Relevant bibliographies by topics / Electronic classroom

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Electronic classroom'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Electronic classroom"

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Barron, Ann E., and Karen S. Ivers. "The Electronic Classroom: New Classrooms without Walls." Kappa Delta Pi Record 34, no. 4 (July 1998): 152–54. http://dx.doi.org/10.1080/00228958.1998.10518755.

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&NA;. "Electronic Classroom." Journal for Nurses in Staff Development 28, no. 6 (2012): 292–93. http://dx.doi.org/10.1097/nnd.0b013e318274b102.

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Sears, Connie, Harvey Loria, and Perry Anastos. "The Electronic Classroom." English Journal 84, no. 8 (December 1995): 8. http://dx.doi.org/10.2307/821176.

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Opitz, Armand M. "The Electronic Classroom." Clearing House: A Journal of Educational Strategies, Issues and Ideas 68, no. 2 (December 1994): 104. http://dx.doi.org/10.1080/00098655.1994.9957206.

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Friedheim, William, and David Jaffee. "From the Electronic Classroom." Academe 85, no. 5 (1999): 56. http://dx.doi.org/10.2307/40251771.

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Ingram, J. "The global electronic classroom." Trends in Plant Science 3, no. 7 (July 1, 1998): 286. http://dx.doi.org/10.1016/s1360-1385(98)01280-1.

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Harris, S. "Electronic option enters classroom." ITNOW 49, no. 6 (November 1, 2007): 20–21. http://dx.doi.org/10.1093/itnow/bwm052.

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Rudasill, Lynne. "Electronic Classroom Handbook (review)." portal: Libraries and the Academy 2, no. 3 (2002): 487–88. http://dx.doi.org/10.1353/pla.2002.0063.

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Riden, Benjamin S., Andrew M. Markelz, and Kathleen M. Randolph. "Creating Positive Classroom Environments With Electronic Behavior Management Programs." Journal of Special Education Technology 34, no. 2 (October 11, 2018): 133–41. http://dx.doi.org/10.1177/0162643418801815.

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Teachers in special education classrooms often struggle with classroom management. In response, many educators are looking for technological solutions to assist in promoting positive classroom environments. Electronic behavior management programs (eBMPs) use strategies based in research that are shown to reduce challenging behavior and encourage positive behavior, such as reinforcement strategies and the Premack principle. This article explains the theoretical efficacies of eBMPs, describes three commonly used eBMPs, and provides procedures on how educators can get started implementing eBMPs with additional tips to consider.
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Fay, D. Q. M. "Internet and the electronic classroom." Microprocessing and Microprogramming 40, no. 10-12 (December 1994): 847–50. http://dx.doi.org/10.1016/0165-6074(94)90053-1.

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Dissertations / Theses on the topic "Electronic classroom"

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Cahalan, Kathleen J. "Design of the Electronic Classroom Graphical User Interface: Nova Southeastern University's Multimedia Electronic Classroom Project." NSUWorks, 1999. http://nsuworks.nova.edu/gscis_etd/439.

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The Electronic Classroom (ECR), developed at Nova Southeastern University and first used in 1985, was an inexpensive solution to the need for a real-time distance learning classroom, with rich functionality. However, its command-based interface placed requirements on students and instructors that reduced satisfaction. It was hypothesized that the implementation of a graphical user interface (GUI) for the ECR could help solve many of these problems. There is evidence that GUIs may improve the effectiveness of participants, including students, in collaborative tasks. However, this effectiveness depends on the quality of the user interface design. Recently a number of inexpensive GUI-based desktop teleconferencing products have appeared. However, preliminary evaluation of several of these products suggested that they would not meet the needs of students and faculty for the next-generation ECR. The goal of the researcher in this dissertation was to design a prototype for the graphical user interface component of an electronic classroom application. The first step was to analyze user needs and requirements. At the same time, this study included a competitive analysis of both existing products and existing technologies used by distance learning institutions. Results from the requirements step, the competitive analysis step, and an evaluation of a product called CompaLearn Manager were used to produce a mock-up for the user interface. A user evaluation was conducted, and modifications to the mock-up were identified. Two iterations of user evaluations and modifications to the mock-up were performed. Based on the mock-up evaluations, a web-based prototype was produced for the main electronic classroom window using the Java language. Then a usability test was conducted using the prototype. The feasibility of implementing the design in Java was demonstrated. Preliminary evidence suggested that the GUI-based prototype was easier to use than the next-generation ECR. This study resulted in several recommendations for the next generation ECR, such as the need to include a whiteboard. The results suggest that the proposed product design fills a niche for distance learning institutions like NSU that is not filled by other products.
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Harris, Lisa, and Lisa Harris@rmit edu au. "Electronic Classroom, Electronic Community: Virtual Social Networks and Student Learning." RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080717.144715.

