Um die anderen Arten von Veröffentlichungen zu diesem Thema anzuzeigen, folgen Sie diesem Link: Distance learning of biology.
Dissertationen zum Thema „Distance learning of biology“
Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an
Machen Sie sich mit Top-50 Dissertationen für die Forschung zum Thema "Distance learning of biology" bekannt.
Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.
Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.
Sehen Sie die Dissertationen für verschiedene Spezialgebieten durch und erstellen Sie Ihre Bibliographie auf korrekte Weise.
1
Wesolowski, Meredith C. „Facilitating problem based learning in an online biology laboratory course“. Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 150 p, 2008. http://proquest.umi.com/pqdweb?did=1601519971&sid=6&Fmt=2&clientId=8331&RQT=309&VName=PQD.
Der volle Inhalt der Quelle
2
Ford, William. „Online Learning in Biology: An Investigation into Designing Online Learning Resources“. Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3330.
Der volle Inhalt der QuelleAnnotation:
As technology continues to advance, many instructors are incorporating online activities into their courses. While online learning has several benefits, there is still debate on how instructors can best develop and utilize these resources in their classroom. This study is split into two smaller projects that both aim to provide further insights on how to develop online activities that target undergraduate biology students. The first project revealed that elaborative feedback in a phylogenetic activity was more useful for students who had some exposure to phylogenetics prior to completing the activity. The results of the second project revealed that the appearance of two simulations’ user interfaces does not have a significant effect on learning outcomes. However, many students responded that these simulations did increase their understanding of the concepts, indicating simulations can play an important role in the biology classroom.
3
Jayatilleke, Buddhini Gayathri. „An investigation of teaching and learning biology at a distance : with special reference to Sri Lanka“. Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393203.
Der volle Inhalt der Quelle
4
Barbosa, Pércia Paiva. „Formação continuada, motivação e educação a distância: um estudo com professores de biologia e seus tutores“. Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/81/81133/tde-04052015-163946/.
Der volle Inhalt der QuelleAnnotation:
Ao longo da história brasileira, a área da Educação esteve presente em diversas discussões políticas. Sabe-se que, ainda hoje, são necessárias muitas mudanças a fim de se promover sua almejada melhoria. Dessa forma, a formação de professores bem qualificados tem sido uma das principais medidas adotadas para alcançar o aprimoramento da Educação no país, sendo que, nos últimos 20 anos, a Educação a Distância (EAD) tem sido uma das preferências dos programas de governo para proporcionar tal formação. Nesse novo e conturbado cenário, a reflexão sobre a qualidade dos cursos de formação docente torna-se essencial, além do fato de que tais cursos devem estar adequados às especificidades do grupo que se deseja formar. Sendo assim, acredita-se ser necessário conhecer quem são os professores envolvidos nesses processos de formação, assim como suas motivações ao ingressarem em tais cursos. A partir dessas questões, como objetivo geral, a presente pesquisa pretendeu contribuir para a ampliação dos conhecimentos sobre a motivação de professores de Biologia em cursos de formação docente continuada na modalidade à distância. Como objetivos específicos, pretendeu-se: 1. Identificar as principais motivações dos professores (cursistas) para participarem do Curso de Especialização para Docentes de Biologia (EspBio) do programa Rede São Paulo de Formação Docente (RedeFor) e; 2. Investigar as concepções dos tutores sobre a motivação de tais cursistas, assim como estabelecer quais critérios esses tutores utilizaram para identificar tal motivação. Foram elaborados dois questionários, sendo que um deles foi respondido por 53 cursistas e o outro foi respondido por um grupo de 9 tutores. Como principais resultados, encontrou-se que as principais motivações para ingresso dos professores no EspBio estavam relacionadas à ampliação de conhecimentos e atualização na área de Biologia, além da ampliação de metodologias de ensino. Os docentes também consideraram a aprendizagem na modalidade à distância mais motivadora que a presencial devido à flexibilidade de tempo que a primeira oferece. Os tutores, por sua vez, elencaram como critérios para identificação de docentes motivados ao aprendizado o comportamento ativo dos mesmos (quando participam intensamente do que é solicitado), a busca de informações complementares ao curso, a assiduidade no ambiente virtual de aprendizagem, a preocupação com a qualidade do que era produzido além da preocupação em prestarem esclarecimentos ao tutor quando eventuais contratempos ocorressem. A partir dessa pesquisa acredita-se ser necessário um olhar mais atento para cursos de formação docente, sejam presenciais ou à distância, para que os mesmos possam atender às expectativas dos professores envolvidos, tornando tais cursos mais adequados às especificidades do grupo em questão. Além disso, acredita-se na importância da permanente a capacitação do tutor, já que o mesmo tem grande contribuição para o sucesso da EAD. Por fim, acredita-se que, apesar de os resultados da presente investigação somarem-se aos diversos trabalhos realizados na área em questão, espera-se que maiores estudos sobre o tema sejam realizados, a fim de se contribuir, efetivamente, para a melhoria dos cursos de formação docente.Throughout Brazilian History, Education was present in many political discussions. It is known that, even today, many changes are necessary in order to promote their desired improvement. Thus, the well-qualified teachers learning has been one of the main measures adopted to achieve the improvement of Education in Brazil, where in the last 20 years, Distance Learning (DL) has been one of the preferences of government programs to provide teachers learning. In this new and troubled scenario, the reflection about the quality of teachers learning courses becames essential, beyond the fact that such courses should be appropriate to the specific group it want to form. Thus, it was believed that is necessary to know who are the teachers involved in these formation processing and such as their motivations to enrolling these courses. From these questions, the general objective of the present research is contribute to the expansion of knowledge about the motivation of biology teachers in teacher training courses in distance mode. As specific objectives, we intend to: 1 Identify the motivation of teachers (also called \"cursistas\" in this work) to participate in a specialization course for teachers of biology (EspBio) e; 2. Try to identify the tutors\' conceptions about the motivations of his cursistas, as well as establishing the criteria they used to identify such motivation. Two questionnaires were developed: one was answered by 53 teachers from São Paulo and the other one was answered by a group of nine tutors. As a result it was found that the greatest motivation declared by teachers was related to their improvement and updating knowledge in Biology, beyond the possibility of expands their teaching methodologies in this area. Teachers also considered learning in distance mode more motivating than the classroom because of the flexibility of time that the first offer. The tutors, in their turn, listed as a criterias to identify motivated teachers to learn the active behavior the teachers had in the course (when they participate intensely than is required), the search for additional information, attendance in the virtual learning environment, concern about the quality of what they had produced , besides concern about the clarifications to the tutor when any misadventure happen. From this research, it is believed that a closer look at teacher education courses be necessary, either presencial or at a distance, so that they can meet the expectations of the teachers involved, making these courses more appropriate to the specific group concerned. Furthermore, we believe in the importance of permanent tutor training because they have a great contribution to the success of Distance Learning, even though their role sometimes were neglected. Finally, we believed that, despite the results of this research add up to the various works carried out in the area in question, it is expected that further studies be conducted on the subject, in order to contribute effectively to the improvement of teachers learning courses.
