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Academic Journal

Using Computer-Assisted Instruction to Teach Science Vocabulary to Students with Autism Spectrum Disorder and Intellectual Disability

Subjects: Science Instruction, Vocabulary Development, Teaching Methods, Intellectual Disability, Autism, Rural Education, Special Education, Computer Assisted Instruction, Preservice Teacher Education, Faculty Development, Barriers, Pervasive Developmental Disorders, Intervention, Middle School Students, Instructional Effectiveness, Scientific Concepts, Science Instruction, Science Instruction, Vocabulary Development, Teaching Methods, Intellectual Disability, Autism, Rural Education, Special Education, Computer Assisted Instruction, Preservice Teacher Education, Faculty Development, Barriers, Pervasive Developmental Disorders, Intervention, Middle School Students, Instructional Effectiveness, Scientific Concepts, Vocabulary Development, Science Instruction, Vocabulary Development, Teaching Methods, Intellectual Disability, Autism, Rural Education, Special Education, Computer Assisted Instruction, Preservice Teacher Education, Faculty Development, Barriers, Pervasive Developmental Disorders, Intervention, Middle School Students, Instructional Effectiveness, Scientific Concepts, Teaching Methods, Science Instruction, Vocabulary Development, Teaching Methods, Intellectual Disability, Autism, Rural Education, Special Education, Computer Assisted Instruction, Preservice Teacher Education, Faculty Development, Barriers, Pervasive Developmental Disorders, Intervention, Middle School Students, Instructional Effectiveness, Scientific Concepts, Intellectual Disability, Science Instruction, Vocabulary Development, Teaching Methods, Intellectual Disability, Autism, Rural Education, Special Education, Computer Assisted Instruction, Preservice Teacher Education, Faculty Development, Barriers, Pervasive Developmental Disorders, Intervention, Middle School Students, Instructional Effectiveness, Scientific Concepts, Autism, Science Instruction, Vocabulary Development, Teaching Methods, Intellectual Disability, Autism, Rural Education, Special Education, Computer Assisted Instruction, Preservice Teacher Education, Faculty Development, Barriers, Pervasive Developmental Disorders, Intervention, Middle School Students, Instructional Effectiveness, Scientific Concepts, Rural Education, Science Instruction, Vocabulary Development, Teaching Methods, Intellectual Disability, Autism, Rural Education, Special Education, Computer Assisted Instruction, Preservice Teacher Education, Faculty Development, Barriers, Pervasive Developmental Disorders, Intervention, Middle School Students, Instructional Effectiveness, Scientific Concepts, Special Education, Science Instruction, Vocabulary Development, Teaching Methods, Intellectual Disability, Autism, Rural Education, Special Education, Computer Assisted Instruction, Preservice Teacher Education, Faculty Development, Barriers, Pervasive Developmental Disorders, Intervention, Middle School Students, Instructional Effectiveness, Scientific Concepts, Computer Assisted Instruction, Science Instruction, Vocabulary Development, Teaching Methods, Intellectual Disability, Autism, Rural Education, Special Education, Computer Assisted Instruction, Preservice Teacher Education, Faculty Development, Barriers, Pervasive Developmental Disorders, Intervention, Middle School Students, Instructional Effectiveness, Scientific Concepts, Preservice Teacher Education, Science Instruction, Vocabulary Development, Teaching Methods, Intellectual Disability, Autism, Rural Education, Special Education, Computer Assisted Instruction, Preservice Teacher Education, Faculty Development, Barriers, Pervasive Developmental Disorders, Intervention, Middle School Students, Instructional Effectiveness, Scientific Concepts, Faculty Development, Science Instruction, Vocabulary Development, Teaching Methods, Intellectual Disability, Autism, Rural Education, Special Education, Computer Assisted Instruction, Preservice Teacher Education, Faculty Development, Barriers, Pervasive Developmental Disorders, Intervention, Middle School Students, Instructional Effectiveness, Scientific Concepts, Barriers, Science Instruction, Vocabulary Development, Teaching Methods, Intellectual Disability, Autism, Rural Education, Special Education, Computer Assisted Instruction, Preservice Teacher Education, Faculty Development, Barriers, Pervasive Developmental Disorders, Intervention, Middle School Students, Instructional Effectiveness, Scientific Concepts, Pervasive Developmental Disorders, Science Instruction, Vocabulary Development, Teaching Methods, Intellectual Disability, Autism, Rural Education, Special Education, Computer Assisted Instruction, Preservice Teacher Education, Faculty Development, Barriers, Pervasive Developmental Disorders, Intervention, Middle School Students, Instructional Effectiveness, Scientific Concepts, Intervention, Science Instruction, Vocabulary Development, Teaching Methods, Intellectual Disability, Autism, Rural Education, Special Education, Computer Assisted Instruction, Preservice Teacher Education, Faculty Development, Barriers, Pervasive Developmental Disorders, Intervention, Middle School Students, Instructional Effectiveness, Scientific Concepts, Middle School Students, Science Instruction, Vocabulary Development, Teaching Methods, Intellectual Disability, Autism, Rural Education, Special Education, Computer Assisted Instruction, Preservice Teacher Education, Faculty Development, Barriers, Pervasive Developmental Disorders, Intervention, Middle School Students, Instructional Effectiveness, Scientific Concepts, Instructional Effectiveness, Science Instruction, Vocabulary Development, Teaching Methods, Intellectual Disability, Autism, Rural Education, Special Education, Computer Assisted Instruction, Preservice Teacher Education, Faculty Development, Barriers, Pervasive Developmental Disorders, Intervention, Middle School Students, Instructional Effectiveness, Scientific Concepts, Scientific Concepts, Science Instruction, Vocabulary Development, Teaching Methods, Intellectual Disability, Autism, Rural Education, Special Education, Computer Assisted Instruction, Preservice Teacher Education, Faculty Development, Barriers, Pervasive Developmental Disorders, Intervention, Middle School Students, Instructional Effectiveness, Scientific Concepts, AdultsWechsler Adult Intelligence Scale

