Zobrazeno 1 - 10
of 16
pro vyhledávání: '"Wenke Mork Rogne"'
Publikováno v:
Education Inquiry, Vol 15, Iss 4, Pp 443-464 (2024)
This study examined students’ experiences of assessment and feedback engagement in digital contexts in upper secondary school through an explanatory sequential mixed-methods case study. The data material consisted of 435 survey responses and 16 ind
Externí odkaz:
https://doaj.org/article/2c852b5a1355445ea0ede367d7e77a8a
Publikováno v:
Nordic Journal of Literacy Research, Vol 6, Iss 2, Pp 25-41 (2020)
This protocol article presents the project “DigiHand: The emergence of handwriting skills in digital classrooms.”1 The project is a longitudinal natural experiment investigating how the use of different writing tools influences students’ handwr
Externí odkaz:
https://doaj.org/article/ab93ef880680478ebf9216beff32d69a
Publikováno v:
Acta Didactica Norden, Vol 15, Iss 1 (2021)
Studien analyserer de tidlige lese- og skriveferdighetene til et utvalg norske elever ved skolestart på 1. trinn (6 år gamle). Målet er å fremheve noen sentrale variabler som kjennetegner ferdigheter for elever i bokstavkunnskap, og hvilke lese-
Externí odkaz:
https://doaj.org/article/02c5ade9d0c94912b0af0bf0bdfed452
Autor:
Wenke Mork Rogne, Helge I. Strømsø
Publikováno v:
Acta Didactica Norge, Vol 7, Iss 1 (2013)
I denne artikkelen ser vi på hvilken type informasjon elever i 7. klasse vektlegger for å konstruere en sammenhengende oppsummering av fire til dels motstridende tekster. Elever møter ofte flere tekster om samme tema – multiple tekster – og vi
Externí odkaz:
https://doaj.org/article/61ed0f2862754df3b8e36d49a589324c
Publikováno v:
Education Inquiry. :1-22
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f87712e3ad6fe88e1db2c50e6c46bda0
https://doi.org/10.1080/20004508.2022.2122202
https://doi.org/10.1080/20004508.2022.2122202
Publikováno v:
Computers & Education. 198:104755
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::52e714fbb17195641decea0eb84532ab
https://doi.org/10.1016/j.compedu.2023.104755
https://doi.org/10.1016/j.compedu.2023.104755
Publikováno v:
Digital samhandling. :13-24
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5fc0685e53f8ad099b7ec3ebd617ed2e
https://doi.org/10.18261/9788215037394-2020-01
https://doi.org/10.18261/9788215037394-2020-01
Publikováno v:
Digital samhandling. :265-284
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c815a171559ba8f9ea0b3e174ab6e156
https://doi.org/10.18261/9788215037394-2020-14
https://doi.org/10.18261/9788215037394-2020-14
Publikováno v:
Studies in Higher Education. 46:2325-2337
This study examined students’ feedback engagement and assessment experiences in a higher education teacher programme with the Assessment Experience Questionnaire (n = 182) and individual interviews...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6c1dfc3f7615234f2c39964d26e9feeb
https://doi.org/10.1080/03075079.2020.1723523
https://doi.org/10.1080/03075079.2020.1723523
Publikováno v:
Reading and writing
To date, there is no clear evidence to support choosing handwriting over keyboarding or vice versa as the modality children should use when they first learn to write. 102 Norwegian first-grade children from classrooms that used both electronic touchs
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::92a4eecdcb38344ba9459064e69d0742
https://hdl.handle.net/11250/2828270
https://hdl.handle.net/11250/2828270
