Dissertations / Theses on the topic 'Distance language education'
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Klein-Wohl, Esther. "Second language reading and distance education." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10020226/.
Full textSalbego, Nayara Nunes. "Language learner autonomy in a distance education program." reponame:Repositório Institucional da UFSC, 2014. https://repositorio.ufsc.br/xmlui/handle/123456789/123347.
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Este estudo teve o objetivo de analisar a percepção de alunos e de tutores com relação à forma como iniciativas autônomas fomentaram o desenvolvimento das quatro habilidades em Inglês (ler, escrever, ouvir e falar) ao longo do Curso de Letras Inglês Licenciatura a Distância oferecido pela Universidade Federal de Santa Catarina (2009-2013). Investigou-se (a) quais iniciativas autônomas ajudaram os alunos desenvolver suas habilidades linguísticas em Inglês; (b) como os alunos perceberam suas próprias iniciativas para o desenvolvimento das quatro habilidades; e (c) a visão dos tutores sobre o papel da autonomia no desenvolvimento das quatro habilidades dos alunos. Para coleta de dados, 21 alunos do curso responderam um questionário online que abordava o conceito de autonomia relacionado ao desenvolvimento linguístico no curso; 20 deles escreveram um texto reflexivo sobre o mesmo tema; e 4 destes foram entrevistados. Além disso, 2 tutores presenciais de polo foram entrevistados, a fim de se ter a perspectiva deles quanto às iniciativas autônomas dos alunos. Pesquisadores como Holec (1981); Dickinson (1992, 1994); Cotterall (1995); Dias (1994); Finch (2002); White (1999, 2003, 2004, 2006); Moreira (1994); e Paiva (2005, 2006, 2011), os quais teorizaram sobre o tema autonomia de aprendizes de línguas, serviram de suporte para análise dos dados. Uma análise qualitativa dos resultados mostrou que os alunos veem iniciativas autônomas como necessárias para o desenvolvimento das quatro habilidades no curso. Eles apresentaram diferentes exemplos de iniciativas e ações que eles tomaram, as quais auxiliaram no desenvolvimento linguístico. Da mesma forma, os tutores também consideraram que os alunos se beneficiaram por assumir a responsabilidade pelos seus processos de aprendizagem.
Abstract : This study aimed to analyze students' and tutors' perceptions on how autonomy initiatives fostered the development of the four skills in English (reading, writing, listening, speaking) throughout the Distance Education (DE) English teacher education program offered by Universidade Federal de Santa Catarina (2009-2013). It investigated (a) what autonomy initiatives helped students develop their language skills in the program; (b) how students perceived their own autonomous initiatives for the development of language skills in English; and (c) how the tutors perceived autonomy assisting students? language skills development. For the data collection, 21 students from the Distance Education (DE) program answered an online questionnaire regarding the concept of autonomy and their language skills development in the program; 20 wrote a reflective report on the same topic; and 4 were interviewed regarding their answers in both the questionnaire and reflective report. In addition, 2 on-site tutors were interviewed concerning their view on autonomy initiatives students presented. Researchers such as Holec (1981); Dickinson (1992, 1994); Cotterall (1995); Dias (1994); Finch (2002); White (1999, 2003, 2004, 2006); Moreira (1994); and Paiva (2005, 2006, 2011), who theorized about language learner autonomy, enlightened the discussions and data analysis. A qualitative analysis of the results showed that students perceived autonomous initiatives as necessary and positive concerning the development of the four skills in the program. Students presented different characteristics and actions of autonomous learners. In their perceptions, such characteristics and actions fostered their language development. Tutors also saw students benefiting from their attitude in taking responsibility for their own learning processes.
Murphy, Linda Mary. "Reflection and the distance language learner." Thesis, Open University, 2002. http://oro.open.ac.uk/49390/.
Full textMarcum, Jared. "Language Proficiency and Cultural Intelligence in Distance English-Language Learning." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6691.