  • Source: Rural Special Education Quarterly, v37 n4 p207-218 Dec 2018. 12 pp.

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Academic Journal

Interactive Multimedia Games to Enhance the Emotional Intelligence of Deaf and Hard of Hearing Adolescents

Subjects: Foreign Countries, Secondary School Students, Early Adolescents, Deafness, Hearing Impairments, Educational Games, Multimedia Materials, Multimedia Instruction, Interactive Video, Emotional Intelligence, Instructional Design, Foreign Countries, Foreign Countries, Secondary School Students, Early Adolescents, Deafness, Hearing Impairments, Educational Games, Multimedia Materials, Multimedia Instruction, Interactive Video, Emotional Intelligence, Instructional Design, Secondary School Students, Foreign Countries, Secondary School Students, Early Adolescents, Deafness, Hearing Impairments, Educational Games, Multimedia Materials, Multimedia Instruction, Interactive Video, Emotional Intelligence, Instructional Design, Early Adolescents, Foreign Countries, Secondary School Students, Early Adolescents, Deafness, Hearing Impairments, Educational Games, Multimedia Materials, Multimedia Instruction, Interactive Video, Emotional Intelligence, Instructional Design, Deafness, Foreign Countries, Secondary School Students, Early Adolescents, Deafness, Hearing Impairments, Educational Games, Multimedia Materials, Multimedia Instruction, Interactive Video, Emotional Intelligence, Instructional Design, Hearing Impairments, Foreign Countries, Secondary School Students, Early Adolescents, Deafness, Hearing Impairments, Educational Games, Multimedia Materials, Multimedia Instruction, Interactive Video, Emotional Intelligence, Instructional Design, Educational Games, Foreign Countries, Secondary School Students, Early Adolescents, Deafness, Hearing Impairments, Educational Games, Multimedia Materials, Multimedia Instruction, Interactive Video, Emotional Intelligence, Instructional Design, Multimedia Materials, Foreign Countries, Secondary School Students, Early Adolescents, Deafness, Hearing Impairments, Educational Games, Multimedia Materials, Multimedia Instruction, Interactive Video, Emotional Intelligence, Instructional Design, Multimedia Instruction, Foreign Countries, Secondary School Students, Early Adolescents, Deafness, Hearing Impairments, Educational Games, Multimedia Materials, Multimedia Instruction, Interactive Video, Emotional Intelligence, Instructional Design, Interactive Video, Foreign Countries, Secondary School Students, Early Adolescents, Deafness, Hearing Impairments, Educational Games, Multimedia Materials, Multimedia Instruction, Interactive Video, Emotional Intelligence, Instructional Design, Emotional Intelligence, Foreign Countries, Secondary School Students, Early Adolescents, Deafness, Hearing Impairments, Educational Games, Multimedia Materials, Multimedia Instruction, Interactive Video, Emotional Intelligence, Instructional Design, Instructional Design, Foreign Countries, Secondary School Students, Early Adolescents, Deafness, Hearing Impairments, Educational Games, Multimedia Materials, Multimedia Instruction, Interactive Video, Emotional Intelligence, Instructional Design, Computer Assisted InstructionThailand

  • Source: International Journal of Instruction, v12 n2 p305-320 Apr 2019. 16 pp.

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Academic Journal

Developing Computer Program as a Learning Resource on Gas Law Topics for High School Students

