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首页> 外文期刊>International journal of mobile and blended learning >Student Reflections and Self- Assessments in Vocational Training Supported by a Mobile Learning Hub
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Student Reflections and Self- Assessments in Vocational Training Supported by a Mobile Learning Hub

机译：移动学习中心支持的职业培训中的学生反思和自我评估

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The aim of this study is to contribute knowledge about what characterizes students' capabilities to reflect on and self-assess their professional development during four school based vocational training courses in distance higher education. What abilities and challenges appear in their written reflections and self-assessments with critical incidents about a situation, incident, or issue in their log journals, as well as in their discussions online. face-to-face (F2F), supported by a mobile learning hub (MLH) with both mobile and blended activities? Theoretically, the study is based on five major levels of reflection: reporting, responding, relating, reasoning and reconstructing. The results from a group of students' representative excerpts demonstrates the importance of letting student teachers have agency and mediate their subjective experiences during practical vocational training in progression, supported by mobile and blended tools, to understand and make sense of experience in relation to self, others, and contextual conditions for personal and professional learning.
机译：这项研究的目的是，在远程高等教育的四门以学校为基础的职业培训课程中，提供有关什么表征学生反映和自我评估其专业发展能力的知识。在他们的日志日志中以及在线讨论中，在有关情况，事件或问题的重大事件的书面思考和自我评估中，会表现出什么能力和挑战。在移动学习中心（MLH）的支持下进行面对面（F2F）的移动和混合活动？从理论上讲，该研究基于五个主要的反思层面：报告，回应，关联，推理和重构。一组学生代表摘录的结果表明，让学生教师在进行中的实际职业培训过程中具有代理和调解其主观经验的重要性，并借助移动和混合工具来理解和理解与自我相关的经验，其他，以及个人和专业学习的环境条件。

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