We discuss the instructional implications of a contrasting-cases approach in facilitating secondary school students' usage of source features within multiple-documents inquiry contexts.
The study concentrated on students' usage and selfreported experiences of the tool, and student-adopted strategies for spatially arranging items in KPE's main knowledge space.
We used YouTube as an example of social media site and examined students' usage behavior using the Technology Acceptance Model (TAM) and incorporated additional constructs such as subjective norm, perceived playfulness, Internet reliability speed.
The goals of this study were to assess students' usage data of Web-based simulation (WBS), to determine if it can fill gaps in clinical experience-based medical education, and to determine students' perceived value of this kind of simulation during a clinical clerkship.
Many previous studies have demonstrated students' usage of e-textbook (Daniel, & Woody, 2013; McGowan et al. 2009; McFall et al. 2006; Nicholas et al. 2010; Quan-Haase & Martin, 2011; Rose, 2011; Rockinson- Szapkiw et al., 2013; Sun et al. 2012; Weisberg 2011).
To learn about health science students' usage of digital equipment, familiarity with software, online behavior and communication with the university, we have conducted a survey focusing on these areas.