5
Marques, Keiciane Canabarro Drehmer. „FORMAÇÃO CONTINUADA PARA PROFESSORES DE BIOLOGIA: AVANÇOS E DESAFIOS DE UM CURSO EAD“. Universidade Federal de Santa Maria, 2016. http://repositorio.ufsm.br/handle/1/6708.
Der volle Inhalt der QuelleAnnotation:
One of the aims of education is the academic improvement and the search for professional development. Some years after graduation, most of the teachers face the necessity of improvement in methodologies and in each curricular components. In this sense, the in-service education courses could help by supplying part of this deficiency, helping in the renewal about pedagogical practices taking them to restructure and deepen the knowledge developed during graduation. The present master dissertation focuses on developing and evaluating distance learning (EaD) for Biology teachers. The research was divided into three steps. In the first one (E1), we created and sent a virtual investigative questionnaire to Biology teachers asking them what are the areas of Biology they needed more courses and what would be the best way to apply the course. The thematic chosen by the teachers was genetics and the way was by distance learning. Facing the results from the step E1 we created and executed the first edition of a distance learning course for Biology teachers with the thematic Genetics nowadays (E2). In the third step, (E3), we did the restructuring and execution of a second edition of the course. Both editions used the Moodle (an online teaching and learning environment), with weekly activities, always looking for using different virtual tools in each new proposal. As results, we verified that the distance learning courses for Biology teachers is a benefit in the process of in-service education, once this modality helps in the issues of time flexibility, teachers routine organization and avoids commuting. Furthermore, according to the evaluation of the teachers who took the courses, it is possible to see a lack and a wish of participating in more courses with learning purposes, what takes the data obtained in this work to serve as a basis for the creation of new permanent education courses. It is essential that the teacher analyses critically how to use, improve and/or develop didactic materials adapted to their own reality, so that the innovation can be effectively incorporated to the teaching routine.A educação tem como objetivo o aprimoramento acadêmico e a busca pelo desenvolvimento profissional. Após a formação inicial, os docentes deparam-se com a necessidade de aperfeiçoamento acerca de metodologias e de seus componentes curriculares. Desta forma, os cursos de formação continuada ajudam a suprir parte dessa carência auxiliando nas renovações sobre práticas pedagógicas, levando-os a reestruturar e aprofundar conhecimentos desenvolvidos na formação inicial. Neste texto, no presente trabalho, tem-se como foco desenvolver e avaliar cursos de formação continuada para professores de biologia por meio da Educação a Distância (EaD). A pesquisa foi divida em três etapas. Na primeira etapa (E1), elaboramos e enviamos um questionário virtual investigativo para os docentes de biologia responderem indicando as áreas da biologia que mais necessitavam de cursos de formação continuada e a modalidade desejada para realização. A temática escolhida pelos docentes foi da genética e a modalidade foi a Educação a Distância, diante dos resultados da etapa E1 realizamos a etapa seguinte, E2. Nessa, criamos e executamos a primeira edição do curso de formação continuada para professores de biologia por meio da EaD com a temática Genética na atualidade. Na terceira etapa (E3), realizamos a reestruturação e execução da segunda edição do curso. As duas edições do curso utilizaram o Ambiente Virtual de Ensino Aprendizagem (AVEA) Moodle, com atividades semanais ou a cada duas semanas e buscando diferenciar as ferramentas virtuais utilizadas a cada nova proposta. Com a obtenção dos resultados, verificamos que cursos de formação continuada para docentes de biologia por meio da EaD são facilitadores no processo de formação permanente, uma vez que essa modalidade auxilia na questão de flexibilidade do horário, organização da rotina docente e evita deslocamentos. Além disso, de acordo com as avaliações dos professores cursistas, percebe-se uma carência e um desejo por parte dos docentes em participar de mais cursos com finalidades formativas, o que leva os dados obtidos nesse trabalho a servirem de base para construção de novos cursos de formação permanente. Outro passo importante na formação do professor é o estímulo à renovação e adaptação das atividades. É fundamental que o professor analise de modo crítico como utilizar, aprimorar e/ou desenvolver materiais didáticos adaptados a sua própria realidade, para que as inovações possam ser incorporadas de forma efetiva á rotina de ensino.
6
Garman, D. E., und Donald W. Good. „Student Success: A Comparison of Face-To-Face and Online Sections of Community College Biology Courses“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/251.
Der volle Inhalt der Quelle
7
Essington, Garman Deanna, und Donald W. Good. „Student Success: A Comparison of Face- to-face and Online Sections of Community College Biology Course Review of Higher Education & Self Learn“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/284.
Der volle Inhalt der QuelleAnnotation:
The purpose of this quantitative study was to determine if there were significant differences in student success in terms of face-to-face and online biology courses as categorized by gender, major, and age; and as measured by lecture grades, lab grades, and final course grades. The data used for analyses included data from 170 face-to-face sections and 127 online sections from a biology course during the fall and spring semesters beginning fall 2008 through spring 2011. Researchers have reported mixed findings in previous studies juxtaposing online and face-to-face course delivery formats, from no significant differences to differences in grades, learning styles, and satisfaction levels. Four research questions guided this study with data analysis involving t-tests for independent groups and chi-square tests. The results of this study enabled this researcher to note significant differences between grades, success rates by gender, success rates by health and non-health majors, non-traditional age (at least 25 years of age) success rate, and attrition rate for students in the face-to-face course compared to the online students. There was no significant difference found in the success rate for traditional age (less than 25 years of age) students in the face-to-face sections compared to those in the online sections.
8
Moraes, Marcelo Jorge de. „Aplicação de recursos de ambiente virtual de aprendizagem em curso de biologia do ensino médio“. Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/81/81133/tde-20072011-152717/.
