Información General

• Autores: José Luis Gómez Ramos (coord.), Isabel María Gómez Barreto (coord.)
• Editores: IGI Global
• Año de publicación: 2022
• Colecciones: Premier Reference Source
• País: Estados Unidos
• Idioma: inglés
• ISBN: 9781799891284
• Texto completo no disponible (Saber más ...)

Resumen

• eaching content and measuring content are frequently considered separate entities when designing teaching instruction. This can create a disconnect between how students are taught and how well they succeed when it comes time for assessment. To heal this rift, the theory of meaningful learning is a potential solution for designing effective teaching-learning and assessment materials.

  Design and Measurement Strategies for Meaningful Learning considers the best practices, challenges, and opportunities of instructional design as well as the theory and impact of meaningful learning. It provides educators with an essential text instructing them on how to successfully design and measure the content they teach. Covering a wide range of topics such as blended learning, online interaction, and learning assessment, this reference work is ideal for teachers, instructional designers, curriculum developers, policymakers, administrators, academicians, researchers, practitioners, and students

Otros catálogos

• Red de Bibliotecas Universitarias (REBIUN)

Listado de artículos

• • Instructional Design to Elicit Meaningful Learning in Students

    José Luis Gómez Ramos, Esther Portal Martínez, Natalia Hipólito Ruiz

    págs. 1-17

    

  • Concept Maps to Facilitate Meaningful Learning

    Robert Zheng

    págs. 18-39

    

  • Learning Design Based on Personal Paths and Learning Sequences for Activation, Development, and Closure in Teaching

    Jesús Salinas, Barbara de Benito, Antònia Darder Mesquida

    págs. 40-57

    

  • Argumentation Skills for the Design of Formative Assessment Queries

    Rosa María López Campillo, José Luis Gómez Ramos

    págs. 58-84

    

  • Formative Assessment Through Linguistic Mediation and Online Interaction

    Miguel Fernández Álvarez

    págs. 85-103

    

  • Innovations on Concept Mapping-Based Activities for Learning Assessment: The Quest for Ubiquity and Large-Scale Solutions

    Brian Moon, Paulo Rogélio Miranda Correia, Raíssa dos Santos Ballego

    págs. 104-131

    

  • Myths, Stereotypes, and Misconceptions on Mathematics Teaching and Learning: The Need for a New Pedagogical Approach

    Esther Portal Martínez, Juan Lirio Castro, Rosa María López Campillo

    págs. 132-150

    

  • The Contribution of Blended Learning in Students of the Universidad de Ibagué

    Miguel Ángel Brand Narváez, Sandra Carolina Patiño Ospina, Miguel A. Mora Gómez, Brayan Tabares Jaramillo

    págs. 151-170

    

  • Drawing as an Opportunity to Assess Meaningful Learning in College Students

    Mónica Borjas, José Alfredo Aparicio Serrano, Andrea Lafaurie Molina, Javier Franco Altamar, Martha de Alba González

    págs. 171-191

    

  • Exams for the Purpose of Meaningful Learning: New Chances With Synchronous Self-Assessment

    Ana Remesal Ortiz, Flor G. Estrada Estrada, Carlos L. Corrial

    págs. 192-211

    

  • Student Acceptance of Online Proctored Exams

    Gülgün Afacan Adanır

    págs. 212-229

    

  • Barriers to Effective Teaching and Meaningful Learning of Science in Rural Disadvantaged Schools: Designing Strategies for Mopani District, Limpopo

    Basambilu Chauke, Leila Goosen

    págs. 230-249