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Visualizing student engagement in e-learning environment

Enrica Pesare, Teresa Roselli, Veronica Rossano
<span title="2016-11-25">2016</span> <i title="KSI Research Inc. and Knowledge Systems Institute Graduate School"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/bijobeithfesjfyctrnp5jfnmu" style="color: black;">Proceedings of the 22nd International Conference on Distributed Multimedia Systems</a> </i> &nbsp;
Moreover, the paper presents the design and implementation of Learning Dashboards aimed at visualizing the student engagement in online communities where the engagement and involvement of students are  ...  In this perspective, the research work aims at defining the engagement indicators useful to assess the active participation of students in social learning environments.  ...  Students can interact with visualizations to realize how engagement score was calculated, based on course interaction (page click), study time (reading and reviewing durations), submissions and questionnaire  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.18293/dms2016-028">doi:10.18293/dms2016-028</a> <a target="_blank" rel="external noopener" href="https://dblp.org/rec/conf/dms/RoselliRP16.html">dblp:conf/dms/RoselliRP16</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/sxbq3bzwlzf65fth6qqqmihmvy">fatcat:sxbq3bzwlzf65fth6qqqmihmvy</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20180602163204/http://ksiresearchorg.ipage.com/seke/dms16paper/dms16paper_28.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/f2/49/f2495e46cda3d34747356bf71c81441ac47953b7.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.18293/dms2016-028"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="external alternate icon"></i> Publisher / doi.org </button> </a>

Wireless Communication Network Tools Kits with Visualization Techniques: Design Consideration for Proposed Architecture

Che Zalina Zukifli, Sumiati Suparmin
<span title="2015-07-31">2015</span> <i title="Science and Engineering Research Support Society"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/gri3ay7vs5efhoridfutfkfagu" style="color: black;">International Journal of Multimedia and Ubiquitous Engineering</a> </i> &nbsp;
Effective learning and teaching of wireless communication however, require student to visualize and illustrate in understanding the technical and how the communication network is operates.  ...  This paper recommends a conceptual framework to overcome the inability student in learning wireless communication network course which is complex and difficult especially for novice student.  ...  1 No Viewing There is no use of visualization tools 2 Viewing Considered the core of student engagement with the visualization tool.  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.14257/ijmue.2015.10.7.38">doi:10.14257/ijmue.2015.10.7.38</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/zj5ftnd7mfhxvifk3nejbaayci">fatcat:zj5ftnd7mfhxvifk3nejbaayci</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20180604010024/http://www.sersc.org/journals/IJMUE/vol10_no7_2015/38.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/a1/75/a1754168cf2905013802f304bd39e71c2e193275.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.14257/ijmue.2015.10.7.38"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="external alternate icon"></i> Publisher / doi.org </button> </a>

Spotlights: Faculty, Alum, and Course

Stacy Creel
<span title="2013-02-28">2013</span> <i title="University of Southern Mississippi"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/gxr5dfqoijaqfgdve7yj3lh5tm" style="color: black;">SLIS Connecting</a> </i> &nbsp;
Students will learn about childhood cognitive development and be able to apply that knowledge to their choice of reading materials and activities.  How to develop story times that engage and interest  ...  Students will learn the art of inflection and tone, how to include and engage children in the reading experience and make story time a successful developmental encounter.  How to choose age appropriate  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.18785/slis.0201.02">doi:10.18785/slis.0201.02</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/wm2mtev2qrhzrdssmhywep4k6i">fatcat:wm2mtev2qrhzrdssmhywep4k6i</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20180720233448/https://aquila.usm.edu/cgi/viewcontent.cgi?article=1025&amp;context=slisconnecting" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/26/3d/263d5a98db126e98b772aa578d6e3bdf21772813.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.18785/slis.0201.02"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="unlock alternate icon" style="background-color: #fb971f;"></i> Publisher / doi.org </button> </a>

Characterizing Comment Types and Levels of Engagement in Video-Based Learning as a Basis for Adaptive Nudging [chapter]

Yassin Taskin, Tobias Hecking, H. Ulrich Hoppe, Vania Dimitrova, Antonija Mitrovic
<span title="">2019</span> <i title="Springer International Publishing"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/2w3awgokqne6te4nvlofavy5a4" style="color: black;">Lecture Notes in Computer Science</a> </i> &nbsp;
Video is frequently used as a learning medium in a variety of educational settings, including large online courses as well as informal learning scenarios.  ...  To foster learner engagement around instructional videos, our learning scenario facilitates interactive note taking and commenting similar to popular social video-sharing platforms.  ...  In this course, students work on a group project, and present their results in the last week of the course.  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1007/978-3-030-29736-7_27">doi:10.1007/978-3-030-29736-7_27</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/b27hzloo2vf5zkbqowngk3udm4">fatcat:b27hzloo2vf5zkbqowngk3udm4</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20200305112812/http://eprints.whiterose.ac.uk/150811/1/ECTEL2019-paper.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/6b/2e/6b2e7caf48e25a4ced280bb04900169757b1681c.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1007/978-3-030-29736-7_27"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="external alternate icon"></i> springer.com </button> </a>

