Web 2.0 and Higher Education (Paperback) - 8 Angebote vergleichen
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Web 2.0 and Higher Education (Paperback) (2015)
DE PB NW RPISBN: 9783659683466 bzw. 3659683469, in Deutsch, LAP Lambert Academic Publishing, United States, Taschenbuch, neu, Nachdruck.
Lieferung aus: Deutschland, Versandkostenfrei.
Von Händler/Antiquariat, The Book Depository EURO [60485773], Slough, United Kingdom.
Language: English Brand New Book ***** Print on Demand *****.The emergence of Web 2.0 tools made the creation of online contents much easier. This evolving concept emphasizes the fact that the user can now easily participate in the delivery of Web contents. The work presents two empirical studies within the higher education context. The first study aims to understand faculty s perceived usefulness of Web 2.0 tools for teaching practices. It gathers the opinions of 681 teachers from 11 institutions. The integrative models generated revealed that attitudes and self-efficacy were found positive predictors of faculty s intentions to use, and actual using Web 2.0. Social norms were found influential in faculty s intention to use Web 2.0, but faculty members were only significantly influenced by their peers, and not by their superiors, nor their students. The second study was performed with the student population. It draws from a sample of 550 students on five institutions. In the integrative models shown that students attitudes and intentions to use of Web 2.0 to supplement their in-class learning were positively affected by social self-efficacy, identity collective self-esteem, and the dimension of self-concept labeled impulsivity / activity.
Von Händler/Antiquariat, The Book Depository EURO [60485773], Slough, United Kingdom.
Language: English Brand New Book ***** Print on Demand *****.The emergence of Web 2.0 tools made the creation of online contents much easier. This evolving concept emphasizes the fact that the user can now easily participate in the delivery of Web contents. The work presents two empirical studies within the higher education context. The first study aims to understand faculty s perceived usefulness of Web 2.0 tools for teaching practices. It gathers the opinions of 681 teachers from 11 institutions. The integrative models generated revealed that attitudes and self-efficacy were found positive predictors of faculty s intentions to use, and actual using Web 2.0. Social norms were found influential in faculty s intention to use Web 2.0, but faculty members were only significantly influenced by their peers, and not by their superiors, nor their students. The second study was performed with the student population. It draws from a sample of 550 students on five institutions. In the integrative models shown that students attitudes and intentions to use of Web 2.0 to supplement their in-class learning were positively affected by social self-efficacy, identity collective self-esteem, and the dimension of self-concept labeled impulsivity / activity.
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Web 2.0 and Higher Education - A psychological perspective
~EN PB NWISBN: 9783659683466 bzw. 3659683469, vermutlich in Englisch, LAP Lambert Academic Publishing, Taschenbuch, neu.
Lieferung aus: Deutschland, Versandkostenfrei.
Web 2.0 and Higher Education: The emergence of Web 2.0 tools made the creation of online contents much easier. This evolving concept emphasizes the fact that the user can now easily participate in the delivery of Web contents. The work presents two empirical studies within the higher education context. The first study aims to understand faculty s perceived usefulness of Web 2.0 tools for teaching practices. It gathers the opinions of 681 teachers from 11 institutions. The integrative models generated revealed that attitudes and self-efficacy were found positive predictors of faculty s intentions to use, and actual using Web 2.0. Social norms were found influential in faculty s intention to use Web 2.0, but faculty members were only significantly influenced by their peers, and not by their superiors, nor their students. The second study was performed with the student population. It draws from a sample of 550 students on five institutions. In the integrative models shown that students attitudes and intentions to use of Web 2.0 to supplement their in-class learning were positively affected by social self-efficacy, identity collective self-esteem, and the dimension of self-concept labeled impulsivity / activity. Englisch, Taschenbuch.
