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r aziskovanje v vzgoji in izobr aževanju: medsebojni vpliv r aziskovanja in pr akse
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Research: a Reader on Theory and Practice. New York: Oxford Universi-
ty Press, 2004.
Hew, Khe Foon, Xiang Hu, Chen Qiao, and Ying Tang. “What Predicts Stu-
dent Satisfaction with MOOCs: A Gradient Boosting Trees Supervised
Machine Learning and Sentiment Analysis Approach.” Computers & Ed-
ucation 145 (2020): 103724. https://doi.org/10.1016/j.compedu.2019.103724.
Hodges, Charles, Stephanie Moore, Barbara Lockee, Torrey Trust in Aron
Bond. „The difference between emergency remote teaching and online
learning.“ Educause Review 27 (2020).
Huang, Ronghuai, Dejian Liu, Ahmed Tlili, Junfeng Yang in Huanhuan Wang.
Handbook on facilitating flexible learning during educational disruption:
The Chinese experience in maintaining undisrupted learning in COVID-19
outbreak. Smart Learning Institute of Beijing Normal University, 2020.
Hughes, Christopher, Jamie Costley, and Christopher Lange. “The Effects of
Multimedia Video Lectures on Extraneous Load.” Distance Education 40,
no. 1 (2018): 54–75. https://doi.org/10.1080/01587919.2018.1553559.
Knight, Jennifer K., and William B. Wood. “Teaching More by Lecturing Less.”
Cell Biology Education 4, no. 4 (2005): 298–310. https://doi.org/10.1187/05-
06-0082.
Kreiner, David S. “Guided Notes and Interactive Methods for Teaching with
Videotapes.” Teaching of Psychology 24, no. 3 (1997): 183–85. https://doi.
org/10.1207/s15328023top2403_6.
Kustec, Simona, Vinko Logaj, Milan Krek, Andrej Flogie, Polonca Truden
Dobrin in Milena Ivanuš Grmek. Vzgoja in izobraževanje v Republiki Slo-
veniji v razmerah, povezanih s covid-19 : modeli in priporočila. Ljubljana:
Ministrstvo za izobraževanje, znanost in šport: Zavod Republike Slove-
nije za šolstvo, 2020.
Li, Kun, and Dorian Canelas. “Learners’ Perceptions and Experiences of Two
Chemistry MOOCs: Implications for Teaching and Design.” American
Journal of Distance Education 33, no. 4 (2019): 245–61. https://doi.org/10.10
80/08923647.2019.1639469.
Lin, Li-Chun, I-Chun Hung, Kinshuk, and Nian-Shing Chen. “The Impact of
Student Engagement on Learning Outcomes in a Cyber-Flipped Course.”
Educational Technology Research and Development 67, no. 6 (2019): 1573–
91. https://doi.org/10.1007/s11423-019-09698-9.
Lipomi, Darren J. “Video for Active and Remote Learning.” Trends in Chem-
istry 2, no. 6 (2020): 483–85. https://doi.org/10.1016/j.trechm.2020.03.003.
292
Hesse-Biber, Sharlene Janice, and Patricia Leavy. Approaches to Qualitative
Research: a Reader on Theory and Practice. New York: Oxford Universi-
ty Press, 2004.
Hew, Khe Foon, Xiang Hu, Chen Qiao, and Ying Tang. “What Predicts Stu-
dent Satisfaction with MOOCs: A Gradient Boosting Trees Supervised
Machine Learning and Sentiment Analysis Approach.” Computers & Ed-
ucation 145 (2020): 103724. https://doi.org/10.1016/j.compedu.2019.103724.
Hodges, Charles, Stephanie Moore, Barbara Lockee, Torrey Trust in Aron
Bond. „The difference between emergency remote teaching and online
learning.“ Educause Review 27 (2020).
Huang, Ronghuai, Dejian Liu, Ahmed Tlili, Junfeng Yang in Huanhuan Wang.
Handbook on facilitating flexible learning during educational disruption:
The Chinese experience in maintaining undisrupted learning in COVID-19
outbreak. Smart Learning Institute of Beijing Normal University, 2020.
Hughes, Christopher, Jamie Costley, and Christopher Lange. “The Effects of
Multimedia Video Lectures on Extraneous Load.” Distance Education 40,
no. 1 (2018): 54–75. https://doi.org/10.1080/01587919.2018.1553559.
Knight, Jennifer K., and William B. Wood. “Teaching More by Lecturing Less.”
Cell Biology Education 4, no. 4 (2005): 298–310. https://doi.org/10.1187/05-
06-0082.
Kreiner, David S. “Guided Notes and Interactive Methods for Teaching with
Videotapes.” Teaching of Psychology 24, no. 3 (1997): 183–85. https://doi.
org/10.1207/s15328023top2403_6.
Kustec, Simona, Vinko Logaj, Milan Krek, Andrej Flogie, Polonca Truden
Dobrin in Milena Ivanuš Grmek. Vzgoja in izobraževanje v Republiki Slo-
veniji v razmerah, povezanih s covid-19 : modeli in priporočila. Ljubljana:
Ministrstvo za izobraževanje, znanost in šport: Zavod Republike Slove-
nije za šolstvo, 2020.
Li, Kun, and Dorian Canelas. “Learners’ Perceptions and Experiences of Two
Chemistry MOOCs: Implications for Teaching and Design.” American
Journal of Distance Education 33, no. 4 (2019): 245–61. https://doi.org/10.10
80/08923647.2019.1639469.
Lin, Li-Chun, I-Chun Hung, Kinshuk, and Nian-Shing Chen. “The Impact of
Student Engagement on Learning Outcomes in a Cyber-Flipped Course.”
Educational Technology Research and Development 67, no. 6 (2019): 1573–
91. https://doi.org/10.1007/s11423-019-09698-9.
Lipomi, Darren J. “Video for Active and Remote Learning.” Trends in Chem-
istry 2, no. 6 (2020): 483–85. https://doi.org/10.1016/j.trechm.2020.03.003.
292
