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Artículos de revistas sobre el tema "Internet in education"

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Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 3 de marzo de 2023

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1

Driscoll, Geoffrey L. "Internet postgraduate education". Medical Journal of Australia 172, n.º 5 (marzo de 2000): 247–48. http://dx.doi.org/10.5694/j.1326-5377.2000.tb123933.x.

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2

Kurtz, Barry L., Dee Parks y Eric Nicholson. "Effective internet education". ACM SIGCSE Bulletin 34, n.º 1 (marzo de 2002): 312–16. http://dx.doi.org/10.1145/563517.563462.

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3

Wilson, Thomas P. y Norman Hord. "Internet-Based Education". Topics in Clinical Nutrition 15, n.º 3 (junio de 2000): 35–43. http://dx.doi.org/10.1097/00008486-200015030-00006.

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4

Vastag, B. "Internet Bioterrorism Education". JAMA: The Journal of the American Medical Association 287, n.º 19 (15 de mayo de 2002): 2494—a—2494. http://dx.doi.org/10.1001/jama.287.19.2494-a.

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5

Vastag, Brian. "Internet Bioterrorism Education". JAMA 287, n.º 19 (15 de mayo de 2002): 2494. http://dx.doi.org/10.1001/jama.287.19.2494-jha20005-2-1.

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6

Bondarenko, Yulia, Solomiya Ohinok, Artur Kisiołek y Oleh Karyy. "Interest in universities based on search queries on the Internet". Innovative Marketing 17, n.º 3 (28 de septiembre de 2021): 179–90. http://dx.doi.org/10.21511/im.17(3).2021.15.

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The improvement of global Internet access and the COVID-19 pandemic, which necessitated mass testing of online teaching methods, have forwarded the competition between higher education institutions from the regional level and the struggle for the rich student into the competition for students in all countries. The paper aims to determine the influence of the rating of higher education institutions on the interest of Internet users by conducting a comparative analysis of the popularity of the official names of higher education institutions in search queries in Ukraine and Poland. To do this, a comparative analysis of the change in the interest in leading higher education institutions in Ukraine and Poland in search queries in the Google search engine is carried out. The analysis is performed using the Google Trends web application. As a result, it is found that a high position of the university in the national ranking does not guarantee more search queries about it on the Internet by both national Internet users and users from the neighboring country. In general, Internet users continue to be most interested in universities located in their region at the time of the search.
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7

Dos Santos, Brian L. y Andrew L. Wright. "Internet-supported management education". Information Services & Use 21, n.º 2 (1 de abril de 2001): 53–64. http://dx.doi.org/10.3233/isu-2001-21202.

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8

Gallegos, Bee, Charles E. Kratz y Victoria J. Spain. "Internet resources for education". College & Research Libraries News 56, n.º 3 (1 de marzo de 1995): 153–59. http://dx.doi.org/10.5860/crln.56.3.153.

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9

Bove, Alfred A. "Internet-Based Medical Education". Perspectives in Biology and Medicine 51, n.º 1 (2007): 61–70. http://dx.doi.org/10.1353/pbm.2008.0013.

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10

Diwan, Parag y Vinod Dumblekar. "Internet-Based Distance Education". Paradigm 4, n.º 1 (enero de 2000): 51–62. http://dx.doi.org/10.1177/0971890720000106.

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11

McKinnon, David H. "Distance/Internet Astronomy Education". Highlights of Astronomy 13 (2005): 1037–40. http://dx.doi.org/10.1017/s1539299600018050.

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This paper briefly reports two major programs being operated by Charles Sturt University, Bathurst: the Cosmology Distinction Course for gifted and talented senior high school students and the CSU Remote Telescope Project for upper-elementary and lower secondary school students.
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12

Felix Freshwater, M. "Internet communication and education". Journal of Plastic, Reconstructive & Aesthetic Surgery 62, n.º 8 (agosto de 2009): 1100–1101. http://dx.doi.org/10.1016/j.bjps.2009.04.009.

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13

Egan, Katie y Megan Moreno. "117. Internet Safety Education". Journal of Adolescent Health 48, n.º 2 (febrero de 2011): S78. http://dx.doi.org/10.1016/j.jadohealth.2010.11.165.

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14

Macklin, Denise. "Continuing Education Online". Journal of the Association for Vascular Access 10, n.º 1 (marzo de 2005): 28–30. http://dx.doi.org/10.2309/1552-8855-10.1.28.