Web 2.0 and Higher Education: The emergence of Web 2.0 tools made the creation of online contents much easier. This evolving concept emphasizes the fact that the user can now easily participate in the delivery of Web contents. The work presents two empirical studies within the higher education context. The first study aims to understand faculty s perceived usefulness of Web 2.0 tools for teaching practices. It gathers the opinions of 681 teachers from 11 institutions. The integrative models generated revealed that attitudes and self-efficacy were found positive predictors of faculty s intentions to use, and actual using Web 2.0. Social norms were found influential in faculty s intention to use Web 2.0, but faculty members were only significantly influenced by their peers, and not by their superiors, nor their students. The second study was performed with the student population. It draws from a sample of 550 students on five institutions. In the integrative models shown that students attitudes and intentions to use of Web 2.0 to supplement their in-class learning were positively affected by social self-efficacy, identity collective self-esteem, and the dimension of self-concept labeled impulsivity / activity. Englisch, Taschenbuch.
3
Web 2.0 and Higher Education
DE NWISBN: 9783659683466 bzw. 3659683469, in Deutsch, neu.
Lieferung aus: Deutschland, zzgl. Versandkosten.
The emergence of Web 2.0 tools made the creation of online contents much easier. This evolving concept emphasizes the fact that the user can now easily participate in the delivery of Web contents. The work presents two empirical studies within the higher education context. The first study aims to understand faculty s perceived usefulness of Web 2.0 tools for teaching practices. It gathers the opinions of 681 teachers from 11 institutions. The integrative models generated revealed that attitudes and self-efficacy were found positive predictors of faculty s intentions to use, and actual using Web 2.0. Social norms were found influential in faculty s intention to use Web 2.0, but faculty members were only significantly influenced by their peers, and not by their superiors, nor their students. The second study was performed with the student population. It draws from a sample of 550 students on five institutions. In the integrative models shown that students attitudes and intentions to use of Web 2.0 to supplement their in-class learning were positively affected by social self-efficacy, identity collective self-esteem, and the dimension of self-concept labeled impulsivity / activity.
The emergence of Web 2.0 tools made the creation of online contents much easier. This evolving concept emphasizes the fact that the user can now easily participate in the delivery of Web contents. The work presents two empirical studies within the higher education context. The first study aims to understand faculty s perceived usefulness of Web 2.0 tools for teaching practices. It gathers the opinions of 681 teachers from 11 institutions. The integrative models generated revealed that attitudes and self-efficacy were found positive predictors of faculty s intentions to use, and actual using Web 2.0. Social norms were found influential in faculty s intention to use Web 2.0, but faculty members were only significantly influenced by their peers, and not by their superiors, nor their students. The second study was performed with the student population. It draws from a sample of 550 students on five institutions. In the integrative models shown that students attitudes and intentions to use of Web 2.0 to supplement their in-class learning were positively affected by social self-efficacy, identity collective self-esteem, and the dimension of self-concept labeled impulsivity / activity.
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Web 2.0 and Higher Education
~EN NW ABISBN: 9783659683466 bzw. 3659683469, vermutlich in Englisch, neu, Hörbuch.
Lieferung aus: Schweiz, Lieferzeit: 2 Tage, zzgl. Versandkosten.
The emergence of Web 2.0 tools made the creation of online contents much easier. This evolving concept emphasizes the fact that the user can now easily participate in the delivery of Web contents. The work presents two empirical studies within the higher education context. The first study aims to understand faculty s perceived usefulness of Web 2.0 tools for teaching practices. It gathers the opinions of 681 teachers from 11 institutions. The integrative models generated revealed that attitudes and self-efficacy were found positive predictors of faculty s intentions to use, and actual using Web 2.0. Social norms were found influential in faculty s intention to use Web 2.0, but faculty members were only significantly influenced by their peers, and not by their superiors, nor their students. The second study was performed with the student population. It draws from a sample of 550 students on five institutions. In the integrative models shown that students attitudes and intentions to use of Web 2.0 to supplement their in-class learning were positively affected by social self-efficacy, identity collective self-esteem, and the dimension of self-concept labeled impulsivity / activity.
