Resultados de búsqueda - Journal of Computer Assisted Learning

Beyond Web 2.0: mapping the technology landscapes of young learners. por Clark W, Logan K, Luckin R, Mee A, Oliver M

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An empirically grounded framework to guide blogging in higher education. por Kerawalla L, Minocha S, Kirkup G, Conole G

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The appropriation and repurposing of social technologies in higher education. por Hemmi A, Bayne S, Land R

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Narrative and learning with Web 2.0 technologies: towards a research agenda. por Pachler N, Daly C

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Social software, Web 2.0 and learning: status and implications of an evolving paradigm. por Ravenscroft A

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A model for online learner support based on selecting appropriate peer tutors. por Van Rosmalen P, Sloep P, Brouns F, Kester L, Berlanga A, Bitter M, Koper R

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Peering into large lectures: examining peer and expert mark agreement using peerScholar, an online peer assessment tool. por Paré DE, Joordens S

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Effectiveness of vocabulary learning via mobile phone. por Lu M

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Mathematics motivation and achievement as predictors of high school students' guessing and help-seeking with instructional software. por Beal C, Qu L, Lee H

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A multidimensional approach to determinants of computer use in primary education: teacher and school characteristics. por Tondeur J, Valcke M, van Braak J

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Effects of multimedia and schema induced analogical reasoning on science learning. por Zheng R, Yang W, Garcia D, McCadden E

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An examination of the impact of learning objects in secondary school. por Kay R, Knaack L

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Cross-age peer tutors in asynchronous discussion groups: studying the impact of tutors labelling their interventions. por De Smet M, Van Keer H, Valcke M

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Peer observation of teaching in the online environment: an action research approach. por Swinglehurst D, Russell J, Greenhalgh T

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Serious games for higher education: a framework for reducing design complexity. por Westera W, Nadolski RJ, Hummel HGK, Wopereis IGJ

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Critical issues for e-learning delivery: what may seem obvious is not always put into practice. por McPherson MA, Nunes JM

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Are high-coherent concept maps better for prior knowledge activation? Differential effects of concept mapping tasks on high school vs. university students. por Gurlitt J, Renkl A

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The effects of animations on verbal interaction in computer supported collaborative learning. por Sangin M, Dillenbourg P, Rebetez C, Bétrancourt M, Molinari G

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Informal learning with PDAs and smartphones. por Clough G, Jones AC, McAndrew P, Scanlon E

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Getting it from the Web: why and how online resources are used by independent undergraduate learners. por Kirkwood A

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