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In: NBER working paper series 8588
In: Perspectives on Southern Africa, 34
In: CAL, 612
World Affairs Online
In: American University School of Public Affairs Research Paper No. 4540484
SSRN
In: Journal of Management and Strategy Vol. 11, No. 1; 2020
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In: Tennessee Law Review, Band 83, S. 751
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SSRN
Working paper
In: Social research: an international quarterly, Band 73, Heft 3, S. 835-858
ISSN: 0037-783X
In: Journal of human development: a multi-disciplinary journal for people-centered development, Band 1, Heft 2, S. 273-298
ISSN: 1464-9888
In: Journal of Asian and African studies: JAAS, Band 34, Heft 1, S. 127
ISSN: 0021-9096
In: The annals of the American Academy of Political and Social Science, Band 476, S. 48-61
ISSN: 0002-7162
In: Policy studies journal: an international journal of public policy, Band 10, S. 96-105
ISSN: 0190-292X
In: HELIYON-D-22-18201
SSRN
In: Human-machine communication: HMC, Band 4, S. 169-185
ISSN: 2638-6038
Technological advancements in education have turned the idea of machines as teachers into a reality. To better understand this phenomenon, the present study explores how college students develop expectations (or anticipations) about a machine teacher, particularly an AI teaching assistant. Specifically, the study examines whether students' previous experiences with online courses taught by a human teacher would influence their expectations about AI teaching assistants in future online courses. An online survey was conducted to collect data from college students in the United States. Findings indicate that positively experienced social presence of a human teacher helps develop positive expectations about an AI teaching assistant. The study provides meaningful implications and contributions to our understanding of a machine agent in education
In: Language diversity and language rights 2
In: Linguistic Diversity and Language Rights
Presenting visions of multilingual school, this book examines the pedagogical, socio educational, and socio political issues that impact on their development and success. It considers issues of multilingual schooling in different countries and for diverse populations and groups, while taking into account the global pressures of the 21st century