Dissertations / Theses on the topic 'Controlled from distance education'
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Hyder, Andrew Charles. "Design and implementation of remotely controlled laboratory experiments." Thesis, Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/33904.
Full textSorensen, Ann L. "Serving students from a distance: A content analysis of persistent characteristics in distance learners." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1539618707.
Full textBaird, Elizabeth Denton. "The Use of Realia in Distance Learning from Museums." NCSU, 2003. http://www.lib.ncsu.edu/theses/available/etd-10292003-131544/.
Full textBice, Lawrence Raymond. "Construction of knowledge about teaching practice and educating students from diverse cultures in an online induction program." Diss., Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/bice/BiceL1205.pdf.
Full textGreenberg, Gary. "From the Ground Up: Conceptions of Quality in Course Design for Web-Supported Education." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1269520873.
Full textLegwold, Scott D. "The development of a process and transistion [sic] plan from classroom-based training to distance learning for the Wisconsin Army National Guard." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998legwolds.pdf.
Full textChen, Baiyun. "EFFECTS OF ADVANCE ORGANIZERS ON LEARNING AND RETENTION FROM A FULLY WEB-BASED CLASS." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2947.
Full textPh.D.
Department of Educational Research, Technology and Leadership
Education
Education: Ph.D.
Gatsha, Godson. "Learning support perceptions and experiences of remote distance learners from marginalised communities in Botswana /." Thesis, Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-04242010-194233.
Full textCrooks, Beryl Eileen. "Students' perceptions of the pedagogic effectiveness for independent learning of mixed media extracts from distance learning materials." Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288929.
Full textEllery, Jane. "Delivering Continuing Education in Health Education using Self-Directed ComputerMediated Instruction: Moving from Intention to Action." Scholar Commons, 2003. https://scholarcommons.usf.edu/etd/1361.
Full textMcFadyen, Angus Kennedy. "Interprofessional education in health and social care : instrument evaluation and results from a controlled longitudinal study." Thesis, Glasgow Caledonian University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443177.
Full textPieterse, Allison. "Who benefits from online education? How the implementation of technology in higher education can result in increasing inequalities in higher education institutions." Master's thesis, Faculty of Commerce, 2021. http://hdl.handle.net/11427/32966.
Full textCorrigan, Julie A. "From Digital Divide to Digital Opportunity: the Adoption of e-Tutoring in a Rural School District." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20297.
Full textTrella, Christopher Andrew. "Influence of distance from the target on total response time, repeated punch force and anaerobic fatigue of amatuer boxers." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1020942.
Full textSilva, Anderson Gabriel Marques da. "Interconnecting controlled synthesis, plasmonic, and catalysis: from education to the next generation of nanomaterials for triggering green transformations." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/46/46136/tde-19092017-102518/.
Full textNão consta resumo na publicação.
Crouse, Tricia Lynn. "Comparisons of the Educational Outcomes from Distance Delivered versus Traditional Classroom Instruction in Principles of Microeconomics." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/10138.
Full textMaster of Science
Barnhart, Tei. "Conceptual frameworks and models for effective delivery of distance education : a planning aid tool derived from multiple case studies." Thesis, Loughborough University, 2002. https://dspace.lboro.ac.uk/2134/6837.
Full textHaihuie, Samuel Songorohuie. "Interpreting adult distance education students' learning practices from a Melanesian sociocultural perspective : a case study from the University of Papua New Guinea Open College." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10019983/.
Full textHuld, Daniel Keith. "From the Whiteboard to the Web: Equipping Administrators to Recruit, Hire, and Induct Top Quality K-12 Online Teachers." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2106.
Full textAcharya, Dev Raj. "Measuring the effectiveness of teaching sex education in Nepalese secondary schools : an outcome from a Randomised Controlled Trial (RCT)." Thesis, Aberystwyth University, 2014. http://hdl.handle.net/2160/7aed061b-668e-4789-879e-b30ba401b6c6.
Full textEllery, Jane. "Delivering continuing education in health education using self-directed computer-mediated instruction [electronic resource] : moving from intention to action / by Jane Ellery." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000052.
