Innovations in education and teaching international

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  Año 2016, Vol. 53, Número 6

  • Editorial

    • Editorial

      Celia Popovic

      págs. 569-569

      

  • Articles

    • Passing the baton: a collaborative approach to development and implementation of context-specific modules for graduate teaching assistants in cognate disciplines

      Geraldine O'Neill, Martin McNamara

      • Resumen

      págs. 570-580

      

    • Faculty development in teaching and learning: the UK framework and current debates

      Paul Hibbert, Mirko Semler

      • Resumen

      págs. 581-591

      

  • Review

    • Teacher collaboration network in Higher Education: reflective visions from praxis

      Teresa Romeu Fontanillas, Montse Guitert i Catasús, Albert Sangrá Morer

      • Resumen

      págs. 592-604

      

  • Articles

    • Blending our practice: using online and face-to-face methods to sustain community among faculty in an extended length professional development program

      Michael Paskevicius, Kathleen Bortolin

      • Resumen

      págs. 605-615

      

    • Peer observation, feedback and reflection for development of practice in synchronous online teaching

      Mark H. Jones, Anne Marie Gallen

      • Resumen

      págs. 616-626

      

    • Usability evaluation of an augmented reality system for teaching Euclidean vectors

      Anabel Martin González, Angel Chi Poot, Victor Uc Cetina

      • Resumen

      págs. 627-636

      

    • Acceptance of cloud services in face-to-face computer-supported collaborative learning: a comparison between single-user mode and multi-user mode

      Chia-Sui Wang, Yong-Ming Huang

      • Resumen

      págs. 637-648

      

    • Using web-based exploratory tasks to develop intercultural competence in a homogeneous cultural environment

      Esther Stockwell

      • Resumen

      págs. 649-659

      

    • Malaysian students’ perceptions of flipped classroom: a case study

      Zamzami Zainuddin, Mohammad Attaran

      • Resumen

      págs. 660-670

      

  • Book Review

    • Knowledge-building: educational studies in Legitimation Code Theory

      Sherran Clarence

      págs. 671-672