default search action
Google
Google Scholar
Semantic Scholar
Internet Archive Scholar
CiteSeerX
ORCIDTECH-EDU 2020: Vila Real
- Arsénio Reis
, João Barroso, Joaquim Bernardino Lopes, Tassos A. Mikropoulos, Chih-Wen Fan:
Technology and Innovation in Learning, Teaching and Education - Second International Conference, TECH-EDU 2020, Vila Real, Portugal, December 2-4, 2020, Proceedings, 3. Communications in Computer and Information Science 1384, Springer 2021, ISBN 978-3-030-73987-4
Digital Resources as Epistemic Tools to Improve STEM Learning
- Joaquim Bernardino Lopes, Cecília Costa:
Converting Digital Resources into Epistemic Tools Enhancing STEM Learning. 3-20 - Paula Sofia Nunes, Paulo Martins, Paula Catarino:
The Use of Kahoot, GeoGebra and Texas Ti-Nspire Educational Software's in the Teaching of Geometry and Measurement. 21-31 - Ana Barbosa, Isabel Vale:
Exploring the Potential of the Outdoors with Digital Technology in Teacher Education. 32-43 - Fátima A. A. Araújo, Joaquim Bernardino Lopes, Armando A. Soares, José Cravino:
Computational Simulations in the Construction of Abstract Concepts and in Promoting of Students Autonomy in the 5th Grade. 44-60 - Carlos Monteiro, Cecília Costa:
Instrumental Orchestrations in a Math Teacher's Practices to Enhance Distance Learning of Integral Calculus. 61-74 - Ricardo Silva, Cecília Costa, Fernando M. L. Martins:
Using Mathematical Modelling and Virtual Manipulatives to Teach Elementary Mathematics. 75-89 - Joana Rocha, Patrícia Pessoa, J. A. Gomes, X. Sá-Pinto, Joaquim Bernardino Lopes:
BiblioLab Project: Teachers, Parents and Students' Perspectives About the Usability and Usefulness of an Educational Distance Learning Platform. 90-110 - Ana Silva, Joaquim Bernardino Lopes, Cecília Costa:
Doing Math with Music - Instrumental Orchestration. 111-123 - Carla Morais, Luciano Moreira, Mónica Baptista, Iva Martins:
Digital Tools Entering the Scene in STEM Activities for Physics Teaching. 124-137
Digital Technologies to Foster Critical Thinking and Monitor Self and Co-regulation of e-learning
- Chrysi Rapanta, Carlotta Pisano:
Structuring International University Students' Reflection and Meta-reflection Experiences Online. 141-155 - Vanda Santos, Nuno R. O. Bastos:
Critical Thinking on Mathematics in Higher Education: Two Experiences. 156-167 - Helena Silva, José Lopes, Eva Morais, Caroline Dominguez:
Cooperative Learning and Critical Thinking in Face to Face and Online Environments. 168-180 - Angeliki Lithoxoidou, Catherine Dimitriadou:
Teaching Strategies to Promote Critical Thinking Skills in an Online Learning Environment. 181-192 - Elie ChingYen Yu, Angela M. Lui, Diana Akhmedjanova:
The Diagnostic Assessment and Achievement of College Skills (DAACS): A Powerful Tool for the Regulation of Learning. 193-202 - Anabela Costa e Silva, Leonel Morgado, António Coelho:
Drill-Down Dashboard for Chairing of Online Master Programs in Engineering. 203-209 - Ceres Morais, Daniela Pedrosa, Vítor Rocio, José Cravino, Leonel Morgado:
Using BPMN to Identify Indicators for Teacher Intervention in Support of Self-regulation and Co-regulation of Learning in Asynchronous e-learning. 210-222
Covid-19 Pandemic, Changes in Educational Ecosystem and Remote Teaching
- Gergana Vladova, André Ullrich, Benedict Bender, Norbert Gronau:
Yes, We Can (?) - A Critical Review of the COVID-19 Semester. 225-235 - Sónia Martins:
Designing Didactic Cycles in a Pandemic Scenario: Facing Challenges as Opportunities. 236-248 - Sofia B. Dias, Sofia J. Hadjileontiadou, José Alves Diniz, Leontios J. Hadjileontiadis:
FuzzyQoI-Based Estimation of the Quality of Interaction in Online Learning Amid Covid-19: A Greek Case-Study. 249-262 - Paulo Ferreira, Filipa Oliveira Antunes, Haroldo Gallo, Marcos Tognon, Heloisa Mendes Pereira:
Design Teaching and Learning in Covid-19 Times: An International Experience. 263-278 - Raymond LaRochelle, Michelle Cirillo, Dawn Berk:
Communicating Mathematics During Small Groupwork Through Video-Conferencing Applications. 279-286 - Ilias Karasavvidis:
Engaging Students During Synchronous Video-Conferencing in COVID19 Times: Preliminary Findings from a Design Study. 287-300 - George Koutromanos, Ioanna Bellou, Tassos A. Mikropoulos:
