Littérature scientifique sur le sujet « Hybrid and sandwich training course »
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Articles de revues sur le sujet "Hybrid and sandwich training course"
Uribe, Gilberto, et Luisa Santamaria. « Exploring Hybrid Teaching Methods for Hispanic Agricultural Workers ». HortTechnology 27, no 5 (octobre 2017) : 695–99. http://dx.doi.org/10.21273/horttech03700-17.
Texte intégralMcArthur, G. M., et W. J. Seale. « Training Placements for Sandwich Students in Small Companies : The Group Scheme for Technologist Industrial Training at Bradford University 1972–87 ». Proceedings of the Institution of Mechanical Engineers, Part B : Management and engineering manufacture 202, no 1 (février 1988) : 29–35. http://dx.doi.org/10.1243/pime_proc_1988_202_043_02.
Texte intégralKwok, Yick-ting, et Alastair P. Mah. « Qualitative study on experience of healthcare staff who have undergone a hybrid root cause analysis training programme ». BMJ Open Quality 12, no 2 (avril 2023) : e002153. http://dx.doi.org/10.1136/bmjoq-2022-002153.
Texte intégralTsai, August. « A Hybrid E-Learning Model Incorporating Some of the Principal Learning Theories ». Social Behavior and Personality : an international journal 39, no 2 (1 mars 2011) : 145–52. http://dx.doi.org/10.2224/sbp.2011.39.2.145.
Texte intégralFukunaga, Marissa M., et Tricia M. Kasamatsu. « Purposeful Course Planning : Considering Student Self-Efficacies When Selecting an Online, Hybrid, or Face-to-Face Course Delivery Modality ». Athletic Training Education Journal 17, no 3 (1 juillet 2022) : 201–9. http://dx.doi.org/10.4085/1947-380x-21-038.
Texte intégralXu, Wansong. « Research on hybrid teaching of Medical Electronics ». Advances in Education, Humanities and Social Science Research 1, no 1 (9 mai 2022) : 41. http://dx.doi.org/10.56028/aehssr.1.1.41.
Texte intégralKemper, Kathi J., et Jonathan Yun. « Group Online Mindfulness Training ». Journal of Evidence-Based Complementary & ; Alternative Medicine 20, no 1 (10 octobre 2014) : 73–75. http://dx.doi.org/10.1177/2156587214553306.
Texte intégralGupta, Nikhil, et S. Sankaran. « On the Characterisation of Syntactic Foam Core Sandwich Composites for Compressive Properties ». Journal of Reinforced Plastics and Composites 18, no 14 (septembre 1999) : 1347–57. http://dx.doi.org/10.1177/073168449901801406.
Texte intégralMa, Chunyu, et Raed Abu Zitar. « Web Based Online Hybrid Teaching Method of Network Music Course ». International Journal of Emerging Technologies in Learning (iJET) 17, no 24 (20 décembre 2022) : 190–207. http://dx.doi.org/10.3991/ijet.v17i24.35357.
Texte intégralKjellin, A., L. Hedman, C. Escher et L. Felländer-Tsai. « Hybrid simulation : bringing motivation to the art of teamwork training in the operating room ». Scandinavian Journal of Surgery 103, no 4 (18 février 2014) : 232–36. http://dx.doi.org/10.1177/1457496913516897.
Texte intégralThèses sur le sujet "Hybrid and sandwich training course"
Bluteau, Marie. « Penser la mise en capacité à relier les situations de l’alternance Le cas des dispositifs de formation hybrides et par alternance à visée intégrative ». Electronic Thesis or Diss., Paris, HESAM, 2024. http://www.theses.fr/2024HESAE019.
Texte intégralWhat if learning was as much a question of links as of time and place?It was from this idea that this research was born. It is rooted in the field of Maisons Familiales Rurales, which, like many training organisations, are encouraged to hybridise their training courses. After exploring developments in vocational training and situating training hybridisation, the literature review provides an initial approach to hybrid and sandwich training schemes with an integrative aim.This exploration leads us to consider the systems not as they are thought out, but as they are experienced, from the point of view of the person undergoing the training; and leads us to identify the way in which work-study students are put in a position to create links between the experiences they have undergone. The study focuses on these situations by looking at the processes that contribute to the construction of connections (to oneself, to others, to worlds) in the interface situations of multiple training environments.To study these processes of enabling trainees to relate, we are adopting a multi-method approach based on a case study of two hybrid and sandwich training schemes. We use different reading frameworks for these systems, the connections experienced and the postures of the alternating trainees, enabling us to study the processes of building capacity using the capability approach. After identifying the interface situations and the different postures adopted by the work-study students in relation to the training, the study analyses 6 of these situations in terms of the development of their ability to relate to themselves, to others and to the worlds in which they work. The research thus shows how work-study students are effectively enabled to relate their experiences, in terms of resources, opportunities and choices.Key words:Hybrid and work-linked training system, Adult training, Integrative work-linked training, Reliance (on oneself, on others, on worlds), Deliance (on oneself, on others, on worlds), Capability, Hybridization, Interface system, Interface situation, Interface activity, Training posture
Савушкіна, Карина Костянтинівна. « Теоретико-методичні засади впровадження змішаного навчання в освітній процес закладу вищої освіти ». Магістерська робота, 2020. https://dspace.znu.edu.ua/jspui/handle/12345/4691.
