Zobrazeno 1 - 9
of 9
pro vyhledávání: '"R Jimmy Zambrano"'
Autor:
R., Jimmy Zambrano1 jimmy.zambrano@upacifico.edu.ec, Chumaña, Janneth2 janeveris@hotmail.com, Jácome, Sheyla1 sheyla.jacome@upacifico.edu.ec, Cuadros, Alejandra1 alejandra.cuadros@upacifico.edu.ec
Publikováno v:
Educar. 2022, Vol. 58 Issue 2, p443-458. 16p.
Publikováno v:
Instructional Science. 47:531-550
Collaborative learning is a widely used instructional technique, but factors determining its effectiveness still are unclear. Cognitive load theory was used to examine the effects of prior collaborative experience and density of distribution of infor
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::467834cb66dc8aaf5d780003b932c38b
https://doi.org/10.1007/s11251-019-09495-0
https://doi.org/10.1007/s11251-019-09495-0
Autor:
Wilson Javier Pilco-Gallegos, Mónica Loachamín-Marcillo, R Jimmy Zambrano, Mónica Pilco-Gallegos
Publikováno v:
CIENCIA UNEMI; Vol. 12 Núm. 30 (2019): Mayo-Agosto; 35-45
Science Magazine Unemi; Vol 12 No 30 (2019): Mayo-Agosto; 35-45
Ciencia UNEMI, Vol 12, Iss 30, Pp 35-45 (2019)
Science Magazine Unemi; Vol 12 No 30 (2019): Mayo-Agosto; 35-45
Ciencia UNEMI, Vol 12, Iss 30, Pp 35-45 (2019)
La medición y el mejoramiento continuo de los servicios que el estudiante recibe están relacionados con el desarrollo saludable de las instituciones universitarias. Aunque se dispone de instrumentos para medir la satisfacción estudiantil a nivel i
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::217dbc2faa723dc4586f40875b948893
https://doi.org/10.29076/issn.2528-7737vol12iss30.2019pp35-45p
https://doi.org/10.29076/issn.2528-7737vol12iss30.2019pp35-45p
Autor:
R Jimmy Zambrano
Publikováno v:
CIENCIA UNEMI; Vol. 9 Núm. 21 (2016): Septiembre-Diciembre; 158-167
Science Magazine Unemi; Vol 9 No 21 (2016): Septiembre-Diciembre; 158-167
Science Magazine Unemi; Vol 9 No 21 (2016): Septiembre-Diciembre; 158-167
Las carreras de educación superior de Ecuador deben contribuir con la construcción de la sociedad del Buen Vivir. Para esto se sugiere rediseñar el currículum y la enseñanza a partir de modelos que desarrollen el aprendizaje y la experticia de l
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::08e91f35cee166fcb0e72b8b004dce8b
https://doi.org/10.29076/issn.2528-7737vol9iss21.2016pp158-167p
https://doi.org/10.29076/issn.2528-7737vol9iss21.2016pp158-167p
Publikováno v:
Advances in Cognitive Load Theory ISBN: 9780429283895
It has been said that “[W]ithout an understanding of human cognitive architecture, instruction is blind”. In this respect, collaborative learning as an instructional approach is at best sight-impaired and at worst stone-blind. While collaborative
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9c4c52d65ea37bff1246a3bfcba031de
https://doi.org/10.4324/9780429283895-3
https://doi.org/10.4324/9780429283895-3
Publikováno v:
International Journal of Computer-Supported Collaborative Learning, 13(2), 213-233. Springer
International Journal of Computer-Supported Collaborative Learning
Kirschner, P A, Sweller, J, Kirschner, F & Zambrano, J R 2018, ' From Cognitive Load Theory to Collaborative Cognitive Load Theory ', International Journal of Computer-Supported Collaborative Learning, vol. 13, no. 2, pp. 213-233 . https://doi.org/10.1007/s11412-018-9277-y
International Journal of Computer-Supported Collaborative Learning
Kirschner, P A, Sweller, J, Kirschner, F & Zambrano, J R 2018, ' From Cognitive Load Theory to Collaborative Cognitive Load Theory ', International Journal of Computer-Supported Collaborative Learning, vol. 13, no. 2, pp. 213-233 . https://doi.org/10.1007/s11412-018-9277-y
Cognitive load theory has traditionally been associated with individual learning. Based on evolutionary educational psychology and our knowledge of human cognition, particularly the relations between working memory and long-term memory, the theory ha
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6cd4a2d30459cccb8c01b1e1df31c9a7
https://research.ou.nl/en/publications/efad9fb0-8c48-4ee6-9c50-c9b6611e4000
https://research.ou.nl/en/publications/efad9fb0-8c48-4ee6-9c50-c9b6611e4000
Publikováno v:
Learning and Instruction. 63:101214
Collaborative learning is an extensively used instructional technique by which individuals interact in small groups to learn to solve academic problems. This study aimed to determine the impact of task-specific prior knowledge on individual learners
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::28e744544d8cad9e94a363eb3fa4b349
https://doi.org/10.1016/j.learninstruc.2019.05.011
https://doi.org/10.1016/j.learninstruc.2019.05.011
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