Auswahl der wissenschaftlichen Literatur zum Thema „Textbooks and Learning Guides“
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Zeitschriftenartikel zum Thema "Textbooks and Learning Guides"
Jamaludin, Jamaludin, Riska Tambidjonga, Juisda Elisabet, Isti Qumaira, Nurhadija Nurhadija, Nuralia Hamdan, Intan Triana et al. „Textbook Analysis of Pancasila and Civic Education and Curriculum in State Vocational High School 6 Palu“. AURELIA: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia 2, Nr. 2 (04.07.2023): 864–78. http://dx.doi.org/10.57235/aurelia.v2i2.726.
Der volle Inhalt der QuelleAnessova, A. Zh, und E. Zhumataeva. „The effectiveness of the using of study guides in students learning“. BULLETIN of the L.N. Gumilyov Eurasian National University. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY Series 132, Nr. 3 (2020): 35–42. http://dx.doi.org/10.32523/2616-6895-2020-132-3-35-42.
Der volle Inhalt der QuelleAlkhaldi, Ali Ata, und Ulas Kayapinar. „English Textbook Challenge in Jordan: An In-Depth Analysis“. International Journal of English Language and Literature Studies 11, Nr. 4 (23.09.2022): 155–66. http://dx.doi.org/10.55493/5019.v11i4.4616.
Der volle Inhalt der QuelleKlymkowsky, M. W. „Teaching without a Textbook: Strategies to Focus Learning on Fundamental Concepts and Scientific Process“. CBE—Life Sciences Education 6, Nr. 3 (September 2007): 190–93. http://dx.doi.org/10.1187/cbe.07-06-0038.
Der volle Inhalt der QuelleMelani, Rini, und Tatang Herman. „Evaluation of Learning Media (Textbooks) in Area of Square and Rectangle to Prepare Student in Problem Solving: Praxeological Analysis“. PRISMA 12, Nr. 1 (20.06.2023): 40. http://dx.doi.org/10.35194/jp.v12i1.2887.
Der volle Inhalt der QuelleMiftachul Taubah. „إعداد مواد تعليم اللغة“. Studi Arab 10, Nr. 2 (30.12.2019): 189–222. http://dx.doi.org/10.35891/sa.v10i2.1807.
Der volle Inhalt der QuelleLieu, Rebekah, Ashley Wong, Anahita Asefirad und Justin F. Shaffer. „Improving Exam Performance in Introductory Biology through the Use of Preclass Reading Guides“. CBE—Life Sciences Education 16, Nr. 3 (September 2017): ar46. http://dx.doi.org/10.1187/cbe.16-11-0320.
Der volle Inhalt der QuelleLovitt, Thomas C., und Steven V. Horton. „Strategies for Adapting Science Textbooks for Youth with Learning Disabilities“. Remedial and Special Education 15, Nr. 2 (März 1994): 105–16. http://dx.doi.org/10.1177/074193259401500206.
Der volle Inhalt der QuelleFlanders, James R. „How Much of the Content in Mathematics Textbooks Is New?“ Arithmetic Teacher 35, Nr. 1 (September 1987): 18–23. http://dx.doi.org/10.5951/at.35.1.0018.
Der volle Inhalt der QuelleAbu Rezeq, Khalil Abdullah Khalil. „Evaluating the Palestinian's English as a Foreign Language (EFL) Textbooks of the Secondary Stage Using Textbooks Evaluation Standards“. Journal of Educational Sciences 20, Nr. 20 (Dezember 2022): 177–98. http://dx.doi.org/10.29117/jes.2022.0093.
Der volle Inhalt der QuelleDissertationen zum Thema "Textbooks and Learning Guides"
Ahl, Linda. „Approaching Curriculum Resources : Examining the potential of textbooks and teacher guides to support mathematics learning and teaching“. Licentiate thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-25816.
Der volle Inhalt der QuellePapen, Uta. „Tour guides, textbooks and TV's : uses and meanings of literacy in Namibia“. Thesis, King's College London (University of London), 2002. https://kclpure.kcl.ac.uk/portal/en/theses/tour-guides-textbooks-and-tvs--uses-and-meanings-of-literacy-in-namibia(fade0753-f924-4bbe-848b-5902b7fae59c).html.
Der volle Inhalt der QuelleLarsson, Salome. „Vocabulary Profiles of English Language Learning Textbooks : A lexical analysis of textbooks used in EFL classrooms“. Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-64840.