Der volle Inhalt der QuelleAnnotation:
Este trabalho refere-se à utilização de um Ambiente Virtual de Aprendizagem (AVA) em um curso presencial de Biologia com alunos do terceiro ano do Ensino Médio. O estudo foi desenvolvido com três turmas distintas nos anos de 2008, 2009 e 2010, em escola particular de São Paulo. O estudo teve por objetivo testar a hipótese de que os estudantes desse contexto buscaram no AVA principalmente um repositório de materiais. Era objetivo, também, verificar a possibilidade de estabelecer interações efetivas através de participação em fóruns. Pelas características metodológicas, o trabalho se enquadrou na categoria de pesquisa-ação. Para seu desenvolvimento utilizaram-se, como fontes de informações, os dados de acessos do AVA, questionários de avaliação do ambiente postados pelos alunos e entrevistas. Para a análise da interação, utilizou-se uma adaptação do modelo de Henri (HENRI apud MCKENZIE e MURPHY, 2000). As análises feitas corroboraram a hipótese inicial de que os alunos buscam no ambiente principalmente os materiais pedagógicos. No tocante à utilização dos fóruns, poucos apresentaram uma interação efetiva, tendo sido testadas algumas possibilidades de atuação pedagógica para favorecer essa interação. São discutidos os fatores que respondem pela baixa adesão aos fóruns. Finalizando a dissertação, são comentadas algumas perspectivas decorrentes do trabalho.This work refers to the use of a Virtual Learning Environment (VLE) for a biology course in attendance for senior high school students. This study was developed with three different groups in the years of 2008, 2009 and 2010, at a private school in São Paulo, Brazil. The objective of this study was to test the hypothesis that students within this context specially used the VLE as a source of studying documents. Another objective was to verify the possibilities of establishing effective interactions through forum participation This study can be classified as an action research due to its methodological characteristics. The sources of information were VLE log data, students evaluation questionnaires and interviews. For interaction analysis, a Henri models adaptation was used (HENRI apud MCKENZIE and MURPHY, 2000). The results endorse the initial hypothesis the students look for studying sources at the virtual environment. In relation to forum use, few students demonstrate effective interaction and some possible teacher mediations that could enrich this interaction were tested. The elements that are related to low forum participation are discussed. Some perspectives driven from this study are brought at the end of the work.
9
Choy, Tze Leung. „Sparse distance metric learning“. Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:a98695a3-0a60-448f-9ec0-63da3c37f7fa.
Der volle Inhalt der QuelleAnnotation:
A good distance metric can improve the accuracy of a nearest neighbour classifier. Xing et al. (2002) proposed distance metric learning to find a linear transformation of the data so that observations of different classes are better separated. For high-dimensional problems where many un-informative variables are present, it is attractive to select a sparse distance metric, both to increase predictive accuracy but also to aid interpretation of the result. In this thesis, we investigate three different types of sparsity assumption for distance metric learning and show that sparse recovery is possible under each type of sparsity assumption with an appropriate choice of L1-type penalty. We show that a lasso penalty promotes learning a transformation matrix having lots of zero entries, a group lasso penalty recovers a transformation matrix having zero rows/columns and a trace norm penalty allows us to learn a low rank transformation matrix. The regularization allows us to consider a large number of covariates and we apply the technique to an expanded set of basis called rule ensemble to allow for a more flexible fit. Finally, we illustrate an application of the metric learning problem via a document retrieval example and discuss how similarity-based information can be applied to learn a classifier.
10
Chang, Hong. „Semi-supervised distance metric learning /“. View abstract or full-text, 2006. http://library.ust.hk/cgi/db/thesis.pl?COMP%202006%20CHANG.
Der volle Inhalt der Quelle
11
Lockwood, Frederick George. „Activities in distance learning texts“. Thesis, Open University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278758.
Der volle Inhalt der Quelle
12
Porter, Mary. „The benefit of distance learning“. CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2776.
Der volle Inhalt der QuelleAnnotation:
This project will address the issues concerning the benefits of distance learning, a growing area in our education system today. Distance learning takes place when the teacher and students are separated, and technology is used to bridge the instructional gap.
13
Wong, Lung-fai, und 黃龍輝. „Using ICT in distance learning to reduce the cultural distance“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29612743.
Der volle Inhalt der Quelle
14
Kielty, Lori S. „Feedback In Distance Learning: Do Student Perceptions Of Corrective Feedback Affect Retention In Distance Learning?“ [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000255.
Der volle Inhalt der Quelle
15
Cossa, Adele. „Communication tools for distance learning students“. Master's thesis, Faculty of Science, 2021. http://hdl.handle.net/11427/33612.
Der volle Inhalt der QuelleAnnotation:
In distance learning, ICT tools are used to bridge the instructional gap caused by physical distance between the lecturer and the student. Therefore, more effective communication tools can help to enhance the success of a distance learning curriculum. Communication barriers such as disconnectedness, conceptual confusion and lack of social pressure to perform, can negatively affect the success of distance learning. Careful design and implementation of contextually appropriate communication tools is vital in a distance learning curriculum. The University of Cape Town (UCT) Conversion Masters in Information Technology (MIT) originally used a tool called Vula for communication between staff and students, as well as student-to-student communication. Vula is UCT's implementation of the Sakai learning management system. Between 2016 and 2018, a major shift was observed in the adoption and use of communication tools within the programme. There was a noticeable decrease in dialogue between students and lecturers on Vula, and an increase in student-to-student communication using WhatsApp. In 2018, the Slack communication tool wasintroduced to the MIT degree with the objective of increasing communication and collaboration between students and lecturers. This study investigates the adoption and use of the three communication tools (Vula, WhatsApp and Slack) within the context of the University of Cape Town MIT programme. The research aims to provide an understanding of communication needs and practice that can inform the design of distance learning programmes and enable them to harness the potential of social communication tool features. The study describes the nature of communication within the UCT MIT degree. The research also explores the functional features of the tools and how they are used, and the frequency of interaction on the various communication platforms within the MIT programme. This is complemented by a survey of current MIT students and their perceptions. The research analysed 2605 communication messages in Vula (UCT's name for the Sakai learning management system), Slack and WhatsApp communication tools over the three-year transition period 2016-2018. Feedback from a student survey, in which 11 respondents completed a questionnaire after an interview, is also presented. Based on questionnaire responses from MIT students, Vula is viewed as the best tool for administrative matters, WhatsApp is preferred for sharing information and checking on peers, and Slack is perceived as best for communication with all types of participants - students, lecturers and tutors. Most respondents rated WhatsApp as accessible, convenient and providing a good experience, while far fewer did so for Vula and Slack. WhatsApp was also seen to be the tool students used to reinforce or follow up on communications posted on the other tools.
