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October 2011 Volume 14 Number 4
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Supporting Organizations Centre for
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Time-Quality Tradeoff of Waiting St
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Ibáñez, M. B., García, J. J., Ga
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Situated learning. It states that k
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executed in the client, the server
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The participants were twelve non-na
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Huang, H. M., Rauch, U., & Liaw, S.
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Theoretical background Feedback, is
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There are already a number of tools
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output used were blogs, written by
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Question Table 2: Perceived Relevan
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Black, P., & Wiliam, D. (2009). Dev
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detection, and analysis of affectiv
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experience is a suitable method of
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Collins, 1998). The appraisal theor
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encompasses the finer shades of an
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and can also track faces with glass
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Acknowledgements This research was
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Merill, D. C., Reiser, B. J., Traft
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to the above-discussed issues of th
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The annotation part of the SDM onto
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that enables the office users to ac
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Figure 4. Semantic document browser
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to the group’s shared semantic do
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participants performed less mouse c
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Bastili, V.R., Gianluigi, C., & Rom
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esource contribution, enabling conv
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Semantic Search In contrast to the
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Participation: P i i i NiVadd Vde
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and comment on each page as well. T
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Table 1. Questionnaire results (N=2
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propose for him, as well as calenda
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Discussion and Conclusion Collabora
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Sampson, D. G., & Zervas, P. (2011)
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Obtaining: the first step of the li
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process (Palmer & Richardson, 2004)
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and ratings (the use of star rating
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(K1) is the number of non-reusable
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Case 3: The process of reusing a se
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Washizaki, H., Yamamoto, Y. & Fukaz
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to examine determinants for pre-ser
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Overview of the model The first res
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significance of relationships. All
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Discussion This study represents a
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Davis, F., Bagozzi, R., & Warshaw,
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Ko, C.-C., Chiang, C.-H., Lin, Y.-L
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Interestingly, the Universal Design
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Figure 1. Framework of the TriAcces
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Experiment This experiment aimed to
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Table 2. Descriptive statistics for
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Foulds, R., & Camacho, C. (2003). T
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answer. However, students can choos
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Hartley & Collins-Brown, 1999; Morl
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Subjects Figure 4. Partial misconce
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correct for a four-option MC item i
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from −3 to 3 for any four-option
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Kansup, W. (1973). A comparison of
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The theory of mental models explain
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computer-mediated counter-arguments
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Learning in this study refers to, w
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the experiment process was anonymou
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supported. However, significant dif
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Cannon-Bowers, J. A., Salas, E., &
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Lee, Y.-H., Hsieh, Y.-C., & Hsu, C.
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Many researchers have conducted emp
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Trialability Some studies have empi
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Results Instrument validation Two c
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In this study, Amos 6.0 was employe
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Our results strongly supported the
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Fornell, C., & Larcker, D. F. (1981
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Kimmerle, J., Moskaliuk, J., & Cres
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What becomes clear from this short
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Figure 1. Distribution of informati
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Results In order to test the hypoth
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esults of the present study with th
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Kolbitsch, J., & Maurer, H. (2006).
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A conceptual framework of this stud
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eveal positive effects on students
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learning resources; and able to acc
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Discussion This study suggests that
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146). Also, role of constructivist
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eform strategy, namely, the MOE-Int
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McNaughton, S. (2002). Meeting of m
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Wu, T.-T., Sung, T.-W., Huang, Y.-M
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Ubiquitous English-Reading Learning
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include the number of times and ran
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initial value for the predetermined
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The following Eq. (18) expresses th
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Limitations This experiment adopted
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Table 3 shows the analysis of the p
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enhance learning outcomes, it impor
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Ogata, H., & Yano, Y. (2004a). Cont
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Communication seems to be more effe
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the audience only listened, one whe
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Step 5) Writing the story On the ba
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As indicated in Table 2, the differ
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References Armstrong, S. (2003). Th
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Goh, T.-T. (2011). Exploring Gender
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OPAC has been transformed into AirP
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Perceived Self-Efficacy Figure 3. H
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were asked to rate their confidence
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(2001). The correlation table begin
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Discussion and Implications Note. S
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will become important to identify i
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Parker, A. (2007). SMS - Its use in
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Find the perimeter of the rectangle
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Wait Time Management Issues related
- Page 217 and 218: Precision Reduced_Precision ( T T0
- Page 219 and 220: learning concept. If the Specialty
- Page 221 and 222: Two criteria have been adopted to e
- Page 223 and 224: Reduced Recall 0.07 0.06 0.05 0.04
- Page 225 and 226: In this work, both recall-oriented
- Page 227 and 228: Tsai, C.-C., Chuang, S.-C., Liang,
- Page 229 and 230: confidence and self-belief in their
- Page 231 and 232: Peng et al. (2006) To explore ISE &
- Page 233 and 234: Torkzadeh, Chang, and Demirhan (200
- Page 235 and 236: educational level, locus of control
- Page 237 and 238: Internet-based learning self-effica
- Page 239 and 240: Though Lee and Lee (2008) did not d
- Page 241 and 242: Regarding the category of ISE resea
- Page 243 and 244: Bandura, A. (1997). Self-efficacy:
- Page 245 and 246: Pintrich, P. R., & de Groot, E. V.
- Page 247 and 248: In formal learning, Safran, Helic,
- Page 249 and 250: that culture is essential when user
- Page 251 and 252: Table 3. Analysis of usage frequenc
- Page 253 and 254: 7 1.16 137.73 0.25 0.29 0.25 Social
- Page 255 and 256: discussions freely. So Korean stude
- Page 257 and 258: Johnson, L., Levine, A., & Smith, R
- Page 259 and 260: Figure 1. The UE Faculty Web Portal
- Page 261 and 262: 2006), and consistency (Sindhuja &
- Page 263 and 264: Independent Variables Dependent Var
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- Page 273 and 274: As shown in this Table, Holists wil
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- Page 281 and 282: Brotherton, J. A,. & Abowd, G. D. (
- Page 283 and 284: Cobos, D. L. (2011). Book review: T