |
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| 100 | 1 |
_aRink, Marion. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut _973400 |
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| 245 | 1 | 0 |
_aSelf-Regulated Learning in the Inverted Classroom _h[electronic resource] : _bMotivational Effects Using the Example of Engineering Students / _cby Marion Rink. |
| 250 | _a1st ed. 2024. | ||
| 264 | 1 |
_aWiesbaden : _bSpringer Fachmedien Wiesbaden : _bImprint: Springer, _c2024. |
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| 300 |
_aXV, 225 p. 9 illus., 8 illus. in color. _bonline resource. |
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| 336 |
_atext _btxt _2rdacontent |
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_acomputer _bc _2rdamedia |
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_aonline resource _bcr _2rdacarrier |
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_atext file _bPDF _2rda |
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| 505 | 0 | _aIntroduction -- Fundamentals of the Inverted Classroom Model -- Fundamentals of Self-Regulated Learning -- Collaborative Learning -- State of Research -- Empirical Study -- Outlook -- Appendix. | |
| 520 | _aThe Inverted Classroom is a blended learning scenario that consists of two phases: In the Online Phase the learners acquire learning content using interactive learning materials, primarily videos, provided by the teacher online. In a second stage, there is an Attendance Phase at the higher education institution with the purpose of learners processing, practising and deepening their understanding of what they have already learnt in a class with other stakeholders. Based on the Self-Determination Theory of Richard M. Ryan and Edward L. Deci, this qualitative study examines how learning in the Inverted Classroom affects the basic psychological needs of autonomy, competence and relatedness of higher education engineering students. A central aspect is the promotion of the students' intrinsic learning motivation through support measures and appropriate didactical design. About the author Dr. Marion Rink works as a project manager for a digital agency. She also leads workshops about her research into e-learning and is a freelance writer. | ||
| 650 | 0 |
_aEducational psychology. _957583 |
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| 650 | 0 |
_aMass media and education. _973401 |
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| 650 | 1 | 4 |
_aEducational Psychology. _957583 |
| 650 | 2 | 4 |
_aMedia Education. _973402 |
| 710 | 2 | _aSpringerLink (Online service) | |
| 773 | 0 | _tSpringer Nature eBook | |
| 776 | 0 | 8 |
_iPrinted edition: _z9783658441043 |
| 776 | 0 | 8 |
_iPrinted edition: _z9783658441067 |
| 856 | 4 | 0 | _uhttps://doi.org/10.1007/978-3-658-44105-0 |
| 912 | _aZDB-2-BSP | ||
| 912 | _aZDB-2-SXBP | ||
| 999 |
_c58466 _d58466 |
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