Nira Hativa

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Computer-Guided-Teaching: An Effective Aid for Group Instruction.

Nira Hativa, 1984 .

CAI versus paper and pencil-discrepancies in students' performance

Nira Hativa, Nira Hativa, 1988 .

Competition in individualized CAI

Alan M. Lesgold, Nira Hativa, Shimon Swissa, 1994 .

Designing Flexible Software for the “Electronic Board”

Nira Hativa, 1984 .

Differential Effectiveness of Three Color Treatments in Learning Geometric Concepts via Computer-Guided Teaching

Nira Hativa, Avigdor Teper, Nira Hativa, 1988 .

University instructors' ratings profiles: Stability over time, and disciplinary differences

Nira Hativa, Nira Hativa, 1996 .

The microcomputer as a classroom audio visual device: the concept, and prospects

Nira Hativa, Nira Hativa, 1986 .

Effects of audiovisual stimuli on learning through microcomputer-based class presentation

Nira Hativa, Aliza Reingold, Nira Hativa, 1987 .

Student Conceptions of, and Attitudes toward, Specific Features of a CAI System.

Nira Hativa, 1989 .

Disciplinary differences in teaching and learning : implications for practice

Nira Hativa, Michele Marincovich, Nira Hativa, 1995 .

Active Learning During Lectures

Nira Hativa, 2000 .

Computer Guided Teaching: The Microcomputer Revolution

Nira Hativa, Nira Hativa, 1986 .

Teacher-Controlled Programs for Demonstrating Concepts in Calculus

Nira Hativa, Michael Barall, 1984 .

Differential Characteristics and Methods of Operation Underlying CAI/CMI Drill and Practice Systems

Nira Hativa, Nira Hativa, 1988 .

Planning the Course and the Lesson

Nira Hativa, 2000 .

Timing Students' Answers in CAI.

Nira Hativa, 1991 .

The computer as a tutor — can it adapt to the individual learner?

Alan M. Lesgold, Nira Hativa, Nira Hativa, 1991 .

Course and Lesson Organization

Nira Hativa, 2000 .

Clarifying After Completing Instruction

Nira Hativa, 2000 .

A study of the organization and clarity of mathematics lessonsf

Nira Hativa, 1985 .

What is taught in an undergraduate lecture? Differences between a matched pair of pure and applied disciplines

Nira Hativa, 1995 .

Self learning of negative number concepts by lower division elementary students through solving computer-provided numerical problems

Nira Hativa, Nira Hativa, Dorit Cohen, 1995 .

Socioeconomic Status, Aptitude, and Gender Differences in CAI Gains of Arithmetic.

Nira Hativa, Nira Hativa, Dvora Shorer, 1989 .

Who Prefers What? Disciplinary Differences in Students' Preferred Approaches to Teaching and Learning Styles

Menucha Birenbaum, Nira Hativa, M. Birenbaum, 2000 .

Computer-managed practice: Effects on instructional methods and on teacher adoption

Nira Hativa, David Navon, D. Navon, 1990 .

Integrated learning systems: Problems and potential benefits

Nira Hativa, Henry Jay Becker, Nira Hativa, 1994 .

Becoming a better teacher: A case of changing the pedagogical knowledge and beliefs of law professors

Nira Hativa, 2000 .

What Makes Mathematics Lessons Easy to Follow, Understand, and Remember?.

Nira Hativa, 1983 .

Exemplary University Teachers

Nira Hativa, Nira Hativa, Rachel Barak, 2001 .

History, theory and research concerning integrated learning systems

Nira Hativa, Henry Jay Becker, Nira Hativa, 1994 .

Sigal's Ineffective Computer-Based Practice of Arithmetic: A Case Study

Nira Hativa, 1988 .

Teaching in a Research University: Professors' Conceptions, Practices, and Disciplinary Differences.

Nira Hativa, Nira Hativa, 1997 .

Teaching for Effective Learning in Higher Education

Nira Hativa, Nira Hativa, 2001 .

Computer-Based Integrated Learning Systems: Research and Theory.

Nira Hativa, Henry Jay Becker, 1994 .

What you design is not what you get (WYDINWYG): Cognitive, affective, and social impacts of learning with ils — An integration of findings from six-years of qualitative and quantitative studies

Nira Hativa, Nira Hativa, 1994 .