Auswahl der wissenschaftlichen Literatur zum Thema „Educational design in higher education“
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Zeitschriftenartikel zum Thema "Educational design in higher education"
Adilovna, Ganieva Sharifa. „OF TEACHERS OF TECHNOLOGICAL EDUCATION IN HIGHER EDUCATIONAL INSTITUTIONS DESIGN AND ORGANIZATION BASED ON ZION TECHNOLOGIES“. European International Journal of Multidisciplinary Research and Management Studies 02, Nr. 03 (01.03.2022): 93–100. http://dx.doi.org/10.55640/eijmrms-02-03-14.
Der volle Inhalt der QuelleFernández-Sánchez, María Rosa, und Juan Silva-Quiroz. „EMERGING EDUCATIONAL DESIGN IN ONLINE TRAINING IN HIGHER EDUCATION“. Problems of Education in the 21st Century 79, Nr. 3 (10.06.2021): 397–411. http://dx.doi.org/10.33225/pec/21.79.397.
Der volle Inhalt der QuelleMatthews, Judy, und Cara Wrigley. „Design and Design Thinking in Business and Management Higher Education“. Journal of Learning Design 10, Nr. 1 (10.01.2017): 41. http://dx.doi.org/10.5204/jld.v9i3.294.
Der volle Inhalt der QuelleVillanueva Jr., George R. „Design Architecture of FAQ Chatbot for Higher Education Institution“. Journal of Advanced Research in Dynamical and Control Systems 12, Nr. 01-Special Issue (13.02.2020): 189–96. http://dx.doi.org/10.5373/jardcs/v12sp1/20201062.
Der volle Inhalt der QuelleHoppe, Magnus, Mats Westerberg und Eva Leffler. „Educational approaches to entrepreneurship in higher education“. Education + Training 59, Nr. 7/8 (14.08.2017): 751–67. http://dx.doi.org/10.1108/et-12-2016-0177.
Der volle Inhalt der QuelleJose Angel Soliz Gemio. „TRANSLOGICS IN THE TRANSDISCIPLINARY CURRICULA DESIGN OF HIGHER EDUCATION“. Revista Científica Educ@ção 5, Nr. 9 (21.05.2021): 1170–80. http://dx.doi.org/10.46616/rce.v5i9.174.
Der volle Inhalt der QuelleGarzón, J. C. V., M. L. Magrini und E. Galembeck. „EDUCATIONAL TECHNOLOGIES TO EMPOWER HIGHER EDUCATION“. Revista de Ensino de Bioquímica 13 (24.08.2014): 13. http://dx.doi.org/10.16923/reb.v13i2.581.
Der volle Inhalt der QuelleVolkov, S. L., L. V. Kolomiets, O. I. Kiseleva und А. М. Prokopenko. „ORGANIZATIONAL AND INFORMATION DESIGN OF TECHNICAL HIGHER EDUCATION INSTITUTIONS“. Key title: Zbìrnik naukovih pracʹ Odesʹkoï deržavnoï akademìï tehnìčnogo regulûvannâ ta âkostì -, Nr. 1(16) (2020): 6–13. http://dx.doi.org/10.32684/2412-5288-2020-1-16-6-13.
Der volle Inhalt der QuelleKian, Teo Pei. „Creative Teaching Method in Higher Education for Industrial Design Programme“. International Journal of Psychosocial Rehabilitation 24, Nr. 5 (20.04.2020): 5252–59. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020232.
Der volle Inhalt der QuelleSyamalamba, Rani. „Design and Development of Open Educational Resources (OERs) in Higher Education“. Pearl : A Journal of Library and Information Science 11, Nr. 4 (2017): 350. http://dx.doi.org/10.5958/0975-6922.2017.00044.4.
Der volle Inhalt der QuelleDissertationen zum Thema "Educational design in higher education"
Dmytryuk, S. „Educational technologies in art and design higher education of great britain“. Thesis, Diamond trading tour, 2017. https://er.knutd.edu.ua/handle/123456789/8263.
