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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...

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Библиографические подробности
Institution:	Victoria University
Главные авторы:	Long, Shiona L., McLaren, Mary-Rose
Опубликовано:	Journal of University Teaching & Learning Practice v.21 n.2 https://doi.org/10.53761/1.21.2.03 2024
Предметы:	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
Online-ссылка:	https://doi.org/10.53761/1.21.2.03

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