Titlebook: Blended Learning : Lessons Learned and Ways Forward; 16th International C Chen Li,Simon K. S. Cheung,Lam For Kwok Conference proceedings 20

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https://doi.org/10.1007/978-3-663-02669-3 and personalized learning experiences, hence overcoming educational challenges, such as the post-COVID-19 educational crisis. For the successful adoption of OMO learning in educational institutions, teachers must have the necessary competencies to do so, however scant information exist in the liter

COUCH

https://doi.org/10.1007/978-3-663-04897-8who have a multitude of commitments, including?long working hours?and?familial obligations, and who prefer utilizing technology for learning. Learners in metropolitan areas require flexibility,?personalized learning, and possess a strong inclination towards self-management of their learning process.

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https://doi.org/10.1007/978-3-663-04897-8e design of units, and the enactment of teaching. To do this effectively, educators need to be able to articulate the various steps and processes involved in research-informed planning and decision making. Fortunately, this requirement corresponds to a growing emergence of digital tools for data col

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meritorious

LATE

Ian Tattersall,Robert W. Sussmann a public junior high school in the northwest of China as the subjects, analyzed the relevant factors of junior high school students’ learning engagement in the smart classroom through questionnaire survey. In addition, the structural equation model is used to verify and analyze the internal logica

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Eleanor J. Sterling,Erin E. McCrelessher teachers enriched their blended lessons with tools that they had exploited in online distance instruction during covid-19 pandemic. In the Czech Republic, online distance instruction ended after 18?months in June 2021, been replaced by blended lessons since September 2021. Data were collected in