Literaturnachweis - Detailanzeige
| Autor/inn/en | Cottam, Michael E.; Savenye, Wilhelmina C. |
|---|---|
| Titel | The Effects of Visual and Textual Annotations on Spanish Listening Comprehension, Incidental Vocabulary Acquisition, and Cognitive Load |
| Quelle | (2014), (31 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Visual Stimuli; Spanish; Listening Comprehension; Vocabulary Development; Language Acquisition; Cognitive Processes; Difficulty Level; Electronic Learning; Higher Education; Online Courses; Educational Trends |
| Abstract | Online learning is becoming more and more pervasive in higher education institutions. According to the Sloan-C report (All & Seaman, 2006) more than 3.5 million students are enrolled in online courses in the United States. That number represents a 9.7 % increase over the previous year, which far exceeds the 1.5 % growth rate for higher education enrollments as a whole over the same time period. The Sloan-C report also indicates that 69 % of institutions in the United States expect student demand for online education to grow and 83 % plan to increase their online course offerings (All & Seaman, 2006). [For the complete volume, "Educational Media and Technology Yearbook, Volume 38," see ED594486.] (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:abstracting-indexing@springer.com; Web site: http://www.springer.com/series/8617 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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