Der volle Inhalt der QuelleO, Ka I. „Supplementing Hong Kong textbooks to facilitate students' English learning“. Thesis, University of Macau, 2007. http://umaclib3.umac.mo/record=b1781058.
Der volle Inhalt der QuelleHongwane, Vussy Alby. „Free State higher education discourses : analysing the positioning of learning guides“. Thesis, Bloemfontein : Central University of Technology, Free State, 2007. http://hdl.handle.net/11462/99.
Der volle Inhalt der QuelleSince the advent of multicultural democratic governance in 1994, transformation has become crucial in South African higher education. This study is focused on the current discourses in Free State higher education institutions, especially after the mergers of the formerly black institutions and their white counterparts. The learning guide has been used to capture those debates, hence the location of its positioning between the dominant and the dominated discourses. The realisation that African culture and knowledge was being sidelined to the margins of the centre of knowledge production at higher education institutions necessitated this study. The study was qualitative, and has used Buskens-Meulenberg’s Free Attitude Interview (FAI) as an instrument to collect data. The in-depth interview with open-ended questions was used to put into practice Buskens-Meulenberg’s FAI and collect data from the respondents. In-depth interviews with-open ended questions were employed to obtain data from the nine academic respondents who constituted the sampled population. The instrumentation and the mode of data collection were important for this study because of their compatibility with critical theory and qualitative research, giving a “voice” and “space” for the voiceless – the subaltern culture, the formerly and still marginalised and peripheralised, the excluded – to be heard. Textually Oriented Discourse Analysis (TODA) was used in the analysis and interpretation of the texts through which the findings mentioned below were arrived at. The study was able to uncover the importance of the Africanisation of higher education in South Africa which seemed to be excluded in the agenda of the powers that be on the transformation of higher education. Critical theory was essential for this study because of its emancipatory underpinnings. The quantitative paradigm could not be used because of its tendency to maintain the status quo, which in the context of this study could entrench and perpetuate the exclusion and marginalisation of the subaltern culture from the centre of knowledge production. The study has taken care of the basics of TODA, namely ensuring that “textual or conversational structures” derive their framework from the cognitive, social, historical, cultural, or political contexts and in this way has prevented the interpretation of texts based only on surface structures and meanings of isolated and abstract sentences, especially from experts of the dominant discourse. This helped the study to obtain the following findings from the respondents: (i) Although the dominant discourse was diplomatic about benefiting financially from the compilation of learning guides, all indicators essentially pointed towards the existence of monetary gains from the process, even though the guides were purported to be less expensive compared to textbooks. (ii) Learning guides were only effective to the extent of helping students pass their courses, but on the other critical outcomes as outlined in the resource-based learning method document, they were lacking (see Chapter Four). (iii) The dominant discourse generally felt that it would be impossible for all the different cultures of South Africa to be incorporated into the curriculum of higher education. However, for the dominated culture, inclusion of indigenous knowledge systems in curriculum was non-negotiable and fundamental to any meaningful transformation of higher education in South Africa. (iv) The learning guide was regarded by the dominant discourse as neutral in the current debates in Free State higher education. The dominated discourse thought otherwise. In Chapter Four the dominated discourse clearly substantiated their position of learning guides as a tool for domesticating the dominated culture for the maintenance of the status quo. Considering the above findings, the study concluded that higher education transformation still had a long way to go before it bore any meaningful fruits for the downtrodden and poor people of South Africa, who happen to be Black. Under the present arrangement African culture will be dominated, demolished and diminished, and Eurocentricism will continue to reign supreme. A constant inflow of black academics with higher education qualifications (Ph.D.) may eventually tip the scales of justice may provided they continue with emancipatory discourses among the subaltern culture. In view of the above findings and conclusions, the study recommends that policy makers should intervene and formulate African cultural friendly policies as a matter of urgency and stop being advocates of Eurocentricism. In the same way that there are assessment mechanisms for quality control and assurance, there should be mechanisms for assessing higher education institutions on transformation issues. This can assist in a swift integration of the two cultures at the merged institutions for the emergence of a new African Institutional Identity. Moreover, this can only happen if African intellectuals establish Indigenous Knowledge Systems as a centre and a space for the subaltern and alternative “voice” to be heard.
Raiola, Gennaro. „Co-manipulation with a library of virtual guides“. Thesis, Université Paris-Saclay (ComUE), 2017. http://www.theses.fr/2017SACLY001/document.
