Resultados de búsqueda - Journal of Computer Assisted Learning

The quality of the assignment matters in hypermedia learning. por Paans, Cindy, Segers, Eliane, Molenaar, Inge, Verhoeven, Ludo

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Virtual reality and situated experiential education: A conceptualization and exploratory trial. por Schott, Christian, Marshall, Stephen

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Student engagement with computerized practising: Ability, task value, and difficulty perceptions. por Cornelisz, Ilja, Klaveren, Chris

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Virtual Algebra Tiles: A pedagogical tool to teach and learn algebra through geometry. por Garzón, Juan, Bautista, Julián

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Factors affecting student learning performance: A causal model in higher blended education. por Ramirez‐Arellano, Aldo, Acosta‐Gonzaga, Elizabeth, Bory‐Reyes, Juan, Hernández‐Simón, Luis Manuel

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Randomized controlled trials of U‐Pace instruction: Outcomes in two gateway courses. por Fleming, Raymond, Kienzler, Sarah, Stoiber, Leah, Fleming, Ryan R., Pedrick, Laura E., Reddy, Diane M.

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Repeating virtual assembly training facilitates memory for coarse but not fine assembly steps. por Sebastian, Katharina, Ghose, Tandra, Huff, Markus

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Teacher practices during Year 4 of a one‐to‐one mobile learning initiative. por Reichert, Michael, Mouza, Chrystalla

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Students' views on the use of ClassBoost in a teachers' education college. por Levin, Orna, Avidov‐Ungar, Orit

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The "friend of zone of proximal development" role: ePortfolios as boundary objects. por Impedovo, M.A., Ligorio, M.B., McLay, K.F.

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Digital story design activities used for teaching programming effect on learning of programming concepts, programming self‐efficacy, and participation and analysis of student exper... por Yildiz Durak, Hatice

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Analysis of knowledge construction during group space activities in a flipped learning course. por Winter, J.W.

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How students read an e‐textbook in an engineering course. por Gyllen, J., Stahovich, T., Mayer, R.

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Effects of a modelling example for teaching information problem solving skills. por Frerejean, J., Strien, J.L.H., Kirschner, P.A., Brand‐Gruwel, S.

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A data‐driven procedural‐content‐generation approach for educational games. por Hooshyar, D., Yousefi, M., Wang, M., Lim, H.

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"Address me personally!": On the role of language styles in a MOOC. por Riehemann, J., Jucks, R.

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Computer‐assisted vocabulary instruction for students with disabilities: Evidence from an effect size analysis of single‐subject experimental design studies. por Mize, Min Kyung, Park, Yujeong, Moore, Tara

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Flipping learning not just content: A 4‐year action research study investigating the appropriate level of flipped learning. por Maycock, K.W., Lambert, J., Bane, D.

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The moderating effects of intrinsic load on the relationship between self‐regulated effort and germane load. por Lange, C., Costley, J.

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Predicting student performance in a blended MOOC. por Conijn, R., Van den Beemt, A., Cuijpers, P.

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