Full textArmellini, Cesar Alejandro. "Educational technology in in-service language teacher education in open and distance learning settings." Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322837.
Full textPalmer, Patrick George. "A strategy for instructional design in distance education second language learning." Thesis, Queensland University of Technology, 1992. https://eprints.qut.edu.au/36694/1/36694_Palmer_1992.pdf.
Full textEl-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.
Full textTitle 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).
Wat-aksorn, Patchara. "Pedagogical factors and considerations that should be included in the decision-making process for delivery of an EFL/ESL program through distance learning in Thailand : a delphi study /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9964008.
Full textBussa, Naga Raju. "WVU - interactive web based distance learning tool." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1116.
Full textTitle from document title page. Document formatted into pages; contains v, 245 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 114-115).
Gallivan, Kathleen C. "Do on-line courses support certification needs for West Virginia K-12 teachers of Spanish?" Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5038.
Full textTitle from document title page. Document formatted into pages; contains x, 133 p. : map. Includes abstract. Includes bibliographical references (p. 93-100).
Cavalcante, Emanuelle Sales. "Atividades de produção oral em língua inglesa na EaD: um estudo na licenciatura à distância de letras inglês da Universidade Federal do Ceará." www.teses.ufc.br, 2015. http://www.repositorio.ufc.br/handle/riufc/15746.
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This thesis aims at evaluating oral activities presented in online oral comprehension and production courses from the Universidade Federal do Ceará’s English Letters Course, trying to identify whether 1) Communicative Approach Principles, 2) Task-Based Language Learning and Teaching Principles and 2) L2 Acquisition/Instruction Principles are part of the pedagogical practices of these activities and, therefore, are able to develop the oral production skill in its prospective teachers of English. This research, which is inserted in the field of Applied Linguistics, characterized as exploratory and descriptive, was based mainly on reflections by Brown (2000, 2001) and Ellis (2003,2005). In order to do this research, we elaborated a checklist to evaluate the oral activities presented in two courses: LING 3A: Compreensão e produção Oral and LING 4A: Compreensão e Produção Oral. The results has shown that the general characteristics of Communicative Aproach, L2 Acquisition/Instruction and Task Based Language Teaching and Learning principles are presented in the activities, nevetherless, the last one seems to be the stronger principle. Since then, these activities may have the potential to develop the oral production skills on English Letter’s Course’s prospective teachers of English. However, we have identified the activities proposed in both analyzed courses are mainly controlled or semicontrolled, and do not provide many opportunities for spontaneous speech. They are also in lower rate when compared to other types of activities presented in the courses. In conclusion, we have verified that there is a need of more spontaneous oral activities in distance education courses, specially in those which aims at developing oral skills, since speech is a crutial tool in second language teachers’ pedagogy.
Esta dissertação objetiva avaliar as atividades de produção oral presentes nas disciplinas online de compreensão e produção oral da Licenciatura a distância de Letras Inglês da Universidade Federal do Ceará, buscando identificar se 1) princípios da abordagem comunicativa, 2) princípios do ensino de línguas baseado em tarefas e 3) princípios do aquisição/ instrução de L2 fazem parte do embasamento didático-pedagógico das atividades de produção oral destas disciplinas, e portanto podem ter o potencial de desenvolver a habilidade de produção oral dos professores em formação. Esta pesquisa, que está inserida na linha de Linguística Aplicada, caracteriza-se como exploratória e descritiva e fundamenta-se nas reflexões acerca do processo de ensino-aprendizagem e aquisição de segunda língua principalmente de Brown (2000,2001) e Ellis (2003, 2005). Para realizarmos a pesquisa, elaboramos um instrumento de avaliação (checklist), que foi utilizado para a avaliação dos princípios presentes nas atividades online. Os resultados mostraram que as atividades, no geral, têm características significativas de todos os princípios que nos propusemos a observar, com destaque dos princípios do Ensino Baseado em Tarefas (ELLIS, 2003), podendo ter, portanto, o potencial de desenvolver a habilidade de produção oral dos professores em formação. No entanto, observamos que a maioria das atividades de produção oral propostas nas disciplinas analisadas são, em sua maioria, controladas ou semicontroladas, e que a quantidade de atividades de produção oral é inferior se comparada às outras atividades propostas nas disciplinas. Como conclusão, verificou-se que há a necessidade de que mais atividades de produção oral espontânea sejam propostas, em disciplinas de cursos a distância, principalmente naquelas que visam o desenvolvimento desta habilidade, uma vez que, a fala é um instrumento imprescindível e fundamental para prática dos professores de línguas.
