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Produktbild: The Palgrave Handbook of Active Learning in Hybrid Education in Latin America
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The Palgrave Handbook of Active Learning in Hybrid Education in Latin America

241,99 €

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Beschreibung

Produktdetails

Einband

Gebundene Ausgabe

Erscheinungsdatum

24.02.2027

Abbildungen

XXXIV, 497 p. 28 illus., 17 illus. in color.

Herausgeber

Alan Araújo Freitas + weitere

Verlag

Springer

Seitenzahl

497

Maße (B/H)

15,5/23,5 cm

Sprache

Englisch

ISBN

978-3-032-37768-5

Beschreibung

Portrait

Alan Araújo Freitas is Professor of Higher Education at Universidade Federal de Itajubá, Brazil.

Rajendra Baikady is Professor of Higher Education at the Central University of Kerala, India.

Cesar Augusto Hernández Suárez is Professor at the Faculty of Education, Arts, and Humanities of the Francisco de Paula Santander University (UFPS), Cúcuta, Colombia.

Carmen Graciela Arbulú Pérez Vargas is Postgraduate Professor at César Vallejo University (UCV), Peru.

Produktdetails

Einband

Gebundene Ausgabe

Erscheinungsdatum

24.02.2027

Abbildungen

XXXIV, 497 p. 28 illus., 17 illus. in color.

Herausgeber

Verlag

Springer

Seitenzahl

497

Maße (B/H)

15,5/23,5 cm

Sprache

Englisch

ISBN

978-3-032-37768-5

Herstelleradresse

Springer Nature Customer Service Center GmbH
Europaplatz 3
69115 Heidelberg
DE
ProductSafety@springernature.com

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  • Produktbild: The Palgrave Handbook of Active Learning in Hybrid Education in Latin America

  • Chapter 1. Active Learning and Hybrid Education in Context: A Situated Perspective from Latin America.- Chapter 2. Pedagogical Appropriation of Digital Technologies for Active Learning in University Mathematics: Experiences from the Colombian–Venezuelan Border.- Chapter 3. Active Learning and Hybrid Education: A Critical and Situated Reading from the Contexts of Peru and Colombia.- Chapter 4. Open Education as Active Learning.- Chapter 5.  Hybrid Environment Configuration with Augmented and Virtual Reality: Through Mathematical Citizenship from Variational Thinking in Latin America.- Chapter 6. Communities of Practice in Hybrid Learning Environments.- Chapter 7. From Perplexity to Understanding: Artificial Intelligence, Human Expansion, and New Geographies of Knowledge.- Chapter 8. More Than Connecting: Towards Critical and Active Teacher Education in Hybrid Environments in Latin America.- Chapter 9. Doing Philosophy and Cyborg Composing.- Chapter 10. Pedagogical Practices in Teacher Training: Theoretical Foundations and Transformative Perspectives in Latin American Contexts.- Chapter 11. Language Interpretation as a Driver of Sustainability and Innovation in Engineering Education.- Chapter 12. Project-Based Curriculum: Multi-Case Analysis from Brazilian Public Universities.- Chapter 13. Scratch as a Pedagogical Bridge in STEAM Education.- Chapter 14. Learning science by doing research: scientific activity as a teaching strategy in higher education.- Chapter 15. Active Learning Across Cultures: A COIL Collaboration in Hybrid Business and Marketing Education.- Chapter 16. Methodological Diversity as a Foundational Pedagogical Practice in Legal Education: Empirical Evidence from UNIFESO Law School.- Chapter 17. From Controlled Prompt to In-Class Rewrite: A Scaffolded Model for AI-Assisted Writing and Authorial Voice in University Education.- Chapter 18. Between Norm and Practice: Academic Experiences in History Teaching in the Face of Contradictions in Brazilian Education.- Chapter 19. Pedagogical Strategies for Conflict Resolution in Higher Education: Systematic Review of Academic Literature (2011–2025).- Chapter 20. Humanistic Formation in Engineering Students. The Alfonso Reyes Chair: Dialogue between science, technology and humanistic reflections.- Chapter 21. Reconfiguring Learning Through Networks: Collaborative Problem Solving, Social Network Analysis, and Equity in Hybrid Higher Education in Latin America.- Chapter 22. Organisational Cohesion as a Determinant of Efficiency in the GUT Prioritisation Method; A Case Study.- Chapter 23. STEAM Challenge: pre-service and in-service training for Natural Science teachers.- Chapter 24. Reframing Active Learning in Hybrid Higher Education- Chapter 25. Teaching from the Crack: Epistemological and Critical Reflections on Didactic Design in Virtual  Modality in a Global South Doctoral Programme.- Chapter 26. Active learning, cultural capital, and standard of living as inhibitors of school dropout.- Chapter 27. Homework, Active Learning, and Educational Inequalities: Cultural Capital, School Engagement, and Academic Performance in Hybrid Education.- Chapter 28. Conclusion: In search of learning autonomy.