Quality assurance for distance learning: a case study at Brunel University.
Malcolm Clarke, Clive Butler, Peter Schmidt-Hansen, Mary Somerville
págs. 5-11
págs. 13-20
Stephen Houghton, Nikki Milner, John West, Graham Douglas, Vivienne Lawrence, Ken Whiting, Rosemary Tannock, Kevin Durkin
págs. 21-34
págs. 35-43
págs. 45-56
págs. 57-67
The role of cognitive style in educational computer conferencing.
Hilary Cunningham-Atkins, Norman Powell, David Moore, Dave Hobbs, Simon Sharpe
págs. 69-80
págs. 81-93
The value of adaptivity based on cognitive style: an empirical study.
Evangelos Triantafillou, Andreas Pomportsis, Stavros Demetriadis, Elissavet Georgiadou
págs. 95-106
págs. 107-109
Paper-based versus computer-based assessment: is workload another test mode effect?
págs. 111-113
págs. 933-935
Formative research on an early stage of the systemic change process in a small school district
Charles M. Reigeluth, Roberto Joseph
págs. 937-956
Christopher Hoadley, Jason Ravitz
págs. 957-974
págs. 975-985
Challenge 98: sustaining the work of a regional technology integration initiative
Shelley H. Billig, Bruce Havelock, Lorraine Sherry
págs. 987-1003
págs. 1005-1016
Computers on wheels: an alternative to `each one has one¿
Steven M. Ross, Allison Potter, Michael M. Grant
págs. 1017-1034
How can academics stay in control?
Gerard Gervedink Nijhuis, Betty Collis
págs. 1035-1049
Mandie Aaron
págs. 1051-1054
págs. 1055-1058
págs. 1059-1061
Barry E. Porter Sr.
págs. 1063-1065
Eugene G. Kowch
págs. 1067-1070
Factors that influence faculty members¿ uptake and continued use of course management systems
Reginald D'Silva, Kenneth Reeder
págs. 1071-1073
págs. 1075-1096
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