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151.
Which U.S. institutions of higher education offer the best value to consumers? To answer this question, we evaluate U.S. institutions relative to a data envelopment analysis (DEA) multi-factor frontier based on 2000?C2001 data for 1,179 4-year institutions. The resulting DEA ??best buy?? scores allow the ranking of institutions by a weighted sum of institutional characteristics per dollar of average net price. The net price is calculated as tuition, fees, room, and board less per student financial aid. Institutional characteristics include SAT score, athletic expenditures, instructional expenditures, value of buildings, dorm capacity, and student body characteristics. The DEA scores indicate the distance of each institution from the ??best buy?? frontier for the chosen characteristics, providing an objective means of ranking institutions as the best values in higher education. 相似文献
152.
Bruce A. Cameron Kari Morgan Karen C. Williams Kyle L. Kostelecky 《The American journal of distance education》2013,27(1):20-33
Abstract This study explored the relationship between specific social tasks and student perceptions of a sense of community during online group work. A survey instrument was developed, piloted, and deployed to 125 students in six different online classes. Results revealed few significant relationships between each of the five social tasks examined and student perceptions of a sense of community during online group work; however, students reported that some social tasks were important. Students seemed to focus more on completing a task for a grade than seeing group projects as part of developing community to enhance learning. This might reflect a lack of understanding by the students of the importance of social tasks to successful group project completion. 相似文献
153.
Judy Hardy Simon P. Bates Morag M. Casey Kyle W. Galloway Ross K. Galloway Alison E. Kay 《International Journal of Science Education》2013,35(13):2180-2194
The relationship between students' use of PeerWise, an online tool that facilitates peer learning through student-generated content in the form of multiple-choice questions (MCQs), and achievement, as measured by their performance in the end-of-module examinations, was investigated in 5 large early-years science modules (in physics, chemistry and biology) across 3 research-intensive UK universities. A complex pattern was observed in terms of which type of activity (writing, answering or commenting on questions) was most beneficial for students; however, there was some evidence that students of lower intermediate ability may have gained particular benefit. In all modules, a modest but statistically significant positive correlation was found between students' PeerWise activity and their examination performance, after taking prior ability into account. This suggests that engaging with the production and discussion of student-generated content in the form of MCQs can support student learning in a way that is not critically dependent on course, institution, instructor or student. 相似文献
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Abstract In library user experience (UX) literature, physical and digital spaces are often studied separately. In academic libraries, different stakeholders often control and operate the logistics of each set of spaces. Additionally, library UX studies seldom consider the physical experiences of users beyond the borders of library websites or buildings. Our survey of 37?U.S. academic library websites found that 97% had some kind of digital representations of physical spaces – predominantly floor plans. A content analysis of those floor plans found that many were poorly designed, and identified two specific themes: non-accessible content and a lack of comprehensive information to facilitate the user journey. This paper offers several recommendations for building more accessible digital representations of physical spaces for the library website. These trends and recommendations are intended to be instructive for managers of library websites and elucidate larger themes about academic libraries. 相似文献
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A comparison of the MEDLARS data base as it is currently available from the National Library of Medicine and Bibliographic Retrieval Services (BRS), Inc., is presented in chart format, and some major capability differences between the two systems are highlighted. The information inlcuded justifies the dual availability of the data base in health sciences libraries. This paper is intended for searchers and others familiar with one or both systems. Administrators considering the acquisition of the BRS system may find the study useful. 相似文献
160.