Resultados de búsqueda - Journal of Computer Assisted Learning

Promoting contextual vocabulary learning through an adaptive computer-assisted EFL reading system. por Wang, Y.‐H.

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Improving diagrammatic reasoning in middle school science using conventions of diagrams instruction. por Miller, B.W., Cromley, J.G., Newcombe, N.S.

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The effects of reviews in video tutorials. por Meij, H., Meij, J.

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Using U-Pace instruction to improve the academic performance of economically disadvantaged undergraduates. por Fleming, R., Stoiber, L.C., Pfeiffer, H.M., Kienzler, S.E., Fleming, R.R., Pedrick, L.E., Barth, D.J., Reddy, D.M.

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A MOOC based on blended pedagogy. por Rayyan, S., Fredericks, C., Colvin, K.F., Liu, A., Teodorescu, R., Barrantes, A., Pawl, A., Seaton, D.T., Pritchard, D.E.

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Understanding MOOC students: motivations and behaviours indicative of MOOC completion. por Pursel, B.K., Zhang, L., Jablokow, K.W., Choi, G.W., Velegol, D.

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The MOOC and learning analytics innovation cycle (MOLAC): a reflective summary of ongoing research and its challenges. por Drachsler, H., Kalz, M.

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Who are the top contributors in a MOOC? Relating participants' performance and contributions. por Alario‐Hoyos, C., Muñoz‐Merino, P. J., Pérez‐Sanagustín, M., Delgado Kloos, C., Parada G., H. A.

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Towards general models of effective science inquiry in virtual performance assessments. por Baker, R.S., Clarke‐Midura, J., Ocumpaugh, J.

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Connecting performance to social structure and pedagogy as a pathway to scaling learning analytics in MOOCs: an exploratory study. por Goggins, S.P., Galyen, K.D., Petakovic, E., Laffey, J.M.

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The role of students' motivation and participation in predicting performance in a MOOC. por Barba, P.G., Kennedy, G.E., Ainley, M.D.

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Improving ESL writing using an online formulaic sequence word-combination checker. por Grami, G.M.A., Alkazemi, B.Y.

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A knowledge-structure-based adaptive dynamic assessment system for calculus learning. por Ting, M.‐Y., Kuo, B.‐C.

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The development and validation of the student response system benefit scale. por Hooker, J.F., Denker, K.J., Summers, M.E., Parker, M.

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The effect of SDLR and self-efficacy in preschool teachers by using WS learning. por Kao, C‐P.

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Tablet use in schools: a critical review of the evidence for learning outcomes. por Haßler, B., Major, L., Hennessy, S.

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Exploring the role of content knowledge in teacher design conversations. por Boschman, F., McKenney, S., Pieters, J., Voogt, J.

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From integrative to game-based integrative peer response: high ability versus low ability. por Wang, J.H., Chen, S.Y., Chang, B., Chan, T.W.

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Student-generated content in college teaching: content quality, behavioural pattern and learning performance. por Yang, X., Guo, X., Yu, S.

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Interplay of prior knowledge, self-regulation and motivation in complex multimedia learning environments. por Song, H.S., Kalet, A.L., Plass, J.L.

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