Texte intégralUA : Робота викладена на 94 сторінках друкованого тексту. Перелік посилань включає 82 джерела, з них на іноземній мові – 24. Об’єкт дослідження: організація освітнього процесу закладу вищої освіти. Предмет дослідження: теоретико-методичні аспекти впровадження змішаного навчання в освітній процес закладу вищої освіти на прикладі моделі «перевернутий клас». Мета дослідження: теоретично обґрунтувати доцільність впровадження змішаного навчання в освітній процес закладу вищої освіти та надати методичні рекомендації стосовно організації навчального процесу на прикладі моделі «перевернутий клас». В роботі розкрито науково-теоретичні основи розуміння сутності змішаного навчання у вітчизняних та зарубіжних наукових працях; визначено й охарактеризовано напрямки реалізації змішаного навчання у вітчизняній системі освіти; здійснено аналіз моделей змішаного навчання, надавши їх загальну характеристику; надано методичні рекомендації стосовно організації навчального процесу у закладі вищої освіти на прикладі моделі «перевернутий клас». Практичне значення роботи полягає у наданні методичних рекомендацій стосовно організації навчального процесу на засадах змішаного навчання на прикладі моделі «перевернутий клас».
EN : The work is presented on 94 pages of printed text. The list of references includes 82 sources, 24 of them in foreign language. The object of the study: organization of the educational process of a higher education institution. Subject of research: theoretical and methodological aspects of the introduction of blended learning in the educational process of higher education institutions on the example of the model "inverted class". The purpose of the study: to theoretically justify the feasibility of introducing blended learning in the educational process of higher education and provide guidelines for the organization of the educational process on the example of the model "inverted classroom". The paper reveals the scientific and theoretical foundations of understanding the essence of blended learning in domestic and foreign scientific works; the directions of realization of blended learning in the domestic system of education are defined and characterized; the analysis of models of blended learning is carried out, giving their general characteristic; methodical recommendations concerning the organization of educational process in an institution of higher education on the example of the model "inverted class" are given. The practical significance of the work is to provide guidelines for the organization of the educational process on the basis of blended learning on the example of the model "inverted classroom".
Chapitres de livres sur le sujet "Hybrid and sandwich training course"
Guo, Wenge, Wen Yan et Jianjun Hou. « The Effects of “Facilitating” in an Online Asynchronous Teachers Training Course ». Dans Hybrid Learning, 249–58. Berlin, Heidelberg : Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14657-2_23.
Texte intégralGuo, Wenge. « From an Online Training Course to a “Virtual” Teacher Training Academy-—Design and Implementation of Peking University Asynchronous Online Teacher Training Program ». Dans Hybrid Learning and Education, 365–77. Berlin, Heidelberg : Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03697-2_34.
Texte intégralOtegui, Ximena, et Clara Raimondi. « Enhancing Pedagogical Practices in Engineering Education : Evaluation of a Training Course on Active Learning Methodologies ». Dans Towards a Hybrid, Flexible and Socially Engaged Higher Education, 255–66. Cham : Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-53022-7_26.
Texte intégralAmbrajei, Anton N., Nikita M. Golovin, Anna V. Valyukhova, Natalia A. Rybakova et Yury V. Kupriyanov. « New Approach in Design of a Hybrid Course for the Personnel Reserve Training for Intelligent Enterprises ». Dans Cyber-Physical Systems and Control II, 602–13. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-20875-1_56.
Texte intégralKovatcheva, Eugenia. « Lessons Learned in a Hybrid Environment ». Dans New Updates in E-Learning [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.102575.
Texte intégralKumi-Yeboah, Alex, et Patriann Smith. « Trends of Blended Learning in K-12 Schools ». Dans Online Course Management, 43–61. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch004.
Texte intégralShambaugh, Neal. « Professional Development Course for Online Teaching and the Production and Use of Instructor-Produced Video ». Dans Handbook of Research on Virtual Training and Mentoring of Online Instructors, 20–39. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6322-8.ch002.
