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11.
Ellen D. Wagner 《The American journal of distance education》2013,27(2):6-29
Abstract A common theme in the distance education literature is that delivery technologies with the potential for real‐time interactivity will improve both the image and practice of distance education. Although there appears to be a growing acceptance of a causal relationship between system interactivity and instructional interaction, neither concept has been clearly or functionally defined. This article discusses several systems models and relates them to the contexts of instructional delivery, instructional design, instructional theory, and learning theory in an attempt to establish conceptual parameters for the function of interaction. 相似文献
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Andersson Annica Ryan Ulrika Herbel-Eisenmann Beth Huru Hilja Lisa Wagner David 《Educational Studies in Mathematics》2022,111(2):323-343
Educational Studies in Mathematics - Public media both reflects and shapes societal perceptions and attitudes. Teachers and others around students in mathematics classrooms have expectations for... 相似文献
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Educational Studies in Mathematics - The investigation at scale of the tensions that teachers need to manage when deciding to follow recommendations for practice has been hampered by the problem of... 相似文献
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Zhao Fang Gaschler Robert Wagner Inga Schnotz Wolfgang 《European Journal of Psychology of Education - EJPE》2023,38(2):545-565
European Journal of Psychology of Education - This study examined the relationship between grade and the ability of text-picture integration in terms of task completion and the pattern of using... 相似文献
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Dolores A. Stegelin Denise Anderson Karen Kemper Jennifer Wagner Katharine Evans 《Early Childhood Education Journal》2014,42(2):133-142
The purpose of this research project was to gain a greater understanding of daily routines of 4–7 year olds regarding physical activity and nutrition practices in typical early learning environments. The settings selected for this observational study included Head Start, primary, and after-school learning environments in a city in the southeast. Specifically, this exploratory study focused on the research question: What are typical daily physical activity and nutrition patterns in community-based early learning settings for young children 4–7 years of age in the United States? Two overarching themes were identified through data analysis: restriction of activity and restriction of physical movement. Results indicated that children in elementary school settings had fewer opportunities for indoor and outdoor physical activity than children in other settings and that children seek to be physically active and will do so when given the opportunity. Increasing time for both structured and unstructured physical activity and play for children ages 4–7 in early learning settings was recommended by the researchers. 相似文献
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Cynthia G.Wagner 《海外英语》2005,(3):14-15
随着工业化进程脚步的加快,现代化痕迹遍布生活的每个角落,同时人类也不得不面临现代化生产给自然气候带来的不容忽视的严重影响。我们在渐渐失去冬天…… 相似文献
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