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Titlebook: Advances in Quantitative Ethnography; First International Brendan Eagan,Morten Misfeldt,Amanda Siebert-Evens Conference proceedings 2019 S

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樓主: Monomania
31#
發(fā)表于 2025-3-27 00:22:42 | 只看該作者
32#
發(fā)表于 2025-3-27 02:41:55 | 只看該作者
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發(fā)表于 2025-3-27 06:46:44 | 只看該作者
https://doi.org/10.1007/978-3-031-43544-7utilized surveys, typically consisting of Likert scale questions and open-ended response questions. Open-ended responses can elicit more information from students, but they have not been fully analyzed due to the cost, time, and complexity of theme extraction with manual coding. In the present study
34#
發(fā)表于 2025-3-27 10:52:10 | 只看該作者
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發(fā)表于 2025-3-27 17:19:07 | 只看該作者
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發(fā)表于 2025-3-27 18:05:11 | 只看該作者
Orthonormal Basis Lattice Neural Networksethods in a Productive Failure (PF) setting. We report an epistemic network analysis (ENA) of PF students’ conversations. Conversations are compared between PF groups that generated high quality solution ideas (HQ groups) and groups that developed low quality solution ideas (LQ groups). The ENA resu
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發(fā)表于 2025-3-27 23:53:31 | 只看該作者
38#
發(fā)表于 2025-3-28 03:06:56 | 只看該作者
Susana Munoz-Hernandez,Claudio Vaucheretconversion of data into sound that reflects their objective properties or relations). Data sonification is proposed as an alternative to data visualization. We applied data sonification for the analysis of gameplays and players’ strategies during a session dedicated to game-based learning. The data
39#
發(fā)表于 2025-3-28 09:31:28 | 只看該作者
E. H. Cables,F. Moreno,M. T. Lamata,F. Gómezr facilitating learning as identity exploration in virtual learning environments. PR structured the design, implementation, and refinement of ., a play-based course that included identity exploration experiences mediated by a virtual learning environment (.), and classroom experiences designed to au
40#
發(fā)表于 2025-3-28 12:47:20 | 只看該作者
https://doi.org/10.1007/978-3-030-97344-5 this learning transfers to clinical practice. However, few studies have explored the use of simulators to help more advanced learners improve their understanding of operative practices. To model how surgeons with different levels of experience use procedural simulators, we conducted a quantitative
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