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1
Kennedy, Claire Anne. „How do students learn about distant places? : a critical analysis of how students' perceptions of Ghana change over a unit of work“. Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/270725.
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This thesis draws upon poststructuralist theory, case study methodology, and multiple research methods to explore children’s representations of distant places, particularly African places such as Ghana. It investigates the ways in which a particular group of children’s representations of Ghana can be understood as exemplifying an ‘exoticist’ way of thinking explored by Edward Said in his seminal studies Orientalism (1978) and Culture and Imperialism (1993), and it explores how and to what extent these representations shifted over the course of a unit of geography teaching on Ghana. The research agenda presented here thus focuses (as Said puts it) on the ‘ideas, ... forms, ... images and imaginings’ of contemporary geographies of otherness, and considers geography education furthermore as a form of ‘struggle over geography’ in which different approaches to distant places come into contact, with some approaches becoming more dominant than others. The findings from this thesis therefore help to illuminate contemporary challenges in geographical education regarding distant places, and African distant places in particular.
2
Ko, Leong. „Teaching interpreting by distance mode /“. [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17664.pdf.
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DiMartino, Michael. „A curriculum guide for teaching world geography /“. View abstract, 2000. http://library.ctstateu.edu/ccsu%5Ftheses/1607.html.
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Thesis (M.S.)--Central Connecticut State University, 2000.Thesis advisor: James Snaden. " ... in partial fulfillment of the requirements for the degree of Master of Social Sciences in Geography." Includes bibliographical references (leaves 115-118).
4
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.
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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]
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Knipping, Lars. „An electronic chalkboard for classroom and distance teaching“. [S.l. : s.n.], 2005. http://www.diss.fu-berlin.de/2005/44/index.html.
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陳淑英 und Suk-ying Eva Chan. „Teachers' conceptions of geography teaching and learning“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962786.
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Chan, Suk-ying Eva. „Teachers' conceptions of geography teaching and learning“. Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752194.
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Chow-Kambitsch, Felix C. „Location and distance in economics“. Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:edf567a8-b1ab-4866-a4d9-789a8bfa0af2.
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In this collection of essays, I explore three topics where space and distance plays a fundamental role in international economics. Not only do spatial considerations affect the pattern of trade, the frictions that arise from distance also determine where and how goods are produced and where people live. In Chapter 1, I show that human made locational characteristics can determine the spatial allocation of economic activity. I take the standard core-periphery model and add endogenous housing to its forward-looking dynamic adjustment process. By introducing a model of adjustment with an extra state variable, which I interpret as housing, I show that the distribution of housing allows the model to converge to a unique spatial equilibrium. This explains the observed persistence and robustness of economic agglomerations in the data. Chapter 2 is a theory of task assignment in the production of final goods and across countries. By allowing for tasks to differ in their suitability of being used in the production of multiple goods, my model endogenizes the allocation of tasks in the production of goods that use them. The resulting equilibrium task allocation defines the pattern of off-shoring. Tasks that are used in only one good concentrate in the country with a specialization in production of that good. Tasks used in many goods are allocated across countries, with the more substitutable tasks located in the country with the larger overall output. Gains from off-shoring are derived from a better mix of allocation of tasks into goods as well as larger scale of production. Finally in Chapter 3, I study how real exchange rate fluctuations determine the size and composition of the export sector. Using the methodology set out in Dixit and Pindyck (1994) in a heterogeneous firms model, I determine the set of trigger real exchange rates for entry and exit into exporting. My primary result of this chapter is that exchange rate uncertainty coupled with sunk cost of entry causes hysteresis in the number and productivity of exporting firms. I then extend the model to allow free entry of firms. This explains the stylized fact of the existence of non-exporting firms with higher productivity than some exporting firms.
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De, La Ossa Jessica Lauren. „The Politics of Proximity and Distance: The US-Mexico Border-as-Parallax-Object“. Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/566257.
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This dissertation examines the role of affect and emotion in contemporary citizenship practices along the US-Mexico border. Drawing from mixed qualitative methods, this dissertation employs inter-subjective research practice to understand the entanglement between the state, objects, citizen, and non-citizen along the border. This study presents two interrelated findings: 1) state security objects "impress" and mediate citizen movements, and 2) a dual masculinity of offensive and defensive emerges around compassionate actions toward or distancing actions from migrants in need of aid or assistance. Drawing on Slavoj Žižek, this dissertation explores the border-as-parallax-object to reveal the ways that the border is inscribed beyond the material fence. In this way, this dissertation connects disparate literature within human geography concerning materiality and psychoanalytic theory. By psychoanalytically reading and coding research interviews, this dissertation also develops the concepts of the face-of-the-state and ambivalent citizenship to elucidate the impact of security objects on citizen practices. The findings build toward a new subfield in political geography: emotional border studies.
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Sullivan, Ian W., und n/a. „Explanation in human geography : some implications for teaching“. University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.112319.
