The work has not been graded but I like the output that was submitted to me. Is it possible for the same prof to do the next assignment I will be submitting? If possible, I will greatly appreciate it.
I need my graduate-level annotated bibliography paper revised by 12am today.
I need all grammar errors revised, entire paper in APA format and information narrow down to two pages exact.
Shriner, M. (2006). Critical thinking in higher education: An annotated bibliography. Insight: A Journal of Scholarly Teaching, 159-66.
The article examines books and full-text articles from database use for critical thinking for designing annotated bibliographies for assignments. The articles will cover the list of overview of databases and examples of how annotated bibliographies should appear on students’ assignments. The strength of this article is annotations enhance critical thinking in higher education classroom. Educators believe students using books and full-text articles increase their learning skills on writing papers (Shriner, 2006, p.59).
Tzu-Chi Yang1, t., Gwo-Jen Hwang2, g., & Jen-Hwa Yang, S. j. (2013). Development of
an adaptive learning system with multiple perspectives based on students’
learning styles and cognitive styles. Journal Of Educational Technology &
The Development of an Adaptive Learning System with Multiple Perspectives based on Students’ Learning Styles and Cognitive Styles (Tzu-Chi Yang1, Gwo-Jen Hwang and Jen-Hwa Yang, 2013, p.185). The other researchers discovered an adaptive learning used for both cognitive and learning styles (Tzu-Chi Yang1, Gwo-Jen Hwang and Jen-Hwa Yang, 2013, p.118). Unlike other researchers, the comparison of this study is to develop several learning styles theories. The researchers’ hypothesis is to determine students’ performance with experiment will improve their learning achievement in education. The characteristics of participants were fifty-four students including thirty-two undergraduate and twenty-two graduate students from a computer science department. The participants divided into control (n=7) and experimental group (n=7). The materials used are having students to take the pre-test and post-test and measures the cognitive load and learning motivation occurred in this experiment. Students also tool post-test and answered post questionnaires. The research design is pre-test questionnaires consist of 15 true-or-false questions and 15 multiple-choice questions. Post-Test questionnaires consist of 10 true-or-false questions and 23 multiple-choice questions. Both tests scored by 100-point scale. The hypothesis results illustrate no difference between both test students taken using adaptive learning system in an experiment. The adaptive learning system uses for both learning and cognitive styles adapted to the user interface and learning content for students. The experimental results lead to the systems improved the learning achievements of the students. The unexpected findings are both groups of students was identical presentation style adapted to students’ cognitive styles (Tzu-Chi Yang1, Gwo-Jen Hwang and Jen-Hwa Yang, 2013, p.196). The present research findings presented by researchers explaining the importance of multiple personalization factors in adaptive learning system to deliver effective learning systems (Tzu-Chi Yang1, Gwo-Jen Hwang and Jen-Hwa Yang, 2013, p.186). The findings were important because their limitations, but can provide solutions to the results of the problems. The level of students of students, the difficulty level of learning materials and experimental group more treated control group in different adaptive learning approaches in the case limitations. The implications of this study have plans to apply approach other applications with large sizes affects the results and to control factors may affect students’ learning performances. So, the adaptive learning systems fixed interfaces for cognitive and learning styles (Tzu-Chi Yang1, Gwo-Jen Hwang and Jen-Hwa Yang, 2013, p.197). The developed system in other applications replaces the learning components with new ones. Finally, the researchers developed new adaptive learning systems for new learning materials for students in types of learning components and store in database (Tzu-Chi Yang1, Gwo-Jen Hwang and Jen-Hwa Yang, 2013, p.186).
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