Der volle Inhalt der QuelleNgimwa, Pauline Gachaki. „A collaborative design process for educational digital resources in African higher education“. Thesis, Open University, 2012. http://oro.open.ac.uk/54233/.
Der volle Inhalt der QuelleSethi, Lovleen. „The influence of educational leaders on curriculum design in higher education at a Northeastern U.S. university“. Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10172480.
Der volle Inhalt der QuelleThere is limited literature regarding how higher education leaders influence and shape curriculum do for graduate students. The question is how the curriculum is influenced by higher education leaders. The purpose of this exploratory qualitative study was to discover how those in leadership positions in higher education influence and shape curriculum for business school graduate students. Examining the influence higher education leaders have on curriculum design will provide information to universities to evaluate their current processes and may help universities continue to improve program quality. An exploratory qualitative descriptive approach was taken for this study. Qualitative data was collected via eight interviews with those involved in curriculum design. Specifically, participants for this study were those in leadership positions (administrators, deans, associate deans, and senior faculty) in the masters of business administration (MBA) program at a selected university in the Northeast region of the United States. The data from the interview transcripts were analyzed to discover how those in leadership positions in higher education influence and shape curriculum for business school graduate students. The four major themes identified in this study were flexibility, streamlining, continuous improvement, and innovation. The study revealed that factors such as flexibility, communication (internal and external), adaptability, and technology all contribute to robustness of the graduate business curriculum and are a reflection of how those in leadership positions influence the curriculum. The findings from the study revealed similar views regarding participants’ experiences about their role in influencing and shaping the curriculum, challenges faced, and common experiences among several participants. The study revealed that the participants reported positive feedback on their level of participation with the curriculum design process. The practical implications that may result from the proposed research may explain the current leadership structures, both formal and informal, within department of business. Results of the study may also have the potential to inform the development of future curriculum design efforts to enable current and future department faculty and chairs to influence curriculum design as effectively as possible.
Wells, Cynthia. „Establishing the validity and reliability of the Survey of Higher Education Instructional Practices in the Millennial Age“. Thesis, University of Missouri - Columbia, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10180780.
Der volle Inhalt der QuelleThe primary purpose of this study was to design a valid and reliable survey instrument gauging three concepts; (a) utilization of technology-enhanced instructional practices, (b) perceptions of Missouri higher education faculty concerning self-reported instructor role and (c) perceptions of millennial students’ preferred learning styles. The secondary purpose of this study was to identify differences and similarities among various subsets of the data, examined by investigated concepts, as well as disaggregated by each demographic for individual survey items.
The six independent variables included type of institution, size of institution (based on Carnegie Size Classification), department, rank, gender and age range. The study also included 34 dependent variables divided into three sections. First were 8 items (items 7–14), designed to discern the HE faculty’s self-reported utilization of technology-enhanced instruction in their classroom. Next were 10 items (items 15–24), focusing on faculty perceptions of their instructional role in the classroom. Following were 16 items (items 25–40) asking for self-reported faculty perceptions concerning the learning preferences of higher education students.
The population for this study included 2,978 faculty at a randomly selected group of 15 two-year and four-year, public and private Missouri higher education institutions based on a listing of Missouri higher education institutions provided by the Missouri Department of Higher Education (MDHE). The survey was completed by 249 of these faculty members. Cronbach’s alpha and a pilot survey were conducted to determine validity and reliability. Univariate analyses, including cross tabulations and graphs showing frequency counts and percentages and measures of central tendency and dispersion, consisting of mean, median, mode, standard deviation and variance, were employed to determine utilization of technology-enhanced instruction by Missouri HE faculty as well as perceptions concerning instructional roles and millennial students’ learning characteristics as identified by research. Finally, Chi-square analysis and cross tabulations showing frequency numbers and percentages of each survey item were generated for each of the six demographic items.
