-
Linn, M.C.: Cognition and distance learning (1996)
0.00
2.6310782E-4 = product of:
0.0039466172 = sum of:
0.0039466172 = product of:
0.0078932345 = sum of:
0.0078932345 = weight(_text_:information in 7089) [ClassicSimilarity], result of:
0.0078932345 = score(doc=7089,freq=2.0), product of:
0.050870337 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.028978055 = queryNorm
0.1551638 = fieldWeight in 7089, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.0625 = fieldNorm(doc=7089)
0.5 = coord(1/2)
0.06666667 = coord(1/15)
- Source
- Journal of the American Society for Information Science. 47(1996) no.11, S.826-842
-
Biddiscombe, R.: Developing a Web library guide for an academic library : problems, solutions and future possibilities (1997)
0.00
2.6310782E-4 = product of:
0.0039466172 = sum of:
0.0039466172 = product of:
0.0078932345 = sum of:
0.0078932345 = weight(_text_:information in 7167) [ClassicSimilarity], result of:
0.0078932345 = score(doc=7167,freq=2.0), product of:
0.050870337 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.028978055 = queryNorm
0.1551638 = fieldWeight in 7167, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.0625 = fieldNorm(doc=7167)
0.5 = coord(1/2)
0.06666667 = coord(1/15)
- Abstract
- Describes the development of a Web Library Guide at Birmingham University, UK. Having developed a hypertext guide using Asymetrix Toolbook which gave guidance to users on the subjects and services available in the main library of the university, the information was repackaged for loading on to the WWW. Outlines the reasons for this move, explains the process of the transposition, and suggests future possibilities for the project
-
Stubley, P.: Authoring multimedia : a staff training package for librarians and information workers (1993)
0.00
2.6310782E-4 = product of:
0.0039466172 = sum of:
0.0039466172 = product of:
0.0078932345 = sum of:
0.0078932345 = weight(_text_:information in 510) [ClassicSimilarity], result of:
0.0078932345 = score(doc=510,freq=2.0), product of:
0.050870337 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.028978055 = queryNorm
0.1551638 = fieldWeight in 510, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.0625 = fieldNorm(doc=510)
0.5 = coord(1/2)
0.06666667 = coord(1/15)
-
Search, P.: HyperGlyphs: using design and language to define hypermedia navigation (1993)
0.00
2.6310782E-4 = product of:
0.0039466172 = sum of:
0.0039466172 = product of:
0.0078932345 = sum of:
0.0078932345 = weight(_text_:information in 513) [ClassicSimilarity], result of:
0.0078932345 = score(doc=513,freq=2.0), product of:
0.050870337 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.028978055 = queryNorm
0.1551638 = fieldWeight in 513, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.0625 = fieldNorm(doc=513)
0.5 = coord(1/2)
0.06666667 = coord(1/15)
- Abstract
- Describes a method for navigating and learning from a complex, content-based hypermedia system. Employs HyperGlyphs a semiotically-relevant graphics for depicting information in the knowledge base. The interface in any system needs to rationally support the task being performed by providng access to system functionality in a logical simple way
-
Jonassen, D.H.: Conceptual frontiers in hypermedia environments for learning (1993)
0.00
2.6310782E-4 = product of:
0.0039466172 = sum of:
0.0039466172 = product of:
0.0078932345 = sum of:
0.0078932345 = weight(_text_:information in 515) [ClassicSimilarity], result of:
0.0078932345 = score(doc=515,freq=2.0), product of:
0.050870337 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.028978055 = queryNorm
0.1551638 = fieldWeight in 515, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.0625 = fieldNorm(doc=515)
0.5 = coord(1/2)
0.06666667 = coord(1/15)
- Abstract
- The nature of computer based learning and the instructional environments that support it have changed dramatically in the past decade. Introduces a special issue consisting of selected papers from ED-MEDIA 93 - World Conference on Educational Multimedia and Hypermedia. Provides conceptual and historical organizers that overview these changes. These organizers will describe 2 continua for analysing these changes: a technology-based continuum and a continuum describing the range of information processing enganged by these environments. Relates these selected papers to these continua and describes briefly why they are important and have been selected
-
Hawkins, D.T.: Web-based training for online retrieval : some examples (1997)
0.00
2.6310782E-4 = product of:
0.0039466172 = sum of:
0.0039466172 = product of:
0.0078932345 = sum of:
0.0078932345 = weight(_text_:information in 1551) [ClassicSimilarity], result of:
0.0078932345 = score(doc=1551,freq=2.0), product of:
0.050870337 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.028978055 = queryNorm
0.1551638 = fieldWeight in 1551, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.0625 = fieldNorm(doc=1551)
0.5 = coord(1/2)
0.06666667 = coord(1/15)
- Abstract