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The capacity for online learning environments to provide quality learning experiences for students has been the focus of much speculation and debate in the higher education sector from the late 1990s to the present day. In this area, 'quality' has become synonymous with engaging students in a learning community. This study reports on a qualitative research project designed to explore the significance of community for students when they study in online learning environments. This project used three case studies to explore tertiary students' thoughts and expectations about community in the online environment. The research was constructed iteratively. Data from the initial case suggested the need to explore the relationship between the constructed online learning environment and the development of learning communities or what I have termed Social Learning Support Networks (SLSN). To explore this issue further, the project was expanded and subsequent cases were chosen that included fundamentally different types of online learning environments. The project had two significant results. Firstly, students not only confirmed popular educational theories on the value of learning communities, but also described how this form of social connection might practically benefit their learning. Secondly, the project found that certain forms of synchronous online environments provided enhanced opportunities for students to form social connections that supported their learning. This project provides new evidence of the benefit of community for students studying online and argues that future online learning environments should be shaped by five key principles designed to foster a sense of social connection between students.
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Branham, Cassandra A. "Electronic Peer Feedback in a Collaborative Classroom." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/3987.

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This study examines the ways in which frequency and reflexivity affect student engagement with the peer feedback process. I study the peer e-feedback sessions conducted via My Reviewers in a pilot model of Composition 2 at a large research university in the southeast in order to determine if an increased focus on the peer feedback activity might enhance the effectiveness of the process. Through textual analysis and survey results, I determine that an increased focus on electronic peer feedback along with an increase in frequency and reflexivity helps to minimize some common criticisms of the peer feedback process. In this pilot model, the instructor plays an increased role in the peer feedback process and students are also asked to create a detailed revision plan. These elements of the process help to address the criticism that students have difficulty addressing the validity of peer feedback and minimizes the likelihood that students will incorporate incorrect feedback into their revision plans (Ferris; Stanley). Additionally, students in this study demonstrate an increased understanding of the purpose of the feedback process through an increase in revision-oriented comments as they gain more experience with the activity.
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Knipping, Lars. "An electronic chalkboard for classroom and distance teaching." [S.l. : s.n.], 2005. http://www.diss.fu-berlin.de/2005/44/index.html.

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Hung, Shao-Ting Alan. "Alternative EFL assessment integrating electronic portfolios into the classroom /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215202.

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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2006.
Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1257. Adviser: Martha Nyikos. "Title from dissertation home page (viewed June 18, 2007)."
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Patten, Ivy Kaufhold. "An electronic writing portfolios program for the primary classroom." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1220.

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Gant, Lenora Peters. "The Implementation of Distance Learning In The Electronic Classroom." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/26158.

