Titlebook: Saudi Arabia in the Nineteenth Century; R. Bayly Winder Book 1965 R. Bayly Winder 1965 history.Middle East

implicate

书目名称Saudi Arabia in the Nineteenth Century影响因子(影响力)




书目名称Saudi Arabia in the Nineteenth Century影响因子(影响力)学科排名




书目名称Saudi Arabia in the Nineteenth Century网络公开度




书目名称Saudi Arabia in the Nineteenth Century网络公开度学科排名




书目名称Saudi Arabia in the Nineteenth Century被引频次




书目名称Saudi Arabia in the Nineteenth Century被引频次学科排名




书目名称Saudi Arabia in the Nineteenth Century年度引用




书目名称Saudi Arabia in the Nineteenth Century年度引用学科排名




书目名称Saudi Arabia in the Nineteenth Century读者反馈




书目名称Saudi Arabia in the Nineteenth Century读者反馈学科排名

密切关系

反馈

招募

Osmosis

R. Bayly Winder used to describe the integration of the courses or modules, faculty satisfaction, and future plans for Elements use within coursework. Results indicated that faculty integrated the resources into face-to-face, blended, and online modes of instruction using them as both a curricular resource and as

Ganglion-Cyst

R. Bayly Winderlong fixed, common paths, with prescribed goals. School procedures leave little for design thinking to get hold of. The goal of Knowledge Building theory, pedagogy, and technology is to recreate schools as knowledge-creating organizations–a formidable educational challenge requiring a shift in the m

奇思怪想

opprobrious

Intuitive

R. Bayly Winder used to describe the integration of the courses or modules, faculty satisfaction, and future plans for Elements use within coursework. Results indicated that faculty integrated the resources into face-to-face, blended, and online modes of instruction using them as both a curricular resource and as

PACT

R. Bayly Windertechnical problems. One reason of this result may be attributed to introducing two novelties (interactive boards and tablet PCs) at the same time. Second, when teachers and students made comments about their experiences, they mainly compared tablet PCs with interactive whiteboards. These experiences