id	author	title	date	pages	extension	mime	words	sentences	flesch	summary	cache	txt
work_h5ked2vfvbh3tmnmcn23unlnzi	Nikki James	Using Technology to Structure and Scaffold Real World Experiential Learning in Distance Education	2020	10	.pdf	application/pdf	8281	648	47	Team projects allow students to apply their technical skills to a real-world context and build twenty-first century competencies, Projects (VBP), a model of team-based experiential learning where teams of students complete a virtual business project for an Even at low scale, educational providers must expend significant resources to identify key learning moments and address issues like team conflicts, decreases in confidence, learner disengagement, mismatched expectations, or inefficient and learning analytics have the potential to augment educators' effectiveness, this potential can only be realized if technology, pedagogy, and course development are collaborative Faculty must meet the challenge of supporting these complex student learning needs while managing the additional the scaffolding of learning content and instructor support, reflection exercises, industry and peer feedback, and participant platform, to scaffold learning content, support reflective learning, automate feedback, and drive student and industry sponsor engagement. Using Technology to Structure and Scaffold Real World Experiential Learning in Distance Education	./cache/work_h5ked2vfvbh3tmnmcn23unlnzi.pdf	./txt/work_h5ked2vfvbh3tmnmcn23unlnzi.txt