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E se a marca me responde com emoji?: impacto das características da CMC na perceção e atitudes face à marca
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Attitudes, behaviors, and learning outcomes from using classtranscribe, a UDL-featured video-based online learning platform with learnersourced text-searchable captions
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Suitability of Blackboard as Learning Management System to assess oral competence: Students’ perceptions and results
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'n Model vir 'n aanlyn GIS-vakwoordeboek
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In: Lexikos; Vol. 30 (2020) ; 2224-0039 (2020)
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'n Model vir 'n aanlyn GIS-vakwoordeboek
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In: Lexikos, Vol 30, Pp 499-518 (2020) (2020)
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Predicting Math Success in an Online Tutoring System Using Language Data and Click-Stream Variables: A Longitudinal Analysis
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Content interaction in online university courses: the start@unito project
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Abstract:
[EN] The growing number of online courses offered by many universities worldwide is reshaping the traditional delivery of knowledge. This study tries to combine e-learning and the learning principles of language and linguistics. Drawing on the experience of the start@unito project at the University of (blinded), which this year also offers language and linguistics courses, we tackle one of the main problems of online education, namely that of interaction. This study tries to combine e-learning and the learning principles of language and linguistics, focusing on the three types of interaction proposed by Moore (1989): learner-learner, learner-instructor, learner-content interactions. Specifically, we concentrate on the various ways in which learners may interact with the content in asynchronous untutored online university courses. Starting from the assumption that all the language and linguistics courses need a great deal of interaction, in order to be beneficial to students, it emerges that the application of pedagogical approaches and a careful instructional design of the courses may facilitate a more effective interaction with the content of the object of study. ; Cicillini, S.; Salusso, D. (2019). Content interaction in online university courses: the start@unito project. En HEAD'19. 5th International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 1197-1205. https://doi.org/10.4995/HEAD19.2019.9449 ; OCS ; 1197 ; 1205
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Keyword:
Content Interaction; E-learning; Educational systems; Higher Education; Learning; Online Interaction; Online Language and Linguistics; Online Teaching; Open Online University Courses; Teaching
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URL: https://doi.org/10.4995/HEAD19.2019.9449 http://hdl.handle.net/10251/123884
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Complexity Beyond Pure Reason? Emergence Through The Lens Of Coincidence ...
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Complexity Beyond Pure Reason? Emergence Through The Lens Of Coincidence ...
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Three Essays on Trust Mining in Online Social Networks
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In: Theses and Dissertations (2018)
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Parental Empowerment via Instructional Technology in the Context of Learning Arabic as a Second Language
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Sweileh, Belal. - : University of Alberta. Department of Secondary Education., 2018
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Computational Approaches for Analyzing Social Support in Online Health Communities
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Journalist-source relations and the deliberative system: A network performance approach to investigating journalism’s contribution to facilitating public deliberation in a globalized world
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Lost in Politics and Standardization: Exploring the Standards for Mathematical Practice in a Postmodern Mathematics Curriculum
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In: Electronic Theses and Dissertations (2016)
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Data Verifications for Online Social Networks
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In: FIU Electronic Theses and Dissertations (2015)
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Sentiment Big Data Flow Analysis by Means of Dynamic Linguistic Patterns
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Comparative Analysis of Online Health Queries Originating from Personal Computers and Smart Devices on a Consumer Health Information Portal
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In: Ashutosh Jadhav (2015)
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Improving CSL Accessibility: A Bilingual, Interactive, Online Database for Chinese Sign Language
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In: Senior Projects Spring 2014 (2014)
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τC: C with process network extensions for embedded manycores
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In: ISSN: 1877-0509 ; EISSN: 1877-0509 ; Procedia Computer Science ; https://hal-cea.archives-ouvertes.fr/cea-01831559 ; Procedia Computer Science, Elsevier, 2014, 29, pp.1100-1112. ⟨10.1016/j.procs.2014.05.099⟩ (2014)
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