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As a teacher of the New South Wales Higher School Certificate
Geography Syllabus in the 1970s, I became aware of problems of
interpretation and implementation of syllabus documents dealing
with models and theories of human aggregate behaviour. A positivistic
underpinning allowed explanation in human geography to employ
deductive - nomological methodology. This field study investigates
a defined literature of academic geography including journals,
and both secondary and tertiary documents to identify the extent
and quality of nomothetic and idiographic traditions from the
late 19th century to the mid 1970s.
The literature prior to the late 1950s revealed a dominant
regional tradition and idiographic methodology with an emphasis
on description of uniqueness of areal phenomena. But underlying
currents of a nomothetic nature, running parallel to this regionalidiographic
tradition,exerted a noticeable challenge to gain acceptance
in geographic circles. This kind of nomothetism was in the
form of environmental determinism which held that physical laws
operating in nature were also at work to shape and direct human
societies. Environmental determinism contained generalised assertions,
enjoyed some appeal, but lacked rigorous justification. Even
within regional frameworks, authors used environmentally induced
determinants to explain the unique character of regions. Not until
the 1930s did environmental determinism lose its appeal, after which
time the regional - idiographic tradition strengthened as an
explanatory mode of human behaviour.
Nomothetism emerged in the late 1950s in Australia in the
application of models and theories explaining human behaviour.
Normative theory was supported by an increased use of quantification
and by the growing preference for systematic studies in
geography. Neither mode of explanation exists at the total exclusion
of the other; so that while nomothetism enjoyed widespread
appeal in academic geography from the late 1950s, significant
challenges were mounted against it because of its inadequacies
as a mode of explaining human aggregate behaviour.
Nomothetic explanation in human geography can be seen at the
research level and in education circles. Many normative models
and theories found their way into senior geography courses to the
extent they promoted a systems approach. Teachers would have been
aware of normative theory in geography from their university
studies and teacher training courses during the late 1950s and
throughout the 1960s.
The tension between associated explanatory modes in systematic
and regional geography becomes apparent in the analysis of the
N.S.W. H.S.C. Geography Syllabus in which confusing statements
raise problems for teachers interpreting and implementing this
prescriptive document.
Given these tensions and problems of explanation in human
geography, the adoption of a critical rationalist viewpoint as
propounded by Karl Popper is suggested as a possible solution
for geography teachers when interpreting a syllabus such as that
of the N.S.W. H.S.C. Falsification rather than verification
should be the node of inquiry towards explanation of human aggregate
behaviour.
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Ho, Shuk-yee Suky, und 何淑儀. „Advanced level geography students' perceptions of teaching pedagogies“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27672566.
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Corney, Graham John. „Geography student teachers' conceptions of teaching environmental topics“. Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10020350/.
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Kwong, Kin-ho Terence. „An evaluation of the teaching of concepts in geography in Hong Kong secondary schools“. Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626603.
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Bargailienė, Lina. „Geografijos mokymas nuotoliniu būdu“. Master's thesis, Lithuanian Academic Libraries Network (LABT), 2005. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2005~D_20050613_184036-42885.
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Topic: distance education on geography.
The target of this master writing is to research the usage of distance education courses
to teach geography.
This title gives overview on history, popularity and the spread of learning on distance
education in Lithuania and the World. It analyses learning procedures and techniques,
overviews existing education courses, evaluates distance education software and web
services, gives overview of the distance learning course development stages, includes sample
courses and even has step-by-step instructions for creating lessons for those courses. Some
distance K-12 classes were observed during the year to realize the need and potential of
distance education.
The need of distance education in Lithuania isconstantly raises with reference to the
information contained in this writing. Sometimes distance education is most convenient and
evens the only way to achieve K-12 education (i.e. for physically disabled people, for children
constantly traveling with their parents, etc.). Students select geography as suitable for distance
education like other non-math disciplines. Great success in developing distance education
geography courses gives the ability to enrich them with visual aids. Sadly not all available
communication techniques are used by distance education in Lithuania and also sometimes
issues with authenticity of qualification and students motivation for learning arise. This gives
an opportunity to improve the procedures.
Hopefully this... [to full text]
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MARTINS, LEONARDO ALVES. „ENVIRONMENTAL EDUCATIONS AND SUSTEINABILITIES: PERSPECTIVES ON THE GEOGRAPHY TEACHING“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27424@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
A presente pesquisa tem como objetivo compreender a Educação Ambiental como eixo de articulação com o ensino de Geografia. Para isto, optou-se por dividir o trabalho em três capítulos, onde pudéssemos abordar, em um primeiro momento, os principais movimentos que ocorreram nas décadas de 1970 e 1980, que iniciaram a discussão sobre as condições de degradação ambiental e qualidade de vida da população mundial que, após o levantamento confeccionado pelo relatório de Brundtland, apresentou a insustentabilidade do modelo vigente. No segundo momento da pesquisa destacou-se a contextualização da E.A no currículo escolar, através da legislação vigente e dos órgãos relacionados à E.A e ao Meio Ambiente. Os Parâmetros Curriculares Nacionais têm um papel importante neste contexto, tendo em vista que os Temas Transversais que compõem este documento apontam para a necessidade do diálogo entre as disciplinas e, notadamente, a importância de uma E.A trabalhada de forma plural, integrando o indivíduo, a natureza e a sociedade. Encerra-se a discussão estabelecendo-se uma avaliação de três obras didáticas, onde identificou-se algumas limitações e alguns avanços no que tange às perspectivas ambientais trabalhadas nas obras que dão suporte à formação do aluno.