- Describes the efforts of Knight-Ridder Information (KRI) and Dun & Bradstreet (D&B) to provide Web based training systems. The KRI tutorial covers the DIALOG Web service, describes the technology, the tutorial and evaluates its usefulness. D&B's web based training trains users on its online system. It is more advanced than the KRI tutorial. Describes its training modules, and its testing of methods and technologies. The University of Texas as Austin has developed 2 tutorials on searching for patents and trademarks
-
Secker, J.: Electronic resources in the virtual learning environment : a practical guide for librarians (2004)
0.00
2.6310782E-4 = product of:
0.0039466172 = sum of:
0.0039466172 = product of:
0.0078932345 = sum of:
0.0078932345 = weight(_text_:information in 3729) [ClassicSimilarity], result of:
0.0078932345 = score(doc=3729,freq=8.0), product of:
0.050870337 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.028978055 = queryNorm
0.1551638 = fieldWeight in 3729, product of:
2.828427 = tf(freq=8.0), with freq of:
8.0 = termFreq=8.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.03125 = fieldNorm(doc=3729)
0.5 = coord(1/2)
0.06666667 = coord(1/15)
- Content
- Key Features - Examines the wealth of electronic library resources and the development of e-learning/online learning - Considers the role of the librarian in supporting e-learning/online learning - Provides practical examples for librarians The book is aimed at library managers, electronic resource librarians/ managers, and learner support librarians/managers. Contents The changing information environment - proliferation of electronic resources, grovvth of Internet based subscription sources/electronic journals/ full text services vs bibliographic tools Learning in the digital age - definitions: e-learning, learning technology etc., background/history of e-learning initiatives: higher education and the commercial context, developments in e-learning in higher and further education: growth of managed learning environments/virtual learning environments, common features of commercial software products, distance learning vs on-campus The changing role of the information professional - new rotes: increased need for learner support, importance of information skills training, new skills: web design, managing electronic resources, knowledge of licensing and Copyright issues, information skills within the virtual learning environment Practical problems/linking up systems - authentication/passvvords, linking library catalogues to virtual learning environments, linking e-journals to virtual learning environments, linking Internet resources, importance of customising resources, meta-data/XML Copyright and the licensing of digital resources - text - born digital versus print - digital, the Copyright dearance process, digitisation services, multimedia resources, license agreements Tips for success and conclusions (a librarian's guide to tips for success when becoming involved in these types of initiatives) - designing systems to meet user requirements, collaborating with other support staff Case studies
-
Griesbaum, J.; Rittberger, M.: ¬A collaborative lecture in information retrieval for students at universities in Germany and Switzerland (2005)
0.00
2.6310782E-4 = product of:
0.0039466172 = sum of:
0.0039466172 = product of:
0.0078932345 = sum of:
0.0078932345 = weight(_text_:information in 4356) [ClassicSimilarity], result of:
0.0078932345 = score(doc=4356,freq=8.0), product of:
0.050870337 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.028978055 = queryNorm
0.1551638 = fieldWeight in 4356, product of:
2.828427 = tf(freq=8.0), with freq of:
8.0 = termFreq=8.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.03125 = fieldNorm(doc=4356)
0.5 = coord(1/2)
0.06666667 = coord(1/15)
- Abstract
- K3, work in progress, is an acronym for Kollaboration (collaboration), Kommunikation (communication), and Kompetenz (competence). K3 provides a platform in the context of knowledge management to support collaborative knowledge production in learning environments. The underlying hypothesis states that collaborative discourse conciliates information as well as communication competence in learning contexts. The collaborative, communicative paradigm of K3 is implemented by asynchronous communication tools as a means of constructivist learning methodology. In this paper we will describe a K3 course. The lecture was organized and carried out at two places in two different countries (Germany and Switzerland) with students from different universities in the context of Library and Information Science. The paper informs about the management of the lecture and about the problems we had to run the lecture at two places. The circumstances in coordinating the presentations, the exercises, the examinations and evaluation, and the time schedule are presented. The conclusions of the lecturers and the results of a questionnaire for the students are explained in detail.
