1 resultado para Bonhours, Dominique, 1628-1702
em Open University Netherlands
Filtro por publicador
- Aberystwyth University Repository - Reino Unido (2)
- Andina Digital - Repositorio UASB-Digital - Universidade Andina Simón Bolívar (3)
- Aquatic Commons (8)
- Archive of European Integration (1)
- Archivo Digital para la Docencia y la Investigación - Repositorio Institucional de la Universidad del País Vasco (1)
- Biblioteca Digital | Sistema Integrado de Documentación | UNCuyo - UNCUYO. UNIVERSIDAD NACIONAL DE CUYO. (1)
- Biblioteca Digital da Câmara dos Deputados (7)
- Biblioteca Digital de la Universidad Católica Argentina (1)
- Biblioteca Digital de Teses e Dissertações Eletrônicas da UERJ (5)
- Biblioteca Valenciana Digital - Ministerio de Educación, Cultura y Deporte - Valencia - Espanha (4)
- BORIS: Bern Open Repository and Information System - Berna - Suiça (7)
- Boston University Digital Common (3)
- Brock University, Canada (2)
- Cámara de Comercio de Bogotá, Colombia (2)
- Cambridge University Engineering Department Publications Database (8)
- CentAUR: Central Archive University of Reading - UK (8)
- Chinese Academy of Sciences Institutional Repositories Grid Portal (42)
- Cochin University of Science & Technology (CUSAT), India (2)
- CORA - Cork Open Research Archive - University College Cork - Ireland (2)
- Deakin Research Online - Australia (1)
- DI-fusion - The institutional repository of Université Libre de Bruxelles (15)
- Digitale Sammlungen - Goethe-Universität Frankfurt am Main (8)
- Diposit Digital de la UB - Universidade de Barcelona (1)
- Duke University (2)
- eResearch Archive - Queensland Department of Agriculture; Fisheries and Forestry (4)
- Fachlicher Dokumentenserver Paedagogik/Erziehungswissenschaften (1)
- FAUBA DIGITAL: Repositorio institucional científico y académico de la Facultad de Agronomia de la Universidad de Buenos Aires (1)
- Gallica, Bibliotheque Numerique - Bibliothèque nationale de France (French National Library) (BnF), France (217)
- Greenwich Academic Literature Archive - UK (4)
- Harvard University (5)
- Helda - Digital Repository of University of Helsinki (4)
- Indian Institute of Science - Bangalore - Índia (16)
- Massachusetts Institute of Technology (1)
- Memoria Académica - FaHCE, UNLP - Argentina (3)
- Ministerio de Cultura, Spain (29)
- Open University Netherlands (1)
- Plymouth Marine Science Electronic Archive (PlyMSEA) (5)
- Portal de Revistas Científicas Complutenses - Espanha (5)
- Publishing Network for Geoscientific & Environmental Data (28)
- QUB Research Portal - Research Directory and Institutional Repository for Queen's University Belfast (212)
- Queensland University of Technology - ePrints Archive (73)
- ReCiL - Repositório Científico Lusófona - Grupo Lusófona, Portugal (2)
- Repositório Digital da UNIVERSIDADE DA MADEIRA - Portugal (1)
- Repositório Institucional da Universidade Federal de São Paulo - UNIFESP (1)
- Repositorio Institucional de la Universidad Nacional Agraria (2)
- RUN (Repositório da Universidade Nova de Lisboa) - FCT (Faculdade de Cienecias e Technologia), Universidade Nova de Lisboa (UNL), Portugal (2)
- SAPIENTIA - Universidade do Algarve - Portugal (6)
- Savoirs UdeS : plateforme de diffusion de la production intellectuelle de l’Université de Sherbrooke - Canada (1)
- School of Medicine, Washington University, United States (1)
- Universidad Autónoma de Nuevo León, Mexico (13)
- Universidad del Rosario, Colombia (21)
- Universitat de Girona, Spain (6)
- Universitätsbibliothek Kassel, Universität Kassel, Germany (1)
- Université de Lausanne, Switzerland (7)
- Université de Montréal, Canada (131)
- University of Michigan (56)
- WestminsterResearch - UK (1)
Resumo:
The purpose of this article is to gain an insight into the effects of practicing short, frequent,and structured reflection breaks interspersed with the learning material in a computer-based course. To that end, the study sets up a standardized control trial with two groups of secondary school pupils. The study shows that while performance is not affected by these embedded “reflection rituals,” they significantly impact time on task and perceived learning. The study also suggests that the exposure to such built-in opportunities for reflection modifies the engagement with the content and fosters the claimed readiness for application of a similar reflective approach to learning in other occasions.