英语翻译Statistical analysis of quantitative data gathered prior to the first user trials showed that there are a few significant differences between Croatian respondents and the respondents from other countries regarding their attitudes to the u

英语翻译Statistical analysis of quantitative data gathered prior to the first user trials showed that there are a few significant differences between Croatian respondents and the respondents from other countries regarding their attitudes to the u
英语翻译
Statistical analysis of quantitative data gathered prior to the first user trials showed that there are a few significant differences between Croatian respondents and the respondents from other countries regarding their attitudes to the use and value of mobile technology in learning.However,there was a slight difference between Croatian and Austrian respondents,with Croatian students wanting more technology-assisted learning than Austrian students.Furthermore,Croatian students spent less time using their computer on a daily basis than respondents from other countries.
The learning habits of the respondents were quite diverse.It is interesting,for example,that the learning habits of respondents from high schools in Croatia and Great Britain are diametrically opposed.Croatian students are somewhat conservative due to the still widely present ‘excathedra’ education policy in Croatia.Seventy-eight per cent of Croatian HE students and 90% of Croatian HS students prefer to learn alone,and only 10% prefer to learn as part of a group.Other main learning habits include practice (32%),reading (22%) and speaking to others (21%).
Further analysis of data gathered from the initial review questionnaire showed that although all respondents had little experience with e-learning systems,they did prefer delivery of lectures via technology.The result,which identified a desire for an average of 35% of lessons delivered with technology,showed that students are aware of technology and future trends.However,whilst only 3% of HS respondents would prefer the learning process to be fully delivered via technology,only 11% of HE and 6 % of HS students preferred only face-to-face delivery.
Respondents from all partner countries,including Croatian students,were somewhat sceptical about using mobile phones in the learning process.Forty-four per cent of respondents did not know if mobile phone games could be used for education purposes and 34% thought that it was not possible to use mobile game-based learning for educational purposes,while only 20% thought that it was possible.

英语翻译Statistical analysis of quantitative data gathered prior to the first user trials showed that there are a few significant differences between Croatian respondents and the respondents from other countries regarding their attitudes to the u
Statistical analysis of quantitative data gathered prior to the first user trials showed that there are a few significant differences between Croatian respondents and the respondents from other countries regarding their attitudes to the use and value of mobile technology in learning.
收集的数据的统计分析前定量实验也表明,第一个用户有几个非常显著的差异和克罗地亚的受访者受访者来自其他国家对他们的态度和价值的使用移动计算技术在学习.
However,there was a slight difference between Croatian and Austrian respondents,with Croatian students wanting more technology-assisted learning than Austrian students.
然而,会有一种轻微的区别,克罗地亚和奥地利的受访者想要更多的“技术协助和克罗地亚的学生学习比奥地利的学生.
Furthermore,Croatian students spent less time using their computer on a daily basis than respondents from other countries.
此外,克罗地亚学生用他们的电脑,少花时间在每日的生活比受访者来自其他国家.
The learning habits of the respondents were quite diverse.
学习习惯的回答者非常多样化.
It is interesting,for example,that the learning habits of respondents from high schools in Croatia and Great Britain are diametrically opposed.
有趣的是,例如,学习习惯的受访者来自高中在克罗地亚和英国是截然相反的.
Croatian students are somewhat conservative due to the still widely present ‘excathedra’ education policy in Croatia.
克罗地亚学生比较保守一些由于目前的excathedra仍广泛的教育政策在克罗地亚的比赛.
Seventy-eight per cent of Croatian HE students and 90% of Croatian HS students prefer to learn alone,and only 10% prefer to learn as part of a group.
78岁的百分之克罗地亚他的学生和90%的克罗地亚HS学生喜欢学习,只有10%的人更喜欢独自学习作为一组.
Other main learning habits include practice (32%),reading (22%) and speaking to others (21%).
其他主要的学习习惯包括实践(32%),(22%)和口语阅读别人(21%).
Further analysis of data gathered from the initial review questionnaire showed that although all respondents had little experience with e-learning systems,they did prefer delivery of lectures via technology.
进一步的分析从最初的评论收集的数据进行问卷调查,虽然所有受访者的经验有限电子学习系统,他们不喜欢交货的讲座通过技术.
The result,which identified a desire for an average of 35% of lessons delivered with technology,showed that students are aware of technology and future trends.
结果,确定了一个愿望的平均时间为35%的教训交付与技术,表明,学生都意识到技术和今后的发展趋势.
However,whilst only 3% of HS respondents would prefer the learning process to be fully delivered via technology,only 11% of HE and 6 % of HS students preferred only face-to-face delivery.
然而,而仅有3%的受访者表示他们会喜欢HS学习过程中要充分发挥都将通过技术,只有11%的他和6 %对HS学生优先只有面对面的交货.
Respondents from all partner countries,including Croatian students,were somewhat sceptical about using mobile phones in the learning process.
所有的受访者伙伴国家,包括克罗地亚的学生,都有点怀疑使用移动电话的学习过程.
Forty-four per cent of respondents did not know if mobile phone games could be used for education purposes and 34% thought that it was not possib
44个百分点的受访者认为,他们不知道手机游戏可以被用于教育目的和34%认为这是不possib

收集的数据的统计分析前定量实验也表明,第一个用户有几个非常显著的差异和克罗地亚的受访者受访者来自其他国家对他们的态度和价值的使用移动计算技术在学习。然而,会有一种轻微的区别,克罗地亚和奥地利的受访者想要更多的“技术协助和克罗地亚的学生学习比奥地利的学生。此外,克罗地亚学生用他们的电脑,少花时间在每日的生活比受访者来自其他国家。
学习习惯的回答者非常多样化。有趣的是,例如,学习习惯的受访者来...

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收集的数据的统计分析前定量实验也表明,第一个用户有几个非常显著的差异和克罗地亚的受访者受访者来自其他国家对他们的态度和价值的使用移动计算技术在学习。然而,会有一种轻微的区别,克罗地亚和奥地利的受访者想要更多的“技术协助和克罗地亚的学生学习比奥地利的学生。此外,克罗地亚学生用他们的电脑,少花时间在每日的生活比受访者来自其他国家。
学习习惯的回答者非常多样化。有趣的是,例如,学习习惯的受访者来自高中在克罗地亚和英国是截然相反的。克罗地亚学生比较保守一些由于目前的excathedra仍广泛的教育政策在克罗地亚的比赛。78岁的百分之克罗地亚他的学生和90%的克罗地亚HS学生喜欢学习,只有10%的人更喜欢独自学习作为一组。其他主要的学习习惯包括实践(32%),(22%)和口语阅读别人(21%)。
进一步的分析从最初的评论收集的数据进行问卷调查,虽然所有受访者的经验有限电子学习系统,他们不喜欢交货的讲座通过技术。结果,确定了一个愿望的平均时间为35%的教训交付与技术,表明,学生都意识到技术和今后的发展趋势。然而,而仅有3%的受访者表示他们会喜欢HS学习过程中要充分发挥都将通过技术,只有11%的他和6 %对HS学生优先只有面对面的交货。
所有的受访者伙伴国家,包括克罗地亚的学生,都有点怀疑使用移动电话的学习过程。44个百分点的受访者认为,他们不知道手机游戏可以被用于教育目的和34%认为这是不可能的使用移动game-based学习为教育目的,而只有20%的认为那是可能的。

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