Zobrazeno 1 - 10
of 14
pro vyhledávání: '"Liesel Knaack"'
Autor:
Michael Paskevicius, Liesel Knaack
Publikováno v:
Canadian Journal of Learning and Technology, Vol 44, Iss 1 (2018)
This paper presents the case of how a department of applied science went about implementing a tablet initiative in a two-year diploma program. Tablets were a required tool for entry into the program with a goal of reducing textbook purchase costs for
Externí odkaz:
https://doaj.org/article/6410e860c99d49f5be690416496d44bc
Autor:
Robin Kay, Liesel Knaack
Publikováno v:
Canadian Journal of Learning and Technology, Vol 35, Iss 1 (2009)
The purpose of this study was to examine individual differences in attitudes toward Audience Response Systems (ARSs) in secondary school classrooms. Specifically, the impact of gender, grade, subject area, computer comfort level, participation level,
Externí odkaz:
https://doaj.org/article/651cc57994a24117b903f34e4a97f992
Autor:
Robin H. Kay, Liesel Knaack
Publikováno v:
Canadian Journal of Learning and Technology, Vol 34, Iss 1 (2008)
The current study offers a formative analysis of the impact of learning objects in middle school mathematics and science classrooms. Five reliable and valid measure of effectiveness were used to examine the impact of learning objects from the perspec
Externí odkaz:
https://doaj.org/article/fda4dd2dd62c4f9cb3d3ae395bf6f392
Autor:
Liesel Knaack, Michael Paskevicius
Publikováno v:
Canadian Journal of Learning and Technology, Vol 44, Iss 1 (2018)
This paper presents the case of how a department of applied science went about implementing a tablet initiative in a two-year diploma program. Tablets were a required tool for entry into the program with a goal of reducing textbook purchase costs for
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::7f4818fd7f6fa7cfba0c6973825bbaa7
https://www.cjlt.ca/index.php/cjlt/article/view/27562
https://www.cjlt.ca/index.php/cjlt/article/view/27562
Autor:
Robin Kay, Liesel Knaack
Publikováno v:
Journal of Science Education and Technology. 18:382-392
An audience response systems (ARS) allows students to respond to multiple choice questions using remote control devices. Once the feedback is collected and displayed, the teacher and students discuss misconceptions and difficulties experienced. ARSs
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9351ffefd3562c649f417a658f102d18
https://doi.org/10.1007/s10956-009-9153-7
https://doi.org/10.1007/s10956-009-9153-7
Publikováno v:
Interdisciplinary Journal of e-Skills and Lifelong Learning, Vol 5, Pp 027-050 (2009)
Over the past 8 to 10 years, web-based learning tools (WBLT s), also known as learning objects, have been evaluated and received positively by higher education students. However, little research has been done examining teachers perceptions of these t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::57c5f32922ce1c5af9a807874a6e8afc
https://doaj.org/article/1a225389400a40d690560797a5b6cb1e
https://doaj.org/article/1a225389400a40d690560797a5b6cb1e
Autor:
Robin Kay, Liesel Knaack
Publikováno v:
Computers & Education. 51:1304-1320
The purpose of this study was to examine individual differences in the effectiveness of learning objects in secondary school classrooms. Specifically, gender, age, grade, subject area, and computer comfort (self-efficacy) were examined in 850 student
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b7dca21e51f8ff0c9de14c9d493cb931
https://doi.org/10.1016/j.compedu.2008.01.001
https://doi.org/10.1016/j.compedu.2008.01.001
Autor:
Robin Kay, Liesel Knaack
Publikováno v:
Educational Technology Research and Development. 57:147-168
Learning objects are interactive web-based tools that support the learning of specific concepts by enhancing, amplifying, and/or guiding the cognitive processes of learners. Research on the impact, effectiveness, and usefulness of learning objects is
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3eb7392abd8e3d1ba24195746c6951c2
https://doi.org/10.1007/s11423-008-9094-5
https://doi.org/10.1007/s11423-008-9094-5
Autor:
Liesel Knaack, Robin Kay
Publikováno v:
Interdisciplinary Journal of e-Skills and Lifelong Learning, Vol 4, Pp 269-289 (2008)
Research on the impact of learning objects in secondary school mathematics classes is limited. To date, only two investigations have been reported in this area. The current study presents a comprehensive analysis of the use and effect of learning obj
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::552463a2790d982190cb23eb8734fcda
https://doaj.org/article/ae1ba5e2c02743c8aae8b7ca6c7b477c
https://doaj.org/article/ae1ba5e2c02743c8aae8b7ca6c7b477c
Autor:
Robin Kay, Liesel Knaack
Publikováno v:
Open Learning: The Journal of Open, Distance and e-Learning. 22:5-28
A comprehensive review of the literature on the evaluation of learning objects revealed a number of problem areas, including emphasizing technology ahead of learning, an absence of reliability and validity estimates, over‐reliance on informal descr
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a90a1dc6bf3684153473cd2a0aef4d7c
https://doi.org/10.1080/02680510601100135
https://doi.org/10.1080/02680510601100135