Subjects: Foreign Countries, High School Students, Secondary School Science, Physics, Science Instruction, Computer Assisted Instruction, Computer Oriented Programs, Computer Software, Scientific Concepts, Instructional Effectiveness, Science Achievement, Foreign Countries, Foreign Countries, High School Students, Secondary School Science, Physics, Science Instruction, Computer Assisted Instruction, Computer Oriented Programs, Computer Software, Scientific Concepts, Instructional Effectiveness, Science Achievement, High School Students, Foreign Countries, High School Students, Secondary School Science, Physics, Science Instruction, Computer Assisted Instruction, Computer Oriented Programs, Computer Software, Scientific Concepts, Instructional Effectiveness, Science Achievement, Secondary School Science, Foreign Countries, High School Students, Secondary School Science, Physics, Science Instruction, Computer Assisted Instruction, Computer Oriented Programs, Computer Software, Scientific Concepts, Instructional Effectiveness, Science Achievement, Physics, Foreign Countries, High School Students, Secondary School Science, Physics, Science Instruction, Computer Assisted Instruction, Computer Oriented Programs, Computer Software, Scientific Concepts, Instructional Effectiveness, Science Achievement, Science Instruction, Foreign Countries, High School Students, Secondary School Science, Physics, Science Instruction, Computer Assisted Instruction, Computer Oriented Programs, Computer Software, Scientific Concepts, Instructional Effectiveness, Science Achievement, Computer Assisted Instruction, Foreign Countries, High School Students, Secondary School Science, Physics, Science Instruction, Computer Assisted Instruction, Computer Oriented Programs, Computer Software, Scientific Concepts, Instructional Effectiveness, Science Achievement, Computer Oriented Programs, Foreign Countries, High School Students, Secondary School Science, Physics, Science Instruction, Computer Assisted Instruction, Computer Oriented Programs, Computer Software, Scientific Concepts, Instructional Effectiveness, Science Achievement, Computer Software, Foreign Countries, High School Students, Secondary School Science, Physics, Science Instruction, Computer Assisted Instruction, Computer Oriented Programs, Computer Software, Scientific Concepts, Instructional Effectiveness, Science Achievement, Scientific Concepts, Foreign Countries, High School Students, Secondary School Science, Physics, Science Instruction, Computer Assisted Instruction, Computer Oriented Programs, Computer Software, Scientific Concepts, Instructional Effectiveness, Science Achievement, Instructional Effectiveness, Foreign Countries, High School Students, Secondary School Science, Physics, Science Instruction, Computer Assisted Instruction, Computer Oriented Programs, Computer Software, Scientific Concepts, Instructional Effectiveness, Science Achievement, Science Achievement, Foreign Countries, High School Students, Secondary School Science, Physics, Science Instruction, Computer Assisted Instruction, Computer Oriented Programs, Computer Software, Scientific Concepts, Instructional Effectiveness, Science Achievement, Outcomes of EducationIndonesia

  • Source: International Journal of Instruction, v12 n2 p133-146 Apr 2019. 14 pp.

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Academic Journal

The PERLA Framework: Blending Personalization and Learning Analytics

Subjects: Guidelines, Data Analysis, Learning Experience, Metacognition, Goal Orientation, Learning Strategies, Learning Activities, Data Collection, Online Courses, Social Media, Computer Assisted Instruction, Learning Processes, Lifelong Learning, Distance Education, Independent Study, Privacy, Guidelines, Guidelines, Data Analysis, Learning Experience, Metacognition, Goal Orientation, Learning Strategies, Learning Activities, Data Collection, Online Courses, Social Media, Computer Assisted Instruction, Learning Processes, Lifelong Learning, Distance Education, Independent Study, Privacy, Data Analysis, Guidelines, Data Analysis, Learning Experience, Metacognition, Goal Orientation, Learning Strategies, Learning Activities, Data Collection, Online Courses, Social Media, Computer Assisted Instruction, Learning Processes, Lifelong Learning, Distance Education, Independent Study, Privacy, Learning Experience, Guidelines, Data Analysis, Learning Experience, Metacognition, Goal Orientation, Learning Strategies, Learning Activities, Data Collection, Online Courses, Social Media, Computer Assisted Instruction, Learning Processes, Lifelong Learning, Distance Education, Independent Study, Privacy, Metacognition, Guidelines, Data Analysis, Learning Experience, Metacognition, Goal Orientation, Learning Strategies, Learning Activities, Data Collection, Online Courses, Social Media, Computer Assisted Instruction, Learning Processes, Lifelong Learning, Distance Education, Independent Study, Privacy, Goal Orientation, Guidelines, Data Analysis, Learning Experience, Metacognition, Goal Orientation, Learning Strategies, Learning Activities, Data Collection, Online Courses, Social Media, Computer Assisted Instruction, Learning Processes, Lifelong Learning, Distance Education, Independent Study, Privacy, Learning Strategies, Guidelines, Data Analysis, Learning Experience, Metacognition, Goal Orientation, Learning Strategies, Learning Activities, Data Collection, Online Courses, Social Media, Computer Assisted Instruction, Learning Processes, Lifelong Learning, Distance Education, Independent Study, Privacy, Learning Activities, Guidelines, Data Analysis, Learning Experience, Metacognition, Goal Orientation, Learning Strategies, Learning Activities, Data Collection, Online Courses, Social Media, Computer Assisted Instruction, Learning Processes, Lifelong Learning, Distance Education, Independent Study, Privacy, Data Collection, Guidelines, Data Analysis, Learning Experience, Metacognition, Goal Orientation, Learning Strategies, Learning Activities, Data Collection, Online Courses, Social Media, Computer Assisted Instruction, Learning Processes, Lifelong Learning, Distance Education, Independent Study, Privacy, Online Courses, Guidelines, Data Analysis, Learning Experience, Metacognition, Goal Orientation, Learning Strategies, Learning Activities, Data Collection, Online Courses, Social Media, Computer Assisted Instruction, Learning Processes, Lifelong Learning, Distance Education, Independent Study, Privacy, Social Media, Guidelines, Data Analysis, Learning Experience, Metacognition, Goal Orientation, Learning Strategies, Learning Activities, Data Collection, Online Courses, Social Media, Computer Assisted Instruction, Learning Processes, Lifelong Learning, Distance Education, Independent Study, Privacy, Computer Assisted Instruction, Guidelines, Data Analysis, Learning Experience, Metacognition, Goal Orientation, Learning Strategies, Learning Activities, Data Collection, Online Courses, Social Media, Computer Assisted Instruction, Learning Processes, Lifelong Learning, Distance Education, Independent Study, Privacy, Learning Processes, Guidelines, Data Analysis, Learning Experience, Metacognition, Goal Orientation, Learning Strategies, Learning Activities, Data Collection, Online Courses, Social Media, Computer Assisted Instruction, Learning Processes, Lifelong Learning, Distance Education, Independent Study, Privacy, Lifelong Learning, Guidelines, Data Analysis, Learning Experience, Metacognition, Goal Orientation, Learning Strategies, Learning Activities, Data Collection, Online Courses, Social Media, Computer Assisted Instruction, Learning Processes, Lifelong Learning, Distance Education, Independent Study, Privacy, Distance Education, Guidelines, Data Analysis, Learning Experience, Metacognition, Goal Orientation, Learning Strategies, Learning Activities, Data Collection, Online Courses, Social Media, Computer Assisted Instruction, Learning Processes, Lifelong Learning, Distance Education, Independent Study, Privacy, Independent Study, Guidelines, Data Analysis, Learning Experience, Metacognition, Goal Orientation, Learning Strategies, Learning Activities, Data Collection, Online Courses, Social Media, Computer Assisted Instruction, Learning Processes, Lifelong Learning, Distance Education, Independent Study, Privacy, Privacy, Guidelines, Data Analysis, Learning Experience, Metacognition, Goal Orientation, Learning Strategies, Learning Activities, Data Collection, Online Courses, Social Media, Computer Assisted Instruction, Learning Processes, Lifelong Learning, Distance Education, Independent Study, Privacy, Comparative Analysis