16
Lin, Yi-Mei. „Understanding students' technology appropriation and learning perceptions in online learning environments“. Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4130.
Der volle Inhalt der QuelleAnnotation:
Thesis (Ph. D.)--University of Missouri-Columbia, 2005.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (May 25, 2006) Vita. Includes bibliographical references.
17
Blumen, Sheyla, Carol Rivero und Diego Guerrero. „Learning styles and academic achievement in distance learning college students“. Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/100271.
Der volle Inhalt der QuelleAnnotation:
The relationship between learning styles and academic achievement in distance learning college students is analyzed following three steps: The first step identifies the learning style preferences; The second step establishes the relationship between learning styles and academic achievement; The third step analyzes the relationship among learning styles, study habits, and social-academic and technological environment, with academic achievement. Results reveal that theoretic and active learning styles are predominant in undergraduate students while no postgraduate preferences were shown. There is a relationship between undergraduate level and postgraduate level. Recommendations suggesting the continuity of research on this topic are included, in order to consolidate the modality of distance learning at the college level.Se estudia la relación entre estilos de aprendizaje y rendimiento académico en universitarios de educación a distancia en tres etapas. En la primera se establecen las preferencias de los estilos de aprendizaje; en la segunda etapa se establece la relación entre los estilos de aprendizaje y el rendimiento académico; y en la tercera se analizan las relaciones entre los estilos de aprendizaje, los hábitos de estudio y el ambiente socio académico y tecnológico, con el rendimiento académico. Los resultados indican que en los estudiantes de pregrado predominan los estilos de aprendizaje teórico y activo, mientras que no se encuentran preferencias en los estudiantes de posgrado. Se observa relación entre los estilos de aprendizaje y el rendimiento académico en los niveles de pregrado y posgrado y se incluyen recomendaciones para consolidar la educación a distancia en el espacio de la enseñanza superior.
18
Ji, Xiao Fang. „Interactive distance learning environment with multicast support“. Thesis, University of Macau, 1999. http://umaclib3.umac.mo/record=b1636975.
Der volle Inhalt der Quelle
19
Fosseng, Sigurd. „Learning Distance Functions in k-Nearest Neighbors“. Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for datateknikk og informasjonsvitenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-20865.
Der volle Inhalt der QuelleAnnotation:
Normally the distance function used in classification in the k-Nearest Neighbors algorithm is the euclidean distance. This distance function is simple and has been shown to work on many different datasets. We propose a approach where we use multiple distance functions, one for each class, to classify the input data. To learn multiple distance functions we propose a new distance function with two learning algorithms. We show by experiments that the distance functions that we learn yields better classification accuracy than the euclidean distance, and that multiple distance functions can classify better than one.
20
Sachs, Jeffrey. „Creating a systems engineering distance learning experience“. Thesis, Monterey, California. Naval Postgraduate School, 2014. http://hdl.handle.net/10945/44753.
Der volle Inhalt der QuelleAnnotation:
Approved for public release; distribution in unlimited.This thesis investigated alternative online distance learning exercises that can emulate the learning experiences achieved through the conventional physical hands-on systems engineering laboratory or related team project efforts. The proposed approach uses a modified case study methodology to facilitate a structured discussion of system engineering principles. Instead of a detailed narrative to extract learning points in a traditional case study, these exercises are designed to enable the students to fill in the system engineering learning points in a cultural reference. A series of exercises templates has been created and using the “M*A*S*H”© television program as the cultural reference, and an initial series of exercises have been created to demonstrate the concept. These exercises were created to provide a single reference for multiple exercises during the introduction to system engineering classes. By using the same reference throughout the first class, the students will leverage prior familiarity with the topic to reinforce system engineering learning points. By revisiting the same example in classes later in the program, continuity across the program’s class will be highlighted, and the systems engineering learning principles will be demonstrated in a common cultural reference, in this case a historically referenced fictional environment. The two primary objectives of this thesis were to 1) create and document the process for creating future system engineering case studies using a popular cultural reference, and 2) create an initial set of case study exercises that reinforces the systems engineering learning points. A series of 13 case study exercises have been created to meet these objectives.
21
Broihier, Michael G. „Applying technology to Marine Corps distance learning“. Thesis, Monterey, California. Naval Postgraduate School, 1997. http://hdl.handle.net/10945/7979.
Der volle Inhalt der QuelleAnnotation:
Approved for public release; distribution is unlimitedThe purpose of this thesis is to investigate the application of technology to distance learning with the intention of recommending to the Marine Corps a feasible migration path away from its current correspondence program. Currently, the Marine Corps Institute (MCI) administers correspondence courses for both Occupational Skill Development (OSD) and Professional Military Education (PME). Automating and streamlining MCI processes is insufficient considering the pivotal importance distance learning plays in a Marine's career. Current application of technology to distance learning in education, business, and the military is discussed in light of information obtained through interviews, site visits, conferences, and the literature. A non exhaustive list of tangible and intangible costs and benefits related to various distance learning technologies is provided, as well as a template for a distance learning decision mailing process. The process can be used with decision support software to match requirements to technology and select appropriate migration paths through cost benefit analysis. This thesis recommends applying asynchronous methods to OSD courses and a combination of synchronous and asynchronous methods to PME courses. Finally, this thesis recommends changing the current structure and mission of MCI and consolidating its efforts with the College of Continuing Education under the Marine Corps University.
22
Anderson, Mark Robert. „Computer support for distance and distributed learning“. Thesis, University of Liverpool, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367003.
Der volle Inhalt der Quelle
23
Bussa, Naga Raju. „WVU - interactive web based distance learning tool“. Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1116.
Der volle Inhalt der QuelleAnnotation:
Thesis (M.S.)--West Virginia University, 1999.Title from document title page. Document formatted into pages; contains v, 245 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 114-115).
24
Baird, N., und Beer K. De. „Why podcasting in open higher distance learning?“ Interim : Interdisciplinary Journal, Vol 8, Issue 2: Central University of Technology Free State Bloemfontein, 2009. http://hdl.handle.net/11462/366.
