机译:虚拟世界中的认知,社交和教学活动以及文字聊天
The University of Texas at Austin, Division of Instructional Innovation and Assessment, Austin, TX, USA;
The University of Texas at Austin, College of Education, 1 University Station D5900, Austin, TX 78712, USA;
Center for International Education Development and Cooperation / ICCS Korea Team, Korean Educational Development Institute, 220-1 Barumeo-Cil, Seocho-Cu, Seoul,137-791, Korea;
The University of Texas at Austin, College of Education, 1 University Station D5900, Austin, TX 78712, USA;
The University of Texas at Austin, College of Education, 1 University Station D5900, Austin, TX 78712, USA;
Graduate School of Education, Harvard University. Cambridge, MA 02138, USA;
The University of Texas at Austin, College of Education, 1 University Station D5900, Austin, TX 78712, USA;
The University of Texas at Austin, College of Education, 1 University Station D5900, Austin, TX 78712, USA;
The University of Texas at Austin, College of Education, 1 University Station D5900, Austin, TX 78712, USA;
The University of Texas at Austin, College of Education, 1 University Station D5900, Austin, TX 78712, USA;
computer-mediated communication; cooperative/collaborative learning; distance education and telelearning; interactive learning environments; virtual reality;
机译:交互式视频通信与基于文本的反馈对在线学习社区中的教学,社会和认知存在的影响
机译:同步CSCL对感知社会存在,满意度和学习的影响:文本与EFL学习者之间的视频聊天
机译:基于XMOOC的混合过程中的教学存在,社会存在和认知存在的教学存在,社会存在和认知存在的差异
机译:3D虚拟环境的优点和缺点,用于支持分布式工作组中的非正式通信与文本聊天和聊天/凸轮系统相比
机译:混合学习对社会存在,认知存在,教学存在和感知学习的影响
机译:研究方案:社交焦虑症的虚拟现实暴露-一项随机对照优势试验比较认知行为疗法与基于虚拟现实的认知行为疗法与体内暴露
机译:学生对虚拟世界中教学存在,社会存在和认知存在的感知