MARC details
| 000 -LEADER |
|---|
| fixed length control field |
02057nam a22002657a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
ZW-GwMSU |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20241029112643.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
241029b |||||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER |
|---|
| International Standard Serial Number |
14697874 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
MSU |
| Language of cataloging |
English |
| Transcribing agency |
MSU |
| Description conventions |
rda |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
LB2300 ACT |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Taylor, Lucy |
| Relator term |
author |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Supporting student self-study: |
| Remainder of title |
the educational design of podcasts in a collaborative learning context |
| Statement of responsibility, etc. |
Lucy Taylor, Susan McGrath-Champ, and Henriikka Clarkeburn |
| 264 1# - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
United Kingdom: |
| Name of producer, publisher, distributor, manufacturer |
Sage, |
| Date of production, publication, distribution, manufacture, or copyright notice |
2012 |
| 336 ## - CONTENT TYPE |
|---|
| Source |
rdacontent |
| Content type term |
text |
| Content type code |
txt |
| 337 ## - MEDIA TYPE |
|---|
| Source |
rdamedia |
| Media type term |
unmediated |
| Media type code |
n |
| 338 ## - CARRIER TYPE |
|---|
| Source |
rdacarrier |
| Carrier type term |
volume |
| Carrier type code |
nc |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
Active learning in higher education |
| Volume/sequential designation |
Volume 13, number 1 |
| 520 3# - SUMMARY, ETC. |
|---|
| Summary, etc. |
One activity-rich way to utilize collaborative learning, team-based learning (TBL), can present students and teachers with both opportunities and challenges. TBL requires students to prepare for each class, where they are then assessed for their ‘readiness’ to apply the concepts learned during their pre-class preparation. This study addresses two aspects of TBL in an aim to better support and facilitate student learning and engagement: (1) supporting students during their pre-class preparation by providing metadata on the often-difficult required readings, and (2) offering students communication from the teacher, or ‘expert’ – something students often perceive as missing in active learning classes. Short, supportive podcasts are provided to students to give context to their out-of-class preparation and to allow them to hear directly from the teacher. Results suggest that the intervention of supportive podcasts successfully addresses these two issues and may benefit other collaborative classrooms that face similar challenges. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Supporting student self-study |
| Form subdivision |
Educational design of podcasts |
| General subdivision |
Collaborative learning context |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
McGrath-Champ, Susan |
| Relator term |
co-author |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Clarkeburn, Henriikka |
| Relator term |
co-author |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
https://doi.org/10.1177/1469787411429186 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Journal Article |