Identificador persistente para citar o vincular este elemento:
http://hdl.handle.net/10553/40274
Campo DC | Valor | idioma |
---|---|---|
dc.contributor.author | García-Sánchez, Soraya | en_US |
dc.contributor.author | Burbules, N. C. | en_US |
dc.date.accessioned | 2018-06-08T09:24:15Z | - |
dc.date.available | 2018-06-08T09:24:15Z | - |
dc.date.issued | 2017 | en_US |
dc.identifier.issn | 1447-9494 | en_US |
dc.identifier.uri | http://hdl.handle.net/10553/40274 | - |
dc.description.abstract | Based on activity theory (AT), this article focuses on a review of supportive learning environments that promote successful communication skills. We are living in a period of transformation in education, and our conception of learning outcomes must keep pace with technological advances. Today's citizens must effectively communicate in written or oral forms. Effective communication implies other integrated abilities, including autonomy, critical thinking, interaction, and creativity. It also encompasses many of the principal competencies learners should be able to perform in any field. The findings of this revision suggest implementing four key twenty-first-century skills so that the higher-education learner is able to successfully work both independently and collaboratively-and this too requires adequate skills in social networking and communication. | en_US |
dc.language | eng | en_US |
dc.relation.ispartof | International Journal of Learning | en_US |
dc.source | International Journal of Learning[ISSN 1447-9494],v. 24, p. 1-12 | en_US |
dc.subject | 570111 Enseñanza de lenguas | en_US |
dc.subject.other | Activity theory | en_US |
dc.subject.other | Collaborative learning | en_US |
dc.subject.other | Communication | en_US |
dc.subject.other | Ubiquitous learning | en_US |
dc.title | A revision of activity theory to foster communicative twenty-first-century skills | en_US |
dc.type | info:eu-repo/semantics/Article | es |
dc.type | Article | es |
dc.identifier.doi | 10.18848/1447-9494/CGP/v24i01/1-12 | |
dc.identifier.scopus | 85040099108 | |
dc.contributor.authorscopusid | 36987907900 | |
dc.contributor.authorscopusid | 6603640505 | |
dc.description.lastpage | 12 | - |
dc.identifier.issue | 1 | - |
dc.description.firstpage | 1 | - |
dc.relation.volume | 24 | - |
dc.investigacion | Artes y Humanidades | en_US |
dc.type2 | Artículo | en_US |
dc.date.coverdate | Enero 2017 | |
dc.identifier.ulpgc | Sí | es |
dc.description.sjr | 0,102 | |
dc.description.sjrq | Q4 | |
item.grantfulltext | none | - |
item.fulltext | Sin texto completo | - |
crisitem.author.dept | GIR Foreign language education through applied technologies and intercultural sensitivity | - |
crisitem.author.dept | Departamento de Filología Moderna, Traducción e Interpretación | - |
crisitem.author.orcid | 0000-0003-1095-9410 | - |
crisitem.author.parentorg | Departamento de Filología Moderna, Traducción e Interpretación | - |
crisitem.author.fullName | García Sánchez, María Soraya | - |
Colección: | Artículos |
Los elementos en ULPGC accedaCRIS están protegidos por derechos de autor con todos los derechos reservados, a menos que se indique lo contrario.