Full textvon, Zweigbergk Maria. "Emergency Distance Teaching during the first year of the Covid-19 pandemic : Narratives from upper secondary school teachers in Sweden." Thesis, Linnéuniversitetet, Institutionen för hälso- och vårdvetenskap (HV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104566.
Full textLeung, Wing-chung. "The development of university-level distance education in the context of Hong Kong's transition from a British colony to a special administrative region of China." Thesis, University of Warwick, 1998. http://wrap.warwick.ac.uk/3983/.
Full textFlora, Bethany, Virginia Foley, Deborah Joyner, and Donald W. Good. "From Grapes to Wine: Traditional to Online Doctoral Programs." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/250.
Full textMcVay-Dyche, Jennifer Michelle. "Changing Course: Early Childhood Development Faculty Experiences Transitioning from Traditional to Asynchronous Online Teaching." University of Dayton / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1386890444.
Full textNg, Kwok Chi. "From isolation to interaction? : a case study in the implementation of computer-mediated communication as an innovation in distance education in Hong Kong." Thesis, University of Bristol, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399901.
Full textLudwig, Paul D. Mr. "Defining Higher Education Writing Centers from the Perspectives of Writing Center Directors." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3855.
Full textDaiwei, Olsén Vivi Weiwei. "Lärarupplevelser vid distansundervisning : En kvalitativ studie av upplevelser av ledarskap vid distansundervisning hos en grupp lärare i moderna språk." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-191530.
Full textKovar, Pamela Ann. "Impact of a supervised walking and education program on functional status: results from a randomized controlled trial in patients with osteoarthritis of the knee /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11169473.
Full textTypescript; issued also on microfilm. Sponsor: John P. Allegrante. Dissertation Committee: Bernard Gutin. Includes bibliographical references (leaves 171-185).
Matheson, Catherine. "Optimal cultural distance : a conceptual model of greater and lesser likelihood of participation in higher education by potential entrants from under-represented socio-economic groups." Thesis, City University London, 2006. http://openaccess.city.ac.uk/8572/.
Full textMcHenry, Kristen, S. Alicia Williams, Florence M. Weierbach, Kate E. Beatty, and Brian Cross. "From Opportunity to Necessity: Development of an Asynchronous Online Interprofessional Learning Experience." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/ijhse/vol8/iss1/4.
Full textBest, Ruth. "An Online Statistics Course From Faculty and Students' Perspectives: A Case Study." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2202.
Full textMonteiro, Jussemy Aguiar [UNESP]. "Ensino a distância: educação ou treinamento no PEC/FOR PROF?" Universidade Estadual Paulista (UNESP), 2005. http://hdl.handle.net/11449/96379.
Full textCom o aprofundamento do debate sobre a formação do professor, discutem-se as possibilidades e os limites que nos últimos anos têm sido postos pela concepção, organização e estratégias da formação contínua do magistério dos professores do ensino fundamental. Em uma abordagem histórica inicial, acompanha-se o percurso da formação/qualificação do professor do ensino fundamental durante o século XX até nossos dias. A falta de relação entre a teoria e a prática docente preocupou, em meados do século, a formação oficial, que se contentava em reciclar o professor, descartando seu conhecimento real, introduzindo o novo desconectado do velho. A partir da Conferência Mundial de Educação para Todos, realizada em Jomtien, Tailândia, em março de 1990, um plano de ação foi elaborado para satisfazer às necessidades básicas de aprendizagem, indicando o papel do professor, sua formação inicial e capacitação em serviço. A partir disso a continuidade para a formação de professores do ensino básico, apresenta-se nas últimas décadas como tema obrigatório do centro da cena da educação, legislada pela LDB nº 9394/96, no país e em S. Paulo. Como indicado na LDB, e também como forma de treinar o grande contingente de professores, formados pelo ensino médio, efetivos do ensino fundamental, que estavam em exercício, foi-lhes oferecido o PEC/FOR PROF, programa de educação continuada, em nível superior, modalidade a distância. Para esclarecer este ângulo, utilizaram-se referenciais de bases kuhnianas, como elucidação da mudança de paradigma, específicos a cada um dos problemas evidenciados ao longo deste trabalho...
