1,721,016 research outputs found
sj-docx-2-jee-10.1177_10538259231211537 - Supplemental material for Features of Experiential Learning Environments in Relation to Generic Learning Outcomes in Higher Education: A Scoping Review
No full textSupplemental material, sj-docx-2-jee-10.1177_10538259231211537 for Features of Experiential Learning Environments in Relation to Generic Learning Outcomes in Higher Education: A Scoping Review by Dorothy Duchatelet, Frank Cornelissen and Monique Volman in Journal of Experiential Education</p
sj-docx-1-jee-10.1177_10538259231211537 - Supplemental material for Features of Experiential Learning Environments in Relation to Generic Learning Outcomes in Higher Education: A Scoping Review
No full textSupplemental material, sj-docx-1-jee-10.1177_10538259231211537 for Features of Experiential Learning Environments in Relation to Generic Learning Outcomes in Higher Education: A Scoping Review by Dorothy Duchatelet, Frank Cornelissen and Monique Volman in Journal of Experiential Education</p
sj-docx-4-jee-10.1177_10538259231211537 - Supplemental material for Features of Experiential Learning Environments in Relation to Generic Learning Outcomes in Higher Education: A Scoping Review
No full textSupplemental material, sj-docx-4-jee-10.1177_10538259231211537 for Features of Experiential Learning Environments in Relation to Generic Learning Outcomes in Higher Education: A Scoping Review by Dorothy Duchatelet, Frank Cornelissen and Monique Volman in Journal of Experiential Education</p
sj-docx-3-jee-10.1177_10538259231211537 - Supplemental material for Features of Experiential Learning Environments in Relation to Generic Learning Outcomes in Higher Education: A Scoping Review
No full textSupplemental material, sj-docx-3-jee-10.1177_10538259231211537 for Features of Experiential Learning Environments in Relation to Generic Learning Outcomes in Higher Education: A Scoping Review by Dorothy Duchatelet, Frank Cornelissen and Monique Volman in Journal of Experiential Education</p
Gender-related effects of computer and information literacy education
Full text linkThis article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. Gender-related effects of computer and information literacy education MONIQUE VOLMAN In the school year 1993–94 a new subject, `Information and computer literacy ’ (ICL), was introduced in lower secondary education in the Netherlands. This article reports on a study of the effects of the curriculum materials used and of teaching behaviour in ICL lessons on changes in girls ’ and boys ’ attitudes towards computers, knowledg
Veel innovatieve scholen zijn succesvol en bewust bezig
Full text linkGuuske Ledoux en Monique Volman vinden het jammer dat de Inspectie en sommige wetenschappers in het nieuwste Onderwijsverslag suggereren dat innovatieve scholen onverantwoord bezig zijn. Zij zagen wat anders
Veel innovatieve scholen zijn succesvol en bewust bezig
Full text linkGuuske Ledoux en Monique Volman vinden het jammer dat de Inspectie en sommige wetenschappers in het nieuwste Onderwijsverslag suggereren dat innovatieve scholen onverantwoord bezig zijn. Zij zagen wat anders
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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