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Andy Feist 《Cultural Trends》2018,27(1):56-59
Robert Hutchison obituary 相似文献
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The effects on observational concept learning of the experimenter as his own model, versus the experimenter plus a separate model, versus a nonmodeling (control) procedure, as well as the provision of favorable versus neutral outcome-expectation, and sex of child, were studied across baseline, imitation, and transfer phases in a 3 X 2 X 2 X 3 factorial design, using ninety-six economically-disadvantaged first-graders. Neither expectation nor sex created significant differences, but each modeling group surpassed the controls in imitative concept-attainment and transfer. As expected, learning and transfer were very comparable for the alternative modeling formats. The relevance of the results to the information-transmitting features of modeled displays, and to the use of modeling techniques in practical pedagogy were discussed 相似文献
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Erin L. Woodhead Preston Brown Susan Snycerski Sean Laraway Nicholas Bathurst Greg Feist Ronald F. Rogers 《Innovative Higher Education》2017,42(5-6):463-476
In an examination of a brief and innovative partnership, we compared outcomes for two disciplines, Elementary Statistics and General Psychology, across three formats: online as part of the San José State University-Udacity partnership (termed SJSU Plus), face-to-face (FTF), and online in a redesigned course offering. We also examine predictors of student performance in the SJSU Plus courses. The first offerings of the SJSU Plus courses showed poorer performance compared to their FTF and redesigned online equivalents. Redesigned online courses and FTF courses had similar pass rates. SJSU Plus course performance was significantly improved in the second offering of the Elementary Statistics course. More completed assignments in the SJSU Plus courses were associated with higher exam scores and final grades. We conclude that mode of delivery did not contribute significantly to variations in pass rates. 相似文献
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