Patricia Verdines (7 results)

Condition: New.

Condition: New.

Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Revision with unchanged content. This book explores the extent to which the systematic analysis of the interactions between instructors, learners, and content within computer-supported cooperative learning (CSCL) environments can provide evidence of learning processes and learning outcomes, as represented in the participants discourse. The book also describes a framework for the systematic analysis of online conversations in CSCL environments. The framework emerged in a qualitative study from the connections between communication theory, instructional design theory, and learning theory. Such a framework can inform the design and evaluation of instruction for CSCL systems in distance education environments. Both researchers and practitioners in the fields of instructional design, computer-supported cooperative learning, adult learning, and distance edu cation could benefit from the research results described in this book. 296 pp. Englisch.

Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: Verdines Patriciaholds a B.S. in Information Systems from UANL in Mexico, a Master Degree in Information Engineering from the University of Tokyo, and a PhD in Information Science from the University of Maryland College Park.Revi.

Condition: New. Print on Demand.

Taschenbuch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Revision with unchanged content. This book explores the extent to which the systematic analysis of the interactions between instructors, learners, and content within computer-supported cooperative learning (CSCL) environments can provide evidence of learning processes and learning outcomes, as represented in the participants¿ discourse. The book also describes a framework for the systematic analysis of online conversations in CSCL environments. The framework emerged in a qualitative study from the connections between communication theory, instructional design theory, and learning theory. Such a framework can inform the design and evaluation of instruction for CSCL systems in distance education environments. Both researchers and practitioners in the fields of instructional design, computer-supported cooperative learning, adult learning, and distance education could benefit from the research results described in this book.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 296 pp. Englisch.

Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Revision with unchanged content. This book explores the extent to which the systematic analysis of the interactions between instructors, learners, and content within computer-supported cooperative learning (CSCL) environments can provide evidence of learning processes and learning outcomes, as represented in the participants discourse. The book also describes a framework for the systematic analysis of online conversations in CSCL environments. The framework emerged in a qualitative study from the connections between communication theory, instructional design theory, and learning theory. Such a framework can inform the design and evaluation of instruction for CSCL systems in distance education environments. Both researchers and practitioners in the fields of instructional design, computer-supported cooperative learning, adult learning, and distance edu cation could benefit from the research results described in this book.