Considering the deepening debate about teaching development, it is up to date the discussion of possibilities and limits in conceptions, organization and strategies of teaching studies to be developed continuously with primary and high school's teachers. Since the last century till our days, a first historical approach has been made to consider the qualified background of this kind of teacher. The lack of relation between theory and teaching practice was considered a problem, from the middle of the twentieth century, because the official educative rulers was satisfied to recycle teachers, ignoring its previous knowledge, introducing new theories disconnected from the oldest ones. So, since the worldwide meeting about Education for All, held in Jomtien, Thailand, March, 1990, an action plan was elaborated to satisfy basic necessities of learning, indicating a teacher's role and its desired capacity in service. From there on, the continual work with primary school's teachers became a necessary theme for basic programs of learning how to teach, ruled by the law LDB, number 9394/96, in the country and in São Paulo. As indicated by the LDB, and also as a way of training a large group of teachers, effectively working at high schools, it was offered the PEC/FOR PROF, a program of continuous capacity, till a superior level of studies, offered by distance. To achieve this goal, during the development of this work, kuhnians basics were used, for a change of paradigm, specifically chosen for each detected problem... (Complete abstract, click electronic address below).
Faidley, Joel. "Comparison of Learning Outcomes from Online and Face-to-Face Accounting Courses." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3434.
Full textMonteiro, Jussemy Aguiar. "Ensino a distância : educação ou treinamento no PEC/FOR PROF? /." Marília : [s.n.], 2005. http://hdl.handle.net/11449/96379.
Full textBanca: Alonso Bezerra de Carvalho
Banca: César Augusto Minto
Resumo: Com o aprofundamento do debate sobre a formação do professor, discutem-se as possibilidades e os limites que nos últimos anos têm sido postos pela concepção, organização e estratégias da formação contínua do magistério dos professores do ensino fundamental. Em uma abordagem histórica inicial, acompanha-se o percurso da formação/qualificação do professor do ensino fundamental durante o século XX até nossos dias. A falta de relação entre a teoria e a prática docente preocupou, em meados do século, a formação oficial, que se contentava em "reciclar" o professor, descartando seu conhecimento real, introduzindo o novo desconectado do velho. A partir da Conferência Mundial de Educação para Todos, realizada em Jomtien, Tailândia, em março de 1990, um plano de ação foi elaborado para satisfazer às necessidades básicas de aprendizagem, indicando o papel do professor, sua formação inicial e capacitação em serviço. A partir disso a continuidade para a formação de professores do ensino básico, apresenta-se nas últimas décadas como tema obrigatório do centro da cena da educação, legislada pela LDB nº 9394/96, no país e em S. Paulo. Como indicado na LDB, e também como forma de "treinar" o grande contingente de professores, formados pelo ensino médio, efetivos do ensino fundamental, que estavam em exercício, foi-lhes oferecido o PEC/FOR PROF, programa de educação continuada, em nível superior, modalidade a distância. Para esclarecer este ângulo, utilizaram-se referenciais de bases kuhnianas, como elucidação da mudança de paradigma, específicos a cada um dos problemas evidenciados ao longo deste trabalho... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: Considering the deepening debate about teaching development, it is up to date the discussion of possibilities and limits in conceptions, organization and strategies of teaching studies to be developed continuously with primary and high school's teachers. Since the last century till our days, a first historical approach has been made to consider the qualified background of this kind of teacher. The lack of relation between theory and teaching practice was considered a problem, from the middle of the twentieth century, because the official educative rulers was satisfied to "recycle" teachers, ignoring its previous knowledge, introducing new theories disconnected from the oldest ones. So, since the worldwide meeting about Education for All, held in Jomtien, Thailand, March, 1990, an action plan was elaborated to satisfy basic necessities of learning, indicating a teacher's role and its desired capacity in service. From there on, the continual work with primary school's teachers became a necessary theme for basic programs of learning how to teach, ruled by the law LDB, number 9394/96, in the country and in São Paulo. As indicated by the LDB, and also as a way of "training" a large group of teachers, effectively working at high schools, it was offered the PEC/FOR PROF, a program of continuous capacity, till a superior level of studies, offered by distance. To achieve this goal, during the development of this work, kuhnians basics were used, for a change of paradigm, specifically chosen for each detected problem... (Complete abstract, click electronic address below).