  • Source: International Review of Research in Open and Distributed Learning, v20 n1 p243-261 Feb 2019. 19 pp.

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Academic Journal

The Needs Analysis, Design, Development, and Evaluation of the "English Pronunciation Guide: An ESL Teachers' Guide to Pronunciation Teaching Using Online Resources"

Subjects: Needs Assessment, English (Second Language), Second Language Learning, Second Language Instruction, Pronunciation Instruction, Teacher Attitudes, Language Teachers, Teaching Methods, Teacher Education, Guides, Web Sites, Video Technology, Educational Resources, Suprasegmentals, Needs Assessment, Needs Assessment, English (Second Language), Second Language Learning, Second Language Instruction, Pronunciation Instruction, Teacher Attitudes, Language Teachers, Teaching Methods, Teacher Education, Guides, Web Sites, Video Technology, Educational Resources, Suprasegmentals, English (Second Language), Needs Assessment, English (Second Language), Second Language Learning, Second Language Instruction, Pronunciation Instruction, Teacher Attitudes, Language Teachers, Teaching Methods, Teacher Education, Guides, Web Sites, Video Technology, Educational Resources, Suprasegmentals, Second Language Learning, Needs Assessment, English (Second Language), Second Language Learning, Second Language Instruction, Pronunciation Instruction, Teacher Attitudes, Language Teachers, Teaching Methods, Teacher Education, Guides, Web Sites, Video Technology, Educational Resources, Suprasegmentals, Second Language Instruction, Needs Assessment, English (Second Language), Second Language Learning, Second Language Instruction, Pronunciation Instruction, Teacher Attitudes, Language Teachers, Teaching Methods, Teacher Education, Guides, Web Sites, Video Technology, Educational Resources, Suprasegmentals, Pronunciation Instruction, Needs Assessment, English (Second Language), Second Language Learning, Second Language Instruction, Pronunciation Instruction, Teacher Attitudes, Language Teachers, Teaching Methods, Teacher Education, Guides, Web Sites, Video Technology, Educational Resources, Suprasegmentals, Teacher Attitudes, Needs Assessment, English (Second Language), Second Language Learning, Second Language Instruction, Pronunciation Instruction, Teacher Attitudes, Language Teachers, Teaching Methods, Teacher Education, Guides, Web Sites, Video Technology, Educational Resources, Suprasegmentals, Language Teachers, Needs Assessment, English (Second Language), Second Language Learning, Second Language Instruction, Pronunciation Instruction, Teacher Attitudes, Language Teachers, Teaching Methods, Teacher Education, Guides, Web Sites, Video Technology, Educational Resources, Suprasegmentals, Teaching Methods, Needs Assessment, English (Second Language), Second Language Learning, Second Language Instruction, Pronunciation Instruction, Teacher Attitudes, Language Teachers, Teaching Methods, Teacher Education, Guides, Web Sites, Video Technology, Educational Resources, Suprasegmentals, Teacher Education, Needs Assessment, English (Second Language), Second Language Learning, Second Language Instruction, Pronunciation Instruction, Teacher Attitudes, Language Teachers, Teaching Methods, Teacher Education, Guides, Web Sites, Video Technology, Educational Resources, Suprasegmentals, Guides, Needs Assessment, English (Second Language), Second Language Learning, Second Language Instruction, Pronunciation Instruction, Teacher Attitudes, Language Teachers, Teaching Methods, Teacher Education, Guides, Web Sites, Video Technology, Educational Resources, Suprasegmentals, Web Sites, Needs Assessment, English (Second Language), Second Language Learning, Second Language Instruction, Pronunciation Instruction, Teacher Attitudes, Language Teachers, Teaching Methods, Teacher Education, Guides, Web Sites, Video Technology, Educational Resources, Suprasegmentals, Video Technology, Needs Assessment, English (Second Language), Second Language Learning, Second Language Instruction, Pronunciation Instruction, Teacher Attitudes, Language Teachers, Teaching Methods, Teacher Education, Guides, Web Sites, Video Technology, Educational Resources, Suprasegmentals, Educational Resources, Needs Assessment, English (Second Language), Second Language Learning, Second Language Instruction, Pronunciation Instruction, Teacher Attitudes, Language Teachers, Teaching Methods, Teacher Education, Guides, Web Sites, Video Technology, Educational Resources, Suprasegmentals, Suprasegmentals, Needs Assessment, English (Second Language), Second Language Learning, Second Language Instruction, Pronunciation Instruction, Teacher Attitudes, Language Teachers, Teaching Methods, Teacher Education, Guides, Web Sites, Video Technology, Educational Resources, Suprasegmentals, Computer Assisted InstructionUtah