Moderating Effects of Student Motivation on the Relationship between Learning Styles and Student Engagement

Mazuin Mat Halif, Narehan Hassan, Nur Athirah Sumardi, Aida Shekh Omar, Sharrifah Ali, Rozilah Abdul Aziz, Afiza Abdul Majid, Nor Fazalina Salleh
<span title="2020-08-06">2020</span> <i title="UiTM Press, Universiti Teknologi MARA"> Asian Journal of University Education </i> &nbsp;
The results revealed that only visual learning style was found to influence all three dimensions (behavioral, cognitive and emotional) elements of student engagement.  ...  styles and student engagement.  ...  Acknowledgement The authors would like to thank the Research Management Institute (RMI) and the Faculty of Business and Management, Universiti Teknologi MARA (UiTM) Selangor, Malaysia for giving the ARAS  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.24191/ajue.v16i2.10301">doi:10.24191/ajue.v16i2.10301</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/mnrk7mvhwnhrtgbw7wqxhp4uwi">fatcat:mnrk7mvhwnhrtgbw7wqxhp4uwi</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20200811022633/http://myjms.moe.gov.my/index.php/AJUE/article/download/10301/4878" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/1b/22/1b22dde0df6c1ef7aeb227a7d1f308ee7b7ab849.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.24191/ajue.v16i2.10301"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="unlock alternate icon" style="background-color: #fb971f;"></i> Publisher / doi.org </button> </a>

Improving Polymer Science Asynchronous Online Lecture Contents For Students' Engagement

Charles Darko
<span title="2021-07-31">2021</span> <i title="European Scientific Institute, ESI"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/gdvwqmt2d5dhrftdtde7vdllgm" style="color: black;">European Scientific Journal</a> </i> &nbsp;
Asynchronous online delivering methods have been found to promote excellent engagement among students but the impact in the teaching of polymer science courses have not been investigated.  ...  Using the cognitive learning theory and the redundant effect, the third-year students were described to have processed the information received and classified some redundant while the first-year students  ...  In this study, during the readings from the computer screens, there must have been a cognitive organization to recognize something new, classify information and store them in the brain before learning  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.19044/esj.2021.v17n25p95">doi:10.19044/esj.2021.v17n25p95</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/5errk5ljv5a6thdpxhdk2wciwe">fatcat:5errk5ljv5a6thdpxhdk2wciwe</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20210810115646/https://eujournal.org/index.php/esj/article/download/14526/14451" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/69/c7/69c751b34de8a290e9faaf067efb7bd7c6aa8ed8.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.19044/esj.2021.v17n25p95"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="unlock alternate icon" style="background-color: #fb971f;"></i> Publisher / doi.org </button> </a>

How Visual Narratives (Comics) Can Increase Literacy, Decrease Bias, and Highlight Stories of Social Justice

Jessica Motherwell McFarlane
<span title="2019-06-09">2019</span> <i title="University of Windsor Leddy Library"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/76yly3dlfrhenpkcnsx3b5sgci" style="color: black;">Collected Essays on Learning and Teaching</a> </i> &nbsp;
In my experience, stick-figure visual narratives can help participants tell stories of social injustices and practice ways that might restore right relations.  ...  In this paper, I provide a background story and a literature review in describing the rationale and method of using this approach to teach social justice concepts and rehearse pro-social interventions.  ...  In addition, most students felt proud to be engaging in reading the TRC report.  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.22329/celt.v12i0.5445">doi:10.22329/celt.v12i0.5445</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/q75gk3pl7vcwdivwexgwixraem">fatcat:q75gk3pl7vcwdivwexgwixraem</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20200213103637/https://celt.uwindsor.ca/index.php/CELT/article/download/5445/4988" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/82/c2/82c246e012ccf5a969825cd757cb881df48a5989.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.22329/celt.v12i0.5445"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="unlock alternate icon" style="background-color: #fb971f;"></i> Publisher / doi.org </button> </a>

Preparing Students For Class: A Clinical Trial Testing The Efficacy Between Multimedia Pre-lectures And Textbooks in an Economics Course

