Advanced Search
Display options
Filter resources
Text Availability
Article type
Publication date
Species
Language
Sex
Age
Showing 1 to 12 of 13 entries
Sorted by: Best Match Show Resources per page
MAT3D: a virtual reality modeling language environment for the teaching and learning of mathematics.

Cyberpsychology & behavior : the impact of the Internet, multimedia and virtual reality on behavior and society

Pasqualotti A, dal Sasso Freitas CM.
PMID: 12448778
Cyberpsychol Behav. 2002 Oct;5(5):409-22. doi: 10.1089/109493102761022832.

Virtual Reality Modeling Language (VRML) is an independent platform language that allows the creation of nonimmersive virtual environments (VEs) and their use through the Internet. In these VEs, the viewer may navigate and interact with virtual objects, moving around...

Cite
Pasqualotti A, dal Sasso Freitas CM. MAT3D: a virtual reality modeling language environment for the teaching and learning of mathematics. Cyberpsychol Behav. 2002;5(5):409-22doi: 10.1089/109493102761022832.
Pasqualotti, A., & dal Sasso Freitas, C. M. (2002). MAT3D: a virtual reality modeling language environment for the teaching and learning of mathematics. Cyberpsychology & behavior : the impact of the Internet, multimedia and virtual reality on behavior and society, 5(5), 409-22. https://doi.org/10.1089/109493102761022832
Pasqualotti, Adriano, and dal Sasso Freitas, Carla Maria. "MAT3D: a virtual reality modeling language environment for the teaching and learning of mathematics." Cyberpsychology & behavior : the impact of the Internet, multimedia and virtual reality on behavior and society vol. 5,5 (2002): 409-22. doi: https://doi.org/10.1089/109493102761022832
Pasqualotti A, dal Sasso Freitas CM. MAT3D: a virtual reality modeling language environment for the teaching and learning of mathematics. Cyberpsychol Behav. 2002 Oct;5(5):409-22. doi: 10.1089/109493102761022832. PMID: 12448778.
Copy Download .nbib Format: NLM
Research Methods Tutor: evaluation of a dialogue-based tutoring system in the classroom.

Behavior research methods

Arnott E, Hastings P, Allbritton D.
PMID: 18697663
Behav Res Methods. 2008 Aug;40(3):694-8. doi: 10.3758/brm.40.3.694.

Research Methods Tutor (RMT) is a dialogue-based intelligent tutoring system for use in conjunction with undergraduate psychology research methods courses. RMT includes five topics that correspond to the curriculum of introductory research methods courses: ethics, variables, reliability, validity, and...

Cite
Arnott E, Hastings P, Allbritton D. Research Methods Tutor: evaluation of a dialogue-based tutoring system in the classroom. Behav Res Methods. 2008;40(3):694-8doi: 10.3758/brm.40.3.694.
Arnott, E., Hastings, P., & Allbritton, D. (2008). Research Methods Tutor: evaluation of a dialogue-based tutoring system in the classroom. Behavior research methods, 40(3), 694-8. https://doi.org/10.3758/brm.40.3.694
Arnott, Elizabeth, et al. "Research Methods Tutor: evaluation of a dialogue-based tutoring system in the classroom." Behavior research methods vol. 40,3 (2008): 694-8. doi: https://doi.org/10.3758/brm.40.3.694
Arnott E, Hastings P, Allbritton D. Research Methods Tutor: evaluation of a dialogue-based tutoring system in the classroom. Behav Res Methods. 2008 Aug;40(3):694-8. doi: 10.3758/brm.40.3.694. PMID: 18697663.
Copy Download .nbib Format: NLM
Midwifery education and technology enhanced learning: Evaluating online story telling in preregistration midwifery education.

Nurse education today

Scamell M, Hanley T.
PMID: 29316460
Nurse Educ Today. 2018 Mar;62:112-117. doi: 10.1016/j.nedt.2017.11.036. Epub 2017 Dec 08.

BACKGROUND: A major issue regarding the implementation of blended learning for preregistration health programmes is the analysis of students' perceptions and attitudes towards their learning. It is the extent of the embedding of Technology Enhanced Learning (TEL) into the...

