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61.
Conclusions The results of this investigation showed that significant differences did exist at the 01 level among instructional treatments.
A comparison of mean performance scores across groups (rows) and tasks (columns) showed that instructional treatments ranked
as follows: 1) self-instruction, 2) lecturedemonstration (classroom), 3) lecture-demonstration (television), and 4) minimal-instruction.
The socioeconomic background of subjects did not influence instructional treatment. Subjects from all three socioeconomic
levels learned best from self-instruction.
Under the conditions of this study, time was not a significant factor or causal effect in differences that resulted among
instructional treatments.
Self-instruction was found to be the most effective method of teaching subjects from different socioeconomic levels to perform
manipulatory tasks. This study substantiates the findings of an early experiment conducted by Calder (1966) with college students. 相似文献
62.
Clarence Ng 《Distance Education》2017,38(1):37-58
Can mastery and performance-approach goals predict distance learners’ learning and achievement in different learning situations over an academic year? Using a prospective longitudinal design, the current study examined this research question using a cohort of distance learners in Hong Kong. Two hundred and seventy-two distance learners completed three survey questionnaires at the beginning, in the middle and towards the end of an academic year. Regression analyses found that distance learners’ mastery and performance-approach goals at the beginning of the academic year predicted learning interest and the use of regulatory strategies in subsequent surveyed points after controlling for the effects of the age factor and self-efficacy levels. 相似文献
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Clarence W. Joldersma 《Educational theory》2011,61(3):275-293
In this essay Clarence Joldersma explores radical constructivism through the work of its most well‐known advocate, Ernst von Glasersfeld, who combines a sophisticated philosophical discussion of knowledge and truth with educational practices. Joldersma uses Joseph Rouse's work in philosophy of science to criticize the antirealism inherent in radical constructivism, emphasizing that Rouse's Heideggerian critique differs from the standard realist defense of modernist epistemology. Next, Joldersma develops an alternative conception of truth, in terms of disclosure, based on Lambert Zuidervaart's work in aesthetics. Joldersma concludes by arguing that this notion of truth avoids the pitfalls of both realism and antirealism, giving educational theorists a way forward to accept some of the major insights of constructivism with respect to learning and teaching without having to relinquish a robust notion of truth. 相似文献
65.
Clarence Maybee Christine S. Bruce Mandy Lupton Kristen Rebmann 《Library & information science research》2013
Informed learning is a pedagogy that focuses on learning subject content through engaging with academic or professional information practices. Adopting the position that more powerful learning is achieved where students are taught how to use information and subject content simultaneously, the research reported here investigated an informed learning lesson. Using phenomenographic methods, students' experiences of the lesson were compared with observations of how the lesson was enacted in the classroom. Based on an analysis of student interviews using variation theory, different ways of experiencing the informed learning lesson emerged. Some students understood the lesson to be about learning to use information, i.e., researching and writing an academic paper, while others understood it as focusing on understanding both subject content and information use simultaneously. Although the results of this study are highly contextualized, the findings suggest criteria to consider when designing informed learning lessons. 相似文献
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Clarence W. Joldersma 《Educational Philosophy and Theory》2018,50(14):1338-1339
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Annette?SherryEmail author R.?W.?Burniske Candido?Manuel?Varela?de?Fretas José Diaz de Rabago?S.?J. Abbas?Johari Clarence?Chu Fran?ois?Marchessou 《TechTrends》2003,47(6):19-25
Conclusion Although many questions remain unanswered, these early translations of the AECT Code of Ethics will be available at the AECT
Web site to ensure that access to the principles is offered in languages other than English. As they become available, more
translations will be added to the English, Farsi, French, Mandarin Chinese, Portuguese, and Spanish versions. The translations
will be saved as PDF files to retain the unique characters of each language.
Additional translators with expertise in both educational technology and the targeted languages will be identified. Exploration
of ways to encourage debate regarding the viability of the translations within diverse cultures continues. The ultimate hope
is that collaboration among members of the professional ethics committee of AECT, the translators, and interested educators
will result in the development of a Code of Ethics that “speaks” across cultures and establishes a meaningful guide to professional
conduct around the world.
Authors’ Note: This article expands on earlier work published in the (2002) Proceedings of the Annual Meeting of the Association
for Educational Communications and Technology, edited by M, Simonson. 相似文献
70.