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Refinado por: Base de dados/Biblioteca: Taylor & Francis Journals Complete remover idioma: Japonês remover
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11
Flipping the classroom for English language learners to foster active learning
Flipping the classroom for English language learners to foster active learning
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Flipping the classroom for English language learners to foster active learning

Hung, Hsiu-Ting

Computer assisted language learning, 2015-01, Vol.28 (1), p.81-96 [Periódico revisado por pares]

Oxford: Routledge

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12
Using the flipped classroom to enhance EFL learning
Using the flipped classroom to enhance EFL learning
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Using the flipped classroom to enhance EFL learning

Chen Hsieh, Jun Scott ; Wu, Wen-Chi Vivian ; Marek, Michael W.

Computer assisted language learning, 2017-02, Vol.30 (1-2), p.1-21 [Periódico revisado por pares]

Oxford: Routledge

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13
Toward a Script Theory of Guidance in Computer-Supported Collaborative Learning
Toward a Script Theory of Guidance in Computer-Supported Collaborative Learning
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Toward a Script Theory of Guidance in Computer-Supported Collaborative Learning

Fischer, Frank ; Kollar, Ingo ; Stegmann, Karsten ; Wecker, Christof

Educational psychologist, 2013-01, Vol.48 (1), p.56-66 [Periódico revisado por pares]

England: Taylor & Francis Group

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14
Changing Teachers' Epistemic Cognition: A New Conceptual Framework for Epistemic Reflexivity
Changing Teachers' Epistemic Cognition: A New Conceptual Framework for Epistemic Reflexivity
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Changing Teachers' Epistemic Cognition: A New Conceptual Framework for Epistemic Reflexivity

Lunn Brownlee, Jo ; Ferguson, Leila E. ; Ryan, Mary

Educational psychologist, 2017-10, Vol.52 (4), p.242-252 [Periódico revisado por pares]

Philadelphia: Routledge

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15
Comparative effectiveness of instructional design features in simulation-based education: Systematic review and meta-analysis
Comparative effectiveness of instructional design features in simulation-based education: Systematic review and meta-analysis
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Comparative effectiveness of instructional design features in simulation-based education: Systematic review and meta-analysis

Cook, David A. ; Hamstra, Stanley J. ; Brydges, Ryan ; Zendejas, Benjamin ; Szostek, Jason H. ; Wang, Amy T. ; Erwin, Patricia J. ; Hatala, Rose

Medical teacher, 2013-01, Vol.35 (1), p.e867-e898 [Periódico revisado por pares]

England: Informa UK, Ltd

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16
The effects of digital game-based instruction, teacher instruction, and direct focused written corrective feedback on the grammatical accuracy of English articles
The effects of digital game-based instruction, teacher instruction, and direct focused written corrective feedback on the grammatical accuracy of English articles
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The effects of digital game-based instruction, teacher instruction, and direct focused written corrective feedback on the grammatical accuracy of English articles

Reynolds, Barry Lee ; Kao, Chian-Wen

Computer assisted language learning, 2021-05, Vol.34 (4), p.462-482 [Periódico revisado por pares]

Oxford: Routledge

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17
The roles of Second Life in a college computer-assisted language learning (CALL) course in Taiwan, ROC
The roles of Second Life in a college computer-assisted language learning (CALL) course in Taiwan, ROC
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The roles of Second Life in a college computer-assisted language learning (CALL) course in Taiwan, ROC

Liou, Hsien-Chin

Computer assisted language learning, 2012-10, Vol.25 (4), p.365-382 [Periódico revisado por pares]

Oxford: Routledge

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18
The impacts of scaffolding e-assessment English learning: a cognitive style perspective
The impacts of scaffolding e-assessment English learning: a cognitive style perspective
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The impacts of scaffolding e-assessment English learning: a cognitive style perspective

Chen, Sherry Y. ; Tseng, Yu-Fen

Computer assisted language learning, 2021-11, Vol.34 (8), p.1105-1127 [Periódico revisado por pares]

Oxford: Routledge

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19
Explicit Nature of Science and Argumentation Instruction in the Context of Socioscientific Issues: An effect on student learning and transfer
Explicit Nature of Science and Argumentation Instruction in the Context of Socioscientific Issues: An effect on student learning and transfer
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Explicit Nature of Science and Argumentation Instruction in the Context of Socioscientific Issues: An effect on student learning and transfer

Khishfe, Rola

International journal of science education, 2014-04, Vol.36 (6), p.974-1016 [Periódico revisado por pares]

London: Routledge

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20
Efficacy of video-based teacher professional development for increasing classroom discourse and student learning
Efficacy of video-based teacher professional development for increasing classroom discourse and student learning
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Efficacy of video-based teacher professional development for increasing classroom discourse and student learning

Chen, Gaowei ; Chan, Carol K. K. ; Chan, Kennedy K. H. ; Clarke, Sherice N. ; Resnick, Lauren B.

The Journal of the learning sciences, 2020-10, Vol.29 (4-5), p.642-680 [Periódico revisado por pares]

Philadelphia: Routledge

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