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The purpose of this case study research was to identify the factors and supporting strategies that contribute to the implementation of DL instruction in the two-way audio/video (A/V) electronic classroom (EC). A primary goal of this research was to develop an outline of a DL manual that identifies factors and strategies or subject areas that can be used to: (a) contribute to knowledge in the field of practice, (b) improve practice, and (c) improve the quality and success of DL teaching in the EC. Additionally, this study attempted to ascertain the differences and similarities in perceptions among students, facilitators, and training officers who participated in the EC. A list of recommendations are presented at the end of this study; the first list of recommendations suggest areas for the improvement of practice and to influence the quality and success of DL. The second set of recommendations suggest areas for further study to add to knowledge in the field as well as to improve practice. The case study was completed employing a qualitative methodology using focus group interviews, observations, and written feedback from EC participants. Focus group 1 (data set I) was conducted using a set of 13 pre-determined questions with a total of eleven participants. The EC observations (data set II) was conducted at the Navy Marine Corps Intelligence Training Center (NMITC), Dam Neck, VA with 5 students in attendance. The second focus group (data set III) was conducted with a set of 15 different pre-determined questions with the same 5 students at the NMITC immediately after the observations in the EC. The FGIs and observations were video and audio taped for further review and analysis. Written information reported from two different distant site locations (same course and telecast) was analyzed, coded, and used as data set IV. This data set further clarified and corroborated data generated in data sets I, II, and III. This case study identified 10 key factors and supporting strategies pertinent to the implementation of DL in the EC. One of the findings in this study was that the roles of the instructor and the facilitator are interwoven; this arrangement is seen as a two-person "team" by this studyâ s participants because the instructor and facilitator are dependent on each other in order to implement DL and ensure quality operations in the EC. This is a new paradigm shift in the instructorâ s role when compared with the conventional classroom instructor. In my examination of the literature, I could not find that this collaborative arrangement of a two-person "team" was addressed. Other findings were: (a) the importance of the student guide and supplemental materials that aided EC interactions and (b) the importance of the EC design as a quality indicator and how it can facilitate a good learning environment. Based on a synthesis of the data, there was considerable agreement among the users about the factors and strategies used to operationalize DL in the EC. The facilitators and training officers placed more emphasis on the administrative and return on investment aspects of DL -- cost savings, access to training at duty location -- versus the students who placed more stress on instructional strategies â questioning and interaction techniques -- that worked well for them in the EC and the importance of EC courses helping them to keep up to date with job competencies.
Ph. D.
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Vargas, Julie Marie. "Modern learning: Quizlet in the social studies classroom." Thesis, Wichita State University, 2011. http://hdl.handle.net/10057/3986.

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This study evaluated the effects of technology on the performance of high school students with learning disabilities in a resource room to increase skills of learning new vocabulary that is linked to standards within reading. The study included participants from four special education classes. The participants in the study were given in a 2-week intervention utilizing an adaptive version of the Frayer Model (direct instruction) or Quizlet (use of computer-aided/technology instruction, an interactive education game) to determine comparative difference of skill level achievement. The context factors included students in the special education program at a high school in an urban city located in a mid-west state. All participants completed a pre/post survey and pre/post vocabulary exams. Descriptive statistics, using SPSS, provided the methods for analyzing the data. Results showed that both the preference of learning styles by these participants and effectiveness of the computer-aided instruction (Quizlet) yielded better scores over teacher-student direct instruction (Adaptive Frayer Model).
Thesis (M.Ed.)--Wichita State University, College of Education, Dept.of Curriculum and Instruction.
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Parsons, Brenda Dake. "Alternative pathways to the classroom /." Electronic version (PDF), 2003. http://dl.uncw.edu/etd/2003/parsonsb/brendaparsons.pdf.

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Saunders, Ryan C. "Beyond media literacy in the language arts classroom [electronic resource] /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Saunders_RCMIT2010.pdf.

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Books on the topic "Electronic classroom"

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Neal-Schuman electronic classroom handbook. New York: Neal-Schuman Publishers, 2001.

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Associates, Forbes Durkin. The electronic classroom: A parents' guide. Ottawa: Canadian Home and School Federation, 1996.

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Hollembeak, Barry. Classroom manual for automotive electricity & electronics. 4th ed. Clifton Park, NY: Thomson/Delmar Learning, 2007.

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Smith, Christopher. Adobe InDesign CS4 digital classroom. Indianapolis, IN: Wiley Pub., Inc., 2009.

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Team, AGI Creative, ed. Adobe InDesign CS5 digital classroom. Indianapolis, IN: Wiley, 2010.

