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Verbreitung und Akzeptanz von e-Learning : eine theoretische und empirische Untersuchung
Küpper, Claudia - 2005
Unternehmen sind, die e-Learning einsetzen. Signifikante Unterschiede zwischen großen und kleinen/mittleren Unternehmen werden vor … allem bezüglich der Erfolgswahrnehmung von e-Learning sichtbar, wobei sich bei kleinen/mittleren Unternehmen ein signifikant … Unternehmen sowie die Anwendungssituation von e-Learning. -- Insgesamt wird deutlich, dass e-Learning zwar einen immer höheren …
Persistent link: https://www.econbiz.de/10011402120
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Integriertes Ideenmanagement : Betriebliche und überbetriebliche Aspekte unter besonderer Berücksichtigung kleiner und junger Unternehmen
Schwarz, Erich J. - 2005
development catalysers for SMEs -- II: Ideenmanagement in großen Unternehmen und Netzwerken -- Sonet — Sozialorientiertes Netzwerk … -- III: Ideenmanagement in KMU -- Der tatsächliche Wert von Ideen in kleinen und neu gegründeten Unternehmen -- Integriertes … mittlerer Unternehmen -- Bekanntheit und Einsatz von Innovationsmethoden in jungen KMU: Ergebnisse einer regelmäßigen Befragung …
Persistent link: https://www.econbiz.de/10014019165
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Integriertes Ideenmanagement : betriebliche und überbetriebliche Aspekte unter besonderer Berücksichtigung kleiner und junger Unternehmen
Schwarz, Erich J. (ed.); Harms, Rainer (contributor) - 2005 - 1. Aufl.
Persistent link: https://www.econbiz.de/10003042071
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Technology and education : computers, software, and the internet
Bulman, George; Fairlie, Robert W. - 2015
A substantial amount of money is spent on technology by schools, families and policymakers with the hope of improving educational outcomes. This chapter explores the theoretical and empirical literature on the impacts of technology on educational outcomes. The literature focuses on two primary...
Persistent link: https://www.econbiz.de/10011374202
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Verbreitung und Akzeptanz von e-Learning : eine theoretische und empirische Untersuchung
Küpper, Claudia - 2005
Persistent link: https://www.econbiz.de/10002538803
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Computers and student learning : bivariate and multivariate evidence on the availability and use of computers at home and at school
Fuchs, Thomas (contributor); Woessmann, Ludger (contributor) - 2004
We estimate the relationship between students ̕educational achievement and the availability and use of computers at home and at school in the international student-level PISA database. Bivariate analyses show a positive correlation between student achievement and the availability of computers...
Persistent link: https://www.econbiz.de/10002520865
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Tutoring in (online) higher education : experimental evidence
Hardt, David; Nagler, Markus; Rincke, Johannes - 2022
Demand for personalized online tutoring in higher education is growing but there is little research on its effectiveness. We conducted an RCT offering remote peer tutoring in micro- and macroeconomics at a German university teaching online due to the Covid-pandemic. Treated students met in small...
Persistent link: https://www.econbiz.de/10012813853
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The association of opening K-12 schools and colleges with the spread of Covid-19 in the United States : county-level panel data analysis
Chernozhukov, Victor; Kasahara, Hiroyuki; Schrimpf, Paul - 2021
This paper empirically examines how the opening of K-12 schools and colleges is associated with the spread of COVID-19 using county-level panel data in the United States. Using data on foot traffic and K-12 school opening plans, we analyze how an increase in visits to schools and opening schools...
Persistent link: https://www.econbiz.de/10012485361
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Can peer mentoring improve online teaching effectiveness? : an RCT during the COVID-19 pandemic
Hardt, David; Nagler, Markus; Rincke, Johannes - 2020
Online delivery of higher education has taken center stage but is fraught with issues of student self-organization. We conducted an RCT to study the effects of remote peer mentoring at a German university that switched to online teaching due to the COVID-19 pandemic. Mentors and mentees met...
Persistent link: https://www.econbiz.de/10012308624