Following Gaebel et al. (2014) we define online learning as a form of educational delivery in which learning takes place primarily via the Internet; and blended learning as a pedagogical model combining face-to-face classroom teaching and the innovative use of ICT, blending online and face-to-face delivery.
Specifically, "service learning is a pedagogical approach in which students learn and develop through active participation in thoughtfully organized service experiences that meet actual community needs" [11], p. 28).
While more than 147 definitions of service-learning can be found throughout the literature (Kendall, 1990), in this study we define service-learning as a pedagogical method that integrates community service with required course activities to enhance student attainment of course-specific learning objectives while simultaneously meeting the needs of community partners.
Thus, taking into account modern, social and constructivist views of learning, a new pedagogical evaluation model was created (Psomos & Kordaki, 2011), using sixteen pedagogical criteria-dimensions.
The social agency theory is supported by findings of a recent meta-analysis; it was revealed that learners achieved more from multimedia learning system with a pedagogical agent than a system without an agent (see for a review [3]).
Participants learn a wide range of pedagogical practices, develop a theologically grounded philosophy of teaching, hone their teaching skills, and create a professional teaching portfolio.
Students learn a new set of pedagogical approaches, including concept mapping, cartooning of methodology, figure annotation, use of templates to parse experimental logic, and design of follow-up studies (Hoskins and Stevens, 2009; Hoskins, 2010b).
Reasoning Mind developed the Genie 2 platform in 2005, designing instruction in line with the practices of expert teachers (Khachatryan et al. 2014) within a system where students receive immediate, individualized feedback while learning, primarily from a pedagogical agent known as the Genie.
A learning object, unlike a learning asset, is a pedagogical atom and, as such, must conform to a certain formal structure.
So, if software is to be used as a teaching aid (called "blended learning" in pedagogical circles), then it should seek to balance the need for correct answers with the freedom to take risks and break rules.
This paper offers a reflective discussion of recent developments in active learning pedagogical approaches, with a focus on class-flipping and peer instruction.