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Cherryl, Fatouros, and Primary English Teaching Association, eds. Learning in an electronic world: Computers in the classroom. Newtown, NSW: Primary English Teaching Association, 1995.

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LaGuardia, Cheryl. Designing, building, and teaching in the electronic library classroom. New York: Neal-Schuman, 2003.

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Classroom manual for automotive electricity and electronics. 5th ed. Clifton Park, N.Y: Delmar, Cengage Learning, 2011.

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Johnston, Jerome. The electronic classroom in higher education: A case for change. Ann Arbor, MI: National Center for Research to Improve Postsecondary Teaching and Learning, 1989.

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Cherryl, Fatouros, ed. Learning in an electronic world: Computers and the language arts classroom. Portsmouth, NH: Heinemann, 1995.

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Book chapters on the topic "Electronic classroom"

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Weik, Martin H. "electronic classroom." In Computer Science and Communications Dictionary, 500. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_5963.

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Watson, Elizabeth. "Electronic Plagiarism: A Cautionary Tale." In Voices from the Classroom, edited by Janice Newton, Jerry Ginsburg, Jan Rehner, Pat Rogers, Susan Sbrizzi, and John Spencer, 179–80. Toronto: University of Toronto Press, 2001. http://dx.doi.org/10.3138/9781442603059-041.

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Dowling, Carolyn. "Researching Agent Technologies in the Electronic Classroom." In Networking the Learner, 277–85. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-0-387-35596-2_28.

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Seedorf, Marten, and Christof Martin Schultz. "Digital Media and Electronic Music in the Classroom—The Loop Ensemble." In Musical Instruments in the 21st Century, 167–79. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2951-6_12.

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Mathew, Priya, Rahma Al-Mahrooqi, and Christopher Denman. "Electronic Intervention Strategies in Dynamic Assessment in an Omani EFL Classroom." In Second Language Learning and Teaching, 321–38. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-32601-6_18.

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Ding, Diankuan, and Lixin Li. "The Application Study of MCU in Visual Classroom Interactive Teaching Based on Virtual Experiment Platform." In Advanced Research on Electronic Commerce, Web Application, and Communication, 199–204. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20367-1_31.

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Tov, Emanuel. "ELECTRONIC TOOLS FOR BIBLICAL STUDY AT HOME, AT THE UNIVERSITY, AND IN THE CLASSROOM." In Computer Assisted Research on the Bible in the 21st Century, edited by Luis Vegas Montaner, Guadalupe Seijas de los Ríos-Zarzosa, Javier del Barco, Janet Dyk, Dean Forbes, Natalio Fernandez Marcos, Ferdinand Poswick, et al., 45–60. Piscataway, NJ, USA: Gorgias Press, 2010. http://dx.doi.org/10.31826/9781463216528-005.

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Vuković, Teodora, and Maja Miličević. "Creation and some Ideas for Classroom Use of an Electronic Corpus of the Dialect of Bunjevci." In Едиција Филолошка истраживања данас, 353–68. Београд: Универзитет у Београду, Филолошки факултет, 2017. http://dx.doi.org/10.18485/fid.2017.7.ch21.

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Parry, Keith D., Jessica Richards, and Cameron McAuliffe. "Real-Time, Real World Learning—Capitalising on Mobile Technology." In Applied Pedagogies for Higher Education, 371–93. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_16.

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Abstract Parry, Richards and McAuliffe critique an active learning approach that makes use of mobile technology and augmented reality to enhance students’ real-world learning. Students are now bringing a variety of mobile technology into the classroom and the chapter discusses the challenge of maintaining students’ interest and engagement when they can be connected to the world outside the classroom via electronic devices. Although sometimes a distraction, embracing the use of Web 2.0 technologies can provide the “highly active and participatory experiences” that today’s students are searching for (Brill & Park. Facilitating engaged learning in the interaction age taking a pedagogically disciplined approach to innovation with emergent technologies. International Journal of Teaching and Learning in Higher Education, 20(1), 71. 10.12691/education-4-1-9). The chapter explores the use of Web 2.0 technologies and their use to upskill students in the technical complexities of the digital world and the use of specialised online discourses suitable for real world learning and working.
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Wheat, Dale. "The Small Group Lab and Classroom." In Building Your Own Electronics Lab, 135–43. Berkeley, CA: Apress, 2012. http://dx.doi.org/10.1007/978-1-4302-4387-8_6.