Der volle Inhalt der QuelleRobots have a fundamental role in industrial manufacturing. They not only increase the efficiency and the quality of production lines, but also drastically decrease the work load carried out by humans.However, due to the limitations of industrial robots in terms of flexibility, perception and safety, their use is limited to well-known structured environment. Moreover, it is not always cost-effective to use industrial autonomous robots in small factories with low production volumes.This means that human workers are still needed in many assembly lines to carry out specific tasks.Therefore, in recent years, a big impulse has been given to human-robot co-manipulation.By allowing humans and robots to work together, it is possible to combine the advantages of both; abstract task understanding and robust perception typical of human beings with the accuracy and the strength of industrial robots.One successful method to facilitate human-robot co-manipulation, is the Virtual Guides approach which constrains the motion of the robot along only certain task-relevant trajectories. The so realized virtual guide acts as a passive tool that improves the performances of the user in terms of task time, mental workload and errors.The innovative aspect of our work is to present a library of virtual guides that allows the user to easily select, generate and modify the guides through an intuitive haptic interaction with the robot.We demonstrated in two industrial tasks that these innovations provide a novel and intuitive interface for joint human-robot completion of tasks
Raiola, Gennaro. „Co-manipulation with a library of virtual guides“. Electronic Thesis or Diss., Université Paris-Saclay (ComUE), 2017. http://www.theses.fr/2017SACLY001.
Der volle Inhalt der QuelleRobots have a fundamental role in industrial manufacturing. They not only increase the efficiency and the quality of production lines, but also drastically decrease the work load carried out by humans.However, due to the limitations of industrial robots in terms of flexibility, perception and safety, their use is limited to well-known structured environment. Moreover, it is not always cost-effective to use industrial autonomous robots in small factories with low production volumes.This means that human workers are still needed in many assembly lines to carry out specific tasks.Therefore, in recent years, a big impulse has been given to human-robot co-manipulation.By allowing humans and robots to work together, it is possible to combine the advantages of both; abstract task understanding and robust perception typical of human beings with the accuracy and the strength of industrial robots.One successful method to facilitate human-robot co-manipulation, is the Virtual Guides approach which constrains the motion of the robot along only certain task-relevant trajectories. The so realized virtual guide acts as a passive tool that improves the performances of the user in terms of task time, mental workload and errors.The innovative aspect of our work is to present a library of virtual guides that allows the user to easily select, generate and modify the guides through an intuitive haptic interaction with the robot.We demonstrated in two industrial tasks that these innovations provide a novel and intuitive interface for joint human-robot completion of tasks
Bergerud, Donna Burgess. „Textbook adaptations for secondary students with learning disabilities /“. Thesis, Connect to this title online; UW restricted, 1987. http://hdl.handle.net/1773/7793.
Der volle Inhalt der QuelleCrane, Holly. „Perceived Learning Experiences of Associate Degree Nursing Students Using Electronic Textbooks“. Thesis, William Carey University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10161927.
Der volle Inhalt der QuelleElectronic textbooks are a relevant technology for higher education to achieve active engagement in the learning process at a lower cost to students. However, as a learning resource, electronic textbooks may not be a suitable learning resource for all students. Academic success in a nursing program requires large amounts of reading and the use of learning resources that maximize acquisition of knowledge and comprehension of nursing concepts. Failure to grasp foundational concepts could result in increased attrition rates and sub-standard licensure exam results for nursing programs and poor patient outcomes for entry-level graduate nurses. Currently there is no nursing education research exploring the learning experiences of nursing students using electronic textbooks. The purpose of this study was to explore the perceived learning experiences of associate degree nursing students using electronic textbooks. A qualitative research design using a descriptive survey and focus groups was used to explore the perceived learning experiences of first semester associate degree nursing students using an electronic textbook. Survey findings revealed that students did not perceive electronic textbooks as a useful learning resource. The students’ perceptions of ease of use were inconclusive. Focus groups reported advantages and disadvantages, adjustments, concerns, and suggestions about using electronic textbooks for learning. Overall, the majority of students preferred a printed textbook for academic learning.
Wiström, Carl. „How well do textbooks cover collocations? An evaluation of Blueprint B 3.0“. Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-85595.
Der volle Inhalt der QuelleBücher zum Thema "Textbooks and Learning Guides"
1942-, Carlson Neil R., Buskist William und Whitford Fred W, Hrsg. Psychworks: An innovative psychology learning package from Allyn & Bacon. Boston: Allyn & Bacon, 1998.