The present research has as objective to comprehend the Environmental Education as an articulation axis with the Geography teaching. For this purpose, it was decided to divide the work into three chapters, in which we could in the first moment approach the main movements that in the lasts decades of 1970 and 1980 occurred, and had initiated a debate on the conditions of environmental degradation and quality of life of the global population that, after the evaluation made by the Brundtland report, presented the unsustainability of the current model. In the second movement of the research it was highlighted the contextualization of the E.E in the educational curriculum, through the current law and the related agencies to E.E and the environment. The National Curriculum Parameters have an important role on that context in view of that the cross-cutting themes which comprise this document point to the necessity of dialogue between the disciplines and, notably, the importance of an E.E worked in a plural way, integrating the individual, the nature and the society. The discussion is closed establishing an evaluation of three didactic works, where it was identified some limitations and some advances in relation to environmental perspectives worked in the literatures that support student education.
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Ljungblom, Mia, und Raine Isaksson. „Teaching leadership for improvement : a case study in distance learning effectiveness“. Högskolan på Gotland, Avdelningen för Kvalitetsteknik, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hgo:diva-271.
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Background Leadership is the process of directing the behaviour of others toward the accomplishment of some common objectives. Leadership is influencing people to get things done to a standard and quality above their norm - and doing it willingly. Leading others is not simply a matter of style, or following some how-to guides or recipes. Ineffectiveness of leaders seldom results from a lack of know-how or how-to, nor is it typically due to inadequate managerial skills. Leadership is even not about creating a great vision. It is about creating conditions under which all your followers can perform independently and effectively toward a common objective. Leadership is also a never ending process of self-studies with the purpose to know yourself and your behaviour as individual and in a group better. Understanding group dynamics is essential in order to inspire employees into higher levels of teamwork. It could be argued that for any improvement, leadership forms the main resource basis on which success of change relies. Gotland University has during several years carried out well frequented distance courses in leadership. The typical student is a person with a degree working in some organisation, often in a managerial position. Course assessments have indicated appreciation and a high level of student satisfaction. Purpose The question is if leadership theories and methodologies learnt really are put into use when the course is finished. The main purpose of this research is to explore how current leadership teaching is transferred into practical use in organisations. Another purpose is to see how current management attitudes correspond with the main theories. The results will help to improve the understanding of the practical relevance of different parts of leadership theory. Additionally the role of pedagogy and contextual factors when putting leadership theory into practise are highlighted. Methodology/Approach An alumni database for former students is used for sending a questionnaire asking for the relevance of different topics. Focus is on seeing what parts of theory have been used and to what extent. Based on the first results from the questionnaire a number of interviews are carried out to find out more detailed areas of improvement relating both to what theory to focus on and how to learn. Additionally randomly chosen written reports from courses are used to identify current managerial behaviour. Findings Preliminary findings indicate that theories are being used, but that there is improvement potential (study is still in progress). Limitations The study is limited to the theories used in the current courses. Students are practically all mature students already working. Value Leadership is a practical issue and it is important to know that what is taught is relevant and that it is being used. This paper gives a good indication of the practical relevance of important parts of current leadership theory.
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Puttick, Steven. „Geography teacher's subject knowledge : an ethnographic study of three secondary school geography departments“. Thesis, University of Oxford, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.712039.
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Leung, Pik-sai Tracy, und 梁碧茜. „Using environmental teaching kits in teaching secondary 1-3 geography syllabus in Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30218470.
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Kwan, Kin-sheung. „Implementation of the issues-based approach in teaching certificate geography“. Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35537036.
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Ullman, Hannah Catherine. „Examining Disparities in Long-Distance Travel Access“. ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/821.
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This thesis examines several nuanced issues, including equitable access, regarding long-distance intercity travel. In the United States, studies of transportation equity focus on affordable access to local destinations and basic services. The limited studies of long-distance intercity travel focus on observed demand, ignoring latent or unmet demand. Both quantitative and qualitative data are used to explore the differences between those who participate in long-distance travel and those with unmet need for it. This thesis found that the ability to participate in long-distance travel plays a role in one’s overall well-being. Undertaking long-distance trips facilitates access to opportunity for cultural and educational experiences, as well as the maintenance and creation of social capital, factors which were indicated by study participants.