The findings confirmed that the Survey of Higher Education Instructional Practices (SHEIP) was a valid and reliable instrument for collecting information concerning utilization of technology-enhanced instruction as well as perceptions of instructor role and students’ preferred learning styles. It was also shown a majority of Missouri higher education faculty are employing technology-enhanced instruction. Findings also indicated percentages of faculty using traditional and contemporary instructor roles were nearly equal. A small percentage more faculty did report using more contemporary instructor roles, but this is a point that could be explored in further research. Furthermore, outcomes indicated that a majority of faculty did agree with the manners which current research indicated millennial students prefer to learn. The theory of disruptive innovation indicated manners in which higher education can implement the change needed to “disrupt” the current system in academia. Research indicates change is needed if higher education is going to prosper in the rapidly changing academic world.
Verbeke, Kristi J. „Competencies for a leadership role in educational development“. Thesis, Wayne State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3613212.
Der volle Inhalt der QuelleBecause the field of educational development (also known as faculty development, academic development, and staff development) is relatively new, very little is known about the competencies required for those who work in the field. Additionally, there are no formal pathways or means of formal preparation for educational developers. This study utilized a mixed-methods research design to explore the competencies required for a leadership role in the field of educational development.
The first part of the study sought to identify these competencies by using the Delphi technique to survey experts in the field. The second part explored whether these competencies were currently represented through content analysis of job postings for educational development leaders. Twenty-two (22) experts from the field of educational development in the United States were selected using purposive sampling and snowball technique. Participants engaged in four rounds of questionnaires during the Delphi survey and generated 66 knowledge, skills, abilities and values required for an educational development leadership position. The expert panel did not agree that 7 of these items belonged on the competency list. An analysis of job postings for educational development leaders revealed an additional 8 competencies not identified in the Delphi study.
Analysis and further refinement of these competencies generated during the Delphi survey and content analysis of job postings resulted in 10 areas of knowledge, grouped into four categories: classroom or disciplinary-based knowledge, educational and instructional knowledge, organizational knowledge, and higher education system knowledge. Nineteen (19) skills or abilities were also identified and grouped into five categories: administrative duties, educational development services, enhancing organizational culture around teaching and learning, professional and scholarly development, and individual and soft skills. Eleven (11) values also emerged.
The research from this study indicates that there is indeed, a formal body of knowledge attributable to the field of educational development, as well as a distinct set of skills and abilities required for successful developers. Better understanding these will help further professionalize the field of educational development and create a formal pathway or means of preparation for those seeking to enter the field.
Brown, Serena. „An Investigation of Faculty Perceptions about Mobile Learning in Higher Education“. Thesis, Nova Southeastern University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10817578.
Der volle Inhalt der QuelleAn Investigation of Higher Education Faculty About Mobile Learning. Serena Brown, 2018; Applied Dissertation, Nova Southeastern University, Abraham S. Fischler College of Education. Keywords: mobile learning, mobile devices, technology integration, learning engagement, instructor perceptions, MLPS, UTAUT.
This applied dissertation was designed to investigate instructor perceptions about mobile learning among instructors in higher education. The study included the areas of influences of mobile technologies over the approaches of teaching and learning, use of mobile learning technologies to develop class instruction, use of mobile learning for professional learning, influences of mobile learning over the restrictions of time and space when acquiring knowledge anytime, anywhere, and mobile learning to facilitate teacher-student communications. An additional objective of this study was to add a more current literature source to the existing literature addressing instructor perceptions about mobile learning in higher education.
The writer used the Mobile Learning Perception Scale, a quantitative survey, using a cross-sectional survey design collecting data at one point in time during the study with nonprobability convenience sampling.
An overall analysis of the data revealed higher education instructors agreed (mean = 3.81, median = 4.00, mode = 4) with K12 teachers (mean = 4.09, median = 4.00, mode = 4) mobile learning techniques and tools were beneficial for use in the approaches to teaching and learning, influential in the development of classroom instruction strategies, useful for professional learning, influential over the restrictions of time when acquiring knowledge anytime, anywhere, and useful for facilitating teacher-student communication.
The results of this study provide administrators the benefit of insight into instructors’ perceptions and attitudes of mobile learning at the higher education level. Knowing higher education instructors’ perceptions and attitudes about mobile learning afford the institution a much-needed understanding of the direct determinants and influencing key moderators which inform behavioral intention and use of mobile learning technologies (Venkatesh, Morris, Davis, & Davis, 2003).