Mestre
Kanar, Fatma. "An Assesment Of On-line Instructor: A Case Study For An Effective E-learning Instructor From E-learners." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/691147/index.pdf.
Full textperspectives by submitting a questionnaire to e-learners of &ldquo
CSIT444-Online Web Design&rdquo
course offered through the means of distance learning at the Eastern Mediterranean University. The study explored on-line instructor&rsquo
s administrative support, instructional competency, proficiency in applying the systems used in the course, in other words, technical knowledge and skills and on-line instructor&rsquo
s evaluation criteria of the on-line course. The study used the data obtained from 45 students, the instructor and an assistant of Eastern Mediterranean University. For this research, descriptive study was carried out and qualitative results were given at the end of the study. The results investigated students&rsquo
perceptions about the on-line course they were introduced prior to the application of the questionnaire. The results of the questionnaire demonstrated that the course was found effective, interesting and motivating for students with the animations, free lecture notes, forums, chat rooms, links to e-sources, chance for interaction and immediate feedback that enhance student creativity and self study. The findings included the recommendations for teachers in on-line learning environment. The study also provides the framework of the on-line instructors&rsquo
role by means of on-line learning environment. The results were demonstrated at the end of the study.
Ingemarsson, Johanna. "EFL Teachers’ Experiences Teaching Online using ICT : A Case Study of the Transition from Classroom Teaching to Online Teaching during the COVID-19 Pandemic." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84446.
Full textSyftet med denna studie har varit att bidra till kunskap om den undervisning som har skett under COVID-19 pandemin, genom att undersöka användningen av IKT (informations och kommunikations teknik) i den onlineundervisning som bedrivits av fem EFL-lärare (English as a Foreign Language) och deras erfarenheter av övergången från klassrumsundervisning till onlineundervisning. Vidare har denna studie även undersökt hur dessa lärare tror att onlineundervisningen har påverkat elevernas lärande i ämnet engelska. Datan samlades in med hjälp av semistrukturerade intervjuer. Lärarnas svar analyserades senare med hjälp av tematiska analyser och delades in i teman, undertema och koder. Resultatet visade att lärarna hade både positiva och negativa erfarenheter av att undervisa online. Det faktum att eleverna kunde fortsätta sin utbildning hemifrån och att lärarna hade förbättrat sin egen undervisning uttryckets ofta i positiva åsikter. Resultat från studien visade däremot att lärarna hade mest negativa erfarenheter när det gällde den faktiska processen av att undervisa online, personliga känslor, och effekterna onlineundervisning har haft på elevernas lärande i ämnet engelska. Problematik så som tekniska svårigheter, att det var tidskrävande och att interaktionen mellan lärare och elever hämmades tillhör några av de negativa erfarenheter av onlineundervisning som lärarna vittnade om. Denna studie presenterar förslag på hur man kan förbättra distansutbildning och hur fortsatt undervisning online kräver att lärare utbildas i hur man implementerar effektiva IKT-verktyg i sin onlineundervisning.
Лисенко, Микола Владиславович. "Інноваційна парадигма вищої освіти в Україні за умов переходу до інформаційного суспільства." Doctoral thesis, 2012. https://ela.kpi.ua/handle/123456789/2545.
Full textWang, Li-Ting, and 王俐婷. "The Distance Education From Developing Network By Confucious Thinking." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/06715964495102590415.
Full text國立中央大學
哲學研究所
91
Because of the developing internet, it brings to a new centry. Every country put the distance education into active, but how and why to put it into active is the course that make us to deep thinking. This article emphasis on if distance education was compatible with Chinese culture? or instead of traditional education totally? We use the point of ethic and the adjustment of methodologies to research the topologies of distance education.
