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Al-Maroof Rana Saeed Alfaisal Aseel M. Salloum Said A. 《Education and Information Technologies》2021,26(3):2477-2500
Education and Information Technologies - The rapid changes in recent years witnessed the development of technology-based education environment where teachers and learners can interact by adopting... 相似文献
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Ever since the proclamation of the Salamanca Statement (1994) and the Dakar Framework for Action (2000), several countries across the globe have been improving their education systems making remarkable efforts towards inclusion. Furthermore, the Muscat Agreement (2014) proposes a global goal and targets for education post-2015. The goal envisages equitable inclusive quality education and lifelong learning for all by 2030. This article inquires how Zanzibar, a semi-autonomous part of Tanzania along the East African coast, started to transform its education system in an attempt to make it inclusive. First, the commitment to and process towards Inclusive Education (IE) is described in the time frame of changes in education. Second, thematic analysis is conducted to examine the contextualisation and definition of the concept of IE, the introduction of relevant legislation, introduction of Inclusive and Learner Friendly Education Policy, and the support provided for teachers to implement IE practices in the classrooms. Finally, the IE development in Zanzibar is compared to similar processes in sub-Saharan Africa. 相似文献
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Sanchez Eric Paukovics Elsa Cheniti-Belcadhi Lilia El Khayat Ghada Said Bilal Korbaa Ouajdi 《Education and Information Technologies》2022,27(4):4501-4520
Education and Information Technologies - Digital and innovation competencies are nowadays highly required for students and faculty members in higher education institutions. We therefore need... 相似文献
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Word recognition and basic cognitive processes among reading-disabled and normal readers in Arabic 总被引：1，自引：0，他引：1
This study investigated word identification inArabic and basic cognitive processes inreading-disabled (RD) and normal readers of thesame chronological age, and in younger normalreaders at the same reading level. The studyfocused on the word identification processes ofphonological decoding and orthographicprocessing and the cognitive processes ofsyntactic and morphological awareness, workingmemory, and visual processing. RD children werecompared with normal readers on a battery oftests developed in Arabic on the basis of thoseavailable in English and Hebrew. The presentresults revealed deficiencies among the RD childrenin phonological decoding, in contrast torelative strengths in orthographic processing. These data were consistent with English-languagefindings. The analysis of basiccognitive processes indicated significantdeficiencies in morphology, working memory, andsyntactic and visual processing, with the mostsevere deficiencies observed for phonologicalawareness. The results are discussed in lightof international RD findings and the nature ofArabic orthography. 相似文献
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We introduce a new modified Mason-Coates graph (denoted by RMC-graph) specifically for discrete-time network analysis. The previously developed Mason-Coates graph (MC-graph), used for continuous-time networks, is summarized to simplify our presentation. The concise RMC-graph interpretation of a given digital network example is included. 相似文献
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True bond graphs, which use effort and flow variables whose product is power, can in principle be used to describe all types of physical systems. However, many system models do not use power variables and yet can be represented usefully as pseudo bond graphs. Pseudo bond graphs have been used particularly for open systems in which it is convenient to consider control volumes or compartments with boundaries across which mass can flow. In this paper, we show how the bond graph methods used for conductive and convective heat transfer can be generalized to account for diffusion, convection, and accumulation of a variety of physical quantities and how pseudo bond graphs can aid in constructing and representing such models. These models are known in mathematical biology as “compartmental models” and it is a main contribution of this paper to show that the same pseudo bond graphs apply to thermofluid and physiological dynamic models. The bond graphs build in some conservation principles automatically and yet have the flexibility to incorporate general multiport laws when necessary. Thus the pseudo bond graphs can exhibit system structure as do other network graphs and are very general in nature. 相似文献
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Said Ettazarini 《Open Learning》2017,32(2):103-118
The educational policy in Morocco is aimed at promoting the wide use of Information and Communication Technologies in Education and the adoption of interactive and autonomous digital resources for distance teaching and self-learning. The objective of this research is to evaluate the suitability of the existing digital educational resources for distance learning purposes by analysing their interactivity and autonomy. The study of the contents of 190 existing products for teaching and learning Life and Earth Sciences in high schools has revealed the existence of weaknesses related to interactivity and autonomy. The results have been used to set down guidelines for designers of future interactive and autonomous digital educational resources for distance learning use. 相似文献
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Khaled Sabry Lynne Baldwin 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(4):443-454
This paper reports a study exploring the learning styles and perceptions of a group of undergraduate and postgraduate learners in a university in the UK in relation to using the web for learning. In particular, we explore the sequential/global learning style dimension (which is concerned with the progress of understanding) in relation to three categories of web‐based interaction: learner‐tutor, learner‐learner, and learner‐information. An Index of Learning Styles is used as the tool to explore this dimension. The findings are presented with regard to the learning preferences of a group of learners towards these three categories of interaction. We conclude with a discussion of these findings in relation to Interactive Learning Systems (ILSs) design. 相似文献