The first part of the thesis examines equity in access to long-distance travel between individuals by using data from a state-wide survey completed by 2,232 Vermonters for the Vermont Agency of Transportation in 2016. Five ordinal logistic regression models that approximate different levels of realized and unmet travel are used to understand how access to intercity travel differs by socioeconomic, geographic location, and household characteristics. A total of 22 percent of respondents indicated they had unmet demand at least once per year. Furthermore, there was a significant correlation between those who had unmet demand within Vermont and outside of Vermont, proxies for local and intercity travel, respectively. Income level, Internet access, and education level were found to be significant predictors of realized long-distance travel. Household size and composition, household vehicles, age, income, and self-reported urban residence were predictors of both unmet local and long-distance travel need. In addition, full-time employment was significant for local unmet need, while miles to the nearest metropolitan area was a significant predictor for longer travel needs. Models of actual travel were stronger than for unmet demand, indicating that other unmeasured predictor variables may be important, thus requiring qualitative exploration.
The second part of the thesis consists of an in-depth examination using semi-structured interviews regarding intercity travel with 24 women living in Chittenden County, Vermont. In addition to the qualitative survey methods, data from a social network geography survey designed specifically for the study and an overall well-being survey were used. Interviews were coded by theme relating to travel type, barriers to travel, and impact on quality of life. A majority of participants felt long-distance travel was very important or essential to their well-being and they wished to increase the amount they did. Additionally, participants felt the need to meet with friends and family in-person, therefore necessitating long-distance travel to those who lived further away. There was also a discrepancy between the desire to meet with friends and family and how often the participants actually were able to do so. Those with higher incomes had less unmet long-distance travel need.
21
Gaquit, Antonette. „Teaching by distance : A qualitative investigation into upper secondary EFL teachers' perspectives on distance education in the Swedish context“. Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-55535.
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This study aimed to investigate EFL teachers’ perspectives on distance education inthe Swedish context. The ongoing Covid-19 pandemic has fuelled the need toinvestigate teachers’ experiences in the transition from face-to-face to onlineteaching. Five EFL teachers were interviewed to collect qualitative data, which wasanalysed using thematic analysis. The findings show that the participants had bothpositive and negative experiences of distance education. Their overall experience hasshown that there have been affordances and limitations of distance education. Theaffordances of distance education, according to the participants, are that: (1) itenabled the teachers to focus more on students as individuals, (2) it made recordingthe lessons easier, which has made the participants’ work more manageable, and (3)it increased the quality of private conversations with individual students. The resultsalso showed that according to the participating teachers, social interaction with thestudents and assessment practices were negatively affected by distance education.Overall, the participants’ experience of teaching trough distance education has beenchallenging. However, integrating technology in their lessons has enabled creativeplanning.
22
Nieminen, Anna. „Differential concentrations of immigrant groups in Ottawa-Hull: Social distance, socio-economic and family statuses of the traditional versus the non-traditional immigration“. Thesis, University of Ottawa (Canada), 1993. http://hdl.handle.net/10393/6909.
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This study attempts to describe and explain the differential residential concentrations of new immigrant groups in Ottawa-Hull, and to compare these to the concentrations of pre-1967 immigrant groups. The study is limited to an examination of a selection of ethnic and immigrant groups as they are defined in the 1986 Census, the source of the data. An attempt is made to generalize on the results and to identify issues for future research. The results of this study of the differential residential concentrations of ethnic and immigrant groups in Ottawa-Hull indicate that family status, socio-economic status, recency of immigration and language facility are (in 1986) still important variables explaining residential concentration. The influence of each of these factors varies with the ethnic or immigrant group in question. Social distance based on race and visibility does not appear to be, as yet, the most important variable explaining residential concentration of the visible minority groups. (Abstract shortened by UMI.)
23
Kwan, Yim-lin. „A study of the teachers' perceptual understanding of mapwork and their styles of mapwork teaching at forms 1-3 in Hong Kong“. Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/HKUTO/record/B38626986.
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El-adawy, Rasha Mahmoud. „Teaching EAP Through Distance Education: An Analysis of an Online Writing Course“. Thesis, Connect to resource online, 2010. http://hdl.handle.net/1805/2187.
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Thesis (M.A.)--Indiana University, 2010.Title from screen (viewed on July 19, 2010). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Thomas A. Upton, Julie A. Belz, M. Catherine Beck. Includes vitae. Includes bibliographical references (leaves 97-106).
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Hutchinson, Wanda. „Teaching a synchronous distance education course for elementary teachers one professor's perceptions /“. Diss., Mississippi State : Mississippi State University, 2003. http://library.msstate.edu/etd/show.asp?etd=etd-11112003-163405.
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Arinto, Patricia B. „Teaching at a distance in a digital age : perspectives from the Philippines“. Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020020/.