Fox, Matthew David Nicholas. "Co-operative teaching and learning lifelines : critical information flows in a technology-mediated distance language course." Thesis, Southampton Solent University, 2000. http://ssudl.solent.ac.uk/1243/.
Full textOpp-Beckman, Leslie. "Characteristics of successful e-partnering in an online distance education course for English as a foreign language (EFL) educators /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2007. http://hdl.handle.net/1794/6276.
Full textTypescript. "This study incorporated data from a 14-week pilot ODE course that the American English Institute (AEI) in the Linguistics Department at the University of Oregon (UO) offered fall 2006. Participants included 49 EFL educators living in 15 different developing countries in the Muslim world"--P. 6. Includes vita and abstract. Includes bibliographical references (leaves 154-175). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
Madyarov, Irshat. "Contradictions in a Distance Content-Based English as a Foreign Language Course: Activity Theoretical Perspective." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002672.
Full textWang, Yuping, and n/a. "An Inquiry Into Oral-Visual Interaction Via Internet-Based Desktop Videoconferencing for Language Acquisition at a Distance." Griffith University. Griffith Business School, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070215.132816.
Full textWang, Yuping. "An Inquiry Into Oral-Visual Interaction Via Internet-Based Desktop Videoconferencing for Language Acquisition at a Distance." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/365681.
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Griffith Business School
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Viberg, Olga. "Design and use of mobile technology in distance language education : Matching learning practices with technologies-in-practice." Doctoral thesis, Högskolan Dalarna, Informatik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-20356.
Full textMuniz-Cornejo, Alice Yvette. "Social distance, motivation and other factors contributing to success in language acquisition and achievement among adolescent Mexican immigrants." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2326.
Full textTurner, Elisabeth. "Factors in the development of early childhood distance education curriculum materials for language and literacy in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1079.
Full textEHRLICH-MARTIN, SUZANNE M. "A CASE STUDY OF AN AMERICAN SIGN LANGUAGE COURSE TAUGHT VIA VIDEOCONFERENCING." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148057666.
Full textSavas, Perihan. "A case study of faculty support in the Distance English Language Teacher Education Program at Anadolu University in Turkey." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0011591.
Full textBurdis, Jacob R. "Designing a Russian language Learning Course for Brigham Young University Independent Study." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3282.
Full textBolster, Laurie A. "Time-Compressed Professionalization: The Experience of Public School Sign Language Interpreters in Mountain-Plains States." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27047.
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Plummer, Elizabeth. "A survey of preK-12, university and adult online language educators’ background, experiences, training and challenges." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6249.
Full textHoffman, David D. "Considering the Crossroads of Distance Education: The Experiences of Instructors as They Transitioned to Online or Blended Courses." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/4910.
Full textLewinski, Sandra L. "Relative distance and the use of `this’ and `that’ and possible deictic response." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1418417619.
Full textHalabi, Maha. "The role of the tutors in supporting learners in a higher education distance language learning programme environment in Saudi Arabia." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/18024/.
Full textKostina, Marina V. "Exploration of student perceptions of autonomy, student-instructor dialogue and satisfaction in a web-based distance Russian language classroom: a mixed methods study." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1003.
