Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7390
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dc.contributor.authorJona, Kemi
dc.contributor.authorJames, Nikki
dc.coverage.spatialBochum, Germanyen_US
dc.date.accessioned2021-10-09T15:50:11Z
dc.date.accessioned2021-10-09T19:52:47Z-
dc.date.available2021-10-09T15:50:11Z
dc.date.available2021-10-09T19:52:47Z-
dc.date.issued2021-06
dc.identifier.citationJona, K. & James, N. (2021). Introducing Outside Experts into the Classroom: The Mediating Impact of Instructor Beliefs on the Learner Experience. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 1049-1050). Bochum, Germany: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2021.1049
dc.identifier.urihttps://repository.isls.org//handle/1/7390-
dc.description.abstractWe explore the impact instructor perspectives have on the implementation of a virtual work-based learning intervention in community college classrooms. Drawing upon three years of design-based research, we present case studies that illuminate two divergent educator perspectives. Findings suggest that the ways educators take up and incorporate the intervention into their classroom differentially affects the learners’ experience and realized impacts.en_US
dc.format.extentpp. 1049-1050
dc.language.isoen_US
dc.publisherInternational Society of the Learning Sciencesen_US
dc.relation.ispartofProceedings of the 15th International Conference of the Learning Sciences - ICLS 2021.en_US
dc.subjectLearning Sciencesen_US
dc.titleIntroducing Outside Experts into the Classroom: The Mediating Impact of Instructor Beliefs on the Learner Experienceen_US
dc.typeConference Paperen_US
dc.typePosteren_US
Appears in Collections:ISLS Annual Meeting 2021

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