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Belonging in remote higher education classrooms : The dynamic interaction of intensive modes of learning and arts-based pedagogies.

In this paper, the authors explore the conditions that support belonging in remote VU Block Model® teaching. They examine the role of arts-based, embodied pedagogy in promoting engagement in learning, connection between students, and between students and teachers, and in an environment in which vuln...

Szczegółowa specyfikacja

Opis bibliograficzny
Institution:	Victoria University
Główni autorzy:	Long, Shiona L., McLaren, Mary-Rose
Wydane:	Journal of University Teaching & Learning Practice v.21 n.2 https://doi.org/10.53761/1.21.2.03 2024
Hasła przedmiotowe:	Geographic isolation Group experience Poetry Learning communities Teaching process University students Well being Course delivery Higher education Intensive mode teaching (IMT) Block teaching Intensive mode delivery (IMD) Victoria University Australia
Dostęp online:	https://doi.org/10.53761/1.21.2.03

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