Wright, Rebekah E. „OER Adoption in Higher Education| A Case Study of Stakeholders' Perceptions at a Florida State College“. Thesis, Nova Southeastern University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10982191.
Der volle Inhalt der QuelleThe purpose of this case study was to document stakeholders’ perceptions of adopting and integrating OER materials in higher education. Specifically, this study sought to understand the perceptions of institutional faculty, librarians, instructional designers, and students with the adoption and use of OER at a state college in east Florida. Semi-structured interviews were conducted with institutional faculty, librarians, and instructional designers. A survey was distributed to students enrolled in OER integrated courses during the Spring semester. Theoretical perspectives on the adoption and diffusion of OER as an innovation were grounded in Roger’s Diffusion of Innovation theory.
An analysis of the data revealed that stakeholder perceptions are a key factor in the rate of adoption and diffusion within the institution. Faculty perceptions of resource quality and time involved to curate the resources proved challenging for OER adoption and integration. Instructional designers perceived the resources as time consuming yet highly accessible. Librarians perceived the resources as beneficial, but a lack of awareness and understanding of licensing rules made adoption and integration challenging. Students perceived the resources as advantageous, above average in quality, and just as effective as traditional textbooks. Despite the challenges presented, stakeholders agreed that access to the resources and the cost savings for students were significant enough to outweigh the time involved to locate, adapt, implement, and utilize the resources.
Kohler, Hannah. „A Mixed Method Analysis on the Relationship between Engagement, Achievement, Satisfaction, and Syllabus Design in a Private Midwest University“. Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13426661.
Der volle Inhalt der QuelleBackground: Online learning is now at the forefront of education, making a college degree more accessible than ever before. With online enrollments at an all-time high, quality instruction is essential to the sustainability of the institution and ultimately affects student enrollment and retention. Research exists on the effectiveness of syllabus design and the use of inventories, but the gap in the existing literature lies in combining the two.
Purpose: The purpose of this mixed methods study was to analyze possible relationships between syllabus design and student achievement, student engagement, student satisfaction, faculty instruction, and faculty satisfaction.
Research Design: An Online Syllabus Inventory (OSI) was developed as an evaluative and instructional tool and served as the independent variable for syllabus design between administration of control and experimental courses.
Data Collection and Analysis: This mixed methods study synthesized quantitative and qualitative data gathered from 28 online courses and 379 students. Data sources included student analytics from a learning management system, course evaluations from a student information system, and feedback from study participants.
Findings: In the domain of student achievement, a significant difference was found between two control and experimental courses. In the domain of student engagement, a significant difference was found in six courses. Among the sample, course-level factors were found to be significantly different in the domain of student satisfaction. No significant difference was found among instructor-level factors.
Bese, Terry Lane. „Effective online lectures| Improving practice through design and pedagogy“. Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10027826.
Der volle Inhalt der QuelleThe purpose of this research project was to improve the practice of using online lectures at a small private university. Using action research methodology, the researcher worked with a group of five university instructors to refine the use of online lectures through design and pedagogical practice. Beginning with a template or guide based on the literature, the instructors developed online lectures connected with a student activity. Following the principles of the TPACK framework, instructors were urged to develop student activities that worked best for their specific content as well as their desired student outcomes. Two cycles of implementation, analysis, and modification were used to refine the template and the student activities.
Data were gathered from the students who viewed the online lectures and from the faculty through focus group meetings after each cycle. Analysis of both the students’ experience and the instructors’ experience led to minor changes in the template but more significant changes to the associated student activities.
Findings suggest that the effective use of online lectures depends largely on the student activity included with the lecture; in other words, pedagogy is at least as important as design. Other factors, such as practice and experience with developing online lectures are needed to develop the instructors’ expertise with both technical issues as well as pedagogical issues. Although the online lecture template and suggested activities list were honed to a degree of effectiveness, it will take an ongoing process of analysis and modification to keep this tool relevant in the coming years.