  • Source: TESL-EJ, v22 n4 Feb 2019. 24 pp.

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Academic Journal

What! No GUI? -- Teaching a Text Based Command Line Oriented Introduction to Computer Science Course

Subjects: Computer Science Education, Computer Software, Introductory Courses, Programming, Assignments, Teaching Methods, Computer Assisted Instruction, Client Server Architecture, Course Descriptions, Homework, Computer Networks, Computer Science Education, Computer Science Education, Computer Software, Introductory Courses, Programming, Assignments, Teaching Methods, Computer Assisted Instruction, Client Server Architecture, Course Descriptions, Homework, Computer Networks, Computer Software, Computer Science Education, Computer Software, Introductory Courses, Programming, Assignments, Teaching Methods, Computer Assisted Instruction, Client Server Architecture, Course Descriptions, Homework, Computer Networks, Introductory Courses, Computer Science Education, Computer Software, Introductory Courses, Programming, Assignments, Teaching Methods, Computer Assisted Instruction, Client Server Architecture, Course Descriptions, Homework, Computer Networks, Programming, Computer Science Education, Computer Software, Introductory Courses, Programming, Assignments, Teaching Methods, Computer Assisted Instruction, Client Server Architecture, Course Descriptions, Homework, Computer Networks, Assignments, Computer Science Education, Computer Software, Introductory Courses, Programming, Assignments, Teaching Methods, Computer Assisted Instruction, Client Server Architecture, Course Descriptions, Homework, Computer Networks, Teaching Methods, Computer Science Education, Computer Software, Introductory Courses, Programming, Assignments, Teaching Methods, Computer Assisted Instruction, Client Server Architecture, Course Descriptions, Homework, Computer Networks, Computer Assisted Instruction, Computer Science Education, Computer Software, Introductory Courses, Programming, Assignments, Teaching Methods, Computer Assisted Instruction, Client Server Architecture, Course Descriptions, Homework, Computer Networks, Client Server Architecture, Computer Science Education, Computer Software, Introductory Courses, Programming, Assignments, Teaching Methods, Computer Assisted Instruction, Client Server Architecture, Course Descriptions, Homework, Computer Networks, Course Descriptions, Computer Science Education, Computer Software, Introductory Courses, Programming, Assignments, Teaching Methods, Computer Assisted Instruction, Client Server Architecture, Course Descriptions, Homework, Computer Networks, Homework, Computer Science Education, Computer Software, Introductory Courses, Programming, Assignments, Teaching Methods, Computer Assisted Instruction, Client Server Architecture, Course Descriptions, Homework, Computer Networks, Computer Networks, Computer Science Education, Computer Software, Introductory Courses, Programming, Assignments, Teaching Methods, Computer Assisted Instruction, Client Server Architecture, Course Descriptions, Homework, Computer Networks, Programming Languages

  • Source: Information Systems Education Journal, v17 n1 p40-48 Feb 2019. 9 pp.

