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Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12128/8352
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dc.contributor.authorKuzminska, Olena-
dc.contributor.authorMorze, Nataliia-
dc.contributor.authorSmyrnova-Trybulska, Eugenia-
dc.date.accessioned2019-02-28T13:45:07Z-
dc.date.available2019-02-28T13:45:07Z-
dc.date.issued2017-
dc.identifier.citationThe New Educational Review, Vol. 49, iss. 3 (2017), s. 189-200pl_PL
dc.identifier.issn1732-6729-
dc.identifier.urihttp://hdl.handle.net/20.500.12128/8352-
dc.description.abstractThe introduction of information and communication technologies constitutes one of the conditions for higher education development as well as a catalyst for enhancing ICT competences of all those involved in the educational process in order to form their 21st century skills. The article presents experience in the implementation of flipped learning in Ukraine and Poland. It also describes scenarios and collaboration tools for students’ practical activity, provides examples of learning objects representing resources for independent study and research, and criteria for assessing the effectiveness of the proposed model.pl_PL
dc.language.isoenpl_PL
dc.rightsUznanie autorstwa-Użycie niekomercyjne 3.0 Polska*
dc.rights.urihttp://creativecommons.org/licenses/by-nc/3.0/pl/*
dc.subjectinformation and educational environmentpl_PL
dc.subjectflipped learning modelpl_PL
dc.subjectexperiencepl_PL
dc.subjectelectronic resourcespl_PL
dc.titleFlipped learning model: tools and experience of its implementation in higher educationpl_PL
dc.typeinfo:eu-repo/semantics/articlepl_PL
dc.identifier.doi10.15804/tner.2017.49.3.15-
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Uznanie autorstwa - użycie niekomercyjne 3.0 Polska Creative Commons License Creative Commons