Jose J. Vazquez, Eric P. Chiang
<span title="2016-03-31">2016</span> <i title="Clute Institute"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/gq5bztj3afgwhhokkj4yw3a6ly" style="color: black;">Journal of College Teaching &amp; Learning (TLC)</a> </i> &nbsp;
Students who had access to pre-lecture materials scored significantly higher on comprehension and retention than those with access only to textbooks.  ...  The consequences are magnified as more instructors adopt the flipped classroom teaching model, in which students are expected to come to class with some knowledge of the material.  ...  Although instructors have long encouraged students to engage in such proactive learning, empirical and anecdotal evidence suggest that most students do not read textbooks prior to class.  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.19030/tlc.v13i2.9631">doi:10.19030/tlc.v13i2.9631</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/asvmxpymjbfyzeru3t2ay3al7a">fatcat:asvmxpymjbfyzeru3t2ay3al7a</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20170109184350/http://files.eric.ed.gov/fulltext/EJ1095763.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/e7/52/e75253b5a0f8b01f522ef468a13a4a9a7f5214bd.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.19030/tlc.v13i2.9631"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="unlock alternate icon" style="background-color: #fb971f;"></i> Publisher / doi.org </button> </a>

Beyond the Evidence Given: A Critical Commentary onCritical Links

Ellen Winner, Lois Hetland
<span title="">2003</span> <i title="Informa UK Limited"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/g773q3tzjrg7thsef6xiz5bonu" style="color: black;">Arts education policy review</a> </i> &nbsp;
This study reported that out of 40 students classified as at risk for high school dropout and asked whether an arts course had affected their decision to remain in school, most said yes.  ...  We find six cognitive outcomes said to result from programs that integrate the arts with academics (reading, verbal skills, math skills, creative thinking, achievement motivation, cognitive engagement)  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1080/10632910309600042">doi:10.1080/10632910309600042</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/3yny5qpdjnfzpmd6vhh226q3x4">fatcat:3yny5qpdjnfzpmd6vhh226q3x4</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20070317061857/http://www2.bc.edu:80/~winner/PDFs/Beyond_the_Evidence_Given_AEPR2002.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/4e/2b/4e2b0983ba6fa83e6696746c7a07bbec6c95e37f.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1080/10632910309600042"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="external alternate icon"></i> tandfonline.com </button> </a>

Harmonizing Teaching Tools with Cognitive Learning Outcomes in the Teaching of Economics

Mohsen Edalati
<span title="2016-11-15">2016</span> <i title="Canadian Center of Science and Education"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/aysn2vmlu5c2rpmdymcgk7pzve" style="color: black;">International Journal of Economics and Finance</a> </i> &nbsp;
of the course, so that the teaching tools selected can facilitate students' learning and help them achieve the anticipated learning outcomes more readily.  ...  Finally, it is argued that economics instructors should select teaching tools as well as contents, readings, in-class activities, assignments, and assessment formats after formulating the learning outcomes  ...  Then, instructors can expect students to get engaged in challenging underlying assumptions of models, structure of methods, and the like.  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.5539/ijef.v9n1p119">doi:10.5539/ijef.v9n1p119</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/n45zokv4qrectgcyudcofdw7rq">fatcat:n45zokv4qrectgcyudcofdw7rq</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20170923003345/http://ccsenet.org/journal/index.php/ijef/article/viewFile/65146/35170" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/50/8c/508c9dec5055d5a3a4bad5b97ac5df4e5e39ba16.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.5539/ijef.v9n1p119"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="external alternate icon"></i> Publisher / doi.org </button> </a>

SPATIAL-VISUAL INTELLIGENCE IN TEACHING STUDENTS OF ENGINEERING

Jelisaveta Šafranj, Jelena Zivlak
<span title="2018-06-30">2018</span> <i title="Preschool Teacher Training College, Vrsac, Serbia"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/l5rfliaefrccfc6wzohyfw7a5u" style="color: black;">Istraživanja u Pedagogiji</a> </i> &nbsp;
Students' language knowledge was tested at the beginning and the end of the course which lasted over the period of one semester.  ...  It also helps strengthen creativity in teaching activity, and advances interaction with students.  ...  , and classify both the animal and plant kingdoms.  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.17810/2015.72">doi:10.17810/2015.72</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/wte7r2ntpvfavj7dipoid5dyka">fatcat:wte7r2ntpvfavj7dipoid5dyka</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20200216224011/http://research.rs/wp-content/uploads/2018/07/2217-7337_v08_n01_p071.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/9d/4c/9d4c4093238717e50e1640cbcc71636b4413aef6.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.17810/2015.72"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="unlock alternate icon" style="background-color: #fb971f;"></i> Publisher / doi.org </button> </a>