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The Internet offers a resource for media-rich training fully capable of evaluation, adaptation, and remediation, which is independent of computer platform, for individuals anywhere in the world, at any time. Interest and usage of the Internet as a source of information are increasing. In the future, as more nurses become comfortable with the Internet and begin to demand Internet learning opportunities, continuing education (CE) offerings will become more prevalent. This article reviews the benefits and limitations of Internet education offerings and the issues that arise in developing an Internet CE site, including the duties of a website administrator and a general overview of the cost of development and revenue generation. As speed and security improve, the Internet is becoming increasingly integrated into everyday life. Infusion therapy offers a unique opportunity because this information is not widely known and is not widely available on the Internet.
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15

Ushanov, Alexander, Natalia Morgunovа y Irina Petunina. "Internet Technologies in Distance Education". International Journal of Emerging Technologies in Learning (iJET) 16, n.º 10 (25 de mayo de 2021): 85. http://dx.doi.org/10.3991/ijet.v16i10.19129.

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In modern education, a new format of distance learning is developing more and more rapidly - massive open online courses (MOOCs), this is especially important in times of quarantines and remote learning. The aim of the research is to study the attitude of teachers and students to MOOCs and their readiness to implement this practice in the educational process. 2145 students and 1050 teachers of higher educational institutions of the Russian Federation voluntarily took part in the study. The analysis of the survey data was made in the STATISTICA system. It has been found that more than 30% of respondents have an idea of MOOCs. It has also been determined that 31% of students and 28% of teachers are positive about the introduction of MOOCs in the educational process of universities. In addition, it has been determined that 31% of students and 23% of teachers plan to take MOOCs. Overall, the survey results showed a fairly good acceptance of MOOCs by respondents. From this, it can be concluded that in the near future, taking into account the reorganization of the educational process, MOOCs may become a worthy alternative to traditional education. It is for this that the results of this study can be used by the administration of the universities that have taken part in the survey, in order to further inform students and teachers about MOOCs. There is also a need to reorganize, revise, implement and provide an opportunity for students to study through such a form of distance learning as MOOCs.
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16

SAITO, Nobuo. "Internet and Information Processing Education". Journal of JSEE 44, n.º 3 (1996): 18–21. http://dx.doi.org/10.4307/jsee.44.3_18.

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17

Stowers, Gwendolyn. "The Internet and Political Education". Glimpse 11 (2009): 128–32. http://dx.doi.org/10.5840/glimpse2009-1011-1222.

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18

Martsolf, J. David. "Using Internet in Distance Education". HortScience 30, n.º 4 (julio de 1995): 900C—900. http://dx.doi.org/10.21273/hortsci.30.4.900c.

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In Spring 1994, a 2-h course in Agricultural Meteorology was handled primarily by e-mail. Six off-campus students asked to take the course by e-mail, and two on-campus students voted to join them. Seven students communicated with each other and the instructor via VAX-mail on the UF IFAS Computer Network [ICON]. The remaining student used a NASA supplied link to Internet. A few students used V-mail on ICON's VAX, in preference to the basic MAIL facility. A good textbook was found indispensable because the rest of the course content flowed through the network. The conversational characteristic of e-mail messages accommodated questions about the text and a term paper topic well. There is a tradeoff of commuting costs vs. computer and modem costs. Each participant worked at an individual—an advantage for students who have production responsibilities. Those students ranked the course as highly desirable [compared with the average for other courses in the department 1.33 vs. 1.39 (where 1 is top score and 5 lowest)]. Procrastination is a hazard, and the keyboard is a limiting factor. Both the preparation for and conduction of the course is more time consuming than conventional methods. This time requirement is expected to decrease with familiarity, the use of graphics, and commercial links to Internet.
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19

Morrison, Rob y Jill H. Ellsworth. "Internet resources for distance education". College & Research Libraries News 55, n.º 5 (1 de mayo de 1994): 256–58. http://dx.doi.org/10.5860/crln.55.5.256.

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20

Ellram, Lisa M. y Liane Easton. "Purchasing Education on the Internet". Journal of Supply Chain Management 35, n.º 1 (diciembre de 1999): 11–19. http://dx.doi.org/10.1111/j.1745-493x.1999.tb00051.x.

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21

Williams, Gary y Bob McKercher. "Tourism Education and the Internet". Journal of Teaching in Travel & Tourism 1, n.º 2-3 (17 de agosto de 2001): 1–15. http://dx.doi.org/10.1300/j172v01n02_01.

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22

Weber, Linda C. "Internet Reference Sources in Education". Reference Librarian 44, n.º 91-92 (26 de octubre de 2005): 263–77. http://dx.doi.org/10.1300/j120v44n91_16.

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23

Rozental, Tamara D., David J. Bozentka y Pedro K. Beredjiklian. "Patient Education through the Internet". Clinical Orthopaedics and Related Research 421 (abril de 2004): 50–53. http://dx.doi.org/10.1097/01.blo.0000126942.57138.62.

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24

Ivala, Eunice Ndeto. "The internet and distance education". Communicatio 26, n.º 1 (enero de 2000): 24–30. http://dx.doi.org/10.1080/02500160008537895.