Texte intégralIyengar, Kalpana Mukunda, et Howard L. Smith. « Technology Meets Affect ». Dans Handbook of Research on Virtual Training and Mentoring of Online Instructors, 345–63. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6322-8.ch016.
Texte intégralNuninger, Walter, et Jean-Marie Châtelet. « Hybridization-Based Courses Consolidated through LMS and PLE Leading to a New Co-Creation of Learning ». Dans Advances in Civil and Industrial Engineering, 55–87. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8803-2.ch004.
Texte intégralÜnveren Bilgiç, Emine Nur, et Duygu Arabaci. « A Roadmap Teaching Pure Mathematics Lessons in Higher Education in the Pandemic Process ». Dans Cases on Practical Applications for Remote, Hybrid, and Hyflex Teaching, 215–43. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9168-0.ch013.
Texte intégralActes de conférences sur le sujet "Hybrid and sandwich training course"
Souders, John, et Greg Kepner. « Use of hybrid online course for retraining employed technicians ». Dans Education and Training in Optics and Photonics. Washington, D.C. : OSA, 2009. http://dx.doi.org/10.1364/etop.2009.esca5.
Texte intégralSouders, John, et Greg Kepner. « Use of hybrid online course for retraining employed technicians ». Dans Eleventh International Topical Meeting on Education and Training in Optics and Photonics, sous la direction de K. Alan Shore. SPIE, 2009. http://dx.doi.org/10.1117/12.2207950.
Texte intégralVo, Nhi N. Y., Nam H. Vu, Tu A. Vu, Quang T. Vu et Bang D. Mach. « CRS - A hybrid Course Recommendation System for Software Engineering Education ». Dans 2022 IEEE/ACM 44th International Conference on Software Engineering : Software Engineering Education and Training (ICSE-SEET). IEEE, 2022. http://dx.doi.org/10.1109/icse-seet55299.2022.9794145.
Texte intégralTan, Songxin, et Zixing Shen. « A survey on hybrid problem-based learning in a digital image processing course ». Dans 15th Conference on Education and Training in Optics and Photonics, ETOP 2019, sous la direction de Anne-Sophie Poulin-Girard et Joseph A. Shaw. SPIE, 2019. http://dx.doi.org/10.1117/12.2521467.
Texte intégralKruschwitz, Jennifer D., Thomas G. Brown et James M. Zavislan. « Course structure for the University of Rochester’s Hybrid Optics Masters Education (HOME) program ». Dans Seventeenth Conference on Education and Training in Optics and Photonics : ETOP 2023, sous la direction de David J. Hagan et Michael McKee. SPIE, 2023. http://dx.doi.org/10.1117/12.2666261.
Texte intégralPowell, Tamara. « Delivering Effective Faculty Training : A Course and Methods to Prepare Faculty to Teach Online ». Dans 2010 Second International Conference on Mobile, Hybrid, and On-Line Learning (ELML). IEEE, 2010. http://dx.doi.org/10.1109/elml.2010.8.
Texte intégralCheng, Xiangai, Zhongyang Xing, Yu Ning, Zhongjie Xu, Ancheng Peng, Fanxin Meng et Hairong Zhong. « Using Cloud Class + for online and offline hybrid teaching interaction mode : the case of the applied optics course ». Dans Seventeenth Conference on Education and Training in Optics and Photonics : ETOP 2023, sous la direction de David J. Hagan et Michael McKee. SPIE, 2023. http://dx.doi.org/10.1117/12.2675914.
Texte intégralAl Mudaifer, Danah Adel, Rahaf Salem Al Qahtani, Sarafudheen Veettil Tharayil, Abdulaziz Almass et Serkan Dursun. « Intelligent Course Recommender for Professional Development ». Dans Gas & Oil Technology Showcase and Conference. SPE, 2023. http://dx.doi.org/10.2118/214116-ms.
Texte intégralJovanoski, Bojan, Steffen Nixdorf, Philipp Hoier, Karl Kruusamäe, Edin Skaljić, Aleksandar Argilovski, Robert Minovski, Matija Golec, Miro Hegedić et Fazel Ansari. « INTRODUCING HYBRID LEARNING TO LEARNING FACTORIES ». Dans 19th International Scientific Conference on Industrial Systems. Faculty of Technical Sciences, 2023. http://dx.doi.org/10.24867/is-2023-t3.1-5_01941.
Texte intégralValeeva, Galina Viktorovna. « Innovative Educational Technologies for Teaching the "Philosophy" Discipline in a Hybrid Learning Model ». Dans International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-86253.
Texte intégralRapports d'organisations sur le sujet "Hybrid and sandwich training course"
Davies, Will. Improving the engagement of UK armed forces overseas. Royal Institute of International Affairs, janvier 2022. http://dx.doi.org/10.55317/9781784135010.
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