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This qualitative study examines the pedagogical perspectives and priorities underpinning the course design practices of 10 academics engaged in 'open and distance e-learning' (ODeL) at a small single-mode distance education (DE) institution in the Philippines. It also looks at the impact of teaching with Web technologies on course design practices, and its implications for faculty development. The study found that these academics' use of Web tools and resources relates to the importance that they give to independent learning and collaborative learning. However, the study also found that academics hold orientations to teaching and learning with Web technologies that do not necessarily conform with the extremes identified in the literature. Rather than subscribing to either an independent learning approach or a collaborative learning approach, which are presented in some studies and theoretical discussions as opposing approaches underpinned by contrasting orientations to learning, some teachers adopt different pedagogical approaches for different learning contexts, and/or they attempt to balance seemingly oppositional pedagogical approaches. This flexibility comes from their having multiple orientations to learning, which develops from an awareness of the need to take into account, and address tensions among, a range of design factors, including the diversity of learners, disciplinary contexts, and curricular goals. This flexibility in design practice may also be understood as a manifestation of the convergence of an open learning philosophy, distance education pedagogies, and e-learning technologies. Based on these findings, an ODeL teaching skills framework is proposed as part of a holistic and integrated faculty development programme in ODeL. Also outlined are some strategic directions for policy development and organisational restructuring for effective ODeL implementation.
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Mark, Siu-man, und 麥兆文. „Implementation of issue-based approach in teaching junior secondary geography“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962531.
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Kwan, Kin-sheung, und 關健常. „Implementation of the issues-based approach in teaching certificate geography“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35537036.
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Scoffham, Stephen. „Devising geography teaching materials for English primary schools 1980-2000“. Thesis, University of Kent, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365206.
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Mark, Siu-man. „Implementation of issue-based approach in teaching junior secondary geography“. Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23501042.
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Gao, Yan. „SECONDARY HISTORY/SOCIAL STUDIES TEACHERS’ SELF-EFFICACY REGARDING GEOGRAPHY TEACHING“. VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/274.
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Teacher education remains a significant issue affecting the quality of geography instruction in the United States. Teachers’ self-efficacy has been identified as a crucial factor for improving teacher education and promoting educational reform. This study intended to develop a better understanding of the relationships between teacher education programs and secondary history/social studies teachers’ self-efficacy regarding teaching geography, and other demographic factors that could be a possible influence on geography teachers’ self-efficacy. A quantitative research methodology was employed to measure geography teacher efficacy and to explore factors that influence geography teachers’ efficacy in order to identify ways in which preservice and in-service education might better prepare geography teachers. The instrument, the Geography Teaching Belief Instrument (GTEBI), used for data collection was an online survey that was modified from a Science Teaching Efficacy Belief Instrument (STEBI_A) to assess secondary history/social studies teachers’ perceptions of their self-efficacy in geography teaching. Data were gathered from secondary history/social teachers in Virginia. Critical influential factors, geography-related conferences (p<.014), approved teacher licensure education programs (p<.038), and years of teaching experience in geography (p<.004) were found to have a statistically significant relationship with personal geography teaching efficacy. Only the factor, years of teaching experience in geography (p<.002), was found to have a significant relationship with geography teaching outcome expectancy. Findings could result in better teacher education programs for secondary history/social studies teachers in geography teaching and lead to more effective curriculum and instructional practices in teaching geography, thus benefiting student achievement.
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Yeung, Pui-ming Stephen. „Geography teaching and environmental consciousness among Hong Kong secondary school students /“. [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13665698.
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Ip, Kim-wai William. „A study of the conditions influencing the present state of fieldwork teaching in lower secondary schools in Hong Kong“. Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/HKUTO/record/B38626974.
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Lewis, Tracie Olds. „The Preparation of Faculty to Teach Online: A Qualitative Approach“. Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/26750.
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This study used a qualitative approach to explore how faculty were prepared to teach online at institutions of higher education. Six participants, including experienced (with three or more years of experience teaching online) and non-experienced (with less than two years of experience teaching online), were purposely selected to participate. The participants were interviewed concerning their preparation experiences, the preparation activities that were most beneficial to them, and the areas in which they wanted further development for teaching online. Data from the interviews were coded and analyzed. Findings revealed that although institutions were providing activities that faculty members found to be beneficial, workshops and one-to-one assistance, activities that incorporated both technical and pedagogical strategies were still necessary. This study provides information that can be used to assist faculty when preparing to teach online and to assist institutions in redesigning and developing faculty development activities for preparing faculty to teach online.Ph. D.
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Bar-Tal, Smadar. „Teaching modes of teacher-educators teaching distance-learning in a teacher-training college in Israel : a case study“. Thesis, Anglia Ruskin University, 2010. http://arro.anglia.ac.uk/123165/.