Cite
Scamell M, Hanley T. Midwifery education and technology enhanced learning: Evaluating online story telling in preregistration midwifery education. Nurse Educ Today. 2017;62:112-117doi: 10.1016/j.nedt.2017.11.036.
Scamell, M., & Hanley, T. (2018). Midwifery education and technology enhanced learning: Evaluating online story telling in preregistration midwifery education. Nurse education today, 62112-117. https://doi.org/10.1016/j.nedt.2017.11.036
Scamell, Mandie, and Hanley, Thomas. "Midwifery education and technology enhanced learning: Evaluating online story telling in preregistration midwifery education." Nurse education today vol. 62 (2018): 112-117. doi: https://doi.org/10.1016/j.nedt.2017.11.036
Scamell M, Hanley T. Midwifery education and technology enhanced learning: Evaluating online story telling in preregistration midwifery education. Nurse Educ Today. 2018 Mar;62:112-117. doi: 10.1016/j.nedt.2017.11.036. Epub 2017 Dec 08. PMID: 29316460.
Copy Download .nbib Format: NLM
Coming soon to a lecture theatre near you: the 'clicker'.

The clinical teacher

Mastoridis S, Kladidis S.
PMID: 21134156
Clin Teach. 2010 Jun;7(2):97-101. doi: 10.1111/j.1743-498X.2010.00355.x.

BACKGROUND: It has become commonplace for undergraduate medical students to attend lectures alongside 300 or more of their colleagues in large amphitheatres. The Audience Response System (ARS) is a technology that aims to address what has, as a consequence,...

Cite
Mastoridis S, Kladidis S. Coming soon to a lecture theatre near you: the 'clicker'. Clin Teach. 2010;7(2):97-101doi: 10.1111/j.1743-498X.2010.00355.x.
Mastoridis, S., & Kladidis, S. (2010). Coming soon to a lecture theatre near you: the 'clicker'. The clinical teacher, 7(2), 97-101. https://doi.org/10.1111/j.1743-498X.2010.00355.x
Mastoridis, Sotiris, and Kladidis, Sara. "Coming soon to a lecture theatre near you: the 'clicker'." The clinical teacher vol. 7,2 (2010): 97-101. doi: https://doi.org/10.1111/j.1743-498X.2010.00355.x
Mastoridis S, Kladidis S. Coming soon to a lecture theatre near you: the 'clicker'. Clin Teach. 2010 Jun;7(2):97-101. doi: 10.1111/j.1743-498X.2010.00355.x. PMID: 21134156.
Copy Download .nbib Format: NLM
Interaction in collaborative educational virtual environments.

Cyberpsychology & behavior : the impact of the Internet, multimedia and virtual reality on behavior and society

Kubo MM, Tori R, Kirner C.
PMID: 12448777
Cyberpsychol Behav. 2002 Oct;5(5):399-407. doi: 10.1089/109493102761022823.

The collaborative educational virtual environment supposes the active participation of students and teachers, interacting highly and aiming at knowledge exchange and creation of new abilities. The learning becomes a process in which one assists the other to reach the...

Cite
Kubo MM, Tori R, Kirner C. Interaction in collaborative educational virtual environments. Cyberpsychol Behav. 2002;5(5):399-407doi: 10.1089/109493102761022823.
Kubo, M. M., Tori, R., & Kirner, C. (2002). Interaction in collaborative educational virtual environments. Cyberpsychology & behavior : the impact of the Internet, multimedia and virtual reality on behavior and society, 5(5), 399-407. https://doi.org/10.1089/109493102761022823
Kubo, Mario M, et al. "Interaction in collaborative educational virtual environments." Cyberpsychology & behavior : the impact of the Internet, multimedia and virtual reality on behavior and society vol. 5,5 (2002): 399-407. doi: https://doi.org/10.1089/109493102761022823
Kubo MM, Tori R, Kirner C. Interaction in collaborative educational virtual environments. Cyberpsychol Behav. 2002 Oct;5(5):399-407. doi: 10.1089/109493102761022823. PMID: 12448777.
Copy Download .nbib Format: NLM
[The development of an all-purpose medical electronic teaching instrument].

Zhongguo yi liao qi xie za zhi = Chinese journal of medical instrumentation

Huang XM, Peng S, Zhao QS, Xu MZ.
PMID: 12583303
Zhongguo Yi Liao Qi Xie Za Zhi. 2001 Jan;25(1):41-4.

