Vol 9, No 3 (2017)

Table of Contents


Special Issue on “Pedagogic frailty and concept mapping” PDF
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Editorial: Pedagogic frailty and concept mapping PDF
Ian M. Kinchin, Paulo R. M. Correia 254-260
Do no harm: Risk aversion versus risk management in the context of pedagogic frailty PDF
Julie A. Hulme, Naomi E. Winstone 261-274
Mapping the emotional journey of teaching PDF
Emma Jones 275-294
Pedagogic frailty: A concept analysis PDF
Ian M. Kinchin 295-310
Russian university teachers’ ideas about pedagogic frailty PDF
Svetlana Nikolaevna Kostromina, Daria Sergeevna Gnedykh, Ekaterina Aleksandrovna Ruschack 311-328
Using concept mapping for faculty development in the context of pedagogic frailty PDF
Bárbara de Benito, Alexandra Lizana, Jesús Salinas 329-347
Developing higher-order thinking skills with concept mapping: A case of pedagogic frailty PDF
Alberto J. Cañas, Priit Reiska, Aet Möllits 348-365
From representing to modelling knowledge: Proposing a two-step training for excellence in concept mapping PDF
Joana G. Aguiar, Paulo R. M. Correia 366-379
Challenges and weaknesses in the use of concept maps as a learning strategy in undergraduate health programs PDF
Enios Carlos Duarte, Ana Claudia Loureiro, Cristina Zukowsky-Tavares 380-391
An exploration into pedagogic frailty: Transitioning from face-to-face to online PDF
Irina Niculescu, Roger Rees, Darren Gash 392-403
Making connections and building resilience: Developing workshops with undergraduates PDF
Julia Anthoney, Rachel Stead, Katie Turney 404-418

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Knowledge Management & E-Learning: An International Journal (KM&EL)
ISSN 2073-7904


Maintained and Developed by:

Laboratory for Knowledge Management & E-Learning

Faculty of Education, The University of Hong Kong