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Innovative Learning and Education Practices in European Universities: A Pathway to Modern Pedagogy

Innovative Learning and Education Practices in European Universities: A Pathway to Modern Pedagogy

Marcos Komodromos
Copyright: © 2021 |Pages: 28
ISBN13: 9781799840633|ISBN10: 1799840638|ISBN13 Softcover: 9781799854982|EISBN13: 9781799840640
DOI: 10.4018/978-1-7998-4063-3.ch004
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MLA

Komodromos, Marcos. "Innovative Learning and Education Practices in European Universities: A Pathway to Modern Pedagogy." Cases on Engineering Management Education in Practice, edited by Despo Ktoridou, IGI Global, 2021, pp. 63-90. https://doi.org/10.4018/978-1-7998-4063-3.ch004

APA

Komodromos, M. (2021). Innovative Learning and Education Practices in European Universities: A Pathway to Modern Pedagogy. In D. Ktoridou (Ed.), Cases on Engineering Management Education in Practice (pp. 63-90). IGI Global. https://doi.org/10.4018/978-1-7998-4063-3.ch004

Chicago

Komodromos, Marcos. "Innovative Learning and Education Practices in European Universities: A Pathway to Modern Pedagogy." In Cases on Engineering Management Education in Practice, edited by Despo Ktoridou, 63-90. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-4063-3.ch004

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Abstract

In the dynamic world that is associated with unpredictable informatization and globalization, it is indispensable for education to be sustainable and continuously evolve to facilitate in fulfilling the learners' needs in the current digital technologies and knowledge era. In this chapter, the author discussed how innovative learning and education practices for modern pedagogy have been developed in the European universities system. Specifically, the author provides a delineation of the attributes, pedagogy, ideology, ethical dimensions, and practical applications of innovative learning education practices. In the chapter, the author identified the different practices such as massive open online courses (MOOCs), blended learning, and flipped classrooms that have been applied at different European universities. Thus, the information discussed in this chapter is relevant to university educators and electronic learning practitioners.

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