- Footnote
- Vortrag, World Library and Information Congress: 71th IFLA General Conference and Council "Libraries - A voyage of discovery", August 14th - 18th 2005, Oslo, Norway.
-
Emmons, S.R.; Light, R.P.; Börner, K.: MOOC visual analytics : empowering students, teachers, researchers, and platform developers of massively open online courses (2017)
0.00
2.3255666E-4 = product of:
0.0034883497 = sum of:
0.0034883497 = product of:
0.0069766995 = sum of:
0.0069766995 = weight(_text_:information in 3827) [ClassicSimilarity], result of:
0.0069766995 = score(doc=3827,freq=4.0), product of:
0.050870337 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.028978055 = queryNorm
0.13714671 = fieldWeight in 3827, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.0390625 = fieldNorm(doc=3827)
0.5 = coord(1/2)
0.06666667 = coord(1/15)
- Abstract
- Along with significant opportunities, Massively Open Online Courses (MOOCs) provide major challenges to students (keeping track of course materials and effectively interacting with teachers and fellow students), teachers (managing thousands of students and supporting their learning progress), researchers (understanding how students interact with materials and each other), and MOOC platform developers (supporting effective course design and delivery in a scalable way). This article demonstrates the use of data analysis and visualization as a means to empower students, teachers, researchers, and platform developers by making large volumes of data easy to understand. First, we introduce the insight needs of different stakeholder groups. Second, we compare the wide variety of data provided by major MOOC platforms. Third, we present a novel framework that distinguishes visualizations by the type of questions they answer. We then review the state of the art MOOC visual analytics using a tabulation of stakeholder needs versus visual analytics workflow types. Finally, we present new data analysis and visualization workflows for statistical, geospatial, and topical insights. The workflows have been optimized and validated in the Information Visualization MOOC (IVMOOC) annually taught at Indiana University since 2013. All workflows, sample data, and visualizations are provided at http://cns.iu.edu/2016-MOOCVis.html.
- Source
- Journal of the Association for Information Science and Technology. 68(2017) no.10, S.2350-2363
-
Becker, D.A.; Dwyer, M.M.: Using hypermedia to provide learner control (1994)
0.00
2.3021935E-4 = product of:
0.00345329 = sum of:
0.00345329 = product of:
0.00690658 = sum of:
0.00690658 = weight(_text_:information in 795) [ClassicSimilarity], result of:
0.00690658 = score(doc=795,freq=2.0), product of:
0.050870337 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.028978055 = queryNorm
0.13576832 = fieldWeight in 795, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.0546875 = fieldNorm(doc=795)
0.5 = coord(1/2)
0.06666667 = coord(1/15)
- Abstract
- Increased learner control is one of the benefits of implementing hypermedia in instructional settings. However, prior research has not determined whether students using hypermedia systems that provide a large amount of learner control actually perceive themselves to be in more control over the learning environment than do student using traditional text-style materials. This is a significant issue because provision of increased control does nothing to help the student unless the student perceives the increased control. Students using hypertext to learn technical information experienced an increased sense of control. Further, it provides preliminary evidence of an increased level of intrinsic motivation to learn among hypertext users. Implications for further research regarding the effects of hypermedia on users' intrinsic motivation are discussed
-
Aston, J.; Slater, J.B.: Potential impact of high speed networking on teaching and learning in universities (1995)
0.00
2.3021935E-4 = product of:
0.00345329 = sum of:
0.00345329 = product of:
0.00690658 = sum of:
0.00690658 = weight(_text_:information in 5779) [ClassicSimilarity], result of:
0.00690658 = score(doc=5779,freq=2.0), product of:
0.050870337 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.028978055 = queryNorm
0.13576832 = fieldWeight in 5779, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.0546875 = fieldNorm(doc=5779)
0.5 = coord(1/2)
0.06666667 = coord(1/15)
- Source
- New review of information networking. 1995, no.1, S.105-118
-
Creanor, L.; Durndell, H.; Primrose, C.: Library and study skills using hypertext : the TILT experience (1996)
0.00
2.3021935E-4 = product of:
0.00345329 = sum of:
0.00345329 = product of:
0.00690658 = sum of:
0.00690658 = weight(_text_:information in 401) [ClassicSimilarity], result of:
