Titlebook: Computer Supported Education; 12th International C H. Chad Lane,Susan Zvacek,James Uhomoibhi Conference proceedings 2021 The Editor(s) (if

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書目名稱Computer Supported Education影響因子(影響力)




書目名稱Computer Supported Education影響因子(影響力)學(xué)科排名




書目名稱Computer Supported Education網(wǎng)絡(luò)公開度




書目名稱Computer Supported Education網(wǎng)絡(luò)公開度學(xué)科排名




書目名稱Computer Supported Education被引頻次




書目名稱Computer Supported Education被引頻次學(xué)科排名




書目名稱Computer Supported Education年度引用




書目名稱Computer Supported Education年度引用學(xué)科排名




書目名稱Computer Supported Education讀者反饋




書目名稱Computer Supported Education讀者反饋學(xué)科排名

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Francisco Silva,Teresa McLaurin,Tom Waayers awareness in their blog post, surface or in-depth awareness and understanding? This study used a convenience sample of 200 first year Education Technology students at the Faculty of Specific Education. The research data in this study is drawn from Henri’s model analysis for online discussions. The

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SOC Integration of 1500 Compliant Cores,dback for the purpose of reading fluency training. This paper reports on the conception, development and evaluation of a . prototype. The main aim is to investigate the degree of user acceptance and willingness for future use as response to the prototype design concept development.

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PTCA635

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Design of the IEEE 1500 Interface Port,ion of its previous version. It encompasses both the pillars of Computational Thinking and CPS (Creative Problem Solving), as well as techniques of creativity to assist in Creative Thinking. The results of the research show that there is relevance in the insertion of creativity in the problem-solvin

不能平靜

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https://doi.org/10.1007/978-981-10-3367-4ese best practices are enhanced by a qualitative analysis of 100 written reflections of VCL participants to identify, systematize and prioritize essential criteria for the success of group learning from the students’ perspective and derive additional multi-perspective design recommendations.

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