Full textDecker, James Brandon. "Online Language Acquisition and Leadership in Higher Education-Governed Intensive English Programs: A Rasch-Based Diffusion of Innovation Study." UKnowledge, 2019. https://uknowledge.uky.edu/edsc_etds/54.
Full textMarone, April Dawn. "A distance-learning program to serve migrant families." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2464.
Full textVergie, Malvin Patrick. "Effective language use in academic study material for L2 speakers of English at a distance learning institution." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4258.
Full textENGLISH ABSTRACT: The gap which exists between the academic culture represented by lecturers and the nonacademic- culture represented by students at a residential university is even greater at a distance learning institution (DLI). At a DLI, lecturers and students are faced with a number of challenges. Firstly, the majority of distance learning students are older than the average residential student and have added responsibilities related to their families and jobs. Secondly, they come from a wider variety of cultural, educational and socio-economic backgrounds than residential first-years. Finally, the majority of these students have a relatively low proficiency in their second language (L2) English, which is usually their third or fourth language rather than their second language, and which is the language of instruction at South African DLIs. At a DLI, there is little or no face-to-face contact between lecturers and students, and teaching takes place primarily by means of printed study material, specifically study guides. Study guides substitute for the lectures and other contact periods that residential students receive. In addition, study guides have to facilitate the student in the world of a new and sometimes intimidating culture, namely the (tertiary) academic culture. However, many students may have trouble understanding the type of language used in study material (essentially, academic language), sometimes because lecturers do not understand the challenges faced by DLI students and/or because they write in a formal, academic style, which is often not easily accessible to first-year students. This could pose a barrier for learning, as well as for the transition of the student from the non-academic culture to the academic culture. The aim of the study reported in this thesis was to identify the linguistic criteria which a successful study guide for L2 speakers of English should adhere to. These criteria were extracted from literature on effective writing/teaching in general, then discussed in terms of their relevance for the specific purpose of writing effective study guides, and finally applied to critically evaluate the language used in three DLI study guides. The thesis ends with some concluding remarks, a discussion of the implications of the findings of the research, and some recommendations for further research.
AFRIKAANSE OPSOMMING: Die gaping tussen die akademiese kultuur wat verteenwoordig word deur dosente en die nieakademiese kultuur wat verteenwoordig word deur studente by 'n residensiële universiteit is selfs groter by 'n afstandsonderriginstelling (AOI). By 'n AOI kom studente en dosente voor 'n aantal uitdagings te staan. Eerstens is die oorgrote meerderheid afstandsonderrigstudente ouer as die gemiddelde student aan 'n residensiële universiteit en het hulle bykomende verantwoordelikhede met betrekking tot hul gesinne en werkplekke. Tweedens kom hulle uit 'n wyer verskeidenheid van kulturele, opvoedkundige en sosio-ekonomiese agtergronde as eerstejaarstudente van residensiële universiteite. Ten laaste is die meerderheid van hierdie studente se taalvaardigheid in hulle tweedetaal (T2) Engels relatief laag. In die meeste gevalle is Engels hulle derde of vierde taal eerder as hul tweede taal, terwyl dit ook die taal van onderrig is by Suid-Afrikaanse AOIs. By 'n AOI is daar geen of min persoonlike kontak tussen dosente en studente, en onderrig vind meestal plaas deur middel van gedrukte studiemateriaal, veral studiegidse. Studiegidse dien as plaasvervanger vir die voorlesings en ander kontaksessies wat 'n student by 'n residensiële universiteit ontvang. Ook moet studiegidse die student voorthelp in die wêreld van die nuwe en soms intimiderende kultuur, die (tersiêre) akademiese kultuur. Tog sukkel baie studente om die tipe taal (akademiese taal) wat in die studiemateriaal gebruik word te verstaan, wat soms veroorsaak word deur dosente wat nie 'n goeie begrip het van die uitdagings wat AOI-studente in die gesig moet staar nie, en/of omdat hulle in 'n formele, akademiese styl skryf wat nie maklik toeganklik vir eerstejaarstudente is nie. Dit kan 'n struikelblok vir leer wees, sowel as vir die oorgang van die student vanaf die nie-akademiese kultuur na die akademiese kultuur. Die doel van die studie waaroor daar verslag gelewer word in hierdie tesis was om die linguistiese kriteria te identifiseer waaraan 'n suksesvolle studiegids vir T2 sprekers van Engels moet voldoen. Hierdie kriteria is afgelei uit die literatuur oor effektiewe skryf/onderrig oor die algemeen, en vervolgens bespreek in terme van hulle relevansie vir die spesifieke doel van die skryf van effektiewe studiegidse. Laastens is hierdie kriteria gebruik om die taalgebruik in drie AOIstudiegidse krities te evalueer. Die tesis word afgesluit met enkele slotopmerkings, 'n bespreking van die implikasies van die bevindinge van die navorsing, en enkele aanbevelings vir verdere navorsing.
