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Educating learning technology designers 普通类
No abstract is available for this article.
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Mobile learning communities 普通类
Working with these young learners led to a bank of new information with implications for all the stakeholders in 14-19 education and training. There are thirteen chapters with introductions and summaries, and each chapter discusses between three and six discrete themes in good detail.
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Invisible students impossible dreams 普通类
No abstract is available for this article.
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Enhancing learning teaching assessment 普通类
The recent trend towardsWeb 2.0 focuses on users’ active participation and interaction via online environment (Musser, O’Reilly & the O’Reilly Radar Team, 2006), and makes educational strategies more interactive and diverse. Many teaching strategies are also integrated with online learning activities. However, this raises questions about how learners conduct these online learning behaviours and about the visual sequential behavioural patterns that they employ. These patterns may provide an important reference for teachers’ or intelligent agents’ guidance for enhancing learners’ learning. Lag sequential analysis (Bakeman & Gottman, 1997) can individually examine whether the sequential relationship between each behaviour has been achieved significantly and visualise the patterns. This study tries to conduct an empirical observation and apply sequential analysis to detect learners’ behavioural patterns. Based on our initial findings, we also provide suggestions, which are expected to promote in-depth online learning.
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Applying lag sequential analysis 普通类
Address for correspondence: Dr. Huei-Tse Hou, Department of Information Management, Ching Yun University, 229, Jiansing Road, Jhongli City, Taoyuan County 320, Taiwan Jung-li 320, Taiwan. Email: ho@ice.ntnu.edu.tw
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Towards the effective use of web notes 普通类
Jennifer Rowley is a professor of Information and Communications at Manchester Metropolitan University. Sally Sambrook is a professor of Human Resource Development at the Bangor Business School, Bangor University. Addresses for correspondence: Jennifer Rowley, Manchester Metropolitan University, Rosamund Street West, Manchester, M15 6BH, UK. Email: j.rowley@mmu.ac.uk; Sally Sambrook, Human Resource Development, Bangor University, Bangor Business School, Hen Goleg, College Road, Bangor, LL57 2DG, Northern Ireland. Email: abs803@bangor.ac.uk
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Taiwanese junior high school students’ mathematics 普通类
Address for correspondence: Chun-Yi Lee, No. 162, Sec. 1, Ho-ping East Road, Taipei 10610, Taiwan. Email: chunyi.lii@gmail.com
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From printing to Internet 普通类
Address for correspondence: Shesen Guo, Literature Department, Qianjiang College, Hangzhou Normal University, Hangzhou, Zhejiang Province, Postal Code 310012, P. R. China. Email: guoshesen@ 126.com
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A key step to understanding paradigm shifts 普通类
A key step to understanding paradigm shifts in e-learning: towards context-aware ubiquitous learning
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The relationship between motivation 普通类
This study examined how students’ achievement goals, self-efficacy and learning strategies influenced their choice of an online, hybrid or traditional learning environment. One hundred thirty-two post-secondary students completed surveys soliciting their preferences for learning environments, reasons for their preference, their motivational orientation towards learning and learning strategies used. Findings indicated that most students preferred traditional learning environments. This preference was based on how well the environment matched their personal learning style and engaged them as students. Discriminant analyses indicated significant differences in motivational beliefs and learning strategies; students who preferred traditional environments showed a mastery goal orientation and greater willingness to apply effortwhile learning. Students who preferred less traditional environments presented as more confident that they could manage a non-traditional class. These findings have implications for understanding students’ motivation for learning in diverse educational settings.