The emergence of Web 2.0 tools made the creation of online contents much easier. This evolving concept emphasizes the fact that the user can now easily participate in the delivery of Web contents. The work presents two empirical studies within the higher education context. The first study aims to understand faculty s perceived usefulness of Web 2.0 tools for teaching practices. It gathers the opinions of 681 teachers from 11 institutions. The integrative models generated revealed that attitudes and self-efficacy were found positive predictors of faculty s intentions to use, and actual using Web 2.0. Social norms were found influential in faculty s intention to use Web 2.0, but faculty members were only significantly influenced by their peers, and not by their superiors, nor their students. The second study was performed with the student population. It draws from a sample of 550 students on five institutions. In the integrative models shown that students attitudes and intentions to use of Web 2.0 to supplement their in-class learning were positively affected by social self-efficacy, identity collective self-esteem, and the dimension of self-concept labeled impulsivity / activity.
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Web 2.0 and Higher Education (2015)
DE PB NW RPISBN: 9783659683466 bzw. 3659683469, in Deutsch, LAP Lambert Academic Publishing Jan 2015, Taschenbuch, neu, Nachdruck.
Von Händler/Antiquariat, AHA-BUCH GmbH [51283250], Einbeck, Germany.
This item is printed on demand - Print on Demand Titel. Neuware - The emergence of Web 2.0 tools made the creation of online contents much easier. This evolving concept emphasizes the fact that the user can now easily participate in the delivery of Web contents. The work presents two empirical studies within the higher education context. The first study aims to understand faculty s perceived usefulness of Web 2.0 tools for teaching practices. It gathers the opinions of 681 teachers from 11 institutions. The integrative models generated revealed that attitudes and self-efficacy were found positive predictors of faculty s intentions to use, and actual using Web 2.0. Social norms were found influential in faculty s intention to use Web 2.0, but faculty members were only significantly influenced by their peers, and not by their superiors, nor their students. The second study was performed with the student population. It draws from a sample of 550 students on five institutions. In the integrative models shown that students attitudes and intentions to use of Web 2.0 to supplement their in-class learning were positively affected by social self-efficacy, identity collective self-esteem, and the dimension of self-concept labeled impulsivity / activity. 388 pp. Englisch.
This item is printed on demand - Print on Demand Titel. Neuware - The emergence of Web 2.0 tools made the creation of online contents much easier. This evolving concept emphasizes the fact that the user can now easily participate in the delivery of Web contents. The work presents two empirical studies within the higher education context. The first study aims to understand faculty s perceived usefulness of Web 2.0 tools for teaching practices. It gathers the opinions of 681 teachers from 11 institutions. The integrative models generated revealed that attitudes and self-efficacy were found positive predictors of faculty s intentions to use, and actual using Web 2.0. Social norms were found influential in faculty s intention to use Web 2.0, but faculty members were only significantly influenced by their peers, and not by their superiors, nor their students. The second study was performed with the student population. It draws from a sample of 550 students on five institutions. In the integrative models shown that students attitudes and intentions to use of Web 2.0 to supplement their in-class learning were positively affected by social self-efficacy, identity collective self-esteem, and the dimension of self-concept labeled impulsivity / activity. 388 pp. Englisch.
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Web 2.0 and Higher Education
EN NWISBN: 9783659683466 bzw. 3659683469, in Englisch, OmniScriptum GmbH & Co. KG, OmniScriptum GmbH & Co. KG, OmniScriptum GmbH & Co. KG, neu.
Lieferung aus: Vereinigte Staaten von Amerika, zzgl. Versandkosten, Free Shipping on eligible orders over $25.
Borges Gouveia Luis, Cunha Luis, Paperback, English-language edition, Pub by OmniScriptum GmbH & Co. KG.
Borges Gouveia Luis, Cunha Luis, Paperback, English-language edition, Pub by OmniScriptum GmbH & Co. KG.
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Web 2.0 and Higher Education (2015)
~EN PB NWISBN: 9783659683466 bzw. 3659683469, vermutlich in Englisch, Taschenbuch, neu.
Lieferung aus: Deutschland, Next Day, Versandkostenfrei.
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
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