Titlebook: Collaborative Dialogue Technologies in Distance Learning; M. Felisa Verdejo,Stefano A. Cerri Conference proceedings 1994 Springer-Verlag B

formation

書目名稱Collaborative Dialogue Technologies in Distance Learning影響因子(影響力)




書目名稱Collaborative Dialogue Technologies in Distance Learning影響因子(影響力)學科排名




書目名稱Collaborative Dialogue Technologies in Distance Learning網(wǎng)絡(luò)公開度




書目名稱Collaborative Dialogue Technologies in Distance Learning網(wǎng)絡(luò)公開度學科排名




書目名稱Collaborative Dialogue Technologies in Distance Learning被引頻次




書目名稱Collaborative Dialogue Technologies in Distance Learning被引頻次學科排名




書目名稱Collaborative Dialogue Technologies in Distance Learning年度引用




書目名稱Collaborative Dialogue Technologies in Distance Learning年度引用學科排名




書目名稱Collaborative Dialogue Technologies in Distance Learning讀者反饋




書目名稱Collaborative Dialogue Technologies in Distance Learning讀者反饋學科排名

進步

A Pedagogical Framework for CMC Programmess, the programme’s CMC environment, pedagogical techniques, and pedagogical styles. The programme environment is defined by the programme’s constraints, demands, and choices; the universe of CMC resources comprises all external and internal CMC resources. As a common subset of these realms, a progra

斜坡

Computer Support for Collaboratione the first computer-based tools for mediating information between people were built, there has been a quest for the computer-based tools for establishing, maintaining and strengthening the interpersonal relations — providing computer support for collaboration. This paper is a journey through the en

BRUNT

Learning in Groups: Some Experiences of Online Workso called online environments. Our understandings of how groups work in face-to-face environments may not relate directly to how groups work in online environments. In particular, the way in which “time” is perceived and used online, and the dynamics of group work online (especially the dynamics of

obeisance

BAN

BAN

擦掉

Innovative Support Technologies for Tele- and Team-Work at Universitiesies for decentralized and cooperative learning. Until now the main effort has been to establish a suitable learning environment for computer supported tele- and team-work. The infrastructure includes teachware provided with monitoring software agents, online libraries and several information and com

keloid

Cooperative Open Systems Architectureupported cooperative work and distributed artificial intelligence. A cooperative network architecture based on a network of knowledge-based systems called Facilitators is presented. The facilitators are specialists in cooperation, and have the global information about the domain of cooperation, as w

愛國者