我要美美的更要身體健康論文書籍站
self-regulated learn的問題，透過圖書和論文來找解法和答案更準確安心。 我們找到下列推薦必買和特價產品懶人包
self-regulated learn的問題，我們搜遍了碩博士論文和台灣出版的書籍，推薦寫的 International Handbook of Computer-Supported Collaborative Learning 和Dorn, Linda J./ Jones, Tammy的 Apprenticeship in Literacy: Transitions Across Reading and Writing, K-4都 可以從中找到所需的評價。
這兩本書分別來自 和所出版 。
國立臺南大學 數位學習科技學系碩士在職專班 黃意雯所指導 蘇于珊的 探討認知師徒制融入數位學習之學習成效及自主學習行為-以醫放系實習生學習上腹部超音波病灶辨認為例 （2022），提出self-regulated learn關鍵因素是什麼，來自於認知師徒制、數位學習、學習成效、學習滿意度、自主學習行為。
而第二篇論文國立臺灣科技大學 數位學習與教育研究所 翁楊絲茜所指導 Dani Puspitasari的 印尼網路社交媒體用戶之認知信念、數位素養和社交媒體參與度三方之關係建模及對教育的實際影響 （2021），提出因為有 Internet epistemic belief、Digital literacy、Social media engagement、social media users、online users、education implication的重點而找出了 self-regulated learn的解答。
International Handbook of Computer-Supported Collaborative Learning
為了解決self-regulated learn 的問題，作者 這樣論述：
Ulrike Cress is director of the Leibniz-Institut für Wissensmedien (Knowledge Media Research Center) and professor at the University of Tübingen. She studied psychology in Tuebingen, Germany, did a dissertation about self-regulated learning and got a venia legendi for psychology with a work on the i
nformation-exchange dilemma. With her lab ＂knowledge construction＂ she is doing research on learning with digital media in formal settings as well as in informal settings. She is especially interested in mass collaboration, and much of her research aims to further develop the Co-Evolution Model of I
ndividual Learning and Collaborative Knowledge Building, which she presented in 2008. She published more than 150 articles in peer-reviewed journals, and about 100 book chapters and contributions to conference proceedings. Since 2015 she is one of the four executive editors of the International Jour
nal of Computer-supported Collaborative Learning. Carolyn Rosé is a professor in the School of Computer Science at Carnegie Mellon University. Her research program is focused on better understanding the social and pragmatic nature of conversation and using this understanding to build computational s
ystems that can improve the efficacy of conversation between people, and between people and computers. She grounds her research in the fields of language technologies and human-computer interaction and works closely with the Language Technologies Institute and the Human-Computer Interaction Institut
e, as well as serving as the director if the TELEDIA lab. Her group’s highly interdisciplinary work, published in over 250 peer reviewed publications, is represented in the top venues in 5 fields: namely, Language Technologies, Learning Sciences, Cognitive Science, Educational Technology, and Human-
Computer Interaction, with awards or award nominations in 3 of these fields.Alyssa Wise is Associate Professor of Learning Sciences and Educational Technology in the Steinhardt School of Culture, Education, and Human Development at New York University and the Director of NYU-LEARN, NYU’s pioneering
university-wide Learning Analytics Research Network. She holds a Ph.D. in the Learning Sciences and M.S. in Instructional Systems Technology, both from Indiana University, and a B. S. in Chemistry from Yale University. Dr. Wise’s research focuses on the design of learning analytics systems that are
theoretically grounded, computationally robust, and pedagogically useful for informing teaching and learning. Her most recent work has focused on analytics of collaboration, reflection, and math learning and the study of how people take up analytics as part of their educational practices. In additio
n to her numerous research contributions, Dr. Wise serves as Co-Editor-in-Chief of the Journal of Learning Analytics and on the editorial boards of the Journal of the Learning Sciences and the International Journal of Computer-Supported Collaborative LearningJun Oshima is a professor at the Graduate
School of Integrated Science and Technology at Shizuoka University, Japan. He holds Ph.D. in applied cognitive science from the University of Toronto, M.A. from Hiroshima University, and B.A. from Fukuoka University of Education in educational psychology. Dr. Oshima’s research interest includes the
instructional designs for learning as knowledge-creation from elementary schools through post-secondary institutions. Besides the design-based research, He has been conducting the development and application of socio-semantic network analysis of discourse to evaluate collective knowledge advancemen
t in the knowledge-creation practice in recent years. He serves on the editorial boards of The Journal of the Learning Sciences and the International Journal of Computer-Supported Collaborative Learning.