Persson, Niklas. "The Dawn of Digital Classroom : Experiencing the English school subject through distance education during the covid-19 pandemic." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-50752.
Full textMontiel-Chamorro, Marta L. "Comparing Online English Language Learning and Face-to-Face English Language Learning at El Bosque University in Colombia." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5343.
Full textBrinckwirth, Anton. "Implementation and Outcomes of an Online English-Portuguese Tandem Language Exchange Program Delivered Jointly Across a U.S.-Brazilian University Partnership: A Case Study." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2752.
Full textKajiwara, Hajime. "Internationalizing the Japanese classroom with computer-mediated instruction." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2456.
Full textChand, Rajni Kaushal, and n/a. "Listening needs of distance learners : a case study of EAP learners at the University of the South Pacific." University of Otago. Department of English, 2008. http://adt.otago.ac.nz./public/adt-NZDU20080827.114047.
Full textTunceren, Li-Lee. "Community College Second Language Students’ Perspectives of Online Learning: A Phenomenological Case Study." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7102.
Full textAL-ISMAIL, YAZID A. "TOWARDS AN INTEREST-BASED APPROACH TO TERMINOLOGICAL COMPETENCE ACQUISITION." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1499860593150818.
Full textElder, Cristyn L., Anna V. Knutson, Katherine Daily O'Meara, and Elizabeth Leahy. "Creating Tools for WAC/WID Research and Development at Diverse Institutions and Programs." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5482.
Full textOliveira, Ariadnes Nobrega de. "Ensino a distância: elaboração de um CDROM para capacitação de professores quanto à comunicação humana e seus distúrbios." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/25/25141/tde-04112009-163950/.
Full textThe teacher has a fundamental role in the quality of life of children, considering that education is closely related to health. The school environment contributes to the evolution of communication and language, both oral and written. Nowadays the Internet is present in all areas and it has an important function in the provision of knowledge. Using multimedia, the Distance Education has been a common reality, in which many technologies of communication and information are used in professional and human development. The objective of this study was to prepare and introduce a CDROM in the area of speech therapy, focusing on development and possible changes in human communication, and to evaluate the quality in content and technology resources. This material was developed for use as a teaching resource in the training of teachers of child rearing and elementary school. The development of the CDROM \"Human Communication: processes and disorders. What the teacher needs to know!\" was performed in 4 stages: analysis, design and development, implementation and evaluation. The assessment phase is designed to achieve 3 goals: to evaluate the technical aspect of the material, verifying their implementation and potential conflicts, the quality of content and the strategies used, and the instructional adequacy and esthetics. The CDROM was done taking into consideration important aspects of the content, emphasizing the interactivity, so that the exploration of the material could be performed in a pleasant and motivating way. Thus, the teachers, from new knowledge, could stimulate the language of their students in the classroom. The material was evaluated by teachers of child rearing and elementary school, and it was considered \"Excellent\" in all aspects. It follows that the phases of analysis and planning demanded the most time and that the partnership between teachers, therapists and professionals of technology was essential to the successful outcome of the material produced. The assessment by teachers was essential to give quality to the material, reaching the goal established.