Kao, Bing-Long, and 高炳龍. "Action Research on Nature Science Curriculum of Distance Education about Fungi from Taiwan." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/85306858138189105928.
Full text臺北市立師範學院
科學教育研究所
92
The topic of “Fungi from Taiwan” was selected as teaching material for the cur-riculum development in the asynchronous distance teaching and action research. Dur-ing past three years (1999-2003), there are 40 students involved in this curriculum. Researcher and the teacher collaborated to investigate the advantage of asynchronous distance teaching by quantitative analysis and qualified study. The researcher would solve problems and dilemmas in actually teaching situation by action research. In the first two years, we had constructed a process about how to design web- based curriculum by “Webpoint” and “Webguide” software, which can increase stu-dents’ learning motivation. Furthermore, the four standards of multi-mode evaluation were used in this research for evaluating students’ learning attitudes and achievements. In order to increase learners’ abilities and practical experiences; web-based scientific experiments and web-based field study instructed by online video were also included in the curriculum in the second and third years. In addition, students’ portfolios were used to analyze the correlations between students’ learning processes and their achievements. Finally, the researcher tried to find out the students how to get the curriculum infor-mation. The result showed that students had good performance in this curriculum and they also highly satisfied to the course content and their own learning processes (M=4.84, SD=0.28). Most of elementary school teachers could apply their knowledge of fungi in scientific teaching. Besides, active discussions and learning attitudes were the important factors for high achievements. Moreover, the appropriate manual of distance learning could help students learn fast on operating computer and also reduce website manager’s and assistant’s work. Advertisement on the Internet and the posters were the major ways for students to get curriculum information. Although distance learning emphasizes the individual study, those students who could well cooperate with each other did have better learning performance. The result also showed that reusing well-designed course units could reduce teaching loading for continuous curriculum. Field study and scientific experiments could be executed by video production in distance education. The advantages of na-ture science with colorful pictures and vivid video have better outcome in web-based teaching. Analyzing the students’ portfolios and performance assessments did actually evaluate the students’ achievements. From those results, it was suggested that experi-ment online video production, active website-guide, technician training and multimedia workshop should be emphasized in the scientific web-based curriculum development in order to have good outcome.
Awalt, Carolyn Joy. "Moving from the classroom to online teaching a study of change in faculty attitudes /." Thesis, 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3116254.
Full textHalas, Gayle. ""Pretty radical from what I've known": The dissonance and distance underlying patients' cognitive engagement with educational health information." 2016. http://hdl.handle.net/1993/31838.
Full textOctober 2016
Simpson, Mary G. "Distance delivery of pre-service teacher education lessons for good practice from twenty-one international programs /." 2003. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-291/index.html.
Full textShezi, Mlingelwa Wiseman. "Talent retention of academics from designated groups at a distance learning university in South Africa." 2015. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001876.
Full textThe aim of this research is to explore ways of retaining academic staff at a distance learning university in South Africa. It also looks at how the Employment Equity Act 55 of 1998 can be used to retain talent in our distance learning universities.
Metevelis, Melissa Ann. "Recent interior design graduates from two types of programs and the potential employers of interior designers : a descriptive study of opinions regarding online education /." 2008. http://library.uco.edu/UCOthesis/MetevelisMA2008.pdf.
Full textMead, Richardson Alison. "From introduction to institutionalisation : the process of establishing new teaching & learning methodologies in vocational education and training." Thesis, 2013. http://hdl.handle.net/10500/11891.
Full textSociology
D. Litt. et Phil. (Sociology)
Modise, Mpho-Entle Puleng. "Towards an effective and empathetic student support system in an open and distance education and e-learning environment : a case study from a developing country context." Diss., 2016. http://hdl.handle.net/10500/25810.
Full textEducational Studies
M. Ed. (Open and Distance Learning (ODL)
Mays, Tony John. "From policy to practice: an evaluation of the Unisa National Professional Diploma in Education from the perspective of social critical theory." Diss., 2004. http://hdl.handle.net/10500/1431.
Full textEducational Studies
M.Ed. (Didactics)