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Academic Journal

The Efficacy of Using Liulishuo for Spoken English Ability--Taking the Practice of Liulishuo in North China Electric Power University (Baoding) as an Example

Subjects: Foreign Countries, College Students, Second Language Instruction, Second Language Learning, English (Second Language), Computer Assisted Instruction, Computer Oriented Programs, Oral Language, Instructional Effectiveness, Outcomes of Education, Foreign Countries, Foreign Countries, College Students, Second Language Instruction, Second Language Learning, English (Second Language), Computer Assisted Instruction, Computer Oriented Programs, Oral Language, Instructional Effectiveness, Outcomes of Education, College Students, Foreign Countries, College Students, Second Language Instruction, Second Language Learning, English (Second Language), Computer Assisted Instruction, Computer Oriented Programs, Oral Language, Instructional Effectiveness, Outcomes of Education, Second Language Instruction, Foreign Countries, College Students, Second Language Instruction, Second Language Learning, English (Second Language), Computer Assisted Instruction, Computer Oriented Programs, Oral Language, Instructional Effectiveness, Outcomes of Education, Second Language Learning, Foreign Countries, College Students, Second Language Instruction, Second Language Learning, English (Second Language), Computer Assisted Instruction, Computer Oriented Programs, Oral Language, Instructional Effectiveness, Outcomes of Education, English (Second Language), Foreign Countries, College Students, Second Language Instruction, Second Language Learning, English (Second Language), Computer Assisted Instruction, Computer Oriented Programs, Oral Language, Instructional Effectiveness, Outcomes of Education, Computer Assisted Instruction, Foreign Countries, College Students, Second Language Instruction, Second Language Learning, English (Second Language), Computer Assisted Instruction, Computer Oriented Programs, Oral Language, Instructional Effectiveness, Outcomes of Education, Computer Oriented Programs, Foreign Countries, College Students, Second Language Instruction, Second Language Learning, English (Second Language), Computer Assisted Instruction, Computer Oriented Programs, Oral Language, Instructional Effectiveness, Outcomes of Education, Oral Language, Foreign Countries, College Students, Second Language Instruction, Second Language Learning, English (Second Language), Computer Assisted Instruction, Computer Oriented Programs, Oral Language, Instructional Effectiveness, Outcomes of Education, Instructional Effectiveness, Foreign Countries, College Students, Second Language Instruction, Second Language Learning, English (Second Language), Computer Assisted Instruction, Computer Oriented Programs, Oral Language, Instructional Effectiveness, Outcomes of Education, Outcomes of Education, Foreign Countries, College Students, Second Language Instruction, Second Language Learning, English (Second Language), Computer Assisted Instruction, Computer Oriented Programs, Oral Language, Instructional Effectiveness, Outcomes of Education, Handheld DevicesChina

  • Source: International Education Studies, v12 n4 p244-252 2019. 9 pp.

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Academic Journal

The Contribution of Computer-Supported Collaborative Learning to the Development of Collaboration between Students: Results of Pilot Implementation in Greek Secondary Education

Subjects: Cooperative Learning, Computer Assisted Instruction, Web 2.0 Technologies, Control Groups, Experimental Groups, Positive Attitudes, Student Attitudes, Literature, Teaching Methods, Collaborative Writing, Web Sites, Foreign Countries, Secondary School Students, Cooperative Learning, Cooperative Learning, Computer Assisted Instruction, Web 2.0 Technologies, Control Groups, Experimental Groups, Positive Attitudes, Student Attitudes, Literature, Teaching Methods, Collaborative Writing, Web Sites, Foreign Countries, Secondary School Students, Computer Assisted Instruction, Cooperative Learning, Computer Assisted Instruction, Web 2.0 Technologies, Control Groups, Experimental Groups, Positive Attitudes, Student Attitudes, Literature, Teaching Methods, Collaborative Writing, Web Sites, Foreign Countries, Secondary School Students, Web 2.0 Technologies, Cooperative Learning, Computer Assisted Instruction, Web 2.0 Technologies, Control Groups, Experimental Groups, Positive Attitudes, Student Attitudes, Literature, Teaching Methods, Collaborative Writing, Web Sites, Foreign Countries, Secondary School Students, Control Groups, Cooperative Learning, Computer Assisted Instruction, Web 2.0 Technologies, Control Groups, Experimental Groups, Positive Attitudes, Student Attitudes, Literature, Teaching Methods, Collaborative Writing, Web Sites, Foreign Countries, Secondary School Students, Experimental Groups, Cooperative Learning, Computer Assisted Instruction, Web 2.0 Technologies, Control Groups, Experimental Groups, Positive Attitudes, Student Attitudes, Literature, Teaching Methods, Collaborative Writing, Web Sites, Foreign Countries, Secondary School Students, Positive Attitudes, Cooperative Learning, Computer Assisted Instruction, Web 2.0 Technologies, Control Groups, Experimental Groups, Positive Attitudes, Student Attitudes, Literature, Teaching Methods, Collaborative Writing, Web Sites, Foreign Countries, Secondary School Students, Student Attitudes, Cooperative Learning, Computer Assisted Instruction, Web 2.0 Technologies, Control Groups, Experimental Groups, Positive Attitudes, Student Attitudes, Literature, Teaching Methods, Collaborative Writing, Web Sites, Foreign Countries, Secondary School Students, Literature, Cooperative Learning, Computer Assisted Instruction, Web 2.0 Technologies, Control Groups, Experimental Groups, Positive Attitudes, Student Attitudes, Literature, Teaching Methods, Collaborative Writing, Web Sites, Foreign Countries, Secondary School Students, Teaching Methods, Cooperative Learning, Computer Assisted Instruction, Web 2.0 Technologies, Control Groups, Experimental Groups, Positive Attitudes, Student Attitudes, Literature, Teaching Methods, Collaborative Writing, Web Sites, Foreign Countries, Secondary School Students, Collaborative Writing, Cooperative Learning, Computer Assisted Instruction, Web 2.0 Technologies, Control Groups, Experimental Groups, Positive Attitudes, Student Attitudes, Literature, Teaching Methods, Collaborative Writing, Web Sites, Foreign Countries, Secondary School Students, Web Sites, Cooperative Learning, Computer Assisted Instruction, Web 2.0 Technologies, Control Groups, Experimental Groups, Positive Attitudes, Student Attitudes, Literature, Teaching Methods, Collaborative Writing, Web Sites, Foreign Countries, Secondary School Students, Foreign Countries, Cooperative Learning, Computer Assisted Instruction, Web 2.0 Technologies, Control Groups, Experimental Groups, Positive Attitudes, Student Attitudes, Literature, Teaching Methods, Collaborative Writing, Web Sites, Foreign Countries, Secondary School Students, Secondary School Students, Cooperative Learning, Computer Assisted Instruction, Web 2.0 Technologies, Control Groups, Experimental Groups, Positive Attitudes, Student Attitudes, Literature, Teaching Methods, Collaborative Writing, Web Sites, Foreign Countries, Secondary School Students, Pilot ProjectsGreece

