Zobrazeno 1 - 10
of 49
pro vyhledávání: '"Stefano Cacciamani"'
Autor:
Stefano Cacciamani, Nobuko Fujita
Publikováno v:
Interaction Design and Architecture(s), Iss 57, Pp 27-46 (2023)
This article analyzes the possibility of using the Knowledge Building model in schools to promote the skills and abilities indicated by the LifeComp framework. After placing the LifeComp framework in the current social and cultural context of the kno
Externí odkaz:
https://doaj.org/article/bcd51021b4644fd49a200644c78caaf4
Publikováno v:
Interaction Design and Architecture(s), Iss 57, Pp 5-7 (2023)
Externí odkaz:
https://doaj.org/article/44b72e98d2e147d68e5999260011c44c
Autor:
Silvia Testa, Alessia Macagno, Fabrizio Bertolino, Stefano Cacciamani, Teresa Grange, Vittore Perrucci, Angela Piu, Giuseppina Timpano, Elena Cattelino
Publikováno v:
Frontiers in Education, Vol 8 (2023)
IntroductionAcademic satisfaction (AS) is considered by researchers and educators as a key variable to explain both academic success and the main problems of university students. AS is a complex construct affected by a range of factors, both internal
Externí odkaz:
https://doaj.org/article/490e61bff8e145c4885c03071e88f3a5
Publikováno v:
Education Sciences, Vol 12, Iss 7, p 493 (2022)
Teachers’ work engagement is associated with positive outcomes regarding work-related well-being. Conversely, burnout menaces teachers’ work and attitudes toward professional development. As indicated in the literature, burnout can influence teac
Externí odkaz:
https://doaj.org/article/df00b703cd4e4c9f907e2c8559c4b0ad
Publikováno v:
Je-LKS: Journal of E-Learning and Knowledge Society, Vol 14, Iss 1 (2018)
Interactions in online courses have been studied by analyzing Conversational Functions used by participants. Cacciamani, Perrucci Khanlari (2016) developed a coding scheme, named CF4KB, consisting of four Global Conversational Functions (GCF), each a
Externí odkaz:
https://doaj.org/article/3e1aff7f75d743b6a85eaadd671c0a22
Autor:
Stefano Cacciamani
Publikováno v:
Je-LKS: Journal of E-Learning and Knowledge Society, Vol 13, Iss 1 (2017)
Progressive Design Method (DPM) attempts to connect the Experiential Learning perspective with Knowledge Building model. The aim of the present study was to analyze the implementation of PDM in terms of patterns of online participation and interactio
Externí odkaz:
https://doaj.org/article/a5fcd6759eb442b6b49cf9a9be1f82e6
Autor:
Donatella Cesareni, Stefano Cacciamani
Publikováno v:
Italian Journal of Educational Technology, Vol 23, Iss 3 (2016)
Tra le strategie che favoriscono la partecipazione degli studenti in un corso universitario online troviamo la predisposizione di ruoli all’interno di un gruppo. L’obiettivo del presente studio è analizzare come gli studenti di un corso online i
Externí odkaz:
https://doaj.org/article/a17d6f87dbcf4db395e372beb222fb2c
Autor:
Stefano Cacciamani
Publikováno v:
Canadian Journal of Learning and Technology, Vol 36, Iss 1 (2010)
Over four academic years a design experiment was conducted involving four online university courses with the goal of shifting from Guided to Self-Organized Inquiry to foster Knowledge Building communities in the classroom. Quantitative analyses focus
Externí odkaz:
https://doaj.org/article/af88c7a85010416486b7773538ccbb20
Autor:
Ottavia Albanese, Nicoletta Businaro, Stefano Cacciamani, Barbara De Marco, Eleonora Farina, Tiziana Ferrini, Luca Vanin
Publikováno v:
Italian Journal of Educational Technology, Vol 18, Iss 1 (2010)
I processi metacognitivi di riflessione critica, controllo e guida dei meccanismi cognitivi svolgono un ruolo fondamentale nella promozione di uno studio autoregolato, a sua volta cruciale per favorire il successo, soprattutto in ambito universitario
Externí odkaz:
https://doaj.org/article/d0e83217c6004bb3a0b4c18a99f38d0d
Autor:
Stefano Cacciamani, Luca Vanin
Publikováno v:
Italian Journal of Educational Technology, Vol 17, Iss 2 (2009)
L'implementazione di un modello di comunita' a scuola richiede un profondo ripensamento delle pratiche scolastiche utilizzate oggi dagli insegnanti e un radicale cambiamento nella formazione degli stessi. La prassi ancora oggi piu' diffusa a scuola p
Externí odkaz:
https://doaj.org/article/188c2b2869734b659a0ae97172c73f76