群体学习讨论中认知-主题联合建模及其对学习成效的影响研究——基于讨论引导方式的调节作用.
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- Journal of Distance Education (1672-0008), 2023, v. 2, p. 70, doi. 10.15881/j.cnki.cn33-1304/g4.2023.02.007
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Works matching IS 16720008 AND DT 2023 AND VI 2
Results: 10
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可解释学习者模型: 可信个性化学习的技术关键.
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- Journal of Distance Education (1672-0008), 2023, v. 2, p. 48, doi. 10.15881/j.cnki.cn33-1304/g4.2023.02.005
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教育智能体唤醒学习者积极情绪的发生逻辑与调节路径——基于听觉刺激对积极情绪的影响.
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- Journal of Distance Education (1672-0008), 2023, v. 2, p. 58, doi. 10.15881/j.cnki.cn33-1304/g4.2023.02.006
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开放教育场景式思政育人模式构建及其实践路径研究.
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- Journal of Distance Education (1672-0008), 2023, v. 2, p. 105, doi. 10.15881/j.cnki.cn33-1304/g4.2023.02.010
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多模态协作学习分析理论模型、实践逻辑和教育价值.
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- Journal of Distance Education (1672-0008), 2023, v. 2, p. 95, doi. 10.15881/j.cnki.cn33-1304/g4.2023.02.009
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情境投入纵向研究的理论、测量及分析方法的发展研究.
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- Journal of Distance Education (1672-0008), 2023, v. 2, p. 82, doi. 10.15881/j.cnki.cn33-1304/g4.2023.02.008
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学习元宇宙的图景诠释与建构路径.
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- Journal of Distance Education (1672-0008), 2023, v. 2, p. 36, doi. 10.15881/j.cnki.cn33-1304/g4.2023.02.004
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数智时代的教育数字化转型: 基于社会变迁和组织变革的视角.
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- Journal of Distance Education (1672-0008), 2023, v. 2, p. 25, doi. 10.15881/j.cnki.cn33-1304/g4.2023.02.003
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教育数字化转型的技术预见: 基于 AIGC 的行动框架.
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- Journal of Distance Education (1672-0008), 2023, v. 2, p. 13, doi. 10.15881/j.cnki.cn33-1304/g4.2023.02.002
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教育数字化转型成熟度模型的构建与应用.
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- Journal of Distance Education (1672-0008), 2023, v. 2, p. 3, doi. 10.15881/j.cnki.cn33-1304/g4.2023.02.001
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- Article