Correction to: The effects of a web-based learning environment on student motivation in a high school earth science course

被引：0

作者：

Shiang-Kwei Wang

Thomas C. Reeves

机构：

[1] New York Institute of Technology,School of Education and Professional Services

[2] The University of Georgia,Department of Educational Psychology and Instructional Technology (EPIT), College of Education

来源：

Educational Technology Research and Development | 2020年 / 68卷

关键词：

D O I：

暂无

中图分类号：

学科分类号：

摘要：

This article was unintentionally published twice in this journal, by the same authors.

引用

页码：2797 / 2798

页数：1

共 50 条

[1] The effects of a web-based learning environment on student motivation in a high school earth science course
Shiang-Kwei Wang
Thomas C. Reeves
[J]. Educational Technology Research and Development, 2007, 55 : 169 - 192
[2] The effects of a Web-based learning environment on student motivation in a high school earth science course
Wang, Shiang-Kwei
Reeves, Thomas C.
[J]. ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT, 2006, 54 (06): : 597 - 621
[3] The Effects of a Web-Based Learning Environment on Student Motivation in a High School Earth Science Course
Shiang-Kwei Wang
Thomas C. Reeves
[J]. Educational Technology Research and Development, 2006, 54 : 597 - 621
[4] The effects of a web-based learning environment on student motivation in a high school earth science course
Wang, Shiang-Kwei
Reeves, Thomas C.
[J]. ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT, 2007, 55 (02): : 169 - 192
[5] The effects of a web-based learning environment on student motivation in a high school earth science course (vol 55, pg 169, 2006)
Wang, Shiang-Kwei
Reeves, Thomas C.
[J]. ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT, 2020, 68 (05): : 2797 - 2798
[6] A Web-based Earth systems science graduate course for middle school teachers
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Benaya, Tamar
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[J]. JOURNAL OF RESEARCH IN SCIENCE TEACHING, 2003, 40 (04) : 347 - 368
[9] Student responses to collaborating and learning in a web-based environment
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[J]. JOURNAL OF COMPUTER ASSISTED LEARNING, 2001, 17 (01) : 34 - 47
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