Marshall, Henry J. Jr. „Faculty Members' Best Practice Standards in the Design of Higher Education Online Courses“. University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1438618742.
Der volle Inhalt der QuelleBücher zum Thema "Educational design in higher education"
Coates, Hamish. Higher Education Design. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9216-4.
Der volle Inhalt der QuelleWashington (State). Higher Education Coordinating Board. Design for the 21st century: Expanding higher education opportunity in Washington. Olympia, Wash: The Board, 1990.
Den vollen Inhalt der Quelle findenWashington (State). Higher Education Coordinating Board. Design for the 21st century: Expanding higher education opportunity in Washington. Olympia, Wash: The Board, 1990.
Den vollen Inhalt der Quelle findenBenjamin, Roger W. Restructuring higher education--by design. Santa Monica, Calif: Rand, 1993.
Den vollen Inhalt der Quelle findenDavies, Mark A. P. Prospectus design in higher education. Loughborough: LoughboroughUniversity Business School, 1993.
Den vollen Inhalt der Quelle findenGraham, Gibbs, Open University. Institute of Educational Technology., Centre for Higher Education Practice. und Open University. Course Design in Higher Education Course Team., Hrsg. [Course design in higher education]. Milton Keynes: Open University, 1999.
Den vollen Inhalt der Quelle findenMelles, Gavin, Hrsg. Design Thinking in Higher Education. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5780-4.
Der volle Inhalt der QuelleInformed design of educational technologies in higher education: Enhanced learning and teaching. Hershey, PA: Information Science Reference, 2012.
Den vollen Inhalt der Quelle findenTipton, Mary H. Instructional design: Theory, higher education, and teacher education : a selected bibliography. Englewood Cliffs, N.J: Educational Technology Publications, 1994.
Den vollen Inhalt der Quelle findenLight, Richard J. By design: Planning research on higher education. Cambridge, Mass: Harvard University Press, 1990.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Educational design in higher education"
Zenke, Paul F. „Higher Education Leaders as Designers“. In Design in Educational Technology, 249–59. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00927-8_14.
Der volle Inhalt der QuelleCoates, Hamish. „Education Economy“. In Higher Education Design, 61–72. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9216-4_5.
Der volle Inhalt der QuelleCoates, Hamish. „Higher Education Design“. In Higher Education Design, 1–11. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9216-4_1.
Der volle Inhalt der QuelleFederkeil, Gero, Frans Kaiser, Frans A. van Vught und Don F. Westerheijden. „Background and Design“. In Higher Education Dynamics, 85–96. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-3005-2_6.
Der volle Inhalt der QuelleCoates, Hamish. „Constructing Cultivation“. In Higher Education Design, 153–78. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9216-4_10.
Der volle Inhalt der QuelleCoates, Hamish. „EdTech Establishes“. In Higher Education Design, 13–28. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9216-4_2.
Der volle Inhalt der QuelleCoates, Hamish. „Campus Options“. In Higher Education Design, 29–40. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9216-4_3.
Der volle Inhalt der QuelleCoates, Hamish. „International Connections“. In Higher Education Design, 41–59. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9216-4_4.
Der volle Inhalt der QuelleCoates, Hamish. „Articulating Success“. In Higher Education Design, 73–90. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9216-4_6.
Der volle Inhalt der QuelleCoates, Hamish. „Reforming Assessment“. In Higher Education Design, 91–115. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9216-4_7.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Educational design in higher education"
Angel-Alvarado, Rolando, Miguel R. Wilhelmi und Olga Belletich. „Holistic Architecture for Music Education: A proposal for empirical research in educational situations“. In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8079.
Der volle Inhalt der QuelleRequena, Carmen, Paula Álvarez-Merino und María Plaza-Carmona. „Educational Models against ageism in higher education“. In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7986.
Der volle Inhalt der QuelleD'Itria, Erminia, und Federica Vacca. „Fashion Design for Sustainability. A transformative challenge across the European fashion education system.“ In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13029.
