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Designing multimedia learning environments 普通类
Community-based individual knowledge construction
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Enabling meaningful learning 普通类
This paper explores the design of a Web-based tutorial for Activity Analysis offered within an undergraduate course of occupational therapy.
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Dialogic Education and Technology 普通类
Community-based individual knowledge construction
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Coding procedures to analyse interaction patterns 普通类
Community-based individual knowledge construction
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A systems-based approach to technology integration 普通类
The purpose of this article is to present a systems-based mentoring model of technology integration that follows a research-based path.
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42-57 普通类
The purpose of the study reported here is to illustrate how an approach based on a culturally appropriate ‘shepherd metaphor’ has helped Asian students to cross cultural boundaries and to engage in critical thinking online. Asian students are under different levels of influence from the Confucian Heritage Culture, which cultivates students to revere authority, maintain harmony and avoid conflicts in public. This has a significant impact on Asian students' cultural readiness to verbalise critical thinking. This paper partially reports research undertaken in a large English as a Foreign Language reading class in Taiwan, in which ‘shepherd leadership’ was practised. Shepherd leadership involves knowing students individually, offering cognitive modelling, exercising leadership and discipleship, encouraging student leadership and calling on silent students personally to get them to participate. This approach, concentrating on Asian students' affective needs, cognitive modelling, passing leadership to students and reaching out to silent ones, was found effective.
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The effect of static and animated visualization 普通类
This study investigated the effectiveness of three different levels of enhancement strategies utilized to facilitate students’ learning from static.
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32-41 普通类
E-tutoring refers to individualised learning support mediated by Internet technology. While increased demand for tutors has led to a surge in commercial e-tutoring services, volunteer e-tutoring programs for children are rare. To test the viability of volunteer e-tutoring for elementary school students, 10 undergraduate students enrolled in a technology education (TE) course provided online with instructional support to children in need of tutoring services. Each e-tutor was assigned a specific child, developed a Web Course Tools course and corresponding online activities to improve teacher-identified skill deficiencies, and provided 8 weeks of e-tutoring. Three video conferences complemented online instructional interaction between e-tutor and e-tutee. Children, parents and TE students expressed positive evaluation of the initiative
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Structuring asynchronous discussion groups 普通类
Community-based individual knowledge construction
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The impact of goal focus, task type and group size 普通类
Community-based individual knowledge construction