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25

Hirschheim, Rudy. "The internet-based education bandwagon". Communications of the ACM 48, n.º 7 (julio de 2005): 97–101. http://dx.doi.org/10.1145/1070838.1070844.

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26

Golian-Lui, Linda Marie. "Internet Resources for Education Reference". Journal of Library Administration 43, n.º 3-4 (7 de diciembre de 2005): 195–208. http://dx.doi.org/10.1300/j111v43n03_15.

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27

Ullrich, Peter F. y Alexander R. Vaccaro. "Patient Education on the Internet". Spine 27, n.º 7 (abril de 2002): E185—E188. http://dx.doi.org/10.1097/00007632-200204010-00019.

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28

Taekman, J. M., C. P. Kingsley y K. H. Shelley. "Medical education over the Internet". Academic Medicine 71, n.º 5 (mayo de 1996): 525. http://dx.doi.org/10.1097/00001888-199605000-00038.

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29

Gandsas, A. y K. McIntire. "Internet and continuing medical education". Minimally Invasive Therapy & Allied Technologies 11, n.º 2 (enero de 2002): 49–54. http://dx.doi.org/10.1080/136457002753632457.

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30

Jiménez-Crespo, Miguel A. "The Internet in translation education". Translation and Interpreting Studies 10, n.º 1 (15 de junio de 2015): 33–57. http://dx.doi.org/10.1075/tis.10.1.03jim.

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Within the context of the global digital revolution, translation in professional settings cannot be understood without the Internet, as a communicative, documentary, and productivity tool (Cronin 2013; Jimenez-Crespo 2013). Similarly, translation training has been revolutionized by the wide range of possibilities afforded by the Internet. This paper reviews the impact of the Internet on translation e research within the framework of translation competence models (PACTE 2005; Göpferich 2009), as well as socio-constructivist approaches to translation education (Kiraly 2012; 2000). Its impact has been felt in two areas: (1) how translation is taught and (2) how the world of translation has been changed by the Internet. Related to the first area is the rapid increase in the number of online and hybrid programs offered and in the use of online teaching platforms in classroom-based contexts. Related to the second area, a wide range of new opportunities has arisen, such as: (1) those related to the Internet as a communicative platform, (2) those related to the use of the Internet during translation tasks, both in terms of cloud-based translation memory and human-aided machine translation, as well as the use of the Internet for ‘external support’ (Alves and Liparini 2009) to solve translation problems, and (3) the emergence of new translation modalities such as web localization, new textual genres, such as social networking sites or tweets, as well as new translation practices, such as online crowdsourcing and volunteer translation communities.
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31

Aasbrenn, Martin, Anne Raustøl y Hanne Maria Bingen. "The internet and nurse education". Nurse Education in Practice 26 (septiembre de 2017): A1—A3. http://dx.doi.org/10.1016/j.nepr.2017.08.010.

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32

Thomas, Pete, Linda Carswell, Marian Petre, Barbara Poniatowska, Blaine Price y Judy Emms. "Distance education over the Internet". ACM SIGCSE Bulletin 28, SI (2 de junio de 1996): 147–49. http://dx.doi.org/10.1145/237477.237619.

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33

Wolman, Y. "Chemical education on the internet". TrAC Trends in Analytical Chemistry 15, n.º 5 (mayo de 1996): 151–54. http://dx.doi.org/10.1016/0165-9936(96)00007-6.

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34

Thomas, Pete, Linda Carswell, Marian Petre, Barbara Poniatowska, Blaine Price y Judy Emms. "Distance education over the Internet". ACM SIGCUE Outlook 24, n.º 1-3 (enero de 1996): 147–49. http://dx.doi.org/10.1145/1013718.237619.

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35

Zierler-Brown, Seena y Marvin Pankaskie. "Patient Education on the Internet". Journal of the American Pharmaceutical Association (1996) 42, n.º 1 (enero de 2002): 129–30. http://dx.doi.org/10.1331/108658002763538206.

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36

Venables, John A. "Graduate education on the Internet". Physics Education 33, n.º 3 (mayo de 1998): 157–63. http://dx.doi.org/10.1088/0031-9120/33/3/014.

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37

Selivanova, Natalia L. y Irina A. Tagunova. "Education in the Internet Age". SHS Web of Conferences 29 (2016): 01062. http://dx.doi.org/10.1051/shsconf/20162901062.

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38

Rosenbaum, Andrew J. y Scott J. Ellis. "The Internet for Patient Education". Foot & Ankle International 37, n.º 3 (22 de enero de 2016): 346–47. http://dx.doi.org/10.1177/1071100716629133.

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39

Kim, Jeong-Eun. "Chinese Education Through the Internet". Chinese Language Education and Research 10 (30 de noviembre de 2009): 21. http://dx.doi.org/10.24285/cler.2009.11.10.21.