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The introduction of technology and the widespread use of ICT in the wealthier nations have led teacher-educators to integrate technological applications in their teaching environment. The research investigated the new teaching modes created by teacher-educators in teacher-training colleges in Israel, due to their transition from traditional teaching to distance-teaching through the Internet. This was a qualitative research using case study within an interpretative paradigm that enabled the researcher to consider the viewpoints of the informants together with her own viewpoint. The research tools included: 14 open interviews, a non-participatory observation, documentation reading and the writing of a personal log. The rich variety of research tools enabled triangulation of data. The conceptual framework of the research was based on theories of teacher-training, distance-teaching, academic disciplines, and several teaching dimensions: organisation and representation of data, organisation and management of teaching and different types of interaction. The research findings indicated intrinsic and extrinsic motives for the teacher-educators transition to distance-teaching. The transition created a pedagogy characterised by four teaching modes that corresponded to different academic disciplines. Each discipline harnessed the technology for intensive use in one or more of the teaching dimensions. The Representation mode used by teacher-educators in the natural sciences and statistics used a large variety of data representations and Internet writing characterised by multiple links. The Interactive mode employed by teacher-educators in the field of literacy principally dealt with formative assessment of the students' writing and used virtual communication tools to tighten the teacher-learner inter-personal interaction. The Organisational mode used in education disciplines focused on organisation and management of teaching and learning through the use of computer applications. The Holistic mode employed by teacher-educators in the fields of education and literature, in substance constituted a combination of all the characteristics of the above-mentioned modes with an emphasis given to social presence of both learners and the teacher. Analysis of the teaching modes led to the creation of a typology of four modes positioned at different points along the following scales: organisation of teaching, flexible – fixed, types of interaction few – multiple; data representation, creative – conservative; computer literate – computer users. There was a clear contrast between teacher-educators teaching education disciplines as a continuation of traditional frontal teaching and those who had previously taught in workshops. At the crossroads of pedagogy with technology, the changes in location, time and lesson character have meant that the implementation of the teaching paradigm of Zeichner and the teaching orientations of Feiman-Nemser have taken on fresh dimensions. The new teaching modes necessitate appropriate training for all teacher-educators working in distance-teaching in accordance with their academic disciplines. The research findings contribute to the reduction of a gap in knowledge concerning the new teaching modes of teacher-educators teaching distance-learning in a teacher-training college in Israel.
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Nolte, Elizabeth G. „Teaching approaches employed by postsecondary education instructors teaching in both the traditional classroom setting and the distance education setting“. Thesis, This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-09182008-063045/.
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Westin, Martin. „No Care for Distance : The (Market) Logic of Regionalizing Maternity Care“. Thesis, Uppsala universitet, Kulturgeografiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-326420.
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A wave of maternity unit closure is sweeping through the North Atlantic zone, leaving rural communities without the care they crucially need. In its wake resistance grows, mobilizing against closures in the face of a discourse of economic efficiency and neoliberal austerity. To understand the issue, research on maternity care and geography offer useful insights on the particular costs and consequences of losing access to care but is less useful for engaging the causes behind them. Not suffering from a lack of critical engagement, Marxist theory enables the wave to be understood in terms of changing political incentives and the ways these have come about. The present essay brings the two fields together in an effort to aid local resistance in rural communities, concluding that regionalization does not operate on a logic of its own as is otherwise stated but on the logic of markets, imposed on governments by the neoliberalization of the Western world and beyond. The essay aims to provide the political-economic framework needed to confrontt he logic of markets, neoliberalism, and the capitalist political-economic system that underline the closures.
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Acheson, Gillian. „Teaching the tool of the trade: an exploration of teachers' beliefs, knowledge, and practices about maps“. Texas A&M University, 2003. http://hdl.handle.net/1969.1/421.
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Maps are the integral tool of geography. The importance of maps to geographic literacy is reflected in the National Geography Standards (Geography Education Implementation Project 1994): the first essential element, the World in Spatial Terms, details the significance of map comprehension to spatial thinking. Despite that centrality, there is little research which tells us how maps are used in the classroom. This study considers Texas teachers' instructional practices with regards to maps. The following questions are addressed: (1) what are teachers' beliefs and knowledge about maps; (2) what are teachers' practices regarding their use; and, (3) to what extent do teachers understand the curricular requirements related to maps?
The study was conducted in two phases. During Phase I, a survey was completed by eighty-eight teacher-members of the Texas Alliance for Geographic Education. In Phase II, eleven teachers were selected from the pool of survey respondents for interviews and classroom observations. Data were analyzed using descriptive statistics and qualitative techniques. Analysis included evaluation of teachers' practices along a map skills continuum, which was adapted from National Assessment of Educational Progress' (NAEP) standards in geography, the National Geography Standards, and the state curriculum, the Texas Essential Knowledge and Skills (TEKS). The continuum evaluated teachers by grade (elementary, middle, or high school) and proficiency (basic, proficient, or advanced). Teachers in Phase II were representative of the grade and proficiency levels of the survey respondents.