Identification of Affective States in MOOCs

Napoliana Souza, Gabriela Perry
<span title="2018-12-31">2018</span> <i title="International Journal for Innovation Education and Research"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/l2fckzk7xvgfzjqywt3c4732ie" style="color: black;">International journal for innovation education and research</a> </i> &nbsp;
Massive Open Online Courses (MOOCs) are a type of online coursewere students have little interaction, no instructor, and in some cases, no deadlines to finisch assignments.  ...  For this reason, a better understanding of student affection in MOOCs is importantant could have potential to open new perspectives for this type of course.  ...  Behavioral engagement was measured using lecture and quiz coverage. Cognitive engagement was measured by counting video interaction events.  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.31686/ijier.vol6.iss12.1250">doi:10.31686/ijier.vol6.iss12.1250</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/xd7gcjviujc7nfum2vazcszgke">fatcat:xd7gcjviujc7nfum2vazcszgke</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20190427045409/https://ijier.net/index.php/ijier/article/download/1250/881" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/3a/ea/3aea2a437559cb6dc896872c534e9fe3b1e2669f.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.31686/ijier.vol6.iss12.1250"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="unlock alternate icon" style="background-color: #fb971f;"></i> Publisher / doi.org </button> </a>

Assessing the Usefulness of Object-based Programming Education Using Arduino

YunJae Jang, WonGyu Lee, JaMee Kim
<span title="2015-01-17">2015</span> <i title="Indian Society for Education and Environment"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/wffwpj3q45g5zfjzfeyagk5uea" style="color: black;">Indian Journal of Science and Technology</a> </i> &nbsp;
Read and MacFarlane introduced the 1 st version in 2000, the 2 nd version in 2002, and the 3 rd version in 2008 18-20 .  ...  In this course, it seems that learners's positive attitude was reinforced through various kinds of questions and assistance among fellow students.  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.17485/ijst/2015/v8is1/57701">doi:10.17485/ijst/2015/v8is1/57701</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/ckbodjwalbhljhknm3rekx5uu4">fatcat:ckbodjwalbhljhknm3rekx5uu4</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20180721101920/http://indjst.org/index.php/indjst/article/download/57701/45036" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.17485/ijst/2015/v8is1/57701"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="external alternate icon"></i> Publisher / doi.org </button> </a>

The Characteristics of Successful MOOCs in the Fields of Software, Science, and Management, According to Students' Perception

Simona Holstein, Anat Cohen
<span title="">2016</span> <i title="Informing Science Institute"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/dvb7pqzyz5aqzi3ehloxtelnoa" style="color: black;">Interdisciplinary Journal of e-Skills and Lifelong Learning</a> </i> &nbsp;
Thousands of student reviews regarding five xMOOCs (Massive Open Online Course) in the fields of software, science, and management were extracted from the Coursetalk website and analyzed by quantitative  ...  In addition, cluster analysis revealed five types of learners, based on the characteristics they mentioned for course success: atmosphere, exercise, teacher, exam, and unspecified.  ...  Another typology of the physiological dimensions of learning styles is Visual, Aural, Read\Write, and Kinesthetic (VARK) (Drago & Wagner, 2004) .  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.28945/3614">doi:10.28945/3614</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/67does6ojrd47aj6btop3pteai">fatcat:67does6ojrd47aj6btop3pteai</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20180721073047/http://www.ijello.org/Volume12/IJELLv12p247-266Holstein2837.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/09/80/0980081fbc845a0d8d80b5a8abc0087db2f288f5.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.28945/3614"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="unlock alternate icon" style="background-color: #fb971f;"></i> Publisher / doi.org </button> </a>

Exploring Discourse Competence Elements in EAP Class Presentations through Document and Ethnographic Analyses

Junaidah Januin, Jeannet Stephen
<span title="">2015</span> <i title="Elsevier BV"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/trfcnrckdvgftcxiz3i6lginty" style="color: black;">Procedia - Social and Behavioral Sciences</a> </i> &nbsp;
This study presents a qualitative document analysis of the essay marking schedule, course textbook, and course syllabus of a blended EAP course in Malaysia, in order to uncover the elements of discourse  ...  They are confronted with tasks that require them to search for information; select relevant sources; read and write highly conventionalized academic genres; and present findings in an academic presentation  ...  Thus, students entering EAP/ESP courses are confronted with academic tasks that require them to read and write in new ways.  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1016/j.sbspro.2015.11.192">doi:10.1016/j.sbspro.2015.11.192</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/vfarqcurdzedzntckvecr6ysfa">fatcat:vfarqcurdzedzntckvecr6ysfa</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20171002233201/http://publisher-connector.core.ac.uk/resourcesync/data/elsevier/pdf/c03/aHR0cDovL2FwaS5lbHNldmllci5jb20vY29udGVudC9hcnRpY2xlL3BpaS9zMTg3NzA0MjgxNTA1NTMyOQ%3D%3D.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/4e/58/4e5802b6f0abac3ef37d592f2d6b045bfeba0a3f.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1016/j.sbspro.2015.11.192"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="unlock alternate icon" style="background-color: #fb971f;"></i> elsevier.com </button> </a>
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