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dc.contributor.authorNilssen, Jannike Hegdalen_US
dc.date.accessioned2016-01-28T12:14:40Z
dc.date.available2016-01-28T12:14:40Z
dc.date.issued2015en_US
dc.identifier.citationNilssen, J.H. (2015). The challenge of raising the quality of the textbook and its companion website - just when is less more?. Procedia Social and Behavioral Sciences,178, 164 – 168en_US
dc.identifier.issn1877-0428en_US
dc.identifier.otherFRIDAID 1225755en_US
dc.identifier.urihttps://hdl.handle.net/10642/2978
dc.description.abstractCompanion websites of today typically contain multiple-choice questions on topics already covered by other tasks in the corresponding textbook. Such redundancy does not help to increase usage of digital learning resources in schools, nor does it help to develop a holistic digital competence. Using multimodal social-semiotic theory, I propose that quality criteria should consider the didactical interplay between textbook and its companion website. My claim is that textbooks and companion websites that are better integrated will ensure increased usage by being a qualitative necessity in addition to the textbooken_US
dc.language.isoengen_US
dc.publisherElsevieren_US
dc.subjectDigital competenceen_US
dc.subjectSocial-semiotic theoryen_US
dc.subjectCompanion websitesen_US
dc.subjectDigital learning resourcesen_US
dc.subjectQuality criteriaen_US
dc.titleThe challenge of raising the quality of the textbook and its companion website - just when is less more?en_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.description.version© 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).


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