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      Blended learning in situated contexts: 3-year evaluation of an online peer review project.

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          Abstract

          Situated and sociocultural perspectives on learning indicate that the design of complex tasks supported by educational technologies holds potential for dental education in moving novices towards closer approximation of the clinical outcomes of their expert mentors. A cross-faculty-, student-centred, web-based project in operative dentistry was established within the Universitas 21 (U21) network of higher education institutions to support university goals for internationalisation in clinical learning by enabling distributed interactions across sites and institutions. This paper aims to present evaluation of one dental faculty's project experience of curriculum redesign for deeper student learning.

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          Author and article information

          Journal
          Eur J Dent Educ
          European journal of dental education : official journal of the Association for Dental Education in Europe
          Wiley
          1600-0579
          1396-5883
          Aug 2014
          : 18
          : 3
          Affiliations
          [1 ] Centre for the Enhancement of Teaching and Learning/Faculty of Education, The University of Hong Kong, Pokfulam, Hong Kong.
          Article
          10.1111/eje.12082
          24460682
          0eff3a19-7026-481f-bd89-c419ec911908
          History

          evaluation,learning outcomes,e-learning,dental education,situated learning,community of practice,clinical skills,operative techniques,undergraduate education,peer review,online learning

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