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Showing below up to 50 results in range #21 to #70.
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- (hist) Does learning from worked-out examples improve tutored problem solving? [27,276 bytes]
- (hist) PSLC GradStudents [27,102 bytes]
- (hist) Social and Communicative Factors in Learning [26,392 bytes]
- (hist) Physics [26,192 bytes]
- (hist) Walker A Peer Tutoring Addition [26,168 bytes]
- (hist) Emergece Project (Chi) [25,915 bytes]
- (hist) Klahr - TED [25,106 bytes]
- (hist) McLaren et al - Studying the Learning Effect of Personalization and Worked Examples in the Solving of Stoich Problems [24,475 bytes]
- (hist) Student Uncertainty [23,097 bytes]
- (hist) Intelligent Writing Tutor [22,188 bytes]
- (hist) Composition Effect Kao Roll [21,038 bytes]
- (hist) DiBiano Personally Relevant Algebra Problems [20,499 bytes]
- (hist) Harnessing what you know [20,431 bytes]
- (hist) Japanese fluency [20,218 bytes]
- (hist) REAP Comparison to Classroom Instruction (Fall 2006) [20,195 bytes]
- (hist) Sequencing learning with multiple representations of rational numbers (Aleven, Rummel, & Rau) [20,009 bytes]
- (hist) Roll IPL [19,826 bytes]
- (hist) E-Learning Design Principles and Methods 2017 [19,789 bytes]
- (hist) E-Learning Design Principles and Methods 2016 [19,614 bytes]
- (hist) Adaptive Assistance for Peer Tutoring (Walker, Rummer, Koedinger) [19,507 bytes]
- (hist) Worked example principle [19,329 bytes]
- (hist) Analogical Scaffolding in Collaborative Learning [19,228 bytes]
- (hist) Extending Reflective Dialogue Support (Katz & Connelly) [19,142 bytes]
- (hist) Educational Research Methods 10 [19,074 bytes]
- (hist) Stoichiometry Study [18,569 bytes]
- (hist) Features of Adaptive Assistance that Improve Peer Tutoring in Algebra (Walker, Rummel, Koedinger) [18,555 bytes]
- (hist) Using Elaborated Explanations to Support Geometry Learning (Aleven & Butcher) [18,405 bytes]
- (hist) Contiguous Representations for Robust Learning (Aleven & Butcher) [18,390 bytes]
- (hist) Visual-Verbal Learning (Aleven & Butcher Project) [18,105 bytes]
- (hist) Learning ESL Vocabulary with Context and Definitions: Order Effects and Self-Generation [17,292 bytes]
- (hist) Static vs. Animated Visual Representations for Science Learning (Kaye, Small, Butcher, & Chi) [17,249 bytes]
- (hist) Reflective Dialogues (Katz) [17,238 bytes]
- (hist) The self-correction of speech errors (McCormick, O’Neill & Siskin) [17,021 bytes]
- (hist) Hausmann Study [16,956 bytes]
- (hist) Pavlik - Difficulty and Strategy [16,892 bytes]
- (hist) Interaction plateau [15,912 bytes]
- (hist) Computational Modeling and Data Mining [15,901 bytes]
- (hist) Musings on Learning Events [15,439 bytes]
- (hist) Hausmann Diss [14,701 bytes]
- (hist) Hausmann Study2 [14,635 bytes]
- (hist) Ringenberg Ill-Defined Physics [14,552 bytes]
- (hist) Achievement Goals [14,401 bytes]
- (hist) Coordinative Learning [14,035 bytes]
- (hist) Prompted self-explanation principle [13,890 bytes]
- (hist) Post-practice reflection (Katz) [13,824 bytes]
- (hist) Plateau study [13,509 bytes]
- (hist) Self-explanation: Meta-cognitive vs. justification prompts [13,504 bytes]
- (hist) Booth [13,479 bytes]
- (hist) Refinement and Fluency [13,401 bytes]
- (hist) Presson and MacWhinney - Second Language Grammar [13,328 bytes]