  • Source: International Education Studies, v12 n3 p158-169 2019. 12 pp.

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Academic Journal

Social Media Impact on Language Learning for Specific Purposes: A Study in English for Business Administration

Subjects: Social Media, Second Language Learning, Second Language Instruction, English (Second Language), Student Attitudes, Foreign Countries, Teaching Methods, Computer Assisted Instruction, Business Administration Education, Business Communication, Pretests Posttests, Vocabulary Development, College Students, Social Media, Social Media, Second Language Learning, Second Language Instruction, English (Second Language), Student Attitudes, Foreign Countries, Teaching Methods, Computer Assisted Instruction, Business Administration Education, Business Communication, Pretests Posttests, Vocabulary Development, College Students, Second Language Learning, Social Media, Second Language Learning, Second Language Instruction, English (Second Language), Student Attitudes, Foreign Countries, Teaching Methods, Computer Assisted Instruction, Business Administration Education, Business Communication, Pretests Posttests, Vocabulary Development, College Students, Second Language Instruction, Social Media, Second Language Learning, Second Language Instruction, English (Second Language), Student Attitudes, Foreign Countries, Teaching Methods, Computer Assisted Instruction, Business Administration Education, Business Communication, Pretests Posttests, Vocabulary Development, College Students, English (Second Language), Social Media, Second Language Learning, Second Language Instruction, English (Second Language), Student Attitudes, Foreign Countries, Teaching Methods, Computer Assisted Instruction, Business Administration Education, Business Communication, Pretests Posttests, Vocabulary Development, College Students, Student Attitudes, Social Media, Second Language Learning, Second Language Instruction, English (Second Language), Student Attitudes, Foreign Countries, Teaching Methods, Computer Assisted Instruction, Business Administration Education, Business Communication, Pretests Posttests, Vocabulary Development, College Students, Foreign Countries, Social Media, Second Language Learning, Second Language Instruction, English (Second Language), Student Attitudes, Foreign Countries, Teaching Methods, Computer Assisted Instruction, Business Administration Education, Business Communication, Pretests Posttests, Vocabulary Development, College Students, Teaching Methods, Social Media, Second Language Learning, Second Language Instruction, English (Second Language), Student Attitudes, Foreign Countries, Teaching Methods, Computer Assisted Instruction, Business Administration Education, Business Communication, Pretests Posttests, Vocabulary Development, College Students, Computer Assisted Instruction, Social Media, Second Language Learning, Second Language Instruction, English (Second Language), Student Attitudes, Foreign Countries, Teaching Methods, Computer Assisted Instruction, Business Administration Education, Business Communication, Pretests Posttests, Vocabulary Development, College Students, Business Administration Education, Social Media, Second Language Learning, Second Language Instruction, English (Second Language), Student Attitudes, Foreign Countries, Teaching Methods, Computer Assisted Instruction, Business Administration Education, Business Communication, Pretests Posttests, Vocabulary Development, College Students, Business Communication, Social Media, Second Language Learning, Second Language Instruction, English (Second Language), Student Attitudes, Foreign Countries, Teaching Methods, Computer Assisted Instruction, Business Administration Education, Business Communication, Pretests Posttests, Vocabulary Development, College Students, Pretests Posttests, Social Media, Second Language Learning, Second Language Instruction, English (Second Language), Student Attitudes, Foreign Countries, Teaching Methods, Computer Assisted Instruction, Business Administration Education, Business Communication, Pretests Posttests, Vocabulary Development, College Students, Vocabulary Development, Social Media, Second Language Learning, Second Language Instruction, English (Second Language), Student Attitudes, Foreign Countries, Teaching Methods, Computer Assisted Instruction, Business Administration Education, Business Communication, Pretests Posttests, Vocabulary Development, College Students, College Students, Social Media, Second Language Learning, Second Language Instruction, English (Second Language), Student Attitudes, Foreign Countries, Teaching Methods, Computer Assisted Instruction, Business Administration Education, Business Communication, Pretests Posttests, Vocabulary Development, College Students, English for Special PurposesSaudi Arabia

  • Source: Teaching English with Technology, v19 n1 p56-71 Jan 2019. 16 pp.

