Sentence examples for the pedagogic process from inspiring English sources

Regrettably, the prior scholarship of serious gaming has largely ignored the facilitation role of teachers in the pedagogic process (Jong, Lee & Shang, 2013; Berg Marklund & Alklind Taylor, 2015).

AL constitute as a stage for the peer-to-peer education model, defined in the pedagogic process in which students act as a facilitator of the learning process to other students.

This paper also considers the contribution of global connectedness to the success of the pedagogic processes used for embedding academic integrity through social scholarship into the curriculum and learning experiences.

Others focus on appropriation models and the use of devices or platforms (Internet, mobiles, social networks, applications) in the educative context and its impact on learning, without highlighting the pedagogic processes.

This information ecology nurtures and validates a pedagogic process that involves the creation of assessments and environments for knowledge building to enhance collaborative efforts to create and continually improve ideas.

Nevertheless, the education at University will turn out to be a more complex pedagogic process.

There are numerous studies that approach the problem of infrastructure technologies intervention in the cognitive or pedagogic processes.

Similarly driven by utopian ideals of infrastructural reform, HE systems in other parts of the globe are beginning to shift toward agile data infrastructure arrangements which will permit new sources and practices of big data to be integrated into organizational and pedagogic processes as well as reformatory programs.

We employed Design-based Research Collective's (2003) four-stage DBR methodological approach to achieving the aim of the present study, i.e., to investigate what and how teachers should do in order to optimise students' serious gaming process and advance the pedagogic effectiveness of serious gaming in different classroom settings.

In the context of formal curriculum learning and teaching, we (researchers) collaborated with the teachers (practitioners) to investigate (design, enact, analyse and redesign) what and how they should do in order to optimise their students' serious gaming process and advance the pedagogic effectiveness of serious gaming in different classroom settings.

However, although the studies on peer feedback abound in the literature, most target the face-to-face or written modality; few investigate the pedagogic potential of videos in enhancing students' engagement in the feedback provision process.