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In the interpretative narrative about the Fall 2003 course, I drew examples from several prospective teachers' WebCT reflections about Emily Wolk's "snapshot of practice." For the Fall 2004 course, I traced reflections written by one prospective teacher for her postings on WebCT, her final exam, and her ungraded self-assessment.
In developing the WebCT online writing center, we sought to create a teaching environment as much like the writing center's collaborative face-to-face dialogues as possible.
In the Column "Emerging Technologies," Godwin-Jones takes readers on a tour of the various technological options for distance learning by profiling current choices in Learner Management Systems (LMS), both the traditional (WebCT, Blackboard) and other options (Etudes, Manila).
WebCT was developed in the Department of Computer Science at the University of British Columbia.
Participants completed a questionnaire about their background and preferences in working with authentic listening multimedia exercises in WebCT. The questionnaire was created in WebCT with multiple-choice, yes or no, and open-ended questions.
Formacion de los estudiantes de Ciencias de la Educacion en aprendizajes interactivos a traves de internet con la plataforma WebCt, curso academico 20072008, para lograr que los estudiantes utilicen las diversas herramientas de la plataforma WebCt.
One of the course requirements was the use of WBI in the form of WebCT. The active participation and interaction with the course content through the Web were part of the requirements of completing the course.
WebCT was originally developed at the University of British Columbia by a faculty member in computer science, Murray Goldberg.
La incorporacion de plataformas digitales: la herramienta WebCT
In this article we will investigate the use of video- conferencing and WebCT as a means of assisting pre-service teachers in the development of their capacities for reflection.
Northern Michigan University began offering online course management in 1999 with WebCT. In 2010, we began the migration of our courses from WebCT to an open source platform, Moodle, with our local application named NMU EduCat.
This article analyses an experience in collaborative learning in an asynchronous writing environment through discussion forums on a WebCt platform of the University of Huelva's virtual campus, and was part of an innovative teaching project in 2007-08.
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