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Investigation of the effectiveness of using virtual collaborative learning environment in computer studiesLee, Ka-ming, Samuel, 李家明 January 2002 (has links)
published_or_final_version / Education / Master / Master of Science in Information Technology in Education
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Exploring the critical features of learning communities in Hong Kong primary schools周鳳鳴, Chau, Fung-ming. January 2002 (has links)
published_or_final_version / Education / Master / Master of Science in Information Technology in Education
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Relationships between conception and practice: a study of teacher's conceptions of teaching andclassroom teaching practice related to cooperative learningLaw, Kim-hung, Thomas., 羅劍雄. January 2005 (has links)
published_or_final_version / abstract / Education / Master / Master of Education
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The study of the different grouping arrangement ICT supported cooperative learningChan, Hung-kit., 陳雄傑. January 2003 (has links)
published_or_final_version / Education / Master / Master of Science in Information Technology in Education
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Effects of collaborative output on Chinese EFL learners' lexical learningNiu, Ruiying., 牛瑞英. January 2008 (has links)
published_or_final_version / Education / Doctoral / Doctor of Philosophy
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Exploring collaborative learning online in history classesChan, Wai-man., 陳偉民. January 2003 (has links)
published_or_final_version / Education / Master / Master of Science in Information Technology in Education
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Assessing and fostering collaborative knowledge building among Chinesehigh-school studentsLee, Yeung-chun, Eddy., 李揚真. January 2009 (has links)
published_or_final_version / Education / Doctoral / Doctor of Philosophy
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The development of the teacher support team in assisting teachers of learners with special educational needs in one school in Khayelitsha.Thabana, M January 2004 (has links)
This research study explored the process in the development of theTeacher Support Team in assisting teachers of learners with special educational needs in the mainstream classroom. This research was conducted in the context of the restructuring of the South African Education system. The Policy Document White Paper 6 (2001) states that all learners irrespective of the barriers to learning and development have a right to be educated in the ordinary school, together with their peers.
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The Assessment of Cognitive Development and Writing Aptitude Within Learning CommunitiesBarnard, Miriam K. 08 1900 (has links)
Learning communities have emerged as an efficient and effective paradigm for improving undergraduate education, especially for entering freshmen. The academy has become increasingly interested in learning outcomes and student retention, especially as they are related to the assessment of various approaches to educating the whole student. Learning community pedagogy has developed through rigorous research. However, little is known about the impact of this pedagogy upon college students' cognitive development and writing aptitude. Cognitive development theory has been most significantly influenced by the work of William G. Perry, Jr. Though no theory exists which would address the stages of writing development in university students, many composition theorists suggest a correlation between cognitive development and writing aptitude. This study measured cognitive development and writing aptitude in learning community students and non-learning community students, matching them for SAT scores, high school grade point averages, gender, and ethnicity. The research questions of interest were: 1) How does participation in a learning community affect students' cognitive development; and 2) How does participation in a learning community affect students' writing aptitude? The participants were pre- and post-assessed for cognitive development, using the Measure of Intellectual Development (MID). Additionally, participants were preand post-assessed for writing aptitude, using a diagnostic essay and exit exam. Results of this study indicate no statistically significant differences in cognitive development and writing aptitude for learning community students and non-learning community students as measured by the Measure of Intellectual Development (MID) and the diagnostic essay and exit exam. These findings may have been influenced by the small sample size. It is suggested that this research be replicated, ensuring a larger sample size, to determine the efficacy of this pedagogy on these variable sets.
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The Relationship of Subject Area and Selected Personality Traits to the Preference to Teach by the Group or Lecture MethodJones, John Martin 06 1900 (has links)
The problem of this study was to determine the relationship between preference of experienced secondary teachers to instruct by the Group or Lecture method, their subject field, and selected personality traits.
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