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40

Pullen, J. M. y M. Benson. "ClassWise: synchronous Internet desktop education". IEEE Transactions on Education 42, n.º 4 [+CDROM] (1999): 19 pp. http://dx.doi.org/10.1109/13.804562.

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41

LEMASTER, CLIFFORD B. "Scholarship, Education, and the Internet". Chemical Educator 2, n.º 3 (agosto de 1997): 1–3. http://dx.doi.org/10.1007/s00897970130a.

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42

McGuinness, Phaedra E. "Reinventing education using the internet". Scanning 27, n.º 4 (7 de diciembre de 2006): 217. http://dx.doi.org/10.1002/sca.4950270411.

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43

DeNileon, Gay Porter. "Internet Provides Platform for Education". Opflow 32, n.º 3 (marzo de 2006): 8–10. http://dx.doi.org/10.1002/j.1551-8701.2006.tb01852.x.

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44

Westby, Carol. "Internet Resources". Word of Mouth 24, n.º 5 (28 de marzo de 2013): 10–11. http://dx.doi.org/10.1177/1048395013481320c.

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45

Lin, Zelong. "“Internet + Community”". Advances in Social Sciences Research Journal 6, n.º 9 (8 de octubre de 2019): 379–85. http://dx.doi.org/10.14738/assrj.69.7141.

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After the implementation of complete credit system, colleges gradually lead the class students to individualization, which is consistent with the characteristics of individualization in the Internet age. And the trend of “Internet community” constructed by Internet, from the earlier micro-blog to the current WeChat group or Moments, also provides us with new ideas on how to carry out values education for "individualized" college students under the complete credit system. The promotion of complete credit system in colleges and the trend of the "Internet community" enable colleges to effectively carry out values education of college students through a new way. Hence, colleges should, on one hand, pay more attention to the implicit education, understand and master the dissemination rules of the network platform, as well as utilize the new carrier of values education innovatively. On the other hand, colleges are also encouraged to construct the "Internet community" type education mode from the three dimensions of perfecting the community structure, adjusting the group mentality and emphasizing the guidance of public opinion.
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46

Chernikova, Elena, Nadezhda Sivrikova y Tatyana Ptashko. "Informal Education of Adolescents". SHS Web of Conferences 55 (2018): 03019. http://dx.doi.org/10.1051/shsconf/20185503019.

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The present article reveals the concept and the significance of the informal component of educational environment designed for modern adolescents. The authors provide the analysis of Russian and foreign research in the field of adolescents education through their media-consumption; the analysis of gender disparities of self-actualization in the Internet environment. The study presents aspects of positive and negative impact of the Internet on the personal and intellectual development of adolescents, as well as on their socialization and psychological well-being (Internet-addiction). The empirical research identified trends in adolescents’ attitude towards Internet, books and their role in educational process. The results show that adolescents mostly apply to the Internet, books and TV as a source of informal education. The Internet plays a considerable role in the life of adolescents. More than a half of those who took part in the survey spend all their free time surfing the Internet. On the Internet, the adolescents mostly watch foreign movies, read books which have positive feedbacks on forums; they do it both to broaden their horizons and enlarge life experience in general. Through the Internet, adolescents – both girls and boys – make more friends, they more prominently articulate their opinion, and become more tolerant. Only one in ten mentioned the negative impact of the Internet on his/her psychological state.
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47

Shuai Wang, Shuai Wang. "Application of Internet of Things Framework in Physical Education System". 網際網路技術學刊 23, n.º 2 (marzo de 2022): 307–20. http://dx.doi.org/10.53106/160792642022032302011.

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<p>In order to improve the effect of physical education, based on the Internet of Things technology, this paper combines sensor technology to construct a physical education system based on the Internet of Things framework. Based on the characteristics of system integrated multi-sensor in the collection of environmental characteristic parameters, this paper designs the system&rsquo;s multi-sensor data fusion model from the perspective of sensor type classification. Moreover, this paper combines the actual needs of physical education to construct the framework of the Internet of Things physical education system. In addition, this paper verifies the performance of the system through comparative experiments, and statistically researches the results and analyzes the data by mathematical statistical methods. The experimental research results show that the physical education system based on the framework of the Internet of Things can play an important auxiliary role in the physical education of college students.</p> <p>&nbsp;</p>
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48

Van Horn, Royal. "Internet-Savvy Students". Phi Delta Kappan 84, n.º 5 (enero de 2003): 343–407. http://dx.doi.org/10.1177/003172170308400504.

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Bradshaw, Amy C. "Internet users worldwide". Educational Technology Research and Development 49, n.º 4 (diciembre de 2001): 112–17. http://dx.doi.org/10.1007/bf02504952.

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Westby, Carol. "Internet Video Resources". Word of Mouth 28, n.º 3 (enero de 2017): 13–15. http://dx.doi.org/10.1177/1048395016683948c.

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