Der volle Inhalt der QuelleAnnotation:
Published ArticleThroughout history children have been taught by means of stories told by their parents, and for many centuries this was the primary method of transferring knowledge and information. As time progressed, we spent less and less time listening to stories, although to this day storytelling is still being used as an education methodology. People of our modern century are accustomed to receiving information in an audio format. It is natural for us to absorb information through an auditory medium, and since such information transfer takes place on such a personal level, we tend to form a personal relationship with radio presenters. They become like family members who visit every time one turns on the radio. Podcasting has grown over the past year and is seen as a major leap forward in mobile learning, or as we like to call it, "learning-on-the-go". The learner is able to download lectures or information to his or her iPod or any other MP3 player, and no matter where he is or what he is doing, he will be able to gain knowledge. Whether the learner is working out at the gym or driving a car, the lecturer is always there with him, allowing the learner to constantly absorb information as it is presented in an amazingly personal way. When lectures are presented in this way, it of course remains the learner's responsibility to absorb the information made available to him. The whole idea of self-regulated learning comes to the fore and learners actually take responsibility for what they learn and the pace at which they learn. Lecturers are advised to record their lectures and make them available online as an essential tool in the education process. Language lecturers in particular should use pod casting as the main feature of their courses. Providing learners with a podcast of information on the next face-to-face lecture and having them prepare according to what they have been told in the podcast will truly enhance learning in the lecture room and stimulate discussion. The main aim of all lecturers should be to have their learners prepare to such a degree that all face-to-face sessions become discussion sessions. The iPod and podcasting have changed the face of open higher distance education as we know it. All we need to do is jump aboard and make the most of the amazing opportunities this paradigm shift is offering.
25
Singh, Rupesh Kumar. „Distance Learning and Attribute Importance Analysis by Linear Regression on Idealized Distance Functions“. Wright State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=wright1495909607902884.
Der volle Inhalt der Quelle
26
Williams, H. J. „Postgraduate perspectives of distance e-learning : a qualitative case study of online distance learning in occupational safety and health“. Thesis, University of Salford, 2004. http://usir.salford.ac.uk/2177/.
Der volle Inhalt der QuelleAnnotation:
The use of the Internet as a medium for education has grown exponentially since the mid-1990s. Institutions of higher education are increasingly offering online access to distance education programmes, especially at postgraduate level. Some see e-learning as offering solutions to many problems traditionally associated with distance education. Research into e-learning at a distance has largely focussed on the effectiveness of differing technologies for the delivery of online courses, the emphasis being upon the technology itself, with few studies examining the student experience of this new phenomenon. It is therefore argued that a gap exists, as the views of distance e-learners at postgraduate level have seldom been paid attention, with their specific and individual needs failing to be addressed. This study aims to rectify this gap by examining postgraduates' experiences of e-learning at a distance. The purpose of the study is to inform the future development of elearning at postgraduate level and help determine how higher education can best support this rapidly expanding group of learners. The research presents a qualitative case study of a group of students studying modules from the University of Salford's MSc/Postgraduate Diploma in Occupational Safety and Health in a virtual learning environment called GOLDPhase, which was specifically designed and developed to facilitate the study. Issues related to the students' heightened awareness of their peers, their sensitivity to tutor feedback, and the learning strategies they adopted are identified and discussed. The findings show that e-learning engendered a range of barriers and enhancements for this group of distance learners. The enhancements were largely computer based and barriers were mostly sociological. The findings have implications for both online teaching and online learning strategies. As distance e-learning is in its infancy the study will increase overall understanding in this area and contribute to the growing body of knowledge.
27
Yang, Min. „The viability of online distance learning provision for adult distance learners in Guangdong, China“. Thesis, Nottingham Trent University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.429428.
Der volle Inhalt der Quelle
28
Doughty, Catherine, und Michael Long. „Optimal psycholinguistic environments for distance foreign language learning“. Graduate School of International Development. Nagoya University, 2003. http://hdl.handle.net/2237/6283.
Der volle Inhalt der Quelle
29
Volungevičienė, Airina. „Designing Distance Learning/ Teaching Curriculum Quality Reflective Assurance“. Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080328_114816-20736.
Der volle Inhalt der QuelleAnnotation:
Lifelong learning became a must skill in Europe and all over the World that are affected by rapid social, technological and economical changes in nowadays. Qualitative training and learning process is influenced by many factors that should be carefully examined during the curriculum design phases, as well as during the learning/ teaching process. Distance learning and teaching is the efficient means to implement strategic aims of the system of education: to create learning possibilities for all society members, to contribute to designing effective learning/ teaching process, as well as to ensure more flexile organization of learning activities. While new distance learning/ teaching forms are getting more and more popular, they should be reviewed regularly applying a consistent quality evaluation methodology based on quality criteria and indicators, and distance learning/ teaching curriculum quality should be examined before each learning/ teaching process.
There are some examples of quality assessment methodology prepared for distance learning/ teaching curriculum assessment in Lithuania on practical level allowing assessing distance learning/ teaching curriculum quality before accreditation procedure, however, such factors as analysis of other existing resources for realisation of curriculum online, effectiveness of chosen curriculum design and factors, influencing learning/ teaching process having the current design options, are not assessed at all. Quality assessment... [to full text]Sparčių socialinių, technologinių ir ekonominių pokyčių veikiamoje Europoje mokymasis visą gyvenimą tapo būtinybe. Nuotolinis mokymas(-is) (NM) puikiai sprendžia strateginių švietimo sistemos siekių įgyvendinimą, sukuriant mokymosi galimybes ir efektyvesnį mokymo(-si) procesą, užtikrinant lankstesnį mokymo(-si) veiklos organizavimą. Naujai atsirandančioms NM formoms turi būti taikoma kokybės kriterijų bei rodiklių sistema, o NM turinio kokybė turi būti įvertinama prieš kiekvieną mokymo(-si) organizavimą. Lietuvoje parengtos NM turinio kokybės vertinimo metodikos leidžia įvertinti jo kokybę prieš jo akreditaciją, tačiau pasirinktų NM turinio realizavimo formų ir NM turinio projektavimo strategijos efektyvumas ir poveikis mokymo(-si) organizavimo procesui lieka neįvertinti. Mokymo(-si) turinio kokybės vertinimo proceso metu neužtikrinama konstruktyvaus mokymo(-si) samprata, nes nėra įvertinama, ar NM turinys leis mokymo(-si) organizatoriams savarankiškai veikti individualiose, nenumatytose situacijose mokymo(-si) organizavimo metu. Tačiau kokybės vertinimo metodika negali būti parengta kol nėra nustatyti ir apibendrinti veiksniai, įtakojantys NM turinio kokybę Disertacijoje projektuojamas NM turinio kokybės reflektyvus vertinimo modelis sujungia NM turinio projektavimo ir mokymo(-si) organizavimo procesus. Tyrime nagrinėjamos NM turinio projektavimo teorijos, identifikuojamos turinio kokybės vertinimo dimensijos, operacionalizuojami kokybės vertinimo veiksniai, kurių... [toliau žr. visą tekstą]
30
Ham, Marsha K. „Students' perceptions of Web-based distance learning courses“. Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/279944.
