"
Implementation of a Blended-Learning Course as Part of Faculty Development"
written by Daniel Tolks, Iwona Pelczar, Daniel Bauer, Thomas Brendel, Anja Görlitz, Julia Küfner, Angelika Simonsohn, Inga Hege,
published by
Creative Education,
Vol.5 No.11, 2014
has been cited by the following article(s):
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[1]
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The Effect of Blended Learning Approaches in Faculty Development Programs
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Strides in Development of Medical Education,
2022 |
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[2]
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Embedding Identity and How Clinical Teachers Reconcile Their Multiple Professional Identities to Meet Overlapping Demands at Work
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2021 |
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[3]
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Anesthesiologist as a perioperative physician, clinician, administrator, educator and researcher
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Anaesthesia, Pain & Intensive Care,
2021 |
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[4]
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Perception of In-Service Teachers Towards Blended Learning as the New Normal in Teaching-Learning Process Post COVID-19 Pandemic
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2020 |
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[5]
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Blended learning: ten tips on how to implement it into a curriculum in healthcare education
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2020 |
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[6]
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The digitalization aliens
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2020 |
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[7]
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From design to practice: teachers' experiences and perspectives of blended professional development in Hong Kong
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2019 |
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[8]
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The Impact of The Development of Blended Learning Models Using Computer applications in Higher Education
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International Journal of Educational Research Review,
2019 |
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[9]
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Family doctor, educator and learner: Managing professional identities in an international blended education program for faculty development
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2019 |
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[10]
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Digitale Lehr-und Lernangebote in der medizinischen Ausbildung
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Bundesgesundheitsblatt - Gesundheitsforschung -Gesundheitsschutz,
2018 |
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[11]
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Flipped group work?! Wie kooperatives Lernen vom Flipped Classroom profitieren kann.
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2017 |
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[12]
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An Introduction to the Inverted/Flipped Classroom Model in Education and Advanced Training in Medicine and in the Healthcare Professions
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GMS Journal for Medical Education,
2016 |
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[13]
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Cultural Adaptation of Chinese Students in an Undergraduate Business Program in Canada
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Walden Dissertations and Doctoral Studies,
2016 |
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[14]
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eLearning in der medizinischen Aus-, Weiter-und Fortbildung
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eHealth in Deutschland,
2016 |
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[15]
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EFFECTS OF FLIPPED CLASSROOM MODEL ON ACADEMIC ACHIEVEMENT OF STUDENTS AT ELEMENTARY LEVEL
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[1]
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Embedding Identity and How Clinical Teachers Reconcile Their Multiple Professional Identities to Meet Overlapping Demands at Work
Teaching and Learning in Medicine,
2022
DOI:10.1080/10401334.2021.1930545
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[2]
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Digitale Lehr- und Lernangebote in der medizinischen Ausbildung
Bundesgesundheitsblatt - Gesundheitsforschung - Gesundheitsschutz,
2017
DOI:10.1007/s00103-017-2673-z
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[3]
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eHealth in Deutschland
2016
DOI:10.1007/978-3-662-49504-9_11
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