Alejandro Armellini
Biographic Data
| ID | 6769866 |
|---|---|
| NAME | Alejandro Armellini |
| GIVEN NAMES | Alejandro |
| FAMILY NAME | Armellini |
| SIGNATURE | ARMELLINI A |
| AFFILIATIONS | University of Portsmouth |
| ORCID | 0000-0001-9147-3214 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
Beliefs and engagement in an institution-wide pedagogic shift
This study addresses the attitudes of academic staff towards a large-scale pedagogic shift to Active Blended Learning (ABL). Beliefs about the shift and how it is translated into practice are explored. Four main categories are derived: ‘Active Innovators’ who believe change is positive and apply it to their academic practice; ‘Lagging Innovators’ who hold positive beliefs but fail to fully implement it; ‘Sceptical but obliging’ who hold negative …
Student Perspectives on Learning Experiences in a Higher Education Active Blended Learning Context
This article focuses on university students’ perceptions of their learning and social experiences in the context of an institution-wide pedagogic shift to Active Blended Learning (ABL). It explores students’ perceived enablers and barriers to learning in the new environment. Thematic analysis was conducted on data collected through focus groups involving 60 students. Three key categories emerged: (1) learning experiences, (2) social experiences a…
No prominent works on this page.
Student Perspectives on Learning Experiences in a Higher Education Active Blended Learning Context
This article focuses on university students’ perceptions of their learning and social experiences in the context of an institution-wide pedagogic shift to Active Blended Learning (ABL). It explores students’ perceived enablers and barriers to learning in the new environment. Thematic analysis was conducted on data collected through focus groups involving 60 students. Three key categories emerged: (1) learning experiences, (2) social experiences a…
Beliefs and engagement in an institution-wide pedagogic shift
This study addresses the attitudes of academic staff towards a large-scale pedagogic shift to Active Blended Learning (ABL). Beliefs about the shift and how it is translated into practice are explored. Four main categories are derived: ‘Active Innovators’ who believe change is positive and apply it to their academic practice; ‘Lagging Innovators’ who hold positive beliefs but fail to fully implement it; ‘Sceptical but obliging’ who hold negative …
Higher Education Practises and Engagement (2 works) · Online and Blended Learning (2 works) · Pedagogy (2 works) · Psychology (2 works) · Sociology (2 works) · Academic institution (1 works) · Active learning (machine learning (1 works) · Blended Learning (1 works) · Collaborative learning (1 works) · Computer Science (1 works)