探討認知師徒制融入數位學習之學習成效及自主學習行為-以醫放系實習生學習上腹部超音波病灶辨認為例
為了解決self-regulated learn 的問題，作者蘇于珊 這樣論述：
近幾年，受到疫情的影響使得數位學習在教學領域上的應用愈來愈普遍，數位學習運用在醫學領域相關課程的學門逐漸受到重視。醫院放射科的超音波技術非常重視實作經驗及影像辨認，一向使用師徒制的方式來進行教學，每位實習生所遇到的病灶量與質有差異，且學習過程缺少了反思和探索。因此本研究運用融入認知師徒制之數位學習來進行上腹部超音波病灶之教學，以到醫院實習的醫放系22位實習生為研究對象，希望能藉此提升實習生辨認超音波病灶的學習成效、並探討其學習滿意度及自主學習行為。結果發現運用數位學習上腹部超音波的方式確實能夠提升實習生辨認超音波病灶的學習成效，且整體學習滿意度頗佳，自主學習能力也有提升學習滿意度及自主學習之
間具有顯著相關，且學生的自主學習能力與專題報告也呈現顯著正相關。建議臨床教師推動數位學習融入超音波實習課程，可採用同步線上課程和非同步線上課程的搭配方式及利用線上討論和通訊軟體提供互動活動，未來研究可融入自主學習策略於教學探討對學生自主學習行為和能力的幫助。
Apprenticeship in Literacy: Transitions Across Reading and Writing, K-4
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為了解決self-regulated learn 的問題，作者Dorn, Linda J./ Jones, Tammy 這樣論述：
Since its publication in 1998, Apprenticeship in Literacy has become a teacher favorite, covering all aspects of a balanced literacy program in an integrated manner and showing how all components are differentiated to address the needs of diverse learners. An apprenticeship approach to literacy emph
asizes the role of the teacher in providing demonstrations, engaging children, monitoring their understanding, providing timely support, and ultimately withdrawing that support as the child gains independence.Grounded in social and cognitive learning theories, the second edition of Apprenticeship in
Literacy still details the seven principles of apprenticeship learning and helps K-4 teachers implement and assess guided reading, assisted writing, literature discussion groups, word study lessons, and literacy centers across an integrated curriculum. The new edition also features the following: U
pdated research emphasizing the importance of early reading as a road map for successInformation on how behaviors, from emergent to fluent, align to the Common Core State StandardsDozens of new classroom examples--students' work, photographs, transcripts, teacher-student conferences, and reproducibl
e resourcesLanguage prompts that promote self-regulated learnersSchedules for implementing a workshop framework in whole-group, small-group, and one-to-one settingsSuggestions for incorporating information texts into a balanced literacy programStronger emphasis on the importance of the writing proce
ssAdditional ideas on establishing routines and organizing the classroomThe theme of apprenticeship in literacy resonates throughout the book: children learn from teachers and teachers learn from one another as they promote children's transfer of knowledge across multiple contexts. The final chapter
provides real-world examples of teachers working together to ensure that all children become literate.
印尼網路社交媒體用戶之認知信念、數位素養和社交媒體參與度三方之關係建模及對教育的實際影響
為了解決self-regulated learn 的問題，作者Dani Puspitasari 這樣論述：
如今，社交媒體的參與已成為我們社會的一部分，特別是很熱衷於科技的年輕世代。現在網際網路已成為最容易獲取資訊的地方，我們輕而易舉就能找到我們所想要的資訊。在社群媒體的使用人數日益增長的同時，網路上也出現了不少虛假的資訊導致使用者分不清真假。人們之所以存有特定信念是因為認知本身是一種依賴形式，會存在於我們所在的環境中而變化。 本研究開發了一份問卷，包含三十三個施測項目，用以探究社群媒體用戶之認知信念、數位素養和社群媒體參與三個變數的關係。本研究採用滾雪球取樣法進行調查，以來自印尼371名的參與者作為本研究的施測對象。本研究從CFA分析產生了5樣因素，並透過SEM分析總結出一個模型。在網路認知信念
和尋求支持的意圖，是商業參與的重要預測因素。雖然知識正確性顯著預測了使用者商業參與和尋求支持的意圖，但就數位素養作為導入媒介的新聞參與方面，其成為負面預測因素。 第三個網路認知信念方面是部分由數位素養作為導入媒介的知識來源，以尋求支持意圖和新聞參與。然而，它是一個預測商業參與的負面預測因素。這項研究指出教師藉由提供各種資訊與討論，以辨別網路資訊的偏差性，來建立網路認知信念。教師與其阻止或限制網路的資訊，更應該建立個開放性討論的論壇，以用來檢視網路資訊的質量，並再次確認資訊的正確性。