Der volle Inhalt der QuelleAnnotation:
The purpose of this study was to investigate student satisfaction levels with their web-based learning experience. Study sites were three public Doctoral/Research Universities---Extensive. A cross-sectional, web-based survey collected data from students about their perceptions of satisfaction and success in the two months following completion of their spring 2001 courses. Two hundred sixty-nine (269) students enrolled in 40 graduate-level, web-based courses at the three sites were surveyed. Students were divided into two study groups: completers and non-completers. The survey for course completers covered five major topic areas: experience with computers and the Web, course participation, images of self, perceptions of satisfaction and success, and general information. The survey for non-completers covered two topic areas: general information and factors affecting decision to drop from the course. Hierarchical regressions revealed significant relationships between satisfaction and self-efficacy and between self-efficacy and interpersonal control at two sites (p̲ < .05 and p̲ < .001, respectively). Hierarchical regressions also revealed significant relationships between satisfaction and level of communication (p̲ < .01 and p̲ < .05, respectively). When limiting the definition of available technical support to instructor assistance or help from teaching assistants, there appeared to be a significant relationship between available technical support and students' overall success in their courses (p̲ < .05). Students' attitudes about the Web were positively correlated to both their overall satisfaction and success at one site (p̲ < .05) while at the second site attitudes toward the Web were positively correlated only to satisfaction with the course (p̲ < .05). No significant relationships were found between students' participation in collaborative learning activities and satisfaction. The study raises a number of questions related to the relationship of gender to student satisfaction and success and to the relationship of discipline to the structure of the web-based course. Future research can address these relationships to clarify the relationship between students' perceptions of satisfaction and success and the type of learning activities and experiences they encounter in web-based distance courses based on gender and field of study.
31
Lee, Chia-Kun. „Administrative incentives of interorganizational coordination for distance learning“. CardinalScholar 1.0, 2009. http://liblink.bsu.edu/uhtbin/catkey/1466726.
Der volle Inhalt der QuelleAnnotation:
Collaboration has become a critical trend in the field of distance education.
Many studies indicated that academic administrators believe in the positive impact of
distance education, but they did not consider their roles in making distance learning
programs effective. It is beneficial to investigate the administrators’ perceptions of
establishing relationships with the other partners for enhancing the competitive
advantages of their distance learning programs. This study examines the incentives
that drive distance education administrators to consider collaboration. It also reveals
how the administrator’s role influences the function and development of
collaboration.
In order to uncover administrators’ incentives for interorganizational
coordination, this study implemented semi-structured interviews and document
reviews for data collection through a case named INAC, which was an international
academic joint venture by using videoconferencing technology. Eight interviewees
comprised two higher-level administrators, 4 mid-level administrators, and 2 lower
administrators. The open and axial coding techniques were used to process collected
data. The findings indentified four administrative incentives: the opportunity of
international exchanges, technology, organizational prestige, and commercialization.
These incentives influenced the interorganizational coordination in terms of goals
development, participant recruitment, resource leveraging, communication enhancing,
and course design. In addition, the INAC project was compared with the literature
based on Mattessich’s model (2003). It illustrated how the collaboration components,
such as leadership, evaluation, communication, goals, budget, and technology,
influenced the development of interorganizational coordination in the practical
context.Department of Educational Studies
32
Guremen, Inanc Cahit. „GSBPP faculty perceptions of synchronous Distance Learning technologies“. Thesis, Monterey, California. Naval Postgraduate School, 2008. http://hdl.handle.net/10945/3872.
Der volle Inhalt der Quelle
33
Guremen, Inanc Cahit. „GSBPP faculty perceptions of synchronous Distance Learning technnologies“. Monterey, Calif. : Naval Postgraduate School, 2008. http://edocs.nps.edu/npspubs/scholarly/theses/2008/Dec/08Dec%5FGuremen.pdf.
Der volle Inhalt der QuelleAnnotation:
Thesis (M.S. in Management)--Naval Postgraduate School, September 2008.Thesis Advisor(s): Suchan, James. "December 2008." Description based on title screen as viewed on January 28, 2009. Includes bibliographical references (p. 93-97). Also available in print.
34
Taeger, Stephan D. „Using Narrative Distance to Create Transformative Learning Experiences“. BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7359.
Der volle Inhalt der QuelleAnnotation:
This multi-article dissertation focuses on the role of narrative distance in instructional design. Narrative distance is defined <&hyphen>œas the cognitive or emotional space afforded by indirect communication that invites listeners to make sense of content<&hyphen> (Taeger, 2018, p. 6). Whereas fields associated with the arts have long used the indirect nature of story to create powerful experiences, instructional design has not examined how this aspect of narrative might be used in instruction. The first article in this dissertation explores the literature related to narrative distance and how designing for this phenomenon meets many of Wilson and Parrish<'>s (2011) key indicators for transformative learning experiences. This article also suggests six principles for incorporating narrative distance into instructional design. The second article is a qualitative study of six experts from a variety of fields who design narrative distance into their work. Professionals in film, theatre, writing, art, and homiletics were interviewed three times over a period of several months using Fleming, Gaidys, and Robb<'>s (2003) Gadamerian-based hermeneutic approach. The findings from this study discuss further principles and practices for integrating narrative distance into instructional design, especially as it relates to facilitating transformative learning experiences. These principles and practices are organized under four themes: cognitive space, emotional space, invite change, and meaningful content. Further research possibilities related to narrative distance are also briefly mentioned. The third article builds on the findings discussed in article two by offering examples of narrative distance in instruction. In addition, specific design steps are presented to help practitioners create narrative distance in a way that can lead to transformative learning experiences.
35
Mackintosh, Wayne Grant. „Managing open distance learning (ODL) for changing futures“. Thesis, University of Bath, 2006. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440879.
Der volle Inhalt der Quelle
36
Goldspink, Sally. „A phenomenological exploration of adult, asynchronous distance learning“. Thesis, Anglia Ruskin University, 2017. http://arro.anglia.ac.uk/703124/.