Social Presence, Satisfaction, and Learning Outcomes in an Undergraduate Computer Programming Distance Course. 301-312 - Theologos Tsigaros, George Fesakis:
E-assessment and Academic Integrity: A Literature Review. 313-319 - Athanassios Jimoyiannis, Nikolaos Koukis, Panagiotis Tsiotakis:
Shifting to Emergency Remote Teaching Due to the COVID-19 Pandemic: An Investigation of Greek Teachers' Beliefs and Experiences. 320-329 - Athanassios Jimoyiannis, Nikolaos Koukis, Panagiotis Tsiotakis:
Rapid Design and Implementation of a Teacher Development MOOC About Emergency Remote Teaching During the Pandemic. 330-339 - Tassos A. Mikropoulos, Nikiforos M. Papachristos:
SciLOET: A Framework for Assessing Digital Learning Objects for Science Education. 340-348
Transforming Teaching and Learning Through Technology
- Tiago da Silva Carvalho:
The Potential of Audiovisual Online Collaborative Platforms as a Teaching/Learning Aid of ESP - Testing and Validating a Prototype. 351-369 - Yuxiong Zhang, António Moreira:
Bring the Social Media to the Classroom of Portuguese as a Foreign Language in China: Possibilities and Challenges. 370-379 - Carla Melo, Sandra Vasconcelos, Dália Liberato, Cândida Silva, Paula Amaral, Adina Letitia Negrusa, Smaranda Adina Cosma, Cristina Fleseriu:
Creating Collaborative Research Opportunities at a Distance: From Porto to Cluj-Napoca. 380-388 - Giedre Valunaite Oleskeviciene, Liudmila Mockiene, Viktorija Mazeikiene:
Technology-Supported Collaborative Learning in Language Teaching. 389-397 - Ana Balula, Sandra Vasconcelos, António Moreira:
Digital Platforms in the Age of Mobility: A Contribution Towards Language Teaching and Learning. 398-407 - Julien Mercier, Ariane Paradis, Ivan Luciano Avaca, Kathleen Whissell-Turner:
The Effect of Agency on Cognitive Load in Dyads Learning Physics with a Serious Computer Game. 408-420 - Julien Mercier, Ivan Luciano Avaca, Kathleen Whissell-Turner, Ariane Paradis:
Towards Modeling the Psychophysiology of Learning Interactions: The Effect of Agency on Arousal in Dyads Learning Physics with a Serious Computer Game. 421-431 - Ana Teresa Campaniço, Salik Ram Khanal, Hugo Paredes, Vítor Filipe:
Worker Support and Training Tools to Aid in Vehicle Quality Inspection for the Automotive Industry. 432-441 - Bruno Silva, E. J. Solteiro Pires, Arsénio Reis, Paulo B. de Moura Oliveira, João Barroso:
Students Drop Out Trends: A University Study. 442-450 - Roman Rudenko, Arsénio Reis, José Sousa, João Barroso:
Visualization of Scientific Phenomena for Education. 451-459
Educational Proposals Using Technology to Foster Learning Competences
- Andreas Giannakoulas, George Terzopoulos, Stelios Xinogalos, Maya Satratzemi:
A Proposal for an Educational Game Platform for Teaching Programming to Primary School Students. 463-475 - Anna-Maria Velentza, Sofia Pliasa, Nikolaos Fachantidis:
Future Teachers Choose Ideal Characteristics for Robot Peer-Tutor in Real Class Environment. 476-491 - Pedro Reisinho, Cátia Silva, Nelson Zagalo, Mário Vairinhos, Ana Patricia Oliveira:
Creative Process for Designing a Hybrid Game for Nutrition Education. 492-505 - Ricardo Rodrigues Nunes, Gonçalo Cruz, Daniela Pedrosa, Ana Margarida Maia, Leonel Morgado, Hugo Paredes, José Cravino, Paulo Martins:
Motivating Students to Learn Computer Programming in Higher Education: The SimProgramming Approach. 506-518 - Armando Cruz, Hugo Paredes, Paulo Martins:
A Proposal of a Classification Scheme to a Survey of Augmented Reality for Education and Training. 519-531
manage site settings
To protect your privacy, all features that rely on external API calls from your browser are turned off by default. You need to opt-in for them to become active. All settings here will be stored as cookies with your web browser. For more information see our F.A.Q.
last updated on 2025-05-23 00:23 CEST by the dblp team
all metadata released as open data under CC0 1.0 license
see also: Terms of Use | Privacy Policy | Imprint
dblp was originally created in 1993 at:
since 2018, dblp has been operated and maintained by:
the dblp computer science bibliography is funded and supported by:
