Teacher-student interaction modes in smart classroom based on lag sequential analysis
Author:
Publisher
Springer Science and Business Media LLC
Subject
Library and Information Sciences,Education
Link
https://link.springer.com/content/pdf/10.1007/s10639-024-12487-4.pdf
Reference60 articles.
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2. Almulla, M. A. (2023). Constructivism learning theory: A paradigm for students’ critical thinking, creativity, and problem solving to affect academic performance in higher education. Cogent Education, 10(1), 2172929. https://doi.org/10.1080/2331186X.2023.2172929.
3. Bian, J., & Xu, F. (2016). Study on the design and effect of the learning model based on smart classroom. China Educational Technology, 23(2), 64–68. https://doi.org/10.3969/j.issn.1006-9860.2016.02.009.
4. Bullinaria, J. A., & Levy, J. P. (2007). Extracting semantic representations from word co-occurrence statistics: A computational study. Behavior Research Methods, 39, 510–526. https://doi.org/10.3758/BF03193020.
5. Chen, Y. (2022). The online teacher-student interaction level in the context of a scenario-based multi-dimensional interaction teaching environment. International Journal of Emerging Technologies in Learning, 17(12), 135–149. https://doi.org/10.3991/ijet.v17i12.32083.
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