Den vollen Inhalt der Quelle findenCurrie, Sylvia. FLO Facilitation Guide: Facilitating Learning Online. Portland, OR?]: [Open Oregon Pressbooks], 2019.
Den vollen Inhalt der Quelle findenMüller, Alice. The complete idiot's guide to learning German. 2. Aufl. Indianapolis, IN: Alpha Books, 2000.
Den vollen Inhalt der Quelle findenJames, Elijah M. Microeconomics: A problem-solving approach, fifth edition : Programmed learning guide. Scarborough, Ont: Prentice Hall Canada inc., 2000.
Den vollen Inhalt der Quelle findenStaats, Christina. Kanien'keha:ka: An introductory study guide to learning Mohawk. [Hamilton, Ont.]: Hamilton Regional Indian Centre, 2001.
Den vollen Inhalt der Quelle findenRahn, Dave. 3Story patricipant's guide: Preparing for a lifestyle of evangelism : student learning guidebook. Grand Rapids, MI: Zondervan, 2006.
Den vollen Inhalt der Quelle findenHeurtelou, Maude. Guide to learning Haitian Creole. 2. Aufl. Coconut Creek, FL: Educa Vision, 2004.
Den vollen Inhalt der Quelle findenWoolard, George. Key words for fluency: Intermediate : collocation practice : learning and practising the most useful words of English. London: Thomson, 2005.
Den vollen Inhalt der Quelle findenStein, Gail. The complete idiot's guide to learning Spanish. 3. Aufl. Indianapolis, IN: Alpha Books, 2003.
Den vollen Inhalt der Quelle findenThe complete idiot's guide to learning Spanish. 4. Aufl. Indianapolis, IN: Alpha Books, 2006.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Textbooks and Learning Guides"
Nefyodov, Eugene I., und Sergey M. Smolskiy. „Dielectric Waveguides and Light-Guides“. In Textbooks in Telecommunication Engineering, 209–29. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90847-2_9.
Der volle Inhalt der QuelleBuehl, Doug. „Anticipation Guides“. In Classroom Strategies for Interactive Learning, 59–63. 4. Aufl. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781032680842-9.
Der volle Inhalt der QuelleRennie, Frank, und Keith Smyth. „E-textbooks“. In Digital Learning: The Key Concepts, 66. 2. Aufl. London: Routledge, 2019. http://dx.doi.org/10.4324/9780429425240-76.
Der volle Inhalt der QuelleBuehl, Doug. „Interactive Reading Guides“. In Classroom Strategies for Interactive Learning, 126–30. 4. Aufl. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781032680842-26.
Der volle Inhalt der QuelleBuehl, Doug. „Three-Level Reading Guides“. In Classroom Strategies for Interactive Learning, 214–16. 4. Aufl. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781032680842-47.
Der volle Inhalt der QuelleSzita, Szilvia. „Corpus-informed textbooks“. In Increasing Naturalness in the Language Learning Classroom, 135–55. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003087946-11.
Der volle Inhalt der QuelleDewan, Hridaykant. „Reforms in Curriculum and Textbooks“. In Learning without Burden, 83–103. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781003046059-5.
Der volle Inhalt der QuellePereverzyev, Sergei. „Regularized Learning in RKHS“. In Compact Textbooks in Mathematics, 65–120. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98316-1_4.
Der volle Inhalt der QuelleKaltsounis, Theodore. „Teaching, Learning, and Teacher’s Guides“. In The Democratization of Albania, 65–80. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230110380_5.
Der volle Inhalt der QuelleHammond, Nick. „Hypermedia and learning: Who guides whom?“ In Computer Assisted Learning, 167–81. Berlin, Heidelberg: Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/3-540-51142-3_59.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Textbooks and Learning Guides"
Yeung, Sze Kiu, und Wee Leong Lee. „Effects of Students’ Course Materials Page Views on Academic Performance in Online Courses“. In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4644.
Der volle Inhalt der QuelleBurr, Solvita. „Linguistic Landscape Signs in E-Textbooks: Teaching Language as a Compass for Exploring Multimodal Texts, Multilingualism, and Digital Resources“. In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.74.
Der volle Inhalt der QuelleYamaguchi, Nami, David Alfter, Kaori Sugiyama und Thomas François. „Towards a Verb Profile: distribution of verbal tenses in FFL textbooks and in learner productions“. In 11th Workshop on Natural Language Processing for Computer-Assisted Language Learning (NLP4CALL 2022). Linköping University Electronic Press, 2022. http://dx.doi.org/10.3384/ecp190013.