This paper introduces a kind of all-purpose medical electronic teaching instrument. According to the modularization design rule, a medical electronic teaching instrument integrated with information transfer, signal processing, keyboard monitoring and signal sampling, etc, can be realized. On the...

Cite
Huang XM, Peng S, Zhao QS, et al. [The development of an all-purpose medical electronic teaching instrument]. Zhongguo Yi Liao Qi Xie Za Zhi. 2001;25(1):41-4
Huang, X. M., Peng, S., Zhao, Q. S., & Xu, M. Z. (2001). [The development of an all-purpose medical electronic teaching instrument]. Zhongguo yi liao qi xie za zhi = Chinese journal of medical instrumentation, 25(1), 41-4.
Huang, X M, et al. "[The development of an all-purpose medical electronic teaching instrument]." Zhongguo yi liao qi xie za zhi = Chinese journal of medical instrumentation vol. 25,1 (2001): 41-4.
Huang XM, Peng S, Zhao QS, Xu MZ. [The development of an all-purpose medical electronic teaching instrument]. Zhongguo Yi Liao Qi Xie Za Zhi. 2001 Jan;25(1):41-4. Chinese. PMID: 12583303.
Copy Download .nbib Format: NLM
An impoverished machine: challenges to human learning and instructional technology.

Behavior research methods

Taraban R.
PMID: 18697659
Behav Res Methods. 2008 Aug;40(3):639-46. doi: 10.3758/brm.40.3.639.

Many of the limitations to human learning and processing identified by cognitive psychologists over the last 50 years still hold true, including computational constraints, low learning rates, and unreliable processing. Instructional technology can be used in classrooms and in...

Cite
Taraban R. An impoverished machine: challenges to human learning and instructional technology. Behav Res Methods. 2008;40(3):639-46doi: 10.3758/brm.40.3.639.
Taraban, R. (2008). An impoverished machine: challenges to human learning and instructional technology. Behavior research methods, 40(3), 639-46. https://doi.org/10.3758/brm.40.3.639
Taraban, Roman. "An impoverished machine: challenges to human learning and instructional technology." Behavior research methods vol. 40,3 (2008): 639-46. doi: https://doi.org/10.3758/brm.40.3.639
Taraban R. An impoverished machine: challenges to human learning and instructional technology. Behav Res Methods. 2008 Aug;40(3):639-46. doi: 10.3758/brm.40.3.639. PMID: 18697659.
Copy Download .nbib Format: NLM
Introducing Blackboard: an electronic learning platform.

Nursing times

Cader R, McGovern M.
PMID: 14515544
Nurs Times. 2003 Aug 12-18;99(32):24-5.

Blackboard, an internet-based platform for teaching and learning, was introduced to students on the preregistration nursing programme at Northumbria University. Although clear educational advantages were identified, there were also potential pitfalls.

Cite
Cader R, McGovern M. Introducing Blackboard: an electronic learning platform. Nurs Times. 2003;99(32):24-5
Cader, R., & McGovern, M. (2003). Introducing Blackboard: an electronic learning platform. Nursing times, 99(32), 24-5.
Cader, Raffik, and McGovern, Michael. "Introducing Blackboard: an electronic learning platform." Nursing times vol. 99,32 (2003): 24-5.
Cader R, McGovern M. Introducing Blackboard: an electronic learning platform. Nurs Times. 2003 Aug 12-18;99(32):24-5. PMID: 14515544.
Copy Download .nbib Format: NLM
The impact of clickers in nursing education: a review of literature.

Nurse education today

De Gagne JC.
PMID: 21232831
Nurse Educ Today. 2011 Nov;31(8):e34-40. doi: 10.1016/j.nedt.2010.12.007. Epub 2011 Jan 13.

Learner participation and engagement has proven effective and essential across educational settings. Clickers, also known as classroom response systems (CRS), are widely used across disciplines, and their effectiveness has been demonstrated in higher education. However, few studies have been...