0.00690658 = score(doc=401,freq=2.0), product of:
0.050870337 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.028978055 = queryNorm
0.13576832 = fieldWeight in 401, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.0546875 = fieldNorm(doc=401)
0.5 = coord(1/2)
0.06666667 = coord(1/15)
- Abstract
- When the Glasgow University Teaching with Independent Learning Technologies (TILT) project began in Jan 1993, its main aim was to demonstrate how IT could be successfully incorporated into university teaching within a single institution. 4 years later, TILT has demonstrated its value in many areas, particularly in library and study skills. More than 130 institutions both in the UK and overseas are now using the 5 hypertext information skills modules as a resource in their undergraduate teaching, and detailed evaluations of their effectiveness have been carried out. Discusses the development and evaluation of the courseware and details its transformation from Guide through Toolbook to WWW
-
Chan, H.C.; Wei, K.K.; Siau, K.L.: ¬A system for query comprehension (1997)
0.00
2.3021935E-4 = product of:
0.00345329 = sum of:
0.00345329 = product of:
0.00690658 = sum of:
0.00690658 = weight(_text_:information in 422) [ClassicSimilarity], result of:
0.00690658 = score(doc=422,freq=2.0), product of:
0.050870337 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.028978055 = queryNorm
0.13576832 = fieldWeight in 422, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.0546875 = fieldNorm(doc=422)
0.5 = coord(1/2)
0.06666667 = coord(1/15)
- Source
- Information and software technology. 39(1997) no.3, S.141-148
-
Heaton, G.; Kaszuba, S.; D'Agostino, D.: ¬A HyperCard program to assist users at a self-help periodicals information center (1993)
0.00
2.3021935E-4 = product of:
0.00345329 = sum of:
0.00345329 = product of:
0.00690658 = sum of:
0.00690658 = weight(_text_:information in 518) [ClassicSimilarity], result of:
0.00690658 = score(doc=518,freq=2.0), product of:
0.050870337 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.028978055 = queryNorm
0.13576832 = fieldWeight in 518, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.0546875 = fieldNorm(doc=518)
0.5 = coord(1/2)
0.06666667 = coord(1/15)
-
Blazic, B.J.; Law, E.L.-C.; Arh, T.: ¬An assessment of the usability of an Internet-based education system in a cross-cultural environment : the case of the Interreg Crossborder Program in Central Europe (2007)
0.00
2.3021935E-4 = product of:
0.00345329 = sum of:
0.00345329 = product of:
0.00690658 = sum of:
0.00690658 = weight(_text_:information in 1267) [ClassicSimilarity], result of:
0.00690658 = score(doc=1267,freq=2.0), product of:
0.050870337 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.028978055 = queryNorm
0.13576832 = fieldWeight in 1267, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.0546875 = fieldNorm(doc=1267)
0.5 = coord(1/2)
0.06666667 = coord(1/15)
- Source
- Journal of the American Society for Information Science and Technology. 58(2007) no.1, S.66-75
-
Kriegsman, S.: Catalog training for people who are not catalogers : the Colorado Digitization Project experience (2002)
0.00
2.3021935E-4 = product of:
0.00345329 = sum of:
0.00345329 = product of:
0.00690658 = sum of:
0.00690658 = weight(_text_:information in 5462) [ClassicSimilarity], result of:
0.00690658 = score(doc=5462,freq=2.0), product of:
0.050870337 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.028978055 = queryNorm
0.13576832 = fieldWeight in 5462, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.0546875 = fieldNorm(doc=5462)
0.5 = coord(1/2)
0.06666667 = coord(1/15)
- Footnote
- Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part II
-
Catherall, P.: Delivering e-learning for information services in higher education (2004)
0.00
2.2785808E-4 = product of:
0.003417871 = sum of:
0.003417871 = product of:
0.006835742 = sum of:
0.006835742 = weight(_text_:information in 4495) [ClassicSimilarity], result of:
0.006835742 = score(doc=4495,freq=6.0), product of:
0.050870337 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.028978055 = queryNorm
0.1343758 = fieldWeight in 4495, product of:
2.4494898 = tf(freq=6.0), with freq of:
6.0 = termFreq=6.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.03125 = fieldNorm(doc=4495)
0.5 = coord(1/2)
0.06666667 = coord(1/15)
- Abstract
- This book provides a comprehensive overview of e-learning (online learning) systems in the context of system delivery for Higher Education Information Services. The book considers practical issues in choosing a virtual learning environment and discusses a range of issues in implementing, managing and maintaining the service for users. In particular, the issue of accessibility and usability is discussed in the context of recent legislation.