Der volle Inhalt der QuellePaula, Dughila, Adrian Adascalitei und Aurelia Grigoriu. „BLENDED LEARNING TEXTILE CHEMISTRY USING MOODLE VIRTUAL LEARNING ENVIRONMENT“. In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-271.
Der volle Inhalt der QuelleGamage, Sujata, und Anis Saleh. „A Lesson Plan Toolkit for Post Pandemic Education“. In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1769.
Der volle Inhalt der QuelleBušljeta Kardum, Rona. „Cultivation of Emotions through Textbooks: Example of Croatian Gymnasium History Textbooks“. In 3rd International Conference on Teaching, Learning and Education. ACAVENT, 2021. http://dx.doi.org/10.33422/3rd.ictle.2021.02.111.
Der volle Inhalt der QuelleAnderson, Fraser, und Walter F. Bischof. „Learning and performance with gesture guides“. In CHI '13: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2470654.2466143.
Der volle Inhalt der QuelleRibas-Xirgo, Lluis. „A Framework for Learning Activities' Guides“. In 2012 IEEE 12th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2012. http://dx.doi.org/10.1109/icalt.2012.159.
Der volle Inhalt der QuelleCHIRIAC, Tatiana, und Nicolae BALMUS. „Collaborative Digital Textbooks: Theoretical Framework and Development Tools“. In International Conference on Virtual Learning - VIRTUAL LEARNING - VIRTUAL REALITY (17th edition). The National Institute for Research & Development in Informatics - ICI Bucharest (ICI Publishing House), 2022. http://dx.doi.org/10.58503/icvl-v17y202216.
Der volle Inhalt der QuelleAlrashidi, Maryam Rabah. „TOWARDS AN APPROPRIATE CULTURAL CONTENT OF EFL TEXTBOOKS: THE CASE OF SAUDI SECONDARY SCHOOL EFL TEXTBOOKS“. In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2239.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Textbooks and Learning Guides"
Piper, Benjamin, Yasmin Sitabkhan, Jessica Mejia und Kellie Betts. Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization. RTI Press, Mai 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0053.1805.
Der volle Inhalt der QuelleBARINOVA, E., und E. GUSKOV. Актуальные проблемы современной исторической науки: учебно-методическое пособие. SIB-Expertise, Oktober 2022. http://dx.doi.org/10.12731/er0604.26102022.
Der volle Inhalt der QuelleEllis, Frank. Guidelines for writing a livelihoods case study for topic guides and lesson learning. Evidence on Demand, Juli 2013. http://dx.doi.org/10.12774/eod_hd052.may2013.ellis.
Der volle Inhalt der QuelleTaylor-Henry, Amy. Learning work in the ESL classroom : an evaluation of textbooks designed to teach ESL in the workplace. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.5488.
Der volle Inhalt der QuelleWan Brown, Jackie, Katherine Rogers und Alys Young. What is the evidence underpinning clinical assessment of mental health of deaf adults with learning disabilities: A scoping review protocol. INPLASY - INPLASY International Platform of Registered Systematic Review and Meta-analysis Protocols, Juni 2022. http://dx.doi.org/10.37766/inplasy2022.6.0007.
Der volle Inhalt der QuelleErik Lyngdorf, Niels, Selina Thelin Ruggaard, Kathrin Otrel-Cass und Eamon Costello. The Hacking Innovative Pedagogies (HIP) framework: - Rewilding the digital learning ecology. Aalborg University, 2023. http://dx.doi.org/10.54337/aau602808725.
Der volle Inhalt der QuelleTiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates und Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), Mai 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.
Der volle Inhalt der QuellePrasad, Deepak. Institutional Surveys on Open Educational Resources at Fiji National University. Commonwealth of Learning (COL), Dezember 2022. http://dx.doi.org/10.56059/11599/4934.
Der volle Inhalt der QuelleTarasov, Alexander F., Irina A. Getman, Svetlana S. Turlakova, Ihor I. Stashkevych und Serhiy M. Kozmenko. Methodological aspects of preparation of educational content on the basis of distance education platforms. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3857.
Der volle Inhalt der Quellewang, peng, und xiaobo wu. The Implementation Strategy of the "Four Single" Model in Digital Textbooks for Deep Learning: Taking the "Biology and Environment" Unit of the Second Volume of the Fourth Grade of Primary School Science in Hunan Science & Technology Press as an Example. New Course Rivew, März 2023. http://dx.doi.org/10.58911/bdic.2023.10.001.
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