Der volle Inhalt der QuelleAnnotation:
This practitioner-led study explores the subjective experience of distance learning. The ability of this mode of education to offer deep learning opportunities is questioned in the academic literature; an impression compounded by the gap between contemporary notions of transformational learning and organisationally led appraisals of distance learning. Therefore, this research is distinct because investigative attention is placed on person-centred understandings of distance learning alumni. To address the research question, the qualitative methodology of Interpretative Phenomenological Analysis (IPA) is used as approach, process and method. The small scale research design features individual, in-depth telephone interviews followed by a transcript verification meeting. In IPA, the power of the single and collective voice of participants is recognised through systematic description and interpretation. To aid reflexivity and rigour, a methodological extension entitled ‘echoes’ innovatively contributes to the six steps of IPA analysis. Interpretative insights reveal the participants’ transformational learning, visible through five pedagogical tenets associated with the notion of self-connected learning. Self-connected learning is an original contribution to educational knowledge, and encapsulates the embodied experience of learning for the self, nurtured in a caring environment to empower ongoing self-efficacy, curiosity and choice. Transformational change is observed when the participants turn their gaze inwards, embracing new ways of thinking and acting, with tutors providing stability whilst encouraging intellectual risk-taking. Importantly, the consequences of the learning experience are noted after course completion through real-life integration. Temporal outcomes show distance learning as conducive to significant and relevant learning when embedded in a learning atmosphere of care, consistency and supportive challenge. The detailed application of IPA allows for transferability, whilst making no claims of generalisability. Instead, ideas are offered to encourage confidence and self-learning via pedagogic assumptions, distance learning curricula, and tutor actions. Recommendations are also suggested regarding future educational research and IPA practice. When distance learning is understood as an embodied experience, new conversations about the integration of humanistic educational ideals can go hand-in-hand with advancements in technology.
37
Marone, April Dawn. „A distance-learning program to serve migrant families“. CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2464.
Der volle Inhalt der QuelleAnnotation:
The education of the children of migrant farmworkers is difficult to manage because of their mobile lifestyle. The dropout rate of these children is extremely high and remains the highest of any group in the United States. This project offers an historical overview of the creation and development of the migrant education programs of today. After examining sample distance learning programs and their important components, this project features a model distance-learning program for migrants. The goal is to create distance learning programs that will allow migrant children to continue school as they travel, guide them to graduation, and lead them toward higher education.
38
Law, Marc Teva. „Distance metric learning for image and webpage comparison“. Thesis, Paris 6, 2015. http://www.theses.fr/2015PA066019/document.
Der volle Inhalt der QuelleAnnotation:
Cette thèse se focalise sur l'apprentissage de distance pour la comparaison d'images ou de pages Web. Les distances (ou métriques) sont exploitées dans divers contextes de l'apprentissage automatique et de la vision artificielle tels que la recherche des k plus proches voisins, le partitionnement, les machines à vecteurs de support, la recherche d'information/images, la visualisation etc. Nous nous intéressons dans cette thèse à l'apprentissage de fonction de distance paramétrée par une matrice symétrique semi-définie positive. Ce modèle, appelé (par abus) apprentissage de distance de Mahalanobis, consiste à apprendre une transformation linéaire des données telle que la distance euclidienne dans l'espace projeté appris satisfasse les contraintes d'apprentissage.Premièrement, nous proposons une méthode basée sur la comparaison de distances relatives qui prend en compte des relations riches entre les données, et exploite des similarités entre quadruplets d'exemples. Nous appliquons cette méthode aux attributs relatifs et à la classification hiérarchique d'images.Deuxièmement, nous proposons une nouvelle méthode de régularisation qui permet de contrôler le rang de la matrice apprise, limitant ainsi le nombre de paramètres indépendants appris et le sur-apprentissage. Nous montrons l'intérêt de notre méthode sur des bases synthétiques et réelles d'identification de visage.Enfin, nous proposons une nouvelle méthode de détection automatique de changement dans les pages Web, dans un contexte d'archivage. Pour cela, nous utilisons les relations de distance temporelle entre différentes versions d'une même page Web. La métrique apprise de façon entièrement non supervisée détecte les régions d'intérêt de la page et ignore le contenu non informatif tel que les menus et publicités. Nous montrons l'intérêt de la méthode sur différents sites WebThis thesis focuses on distance metric learning for image and webpage comparison. Distance metrics are used in many machine learning and computer vision contexts such as k-nearest neighbors classification, clustering, support vector machine, information/image retrieval, visualization etc. In this thesis, we focus on Mahalanobis-like distance metric learning where the learned model is parametered by a symmetric positive semidefinite matrix. It learns a linear tranformation such that the Euclidean distance in the induced projected space satisfies learning constraints.First, we propose a method based on comparison between relative distances that takes rich relations between data into account, and exploits similarities between quadruplets of examples. We apply this method on relative attributes and hierarchical image classification. Second, we propose a new regularization method that controls the rank of the learned matrix, limiting the number of independent parameters and overfitting. We show the interest of our method on synthetic and real-world recognition datasets. Eventually, we propose a novel Webpage change detection framework in a context of archiving. For this purpose, we use temporal distance relations between different versions of a same Webpage. The metric learned in a totally unsupervised way detects important regions and ignores unimportant content such as menus and advertisements. We show the interest of our method on different Websites
39
Reddy, Prashanth R. „A Low Cost Interactive System for Distance Learning“. University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1321645829.
Der volle Inhalt der Quelle
40
Zhang, Yi. „Groupwise Distance Learning Algorithm for User Recommendation Systems“. University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1471347509.
Der volle Inhalt der Quelle
41
Lehr, Rainer Helmut. „Web based distance learning for power system engineering“. Master's thesis, University of Cape Town, 2000. http://hdl.handle.net/11427/5186.
Der volle Inhalt der Quelle
42
Phillips, Alana S. „Retention: Course Completion Rates in Online Distance Learning“. Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822741/.
Der volle Inhalt der QuelleAnnotation:
Online courses in higher education have a reputation for having a lower course completion or retention rate than face-to-face courses. Much of this reputation is based upon anecdotal evidence, is outdated, or is on a small scale, such as a comparison of individual courses or programs of instruction. A causal-comparative analysis was conducted among 11 large, high research public universities. The universities were compared to each other to determine if differences existed between online and face-to-face course completion; undergraduate and graduation online course completion was analyzed for differences as well. The findings suggested the magnitude of the differences between online and face-to-face completions rates was small or negligible. The area which showed a higher magnitude of difference was in the comparison between undergraduate and graduate online course completion; the practical significance could be worth considering for educational purposes.
