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  • Chang Zhu
  • Educational Technology & Society
  • 2012
A growing amount of research focuses on learning in group settings and more specifically on learning in computersupported collaborative learning (CSCL) settings. Studies on western students indicate that online collaboration enhances student learning achievement; however, few empirical studies have examined student satisfaction, performance, and knowledge(More)
This study aims to understand teachers’ perspectives on their roles in higher education, their views about the adoption of a social-constructivist approach to teaching and learning and the integration of online collaborative learning in blended learning environments in higher education from a cross cultural perspective. We interviewed 60 Chinese teachers(More)
MOTIVATION The antizymes (AZ) are proteins that regulate cellular polyamine pools in metazoa. To search for remote homologs in single-celled eukaryotes, we used computer software based on hidden Markov models. The most divergent homolog detected was that of the fission yeast Schizosaccharomyces pombe. Sequence identities between S.POMBE: AZ and known AZs(More)
  • Nutzungsbedingungen, Bildungstechnologien In, China Zusammenfassung, Chang Zhu
  • 2011
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Published data on the association between N-acetyltransferase 1 (NAT1) gene polymorphisms and colorectal carcinoma (CRC) susceptivity are inconclusive. To derive a more precise estimation of the association, we conducted this meta-analysis. Data were collected from electronic databases: PubMed, EMBASE, with the last report up to May 2010. The odds ratio(More)
New learning spaces and learning formats affected the learning and education of adults. In this respect, digitalisation is believed to reduce social exclusion. Moreover, adult education, social inclusion and social capital are positively related among adults. Therefore, this questionnaire study examines how adults who are engaged in online and blended(More)
This paper explores the design of a blended learning environment in a transition from face-to-face and seeks to determine whether learner characteristics and background together with blended learning design elements are significant factors for learning outcomes such as intrinsic motivation, satisfaction, knowledge construction and learning performance in(More)