Beyond Knowledge: The Legacy of Competence: Meaningful Computer-Based Learning Environments / Jörg Zumbach (u. a.) / Buch / VIII / Englisch / 2008 / SPRINGER NATURE / EAN 9781402088261 - gebonden uitgave, pocketboek

EAN (ISBN-13): 9781402088261
ISBN (ISBN-10): 1402088264
Gebonden uitgave
pocket book
Verschijningsjaar: 2008
Uitgever: Springer-Verlag New York Inc.
312 Bladzijden
Gewicht: 0,598 kg
Taal: eng/Englisch

Boek bevindt zich in het datenbestand sinds 2008-09-07T18:50:32+02:00 (Amsterdam)
Detailpagina laatst gewijzigd op 2023-09-03T10:48:11+02:00 (Amsterdam)
ISBN/EAN: 9781402088261

ISBN - alternatieve schrijfwijzen:
1-4020-8826-4, 978-1-4020-8826-1
alternatieve schrijfwijzen en verwante zoekwoorden:
Auteur van het boek: liesbeth, schwartz, jörg zumbach, seufert, esther meier, seufer, zumba, scheibe erhard, keste, tina von, kester
Titel van het boek: beyond beyond, computer learning, knowledge, the legacy, computer englisch

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Gegevens van de uitgever

Auteur: Jörg Zumbach; Neil Schwartz; Tina Seufert; Liesbeth Kester
Titel: Beyond Knowledge: The Legacy of Competence - Meaningful Computer-based Learning Environments
Uitgeverij: Springer; Springer Netherland
310 Bladzijden
Verschijningsjaar: 2008-08-22
Dordrecht; NL
Gedrukt / Gemaakt in
Gewicht: 1,380 kg
Taal: Engels
213,99 € (DE)
219,99 € (AT)
236,00 CHF (CH)
POD
VIII, 310 p.

BB; Educational Technology; Hardcover, Softcover / Pädagogik/Schulpädagogik, Didaktik, Methodik; Lehrmittel, Lerntechnologien, E-Learning; Verstehen; Blended Learning; Collaborative Learning; E-Learning; Instructional Design; Multimedia; Scaffolding; Web; Web 2.0; computer-supported collaborative learning; hypermedia learning; learning; mobile Learning; multimedia learning; Psychology, general; Pedagogic Psychology; Digital Education and Educational Technology; Behavioral Sciences and Psychology; Educational Psychology; Psychologie; Pädagogische Psychologie; BC; EA

Beyond knowledge; J. Zumbach et al. Part I-I: Collaborative learning with ICT and knowledge sharing. 1. Interdisciplinary Perspectives on Cognitive Load Research as a Key to Tackle Challenges of Contemporary Education; F. Paas et al. 2. Interpersonal knowledge in virtual seminars; O. Diekamp et al. 3. Individual versus group learning as a function of task complexity: An exploration into the measurement of group cognitive load; F. Kirschner et al. 4. Mentored innovation in teacher training using two virtual collaborative learning environments; A. Kárpáti,H. Dorner. 5. Instructor's scaffolding in support of students’ metacognition through an online course; R. Rimor, R. Reingold. Part I-II: Research notes on collaborative learning with ICT and knowledge sharing. 6. Fostering collaborators’ ability to draw inferences from distributed information: a training approach; A. Meier, H. Spada. 7. Collaborative problem solving with cases in a virtual professional training; M. Hasenbein et al. 8. Students’ perceptions of a competency assessment program in an online course; L. Tinoca et al. Part II-I: E-learning and mobile learning. 9. Mobile phones to enhance reflection upon collaborative problem-solving; M. B. Ligorio. 10. The use of iPods in education: The case of multi-tasking; G. Clarebout et al. 11. Which design principles influence acceptance and motivation in professional e-learning? B. Kopp et al. 12. Preparing pre-service teachers for professional education within a metacognitive computer-based learning environment; B. Kramarski, T. Michalsky. 13. Designing awell-formed activity system for an ICTs-supported classroom; J. Park, R. Bracewell. Part II-II: Research Notes on E-Learning and Mobile Learning. 14. A comparison of group and individualized motivational messages sent by SMS and e-mail to improve student achievement; D. Wickramanayake et al. 15. Computer assisted learning and its impact on educational programs within the past decade: A bibliometric overview of research; G. Schui, G. Krampen. 16. Fostering the translation between external representations: Does it enhance learning with an intelligent tutoring program? R. Schwonke et al. 17. Oversold – Underused revisited: Factors influencing computer use in Swiss classrooms; D. Petko. Part III-I: Competence-based instruction in mathematics and science. 18. Analyzing computer-based fraction tasks on the basis of a two-dimensional view of mathematics competences; A. Eichelmann et al. 19. How does it swim? H. Jarodzka et al. 20. Accuracy of self-evaluation of competence: How is it affected through feedback in a computer-based arithmetic training? S. Narciss et al. 21. Inquiry Web-Based learning to enhance information problem solving competence in Science; M. Pifarré, Esther Argelagós. 22. Virtual vs. physical materials in early science instruction: Transitioning to an autonomous tutor for experimental design; D. Klahr et al. 23. A design-based approach to professional development: the need to see teachers as learners to achieve excellence in inquiry-based science education; E. A. Kyza, C. P. Constantinou. 24. The effect of intervening tests on text retention; L. Kester, H. Tabbers. 25. Guiding students’ attention during