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Academic Journal

University Student Access to and Use of Electronic Devices: A Latent English Language Learning Potential

Subjects: English (Second Language), Second Language Learning, Second Language Instruction, Information Technology, College Students, Business Administration Education, Majors (Students), Foreign Countries, College Faculty, Student Attitudes, Teacher Attitudes, Handheld Devices, Telecommunications, Computer Assisted Instruction, Laptop Computers, English (Second Language), English (Second Language), Second Language Learning, Second Language Instruction, Information Technology, College Students, Business Administration Education, Majors (Students), Foreign Countries, College Faculty, Student Attitudes, Teacher Attitudes, Handheld Devices, Telecommunications, Computer Assisted Instruction, Laptop Computers, Second Language Learning, English (Second Language), Second Language Learning, Second Language Instruction, Information Technology, College Students, Business Administration Education, Majors (Students), Foreign Countries, College Faculty, Student Attitudes, Teacher Attitudes, Handheld Devices, Telecommunications, Computer Assisted Instruction, Laptop Computers, Second Language Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Information Technology, College Students, Business Administration Education, Majors (Students), Foreign Countries, College Faculty, Student Attitudes, Teacher Attitudes, Handheld Devices, Telecommunications, Computer Assisted Instruction, Laptop Computers, Information Technology, English (Second Language), Second Language Learning, Second Language Instruction, Information Technology, College Students, Business Administration Education, Majors (Students), Foreign Countries, College Faculty, Student Attitudes, Teacher Attitudes, Handheld Devices, Telecommunications, Computer Assisted Instruction, Laptop Computers, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Information Technology, College Students, Business Administration Education, Majors (Students), Foreign Countries, College Faculty, Student Attitudes, Teacher Attitudes, Handheld Devices, Telecommunications, Computer Assisted Instruction, Laptop Computers, Business Administration Education, English (Second Language), Second Language Learning, Second Language Instruction, Information Technology, College Students, Business Administration Education, Majors (Students), Foreign Countries, College Faculty, Student Attitudes, Teacher Attitudes, Handheld Devices, Telecommunications, Computer Assisted Instruction, Laptop Computers, Majors (Students), English (Second Language), Second Language Learning, Second Language Instruction, Information Technology, College Students, Business Administration Education, Majors (Students), Foreign Countries, College Faculty, Student Attitudes, Teacher Attitudes, Handheld Devices, Telecommunications, Computer Assisted Instruction, Laptop Computers, Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction, Information Technology, College Students, Business Administration Education, Majors (Students), Foreign Countries, College Faculty, Student Attitudes, Teacher Attitudes, Handheld Devices, Telecommunications, Computer Assisted Instruction, Laptop Computers, College Faculty, English (Second Language), Second Language Learning, Second Language Instruction, Information Technology, College Students, Business Administration Education, Majors (Students), Foreign Countries, College Faculty, Student Attitudes, Teacher Attitudes, Handheld Devices, Telecommunications, Computer Assisted Instruction, Laptop Computers, Student Attitudes, English (Second Language), Second Language Learning, Second Language Instruction, Information Technology, College Students, Business Administration Education, Majors (Students), Foreign Countries, College Faculty, Student Attitudes, Teacher Attitudes, Handheld Devices, Telecommunications, Computer Assisted Instruction, Laptop Computers, Teacher Attitudes, English (Second Language), Second Language Learning, Second Language Instruction, Information Technology, College Students, Business Administration Education, Majors (Students), Foreign Countries, College Faculty, Student Attitudes, Teacher Attitudes, Handheld Devices, Telecommunications, Computer Assisted Instruction, Laptop Computers, Handheld Devices, English (Second Language), Second Language Learning, Second Language Instruction, Information Technology, College Students, Business Administration Education, Majors (Students), Foreign Countries, College Faculty, Student Attitudes, Teacher Attitudes, Handheld Devices, Telecommunications, Computer Assisted Instruction, Laptop Computers, Telecommunications, English (Second Language), Second Language Learning, Second Language Instruction, Information Technology, College Students, Business Administration Education, Majors (Students), Foreign Countries, College Faculty, Student Attitudes, Teacher Attitudes, Handheld Devices, Telecommunications, Computer Assisted Instruction, Laptop Computers, Computer Assisted Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Information Technology, College Students, Business Administration Education, Majors (Students), Foreign Countries, College Faculty, Student Attitudes, Teacher Attitudes, Handheld Devices, Telecommunications, Computer Assisted Instruction, Laptop Computers, Laptop Computers, English (Second Language), Second Language Learning, Second Language Instruction, Information Technology, College Students, Business Administration Education, Majors (Students), Foreign Countries, College Faculty, Student Attitudes, Teacher Attitudes, Handheld Devices, Telecommunications, Computer Assisted Instruction, Laptop Computers, TelevisionSaudi Arabia

  • Source: Teaching English with Technology, v19 n1 p102-117 Jan 2019. 16 pp.

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