Belam, Patricia Viana. "Avaliação do website \'Voice assessment: speech-language pathology and audiology & medicine\', volume 1 - do Projeto Homem Virtual - no contexto de ensino e aprendizagem da língua inglesa." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/25/25143/tde-16072014-114803/.
Full textFollowing the increasing use of computer technologies in the areas of education and health, based on Distance Education proposals, the website Voice assessment: speech-language pathology and audiology & medicine was developed, based on the Portuguese version of the CD-ROM Voice assessment: speech-language pathology and audiology & medicine, Virtual Man Project, volume 1, developed in 2006, in a partnership between the University of São Paulo (USP) and the Federal University of São Paulo (UNIFESP). In this sense, this research aimed at evaluating its efficacy as an educational instrument concerning its cognitive and subjective aspects, in the context of English language teaching, more specifically in pronunciation teaching, being the last phase of the multicenter research project responsible for the website development and evaluation. 30 students participated in this research 15 from the Languages Teaching Course and 15 from the Translator Course at University of Sagrado Coração, in the city of Bauru, who were studying the subject English Phonetics and Phonology, whose teacher was the researcher. The group of 30 students was divided into 2 equal groups of 15 students, called Experimental Group which made use of the website as a complementary material for the subject, and the Control Group - which did not use the website. Data collection was carried out by means of two questionnaires, which gathered data related to the cognitive aspects the Pre-website Questionnaire and the Post-website Questionnaire, besides the Motivational Research Form, after the study. Three different means were used to access the website: tablet, smartphone and computer. For the comparison between the groups, considering each question and the number of right answers from each participant, the Fishers Exact Test and the Paired T- Test were used, respectively. For the comparison among the three different website access means, the Analysis of Variance was used followed by the Tukey Test. After the website study, results showed that the Experimental Group had a better performance in all the questions in relation to the Control Group, as well as a greater number of right answers per participant to the questions in the questionnaires. As to the access means, there was no significant statistical difference in the comparison among the three means when the difference between the number of right answers in the pre and post-website questionnaires was considered. In relation to the evaluation concerning the subjective aspects, assessed by the Motivational Research Form, data analysis revealed an Impressive website. Thus, the website showed efficacy as an educational instrument in relation to its evaluation both regarding the cognitive and the subjective aspects, independently of the means used. Nevertheless, further research is suggested aiming at expanding the use and evaluating the efficacy of the website in other contexts of English teaching in order to grant this Distance Education instrument greater quality and efficacy.
Morgan, Tannis. "The negotiation of teaching presence in international online contexts." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/1416.
Full textGold, David, Merideth Garcia, and Anna V. Knutson. "Going Public in an Age of Digital Anxiety: How Students Negotiate the Topoi of Online Writing Environments." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5448.
Full textSpinardi, Ana Carulina Pereira. "Telefonoaudiologia: desenvolvimento e avaliação do CDROM \"Procedimentos Terapêuticos no Transtorno Fonológico." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/25/25143/tde-04112009-162147/.
