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Supporting Distance Learning Activities and Social Interaction: A Case Study.

, , , , , and . ICALT, page 801-805. IEEE Computer Society, (2008)

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Self-Development of Competences for Social Inclusion Using the TENCompetence Infrastructure., , , , and . J. Educ. Technol. Soc., 12 (3): 70-81 (2009)A Model for Determining the Size of Learning Objects.. ICALT, page 46-50. IEEE Computer Society, (2006)Supporting life-long competence development using the TENCompetence infrastructure: a first experiment., , , , , , , and . Int. J. Emerg. Technol. Learn., 3 (S1): 53-59 (2008)Supporting Distance Learning Activities and Social Interaction: A Case Study., , , , , and . ICALT, page 801-805. IEEE Computer Society, (2008)The effect of a script and a structured interface in grounding discussions.. Int. J. Comput. Support. Collab. Learn., 3 (3): 327-341 (2008)The use of technology as one of the possible means of performing instructor tasks: Putting technology acceptance in context.. Comput. Educ., 59 (4): 1309-1316 (2012)A template for discussing large texts on the web: the Pragglejaz site.. Br. J. Educ. Technol., 33 (1): 103-107 (2002)Using an adapted, task-level technology acceptance model to explain why instructors in higher education intend to use some learning management system tools more than others.. Comput. Educ., (2014)Individual Grade Allocation in CSCL Writing Tasks: A Case Study., , and . CSCL (2), page 225-226. International Society of the Learning Sciences, LuLu, Amazon, (2013)