Čájehuvvojit 1 - 10 oktiibuot 10 bohtosis ohcui "Mobile communication systems"' Aiddostahte ozu
  1. 1
    Dahkki McQuiggan, Scott
    Almmustuhtton 2015
    Fáttát “...Mobile communication systems in education...”
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    Furkejuvvon:
    Mobile learning : a handbook for developers, educators, and learners /
  2. 2
    Almmustuhtton 2011
    Fáttát
    Girji
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    Furkejuvvon:
    Fostering self-regulated learning through ICT /
  3. 3
    Almmustuhtton 2013
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    Furkejuvvon:
    Pedagogical applications and social effects of mobile technology integration /
  4. 4
    Almmustuhtton 2019
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    Furkejuvvon:
    Mobile technologies in children's language and literacy : innovative pedagogy in preschool and primary education /
  5. 5
    Dahkki Kolb, Liz
    Almmustuhtton 2008
    Fáttát
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    Furkejuvvon:
    Toys to tools : connecting student cell phones to education /
  6. 6
    Almmustuhtton 2018
    Fáttát “...Mobile communication systems in education...”
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    Furkejuvvon:
    Handbook of research on mobile technology, constructivism, and meaningful learning /
  7. 7
    Almmustuhtton 2020
    Fáttát “...Mobile communication systems in education...”
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    Furkejuvvon:
    Recent tools for computer- and mobile-assisted foreign language learning /
  8. 8
    Almmustuhtton 2009
    Fáttát “...Mobile communication systems in education...”
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    Furkejuvvon:
    New technologies, new pedagogies mobile learning in higher education /
  9. 9
    Fáttát
    Connect to electronic resource
    Oahppočájánas Elektrovnnalaš E-girji
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    Furkejuvvon:
    An investigation into the use of applications on personally owned devices to enhance student engagement in large lectures : a thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy in Education in the University of Canterbury /
  10. 10
    Dahkki Rashid, Shaista
    Almmustuhtton 2018
    Fáttát
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    Furkejuvvon:
    The effect of training in Mobile Assisted Language Learning on attitude, beliefs and practices of tertiary students in Pakistan : a thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at University of Canterbury, New Zealand /

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