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基础教育
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Using Wiki technology to support student 普通类
Using Wiki technology to support student engagement
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Real-time collaboration of virtual laboratories 普通类
Real-time collaboration of virtual laboratories
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Effects on participation of an experimental 普通类
Effects on participation of an experimental
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EGameFlow A scale to measure learners 普通类
EGameFlow A scale to measure learners
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The impact of information richness 普通类
The impact of information richness
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The use of ICT in primary schools 普通类
The use of ICT in primary schools
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A theory of online learning 普通类
A theory of online learning as online participation
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The effects of computer games 普通类
The effects of computer games on primary school students’ achievement and motivation in geography learning
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Integration of simulation 普通类
Pre-laboratoryactivitieshavebeenknowntoimprovestudents’preparationbeforetheirpracticalwork astheyassiststudentstomakeavailablemoreworkingmemorycapacityforactuallearningduring thelaboratory.Theaimofthisinvestigationwastocomparetwodifferentteachingapproacheswhich supportedapre-laboratorysessionbyusingthesamesimulationprogram.Theinvestigationwascon- ductedintwocountries(GreeceandUK).TheGreekstudentsattendedthecourseinacomputercluster, wheretheteacherandthestudentshadaface-to-facecommunication,whiletheEnglishstudentspartic- ipatedintheon-lineWebCTcourse,wheretherewasanon-lineasynchronousdiscussion.Acrucialpoint whichemergedfromthisinvestigationwasthatthesimulationprograminthetwodifferentpre-labora- torytrainingsessionsgavethesamelearningoutcome;however,thelearningcharacteristicsandthetea- cher’seffortweredifferent.Thus,theteachercouldadoptboththetwoteachingapproachesdepending ontheuniversityfacilities,thestaff’s\timeandthestudents’familiaritywithvirtuallearningenviron- ments.However,ineachcaseofstudentsfollowedadifferentway(collaborationor/andindependent learning)toobtainthesimilarlearningoutcome.Inallcasesaftertheirpre-laboratorytrainingsession theyenteredthelaboratoryperformingtheexperimentswithoutanyfurtherinstructions.Additionally, theteacher’srolewasslightdifferenceinthetwoteachingapproaches.Inthecomputercluster,thetea- cherhadamoreactiveroleguidingstudentstoobtaintheexpectedlearningoutcomethroughface-to- facediscussionandinteraction,whereasinthecaseofthevirtuallearningenvironment(WebCT),thetea- cherhadamoreofafacilitatorrolefocusedonposingquestionstothestudentsandcollectingthe resourcespromotingtheindependentlearning.
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Moodle as a teaching tool in Physics 普通类
Moodle as a teaching tool