The State of Micro-Credentials Implementation and Practice in Australasian Higher Education.
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- Open Praxis, 2021, v. 13, n. 2, p. 228, doi. 10.5944/openpraxis.13.2.130
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- Article
Works matching IS 13699997 AND DT 2021 AND VI 13 AND IP 2
Results: 8
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Say no to Reinventing the Wheel: How other Countries can Build on the Norwegian Model of State-Financed OER to Create More Inclusive Upper Secondary Schools.
- Published in:
- Open Praxis, 2021, v. 13, n. 2, p. 213, doi. 10.5944/openpraxis.13.2.125
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- Publication type:
- Article
3
Designing for Wellbeing: An Inclusive Learning Design Approach with Student Mental Health Vignettes.
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- Open Praxis, 2021, v. 13, n. 2, p. 184, doi. 10.5944/openpraxis.13.2.126
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- Publication type:
- Article
4
Development of an Online Teaching Competency Scale for University Instructors.
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- Open Praxis, 2021, v. 13, n. 2, p. 201, doi. 10.5944/openpraxis.13.2.137
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- Publication type:
- Article
5
On Becoming an Online University in an Emergency Period: Voices From the Students at a State University.
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- Open Praxis, 2021, v. 13, n. 2, p. 172, doi. 10.5944/openpraxis.13.2.127
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- Publication type:
- Article
6
Using Grounded Theory Approach for Examining the Problems Faced by Teachers Enrolled in a Distance Education Programme.
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- Open Praxis, 2021, v. 13, n. 2, p. 160, doi. 10.5944/openpraxis.13.2.128
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- Publication type:
- Article
7
Making Barriers to Learning in MOOCs Visible. A Factor Analytical Approach.
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- Open Praxis, 2021, v. 13, n. 2, p. 143, doi. 10.5944/openpraxis.13.2.124
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- Publication type:
- Article
8
EDITORIAL.
- Published in:
- Open Praxis, 2021, v. 13, n. 2, p. 139, doi. 10.5944/openpraxis.13.2.122
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- Publication type:
- Article