Der volle Inhalt der QuelleZubieta-Ramírez, C., FG Ayala-Aguirre, SL Olivares-Olivares, CM Rodríguez-Pichardo, JA Mendoza-Moreno, S. Huereca-Alonzo und MN Yépiz-Guerrero. „HIGHER EDUCATION STUDENTS’ EXPERIENCE IN A DIGITAL EDUCATIONAL MODALITY“. In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7119.
Der volle Inhalt der QuelleArrambide-Leal, Eduardo J., Vianney Lara-Prieto und Rebeca M. García-García. „Short Videos to Communicate Effectively to Engineering Students“. In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13002.
Der volle Inhalt der QuelleLogue, Pauline Anne. „Promoting Innovation and Creativity in Initial Teacher Technical Education in Ireland: A Case Study“. In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5595.
Der volle Inhalt der QuelleZurru, Antioco Luigi, Antonello Mura und Ilaria Tatulli. „Leave no one behind. Design inclusive motor activities in Primary Teacher Education Courses“. In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9411.
Der volle Inhalt der QuelleCharosky, Guido, Lotta Hassi, Luciana Leveratto, Kyriaki Papageorgiou, Juan Ramos und Ramon Bragos. „Education for innovation: engineering, management and design multidisciplinary teams of students tackling complex societal problems through Design Thinking“. In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8150.
Der volle Inhalt der QuelleArtal-Sevil, Jesús Sergio, Ana Felicitas Gargallo-Castel und Marta Sofía Valero-Gracia. „Flipped teaching and interactive tools. A multidisciplinary innovation experience in higher education“. In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.10990.
Der volle Inhalt der QuelleAraújo, Patrícia. „Training 'CHO’s' Chief Happiness Officers: A Higher Education Course Design Challenge“. In 11th International Conference on Education and Educational Psychology. European Publisher, 2020. http://dx.doi.org/10.15405/epiceepsy.20111.31.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Educational design in higher education"
Morze, Natalia V., und Viktoriia O. Kucherovska. Ways to design a digital educational environment for K-12 education. [б. в.], Juni 2021. http://dx.doi.org/10.31812/123456789/4438.
Der volle Inhalt der QuelleVakaliuk, Tetiana A., Dmytro S. Antoniuk und Vladimir N. Soloviev. The state of ICT implementation in institutions of general secondary education: a case of Ukraine. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3855.
Der volle Inhalt der QuelleNosenko, Yuliya H., Maiia V. Popel und Mariya P. Shyshkina. The state of the art and perspectives of using adaptive cloud-based learning systems in higher education pedagogical institutions (the scope of Ukraine). [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3246.
Der volle Inhalt der QuelleShyshkina, Mariya P. Сервісні моделі формування хмаро орієнтованого середовища вищого навчального закладу. [б. в.], August 2018. http://dx.doi.org/10.31812/0564/2449.
Der volle Inhalt der QuelleFrantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.
Der volle Inhalt der QuelleTumbula, Samuel. Systematic review on the determining factors of school failure in the 1st year of engineering degree courses in Angola. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2022. http://dx.doi.org/10.37766/inplasy2022.11.0111.
Der volle Inhalt der QuelleSowa, Patience, Rachel Jordan, Wendi Ralaingita und Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, Mai 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.
Der volle Inhalt der QuelleZhylenko, Tetyana I. Auto Checker of Higher Mathematics - an element of mobile cloud education. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3895.
Der volle Inhalt der QuelleKorobeinikova, Tetiana I., Nataliia P. Volkova, Svitlana P. Kozhushko, Daryna O. Holub, Nataliia V. Zinukova, Tetyana L. Kozhushkina und Sergei B. Vakarchuk. Google cloud services as a way to enhance learning and teaching at university. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3854.
Der volle Inhalt der QuelleKharadzhian, Natalia, Larysa Savchenko, Karyna Safian, Yuliia Kulinka und Oksana Mykolaivna Kopylova. Future Professional Education Specialists’ Mastering of Project Methodology of Creating Pedagogical Situations in the Service Sector. [б. в.], August 2020. http://dx.doi.org/10.31812/123456789/4142.
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