43
Thomas, Susan Peterson. „An investigation of the mission, vision, funding strategies and student services for distance learning in land grant and state universities“. Diss., Manhattan, Kan. : Kansas State University, 2005. http://hdl.handle.net/2097/141.
Der volle Inhalt der Quelle
44
Gant, Lenora Peters. „The Implementation of Distance Learning In The Electronic Classroom“. Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/26158.
Der volle Inhalt der QuelleAnnotation:
The purpose of this case study research was to identify the factors and supporting strategies that contribute to the implementation of DL instruction in the two-way audio/video (A/V) electronic classroom (EC). A primary goal of this research was to develop an outline of a DL manual that identifies factors and strategies or subject areas that can be used to: (a) contribute to knowledge in the field of practice, (b) improve practice, and (c) improve the quality and success of DL teaching in the EC. Additionally, this study attempted to ascertain the differences and similarities in perceptions among students, facilitators, and training officers who participated in the EC. A list of recommendations are presented at the end of this study; the first list of recommendations suggest areas for the improvement of practice and to influence the quality and success of DL. The second set of recommendations suggest areas for further study to add to knowledge in the field as well as to improve practice.
The case study was completed employing a qualitative methodology using focus group interviews, observations, and written feedback from EC participants. Focus group 1 (data set I) was conducted using a set of 13 pre-determined questions with a total of eleven participants. The EC observations (data set II) was conducted at the Navy Marine Corps Intelligence Training Center (NMITC), Dam Neck, VA with 5 students in attendance. The second focus group (data set III) was conducted with a set of 15 different pre-determined questions with the same 5 students at the NMITC immediately after the observations in the EC. The FGIs and observations were video and audio taped for further review and analysis. Written information reported from two different distant site locations (same course and telecast) was analyzed, coded, and used as data set IV. This data set further clarified and corroborated data generated in data sets I, II, and III.
This case study identified 10 key factors and supporting strategies pertinent to the implementation of DL in the EC. One of the findings in this study was that the roles of the instructor and the facilitator are interwoven; this arrangement is seen as a two-person "team" by this studyâ s participants because the instructor and facilitator are dependent on each other in order to implement DL and ensure quality operations in the EC. This is a new paradigm shift in the instructorâ s role when compared with the conventional classroom instructor. In my examination of the literature, I could not find that this collaborative arrangement of a two-person "team" was addressed. Other findings were: (a) the importance of the student guide and supplemental materials that aided EC interactions and (b) the importance of the EC design as a quality indicator and how it can facilitate a good learning environment.
Based on a synthesis of the data, there was considerable agreement among the users about the factors and strategies used to operationalize DL in the EC. The facilitators and training officers placed more emphasis on the administrative and return on investment aspects of DL -- cost savings, access to training at duty location -- versus the students who placed more stress on instructional strategies â questioning and interaction techniques -- that worked well for them in the EC and the importance of EC courses helping them to keep up to date with job competencies.Ph. D.
45
Roberts, Jennifer M. „A mixed methods study of secondary distance-learning students: Exploring learning styles“. ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/672.
Der volle Inhalt der QuelleAnnotation:
Public education in the United States has experienced an increase in distance-learning (DL) opportunities. Because research has focused on student achievement in post-secondary DL programs, little is known about secondary students' experiences. The purpose of the current study was to explore DL applicability within secondary education. Specific research questions addressed by the concurrent mixed methods nested study included examining students' opinions and experiences in a secondary DL course and determining whether individual learning styles were addressed. Structured interviews, group discussions, and a survey were used to gather data over 2 months from 14 students in grades 9 through 12 participating in a state wide Alabama DL program. Surveys were used to assess and match DL activities to Gardner's 8 learning styles. Interviews and discussions explored students' opinions about activities and components and perceptions of their academic achievement. Quantitative data indicated that students reported some activities related to all learning styles with the greatest coverage observed for linguistic methods. Qualitative data were open and axial coded within each research question and the coded data was analyzed to define common DL practices used to meet specific styles and emergent themes related to student perceptions. Triangulation of results showed DL students felt successful based on their participation in a spectrum of activities including interactive video, e-mail, online discussion boards and tutoring sessions, and self-directed learning. The study contributes to positive social change by documenting a variety of strategies employed to successfully engage secondary DL students who present a variety learning styles and challenges related to DL curricular content and modes of delivery.
46
Hon, Wing-kai. „Distance metrics for phylogenies with non-uniform degrees /“. Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21929506.
Der volle Inhalt der Quelle
47
Dozier, Dara Celeste Reed Cynthia J. „Interactivity, social constructivism, and satisfaction with distance learning among infantry soldiers“. Auburn, Ala., 2004. http://repo.lib.auburn.edu/EtdRoot/2004/SPRING/Educational_Foundations,_Leadership_and_Technology/Dissertation/doziedc_15_Dozier_EdD.pdf.
Der volle Inhalt der Quelle
48
Price, Nancy 1966. „An investigation of the relationships between learning context, student approach to learning and student learning outcomes in distance education /“. Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=20460.
Der volle Inhalt der QuelleAnnotation:
The purpose of the present study was to explore qualitative differences in student learning outcomes in distance education courses. The following relationships were examined within the context of three McGill Distance Education Program courses that vary widely in content and instructional goals: (1) the relationship between learning context, student approach to learning and student learning outcomes; (2) the relationship between student and instructor perspectives of the learning context; and (3) the relationship between type of course, course learning expectations, course structure and design, and the selected method(s) of assessment. The design of this study employed a mixture of both qualitative and quantitative data collection and analysis procedures. The data set included instructor interviews, a qualitative measure of instructor's student learning expectations for their course, qualitative measures of students' course learning expectations, and quantitative measures of students' general learning approach, students' specific approach to learning in their course, and students' positive and negative impressions of their course. (Abstract shortened by UMI.)
49
Gebara, Tammy Teresa. „Comparing A Blended Learning Environment To A Distance Learning Environment For Teaching A Learning And Motivation Strategies Course“. The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274276353.
Der volle Inhalt der Quelle
50
Gallagher, Debra. „Learning styles, self-efficacy, and satisfaction with online learning is online learning for everyone? /“. Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1171920981.
Der volle Inhalt der Quelle