全文获取类型
收费全文 | 99篇 |
免费 | 2篇 |
专业分类
教育 | 72篇 |
科学研究 | 9篇 |
各国文化 | 4篇 |
体育 | 13篇 |
文化理论 | 1篇 |
信息传播 | 2篇 |
出版年
2023年 | 1篇 |
2022年 | 2篇 |
2020年 | 1篇 |
2019年 | 7篇 |
2017年 | 9篇 |
2016年 | 7篇 |
2015年 | 5篇 |
2014年 | 2篇 |
2013年 | 28篇 |
2012年 | 4篇 |
2011年 | 6篇 |
2010年 | 1篇 |
2009年 | 2篇 |
2008年 | 4篇 |
2007年 | 3篇 |
2005年 | 3篇 |
2004年 | 1篇 |
2002年 | 2篇 |
2001年 | 2篇 |
1999年 | 1篇 |
1996年 | 1篇 |
1994年 | 1篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1986年 | 1篇 |
1984年 | 1篇 |
1978年 | 1篇 |
1975年 | 3篇 |
排序方式: 共有101条查询结果,搜索用时 0 毫秒
101.
Vibrant student voices: exploring effects of the use of clickers in large college courses 总被引:1,自引:1,他引:0
Angel Hoekstra 《Learning, Media and Technology》2008,33(4):329-341
Teachers have begun using student response systems (SRSs) in an effort to enhance the learning process in higher education courses. Research providing detailed information about how interactive technologies affect students as they learn is crucial for professors who seek to improve teaching quality, attendance rates and student learning. This study investigates social, educational and emotional effects of the use of SRSs – clickers – at the University of Colorado at Boulder. Methods include participant observation, survey data from over 2000 students enrolled in three semesters of General Chemistry, and in‐depth interviews exploring the nature of student experiences with clickers. Findings suggest clickers significantly alter the social environment experienced by students as they learn. Clickers create learning environments characterized by greater activity, cooperation and conceptual application compared to traditional, lecture‐based instruction. Gender also influences whether students choose to work with peers during clicker‐prompted interaction. The qualitative analysis presented here extends upon themes identified in existing research on the effects of clickers for learning. 相似文献