- Content
- Key Features - Jargon-free and aimed at information professionals with Sole/mixed responsibilities - Identifies leading systems, disussing strenghts and weaknesses - Draws examples from current practice in Higher Education - Discusses management and implementation aspects Contents What is online learning What resources are required to provide online learning What systems are available, what are their features What are the support issues in delivering online learning - staff and student support challenges; trends in distance learning and part time study; emergence of ubiquitous student-tutor-system relationship; use of automatic and human support systems; role of support staff and academic tutors in system support; benefits of online vs. hardcopy support documentation How can online learning be made accessible and usable - influence of legislative and Standard-making bodies in accessibility and usability issues, e.g.: Euroaccessibility, W3C (Word Wide Web Consortium); other international guidelines, e.g.: Bobby; access issues in conventional web browsers; overview of accessible web browsers; methods for testing online learning systems for accessibility and usability; suggestions for user feedback; comparison of accessibility across online learning systems How should online learning systems be managed - online course creation; user account creation; Single-signon vs. independent systems; use of templates and global content for generic library resources; considerations for organisation of academic content; security and abuse issues; elearning policy and procedures; role of academic and other staff in supporting online learning; use of elearning Champions or coordinators; procedures for user induction and registration an online courses; models for user support. How should online learning be monitored and quality assured
-
Vishwanatham, R.; Wilkins, W.; Jevec, T.: ¬The Internet as a medium for online instruction (1997)
0.00
1.9733087E-4 = product of:
0.002959963 = sum of:
0.002959963 = product of:
0.005919926 = sum of:
0.005919926 = weight(_text_:information in 524) [ClassicSimilarity], result of:
0.005919926 = score(doc=524,freq=2.0), product of:
0.050870337 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.028978055 = queryNorm
0.116372846 = fieldWeight in 524, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.046875 = fieldNorm(doc=524)
0.5 = coord(1/2)
0.06666667 = coord(1/15)
- Abstract
- Describes the work of a task force of librarians, at Illinois University at Chicago, in developing an introductory course on the online searching of the Internet and which was conducted over the University's electronic mail network. The 16 lesson course was distributed via listserv to students, staff, residents, and faculty (some using university facilities and some using equipment at their home or office) in various locations throughout the state. Initially, more than 450 people subscribes. Subscribers received 2 lessons a week for 8 weeks. Lessons were made available via FTP ot gopher after initial distribution. Content included basic information, troubleshooting advice, and exercises for practice. Pre and post tests were conducted via listserv to assess the participants' prior knowledge and subsequent knowledge gain. Describes the development of the online course, discusses the results of pre and post tests, and notes the implications for the library's instructional role of using an online instruction medium
-
Chen, S.Y.; Macredie, R.D.: Cognitive styles and hypermedia navigation : development of a learning model (2002)
0.00
1.9733087E-4 = product of:
0.002959963 = sum of:
0.002959963 = product of:
0.005919926 = sum of:
0.005919926 = weight(_text_:information in 730) [ClassicSimilarity], result of:
0.005919926 = score(doc=730,freq=2.0), product of:
0.050870337 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.028978055 = queryNorm
0.116372846 = fieldWeight in 730, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.046875 = fieldNorm(doc=730)
0.5 = coord(1/2)
0.06666667 = coord(1/15)
- Source
- Journal of the American Society for Information Science and technology. 53(2002) no.1, S.3-15
-
Johnson, A.M.; Ruppert, S.: ¬An evaluation of accessibility in online learning management systems (2002)
0.00
1.9733087E-4 = product of:
0.002959963 = sum of:
0.002959963 = product of:
0.005919926 = sum of:
0.005919926 = weight(_text_:information in 4786) [ClassicSimilarity], result of:
0.005919926 = score(doc=4786,freq=2.0), product of:
0.050870337 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.028978055 = queryNorm
0.116372846 = fieldWeight in 4786, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.046875 = fieldNorm(doc=4786)
0.5 = coord(1/2)
0.06666667 = coord(1/15)
- Content
- Part of a Special Issue: Accessibility of web-based information resources for people with disabilities: part 2. Vgl. auch unter: http://www.emeraldinsight.com/10.1108/07378830210452640.