Full textThe use of information and communication technologies in Speech and Language Pathology, called Telehealth or Telepractice in Speech and Language Pathology, is an alternative to promote the integration and enhancement of professional practices. This study aimed to present a hypermedia material on the Phonological Disorders therapy, developed to be used as a didactic resource in teaching and continuing education of Speech and Language Pathology, and assess its quality. The development of \"Therapeutic Procedures in Phonological Disorder\" CDROM was accomplished in 4 stages: analysis/planning, conceptual and navigation/interface modeling, implementation and evaluation. The evaluation stage was developed to reach 3 goals: to assess the technical aspect of the material, verifying its execution and possible incompatibilities; the content and used strategies quality; and instructional adequacy and aesthetics. To assist the demands of each aspect, the judges were respectively: system analysts and member of the material development team; experts in the content in subject (Speech and Language Pathologist and professionals working in Distance Education); and users - graduation students and Speech and Language Pathologists. In the navigation the strategy of hypertext was used so the style of learning of each user could be respected, one of the DL assumptions. It was considered in the developing of the material elements as: audience profile, presentation of content in a clear and objective way, providing current and comprehensive information on the subject, beyond the integration of various media (sound, video, image, animation). In general, the \"Therapeutic Procedures in Phonological Disorder\" CDROM was well accepted by the judges, emerging positive answers in most of the appraised items. All judges considered the material appropriate to the audience destined. Starting from the results and of the observations accomplished during the CDROM development it was concluded that the analysis and planning stages spent more time because it demanded extensive research for content selection and elaboration; the work integrated between Speech and Language Pathologist and graphic design area professional during the stages of navigation and interface modeling was decisive for the development of the material. The evaluation process by Speech and Language Pathologists and informatics and distance learning professionals was effective to check quality to the material and to reach the established objective.
Corrêa, Silvia Fernanda. "Das teorias linguísticas às atividades didáticas: aulas online de língua portuguesa em instituição de ensino superior." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/8/8142/tde-19042012-122039/.
Full textIn this dissertation, the goal is to analyze the circulation of an online class of Brazilian Portuguese Language in a Higher Education Institution (HEI), comparing the linguistic theories dealt with the teaching activities. The object of the selected study is the first of six units of the Brazilian Portuguese language online course for undergraduate course, offered in a semi-attending system in private higher education university of São Paulo. The work is guided by the following research questions: What linguistic theories are addressed? How the linguistic theories are worked? What dialogue is established between the linguistic theories discourse and the education proposals discourse? From the dialogical analysis of the speech under Bakhtin and The Circles perspective, the language concepts, concrete utterance, speech genres, quoted speech, quote, paraphrase and plagiarism are the theoretical base to the study. Our initial assumption was that the Brazilian Portuguese Language online classes circulation elevate, compared to the attending classes, greater access to available information in formats such as hypertext, audio, video, animations etc. and greater interaction of the students with the tutor and with the instructional materials offered. To understand the online academic sphere, we recover, in a summary way, the history of distant education, through Germany, Australia, United States, France, Great Britain and England until to Brazil. Researched numbers depict the Brazilian scene in the use of distance learning in higher education and released documents from Ministry of Education and Culture (MEC) for distance education in academic field. Finally, we review the literature on the production of teaching material for this modality. The material analysis, in particular the first unitys base-text Levels of Language revealed that this Brazilian Portuguese online class does not use the potential of online media (different formats, greater interaction, greater user autonomy), nor explores the Internet collaborative nature. The infantilization of some materials, based on stereotypes, the plastered text on quotes and the plagiarized paraphrase and the proposed activities that does not encourage interaction, does not stand out the voices of professor and student.
Ndoutoume, Mendene Jean-Louis. "Initiating ICT in the open distance learning of Gabonese teachers / Jean-Louis Ndoutoume Mendene." Thesis, North-West University, 2012. http://hdl.handle.net/10394/9678.
Full textThesis (MEd (Curriculum Development))--North-West University, Potchefstroom Campus, 2013.
Daiwei, 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 textOthman, Noor A. "Prior educational experiences and cultural factors in the learner's attitudes and behaviours : a case study of distance learning English course at UiTM, Malaysia." Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/10376.
Full textLee, Cheun-Yeong. "A Case Study of Using Synchronous Computer-Mediated Communication System for Spoken English Teaching and Learning Based on Sociocultural Theory and Communicative Language Teaching Approach Curriculum." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1242144550.
Full textCheng, Hsiu-Jen. "THE PERCEPTIONS OF TAIWANESE COLLEGE STUDENTS TOWARD THE ENGLISH COURSES USING AN ONLINE COURSE MANAGEMENT SYSTEM." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1177709445.
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