| dc.contributor.author | Herrington, Jan | |
| dc.contributor.author | Mitchell, Veronica | |
| dc.contributor.author | Rowe, Michael | |
| dc.contributor.author | Titus, Simone | |
| dc.date.accessioned | 2017-03-31T09:18:35Z | |
| dc.date.available | 2017-03-31T09:18:35Z | |
| dc.date.issued | 2014 | |
| dc.identifier.citation | Herrington, J. et al. (2014). The case studies: authentic learning. In Bozalek, V. et al. (Eds.). Activity Theory, Authentic Learning and Emerging Technologies: Towards a Transformative Higher Education Pedagogy. New York: Routledge. | en_US |
| dc.identifier.isbn | 9781138778597 | |
| dc.identifier.uri | http://hdl.handle.net/10566/2717 | |
| dc.identifier.uri | http://dx.doi.org/10.4324/9781315771823 | |
| dc.description.abstract | Moving from theory to practice in higher education is deeply challenging. While
exploring pedagogical models in the literature may lead to tacit understanding of
general principles, actually implementing these principles in practice can be an
entirely different matter. | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | Routledge | en_US |
| dc.rights | This is the author version of the chapter found online at: http://dx.doi.org/10.4324/9781315771823 | |
| dc.subject | Activity theory | en_US |
| dc.subject | Authentic learning | en_US |
| dc.subject | Technology | en_US |
| dc.title | The case studies: authentic learning | en_US |
| dc.type | Book Chapter | en_US |
| dc.privacy.showsubmitter | FALSE | |
| dc.status.ispeerreviewed | TRUE | |