Results indicate that map instruction focuses on learning cartographic terminology, performing basic map tasks, and identifying locations. The more advanced tasks illustrated in the continuum are largely absent. The teachers in this study generally had a limited conceptualization of maps and their uses; that limited conceptualization constrained their practices and their understanding of the curricular requirements regarding map skills. Consequently, map instruction does not occur in the rich way conceptualized by the Standards, NAEP, or the TEKS. The implication is that teachers' conceptualization of maps must be improved. This goal could be accomplished by providing teachers with professional development experiences and curricular tools that will enhance their understanding of maps and their many uses.
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Cameron, Nancy G. „Teaching in the Online Environment“. Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/7044.
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Shepherd, Matthew. „Green Space Access in Scottish Cities : GIS Analysis of Accessibility in Scotland's Four Largest Cities“. Thesis, Umeå universitet, Institutionen för geografi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-159783.
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This study looks at the difference in accessibility to green spaces within the four largest Scottish cities. Having access to green spaces provides several physical and mental health benefits while also providing important ecosystem services. Previous studies show that the frequency of use of a green space declines once the distance surpasses 300 m to an access point. Geographic Information Systems (GIS) were used to analyse the service area of an access point to a green space, from which the rate of accessibility is established. The study also analyses the difference in accessibility between Euclidean and network distance. It is found that the Euclidean difference underestimates the distance needed to reach an access point and that 300 m recommendation by Euclidean distance is more closely resembles 500 m network distance. This study recommends that a distinction be made between which measurement metric is used when stating distances regarding accessibility, in order to create a more consistent approach.
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Dolloph, Frances M. „Online higher education faculty perceptions, learning, and changes in teaching /“. Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5296.
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Thesis (Ed. D.)--West Virginia University, 2007.Title from document title page. Document formatted into pages; contains vi, 152 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 110-122).
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Canzonetta, Jordan N. „Common Obstacles in the DL Teaching of Business Writing and Technical Writing: A Practical Guide“. Kent State University Honors College / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1335836541.
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Prisley, Stephen P. „Statistical characterization of area and distance in arc-node geographic information systems“. Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54265.
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While Geographic Information Systems (GIS) have proven to be effective tools for the management and analysis of forest resources data, estimates of the reliability of area and distance measures computed in GIS have been lacking. Using fairly weak assumptions regarding the variability of point location errors, expressions for computing the mean, variance and covariance of polygon area, and an approximate distribution for distance are derived.
Assumptions about point location errors include unbiasedness, independence between X and Y coordinate errors, known and equal variance of errors in X and Y coordinates, and correlation between errors at adjacent points. For the derivation of distance from a point to a line, the assumption of normality of errors is added. Because the variance of polygon area that was derived depends on the location of the centroid, a centroid location which minimizes polygon variance was defined.
After the mean and variance of polygon area errors were obtained, polygon area was shown to be approximately normally distributed in a simulation of errors in regular polygons. Distance between a point and a line consists of two cases: distance from the point to a vertex of the line, and perpendicular distance to a line segment. The square of vertex distance was shown to be distributed as a non-central chi-square random variable when normal errors are assumed. The normal distribution was demonstrated to be a reasonable approximation for perpendicular distance under similar assumptions.
As an application of the polygon variance and covariance formulas, the variability of value of a tract of land was estimated, based upon fixed per-acre values and assumptions regarding variability of location errors. Under moderate assumptions of variability and correlation, the coefficient of variation of mean tract value was 8%. To demonstrate the application of the distribution of distance, a probabilistic point-in-polygon analysis was performed using timber cruise plot locations in a timber stand map. Over half of the plots were ambiguously located when evaluated using the most liberal set of assumptions tested. The advantages and disadvantages of the models developed herein are discussed.Ph. D.
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Hofmann, Juliane. „The best of both worlds : eine Fallstudie zu "Long distance-Transmigranten" zwischen Europa und Neuseeland“. Universität Potsdam, 2006. http://opus.kobv.de/ubp/volltexte/2007/1171/.
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Gegenstand der Publikation ist eine Art der Transmigration, die nicht, wie in der bisherigen Forschungsliteratur aufgezeigt, durch die Überbrückung des Wohlstandsgefälles entsteht, sondern durch die Verwirklichung eines bestimmten Lebensstils. In mehreren Interviews mit drei Seglern, die – neben der Teilnahme an internationalen Regatten – aus Sets verschiedener Motive zwischen Neuseeland und Europa pendeln, wird deren Lebenswelt als "Long distance-Transmigranten" dargestellt und miteinander verglichen. Im theoretischen Teil werden die Befunde der Fallstudie in die wissenschaftliche Debatte eingeordnet. Ein Abriss zur Kritik sowie die Konsequenzen dieser für die Arbeit werden gezogen. Der Nachweis, dass die untersuchten Probanden "Sonderfälle" darstellen, wird erbracht und die Einführung eines eigenen wissenschaftlichen Begriffes für dieses neue Migrationsphänomen erfolgt. Obgleich diese Studie auf einer relativ schmalen empirischen Basis erwachsen ist, zeichnet sie sich durch das innovative Vorgehen der Autorin aus.
