The case studies: authentic learning

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dc.contributor.authorHerrington, Jan
dc.contributor.authorMitchell, Veronica
dc.contributor.authorRowe, Michael
dc.contributor.authorTitus, Simone
dc.date.accessioned2017-03-31T09:18:35Z
dc.date.available2017-03-31T09:18:35Z
dc.date.issued2014
dc.description.abstractMoving from theory to practice in higher education is deeply challenging. While exploring pedagogical models in the literature may lead to tacit understanding of general principles, actually implementing these principles in practice can be an entirely different matter.en_US
dc.identifier.citationHerrington, J. et al. (2014). The case studies: authentic learning. In Bozalek, V. et al. (Eds.). Activity Theory, Authentic Learning and Emerging Technologies: Towards a Transformative Higher Education Pedagogy. New York: Routledge.en_US
dc.identifier.isbn9781138778597
dc.identifier.urihttp://hdl.handle.net/10566/2717
dc.identifier.urihttp://dx.doi.org/10.4324/9781315771823
dc.language.isoenen_US
dc.privacy.showsubmitterFALSE
dc.publisherRoutledgeen_US
dc.rightsThis is the author version of the chapter found online at: http://dx.doi.org/10.4324/9781315771823
dc.status.ispeerreviewedTRUE
dc.subjectActivity theoryen_US
dc.subjectAuthentic learningen_US
dc.subjectTechnologyen_US
dc.titleThe case studies: authentic learningen_US
dc.typeBook Chapteren_US

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