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Title:
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DEVELOPING SELF-REGULATED LEARNERS THROUGH COLLABORATIVE ONLINE CASE DISCUSSION IN EDUCATIONAL PSYCHOLOGY |
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Author(s):
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Patricia P. Willems, Alyssa Gonzalez-DeHass |
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ISBN:
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978-989-8533-43-2 |
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Editors:
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Demetrios G. Sampson, J. Michael Spector, Dirk Ifenthaler and Pedro Isaías |
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Year:
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2015 |
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Edition:
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Single |
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Keywords:
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Case instruction, online learners, educational psychology |
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Type:
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Reflection Paper |
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First Page:
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379 |
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Last Page:
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380 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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Case study instruction is characterized by centering instruction around the use of hypothetical classroom dilemmas. It uses descriptive stories and invites students to discuss application of course material as they engage in hypothetical classroom problem-solving and teacher decision-making. Teaching is a complex profession that requires high levels of multitasking in order to successfully instruct students and handle classroom disruptions. Because most pre-service teachers do not possess extensive classroom experience when enrolled in teacher education, working with case studies provides opportunities to test theoretical concepts and speculate on making decisions that would affect their future classrooms. The purpose of this paper is to discuss the elements of case study instruction that we have found to be effective in encouraging online learners self-regulated learning for educational psychology. |
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