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Morgan, Philip Arnold. „Pictures of change : distance learning as an innovation in health sciences“. Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341607.
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Pennington, John Paul. „Reverse Benefits: How Teaching Online Benefits Face-To-Face Teaching for Higher Education Faculty“. Cincinnati, Ohio : University of Cincinnati, 2005. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1115641817.
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Thesis (Dr. of Education)--University of Cincinnati, 2005.Advisor: Janet L. Bohren. Title from electronic thesis title page (viewed Mar. 26, 2009). Includes abstract. Keywords: Distance education; Online Teaching; Traditional Teaching; Higher Education; Faculty; Interaction; Social Constructivism. Includes bibliographical references.
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Swartwout, Nansi A. „An Investigation into Motivations of Instructors Teaching Business and Technical Internet-Based Courses at Two-Year Colleges“. Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3307/.
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This research was conducted to determine why two-year community college instructors teach over the Internet. By understanding why these instructors teach over the Internet, colleges can recruit more instructors to teach using the Web thus allowing colleges to offer more Internet courses. They can also use the information to keep the instructors who are currently teaching over the Internet satisfied, and motivate them to continue to teach. To gather this information, a questionnaire was created and evaluated for reliability and validity during a pilot study. It was then sent to those instructors who taught over the Internet, and had their e-mails available on their campus Website. A 30.5% response rate (N=100) was achieved. The survey was divided into two sections, a demographics section and a Likert scale dealing with motivation. The Likert scale had six choices ranging from strongly agree to strongly disagree and 31 statements. The demographic data were reported and summarized. The Likert items were examined using factor analysis techniques, and a number of components were discovered. Eight components, made up of the 31 variables from the Likert scale were found using the factor analysis. The eight components in order are labeled: Technical and Computer Challenges, School Promotion, Student Preferences, Personal Benefits, Receiving Computerized Assistance, Growth and Knowledge, Textbook Company Assistance, and Pay.
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Porter, Mary. „The benefit of distance learning“. CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2776.
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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.
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Lafaille, Richard. „La géographie et ses marges / par Richard Lafaille“. Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75965.
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Geography is being more and more reduced to only one form of rationality, i.e. technical control. Such narrowness threatens all spiritual life and creativity. It calls on us to find new ways of thinking. Notwithstanding some refreshing break-throughs, especially its opening into literature, humanistic geography cannot be considered an adequate alternative to technical rationality. On the contrary, from a metaphysical perspective, humanism seems to be bordering on the very essence of technology. Its propositions partake of the system of metaphysical oppositions which determine the technological world.From a position which can be defined as a radicalization of phenomenology, and which aims at the removal of some major obstacles to geographical creativity, some of these oppositions are deconstructed. Probing the possibilities of bringing geography and literature closer together, the oppositions set up between geography and literature, the geographical and the literary use of language, metaphorical and literal language, geographical and literary criticism, are understood as prejudices which have contributed to the elimination of all non-technologically oriented endeavors.
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Dubois, Alexandre. „Managing Distance : Small Firm Networks at the Geographic Margins“. Doctoral thesis, Stockholms universitet, Kulturgeografiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-89068.
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Small businesses located in the most sparsely populated and peripheral parts of Europe are frequently believed to be marginalised with respect to the processes of economic globalisation. This thesis proposes to explore an alternative perspective for understanding how small businesses that are located at the geographical margins engage with the globalised economy. Distance is no longer a purely physical phenomenon. Meanwhile, networks are considered to be the primary means for small firms to mobilise external resources and stay competitive. Acknowledging these conceptual shifts, this thesis explores how peripheral small businesses develop network configurations with multiple actors across multiple geographical scales to engage in the global economy. This thesis consists of four papers and a cover essay. The four papers share the theme of the network interaction of small and medium-sized enterprises (SMEs) in peripheral regions and discuss this theme from various perspectives with different research questions. The papers use combinations of quantitative and qualitative analytical methods to empirically investigate the configuration of small firm networks in the case study of Upper Norrland in Sweden. The cover essay introduces the overarching conceptual framework that is grounded in ideas from the seminal work of Granovetter on the social embeddedness of economic interactions and the ‘strength of weak ties’, and this essay contributes to the debate in geography on multi-scalar proximity dynamics. The empirical findings of the papers describe the collaborative and transactional forms of firm relations in peripheral regions and discuss the role of key actors—such as international customers or regional intermediary organisations—in bridging the local and extra-local dimensions of small firm networks. The conceptual contribution of this thesis corroborates the understanding that small firm development requires a balance between regional and international networks. This thesis also contributes to the debate on development policies for peripheral regions by offering insights into the manner in which institutional support for the design and implementation of open, flexible network arrangements may provide a leverage effect for small firm development.At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 3: Submitted. Paper 4: Submitted.