No 14 - Journal of Social Informatics / Revista de Informatica Sociala

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Thus, we have tried to determine whether there is a correlation between the views and the numberof edits of each student category and for the whole sample. The result obtained and interpretedaccording to Colton (1974) is (DruganTigan, 2005):1. In the group that had an average of less than 15 views/ month, we calculated the Bavaris-Pearson correlation coefficient and we obtained r=0.17
200Correlation View/Page Edits150View100500y = 4.752x + 106.1R² = 0.4650 2 4 6 8Page EditsFigure 7 The Regression LineThe regression line that approximates the tendency of the dot cloud is based on theequation y = 4.752x + 106, 1 and the coefficient of determination R2 = 0.465. The trust levelof this equation is good, with a coefficient of determination of 0.465, which means that thereis a correlation between the two activities for 4 users in 10 for this group.3. Within the group with a rich activity, namely more than 30 views/ month, the value of thePearson coefficient was r=0.14
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Revista de Informatica Sociala 14 /
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● ● ●CONTENTS● ● ●[9-20
Page 10 and 11:
THE TRANSITION FROM OLD TO NEW MEDI
Page 12 and 13: 30252023.420.325.11510500.85.5Never
Page 14 and 15: Overall, we can therefore sum up on
Page 16 and 17: n.a.I often use itI seldom use it6.
Page 18 and 19: - Traditional web use: searching th
Page 20 and 21: 19. Kvavik R.B., Caruso J.B. and Mo
Page 22: IntroductionIn 1995, Bernie Dodge o
Page 25 and 26: The Web-Inquiry Project [WIP] is a
Page 27 and 28: and even orally. The teacher will a
Page 29 and 30: environment in which the teacher gu
Page 31 and 32: Transformation Through Online Learn
Page 33 and 34: INTRODUCTIONLeading practitioners a
Page 35 and 36: learning. We also describe how the
Page 37 and 38: Some of these transformations are b
Page 39 and 40: Recently, Twigg has received suppor
Page 41 and 42: Stage III: Unbundled Learning, Mark
Page 43 and 44: perhaps using Second Life-like virt
Page 45 and 46: performance. Indeed, Stage V will l
Page 47 and 48: Free-Range Open LearningOver time,
Page 49 and 50: New communities, tools and services
Page 51 and 52: Embed enterprise-wide predictive an
Page 53 and 54: In collaboration with Strategic Ini
Page 55 and 56: Wiki Tools and English for Academic
Page 57 and 58: eality. Besides being an additional
Page 59 and 60: StudentPage 1StudentPage nTeacher
Page 61: 100%90%80%70%60%50%40%30%20%10%0%Ac
Page 65 and 66: 14. http://eacea.ec.europa.eu/llp/s
Page 67 and 68: Simularea şi comunicarea electroni
Page 69 and 70: RespondenţiRăspunsuriLa nivelul
Page 71 and 72: RespondenţiRăspunsuriLa nivelul
Page 73 and 74: Respondenţii au fost rugaţi să i
Page 75 and 76: Itemul 9 doreşte să identifice ti
Page 77 and 78: Identificara opţiunii, chiar şi p
Page 79 and 80: EşantioaneRăspunsuri/Ranguriagita
Page 81 and 82: modalităţile practice prin care u
Page 83 and 84: 1. INTRODUCEREÎn prezent, complexi
Page 85 and 86: Figura 1. Analiza grafică a evolu
Page 87 and 88: Faţă de această situaţie se deg
Page 89 and 90: variabilele acesti noi culturi cybe
Page 91 and 92: INTRODUCEREÎncă din anul 2000 am
Page 93 and 94: după tipul lecţiei: prezentare de
Page 95 and 96: Funcţiile oferite de AEL asigură
Page 97 and 98: • elevi/studenţi, beneficiari di
Page 99 and 100: Se poate folosi cadrul formal de co
Page 102 and 103: Evaluarea formativă este comentari
Page 104 and 105: Rezultatele elevilor, pe itemi:Diag
Page 106 and 107: Nr. Denumirea activităţii AEL MOO
Page 108 and 109: SEMNAL EDITORIALLaura MALITA, Vanna
Page 110: IN MEMORIAMConstantin TraianCHEVERE
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No 14 - Journal of Social Informatics / Revista de Informatica Sociala

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