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Conference papers on the topic "Electronic classroom"

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Watson, P. J. S. "The electronic classroom." In CAM-94 Physics meeting. AIP, 1995. http://dx.doi.org/10.1063/1.48772.

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Meyer, Bernd, Kim Marriott, Adrian Bickerstaffe, and Lars Knipping. "Intelligent diagramming in the electronic online classroom." In 2009 2nd Conference on Human System Interactions (HSI). IEEE, 2009. http://dx.doi.org/10.1109/hsi.2009.5090975.

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Jeschke, Sabina, A. Y. Al-Zoubi, Olivier Pfeiffer, Nicole Natho, and Jarir Nsour. "Classroom-laboratory interaction in an electronic engineering course." In 2008 International Conference on Innovations in Information Technology (IIT). IEEE, 2008. http://dx.doi.org/10.1109/innovations.2008.4781664.

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Barker, James, Julia Cline, Kuang Sheng, and Steven Bibyk. "Electronic system hardware exploration in an inverted classroom." In 2013 IEEE 56th International Midwest Symposium on Circuits and Systems (MWSCAS). IEEE, 2013. http://dx.doi.org/10.1109/mwscas.2013.6674714.

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Manrique, Cecilia G. "Bringing the world into the classroom via electronic mail." In the 19th annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 1991. http://dx.doi.org/10.1145/122898.122935.

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Qiao, XinXiao. "The Application of Situational Classroom on Electronic Information Teaching." In 2015 International Conference on Education Reform and Modern Management. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ermm-15.2015.70.

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Mowla, Mohammed Jabir, Mohammad Shabab Zaman, Mashook Mujib Chowdhury, and Sahar Noor Abdal. "Electronic MCQ answering system for classroom e-learning and examination." In 2007 10th International Conference on Computer and Information Technology (ICCIT 2007). IEEE, 2007. http://dx.doi.org/10.1109/iccitechn.2007.4579403.

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Xiang, Jian, and Hongli Zhu. "Analysis on Education Mode of Second Classroom for Electronic Specialty." In 2008 International Workshop on Geoscience and Remote Sensing (ETT and GRS). IEEE, 2008. http://dx.doi.org/10.1109/ettandgrs.2008.218.

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Ram, Manoranjan Pon, and Anunay Sinha. "Flipped Classroom at Amity University Noida." In ICEGOV '17: 10th International Conference on Theory and Practice of Electronic Governance. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3047273.3047281.

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Jian Xiang. "Tentative idea of reform on the second classroom for electronic specialty." In 2010 International Conference on E-Health Networking, Digital Ecosystems and Technologies (EDT). IEEE, 2010. http://dx.doi.org/10.1109/edt.2010.5496469.

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Reports on the topic "Electronic classroom"

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Turanova, L. M., and A. A. Stiugin. Electronic educational environment «Virtual classroom». OFERNIO, November 2020. http://dx.doi.org/10.12731/ofernio.2020.24655.

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Mazzu, James M., Alfred J. Deluca, Joshua Seadia, and Subrata K. Das. Agent-Enhanced Electronic Classroom on the Web. Fort Belvoir, VA: Defense Technical Information Center, September 1997. http://dx.doi.org/10.21236/ada336085.

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Freeman, Charles, Sara Marcketti, and Elena Karpova. Evaluating Student Creativity: A Modified Electronic Consensual Assessment Tool for Classroom Use. Ames: Iowa State University, Digital Repository, 2014. http://dx.doi.org/10.31274/itaa_proceedings-180814-892.

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Silica, G. T. A Methodology for Analyzing Automated Electronic Classroom (AEC) Options and Conversion Decisions. Fort Belvoir, VA: Defense Technical Information Center, March 1997. http://dx.doi.org/10.21236/ada362460.

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