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Acknowledgement to Reviewers 普通类
Characteristics of students assigned
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Characteristics of students assigned 普通类
Characteristics of students assigned
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185 普通类
No abstract is available for this article.
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179-183 普通类
Educational applications of Web 2.0: Using blogs to support teaching and learning
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174-178 普通类
Developing evaluative indicators for educational computer games
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169-173 普通类
Issues of inquiry learning in digital learning environments
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Wiki-supported learning and knowledge building 普通类
Wiki-supported learning and knowledge building
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Citations of ETR&D and related journals, 1990–2004 普通类
Scientific communication in the field of educational technology was examined by analyzing references from and citations to articles published in Educational Technology Research and Development.
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164-168 普通类
Cultural differences in the perception of a social-constructivist e-learning environment
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149-163 普通类
This article reports on four United States studies of how rewards systems, extrinsic and intrinsic, could play an important role in providing incentives for university faculty to teach (or remain teaching) electronic and distance education courses. The first three studies conducted prior to 2003 reported faculty were inherently motivated to teach e-learning and distance education. The fourth study in 2003 reported key findings that differed from the earlier studies. Using a principal components analysis, the researchers found nine indicators of motivation to participate or not participate in electronic or distance education. The implications from the fourth study indicated that, while faculty members were inherently committed to helping students, faculty members wanted their basic physiological needs met by university administration through extrinsic motivators, such as salary increases and course releases.