Cite
De Gagne JC. The impact of clickers in nursing education: a review of literature. Nurse Educ Today. 2011;31(8):e34-40doi: 10.1016/j.nedt.2010.12.007.
De Gagne, J. C. (2011). The impact of clickers in nursing education: a review of literature. Nurse education today, 31(8), e34-40. https://doi.org/10.1016/j.nedt.2010.12.007
De Gagne, Jennie C. "The impact of clickers in nursing education: a review of literature." Nurse education today vol. 31,8 (2011): e34-40. doi: https://doi.org/10.1016/j.nedt.2010.12.007
De Gagne JC. The impact of clickers in nursing education: a review of literature. Nurse Educ Today. 2011 Nov;31(8):e34-40. doi: 10.1016/j.nedt.2010.12.007. Epub 2011 Jan 13. PMID: 21232831.
Copy Download .nbib Format: NLM
The fundamentals of video production.

Journal of visual communication in medicine

Glazebrook S.
PMID: 20828258
J Vis Commun Med. 2010 Sep;33(3):118-21. doi: 10.3109/17453054.2010.510786.

No abstract available.

Cite
Glazebrook S. The fundamentals of video production. J Vis Commun Med. 2010;33(3):118-21doi: 10.3109/17453054.2010.510786.
Glazebrook, S. (2010). The fundamentals of video production. Journal of visual communication in medicine, 33(3), 118-21. https://doi.org/10.3109/17453054.2010.510786
Glazebrook, Simon. "The fundamentals of video production." Journal of visual communication in medicine vol. 33,3 (2010): 118-21. doi: https://doi.org/10.3109/17453054.2010.510786
Glazebrook S. The fundamentals of video production. J Vis Commun Med. 2010 Sep;33(3):118-21. doi: 10.3109/17453054.2010.510786. PMID: 20828258.
Copy Download .nbib Format: NLM
Commentary: Why we hate PowerPoint.

Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology

Parslow GR.
PMID: 21433256
Biochem Mol Biol Educ. 2011 Jan-Feb;39(1):63. doi: 10.1002/bmb.20474.

No abstract available.

Cite
Parslow GR. Commentary: Why we hate PowerPoint. Biochem Mol Biol Educ. 2011;39(1):63doi: 10.1002/bmb.20474.
Parslow, G. R. (2011). Commentary: Why we hate PowerPoint. Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology, 39(1), 63. https://doi.org/10.1002/bmb.20474
Parslow, Graham R. "Commentary: Why we hate PowerPoint." Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology vol. 39,1 (2011): 63. doi: https://doi.org/10.1002/bmb.20474
Parslow GR. Commentary: Why we hate PowerPoint. Biochem Mol Biol Educ. 2011 Jan-Feb;39(1):63. doi: 10.1002/bmb.20474. PMID: 21433256.
Copy Download .nbib Format: NLM
Contextualizing Instructional Technology to the Demands of Nursing Education.

Computers, informatics, nursing : CIN

Smart D, Ross K, Carollo S, Williams-Gilbert W.
PMID: 31652139
Comput Inform Nurs. 2020 Jan;38(1):18-27. doi: 10.1097/CIN.0000000000000565.

This article reviews current technologies in nursing education and the impact of technology on learning. The integration of technology into nursing curricula is thought to improve efficiency and enhance student experiences through active learning and interactive learning designs. The...

Cite
Smart D, Ross K, Carollo S, et al. Contextualizing Instructional Technology to the Demands of Nursing Education. Comput Inform Nurs. 2020;38(1):18-27doi: 10.1097/CIN.0000000000000565.
Smart, D., Ross, K., Carollo, S., & Williams-Gilbert, W. (2020). Contextualizing Instructional Technology to the Demands of Nursing Education. Computers, informatics, nursing : CIN, 38(1), 18-27. https://doi.org/10.1097/CIN.0000000000000565
Smart, Denise, et al. "Contextualizing Instructional Technology to the Demands of Nursing Education." Computers, informatics, nursing : CIN vol. 38,1 (2020): 18-27. doi: https://doi.org/10.1097/CIN.0000000000000565
Smart D, Ross K, Carollo S, Williams-Gilbert W. Contextualizing Instructional Technology to the Demands of Nursing Education. Comput Inform Nurs. 2020 Jan;38(1):18-27. doi: 10.1097/CIN.0000000000000565. PMID: 31652139.
Copy Download .nbib Format: NLM
Showing 1 to 12 of 13 entries