Letteratura scientifica selezionata sul tema "Tertiary instruction"
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Articoli di riviste sul tema "Tertiary instruction"
Dabiri, Asma. "Comparing Two Modes of Instruction in English Passive Structures (Processing and Meaning-Based Output Instruction)". JEES (Journal of English Educators Society) 3, n. 1 (4 aprile 2018): 67. http://dx.doi.org/10.21070/jees.v3i1.1259.
Testo completoRatnasari, Dwi. "Motivation and Instructional Preference of EFL Students at Tertiary Level". International Journal of Language Teaching and Education 3, n. 1 (25 luglio 2019): 28–44. http://dx.doi.org/10.22437/ijolte.v3i1.6559.
Testo completoOxford, Rebecca L. "Progress in Tertiary Content-Based ESL Instruction". TESL Canada Journal 11, n. 1 (26 ottobre 1993): 75. http://dx.doi.org/10.18806/tesl.v11i1.626.
Testo completoChen, Zhiying. "A Case Study on the Conceptualization and Teaching Practice of L2 Argumentative Writing Instruction". English Language Teaching 13, n. 11 (16 ottobre 2020): 30. http://dx.doi.org/10.5539/elt.v13n11p30.
Testo completoJohnson, Robin S., R. Denise Humphries e Toba Schwaber Kerson. "Field Instruction in a Pediatric Tertiary Care Center". Clinical Supervisor 12, n. 1 (3 gennaio 1995): 53–71. http://dx.doi.org/10.1300/j001v12n01_05.
Testo completoFlowerdew, John. "Content-based language instruction in a tertiary setting". English for Specific Purposes 12, n. 2 (gennaio 1993): 121–38. http://dx.doi.org/10.1016/0889-4906(93)90014-f.
Testo completoLando, John. "Grammatical instruction and implicational features". ITL - International Journal of Applied Linguistics 119-120 (1 gennaio 1998): 65–78. http://dx.doi.org/10.1075/itl.119-120.05lan.
Testo completoPhilip, Bromeley, e John Francis Noyan. "Acrolectal English for Tertiary Students: Individualised Metaphonological Awareness Instruction". 3L The Southeast Asian Journal of English Language Studies 24, n. 4 (26 dicembre 2018): 27–46. http://dx.doi.org/10.17576/3l-2018-2404-03.
Testo completoGaffield-Vile, N. "Content-based second language instruction at the tertiary level". ELT Journal 50, n. 2 (1 aprile 1996): 108–14. http://dx.doi.org/10.1093/elt/50.2.108.
Testo completoCiullo, Stephen, Erica S. Lembke, Abigail Carlisle, Cathy Newman Thomas, Marilyn Goodwin e Laura Judd. "Implementation of Evidence-Based Literacy Practices in Middle School Response to Intervention". Learning Disability Quarterly 39, n. 1 (11 marzo 2015): 44–57. http://dx.doi.org/10.1177/0731948714566120.
Testo completoTesi sul tema "Tertiary instruction"
Trenholm, Sven. "Adaptation of tertiary mathematics instruction to the virtual medium : approaches to assessment practice". Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/12561.
Testo completoKirsch, Simone Hillary. "Psychological aspects of one-on-one instrumental teaching at the tertiary level". Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/17372.
Testo completoENGLISH ABSTRACT: Of an inter-disciplinary nature, this thesis examines certain pertinent psychological aspects with regard to one-on-one instrumental teaching at the tertiary level. It is apparent that this area has not been the focus of much investigation. However, in recent years, together with research into new, forward-thinking philosophies in music education, there has been an examination of some psychological aspects pertaining to instrumental teaching by researchers such as Mackworth-Young (1990), Kennell (2002), and Creech & Hallam (2003). Although most researchers have focused primarily on students of school-going age, more recently attention has begun to be given to tertiary level instrumental teaching. There are many ways to approach one-on-one instrumental teaching. There is no doubt that these have been tried and tested, and, in their own way, have been successful. They range from the traditional to the master-apprenticeship model, the latter most commonly used in university music departments. While it is not the purpose of this thesis to discuss pedagogical principles per se, the researcher proposes a student-centred model based on humanistic trends in psychology, with particular reference to Rogers. This model emphasises the importance of the teacher/student relationship and a holistic view of students. In addition, the developmental stage of university students is investigated in order to provide more insight and understanding of students’ place in the life cycle. Such psychological knowledge can equip teachers with skills, which would assist them to deal with sensitive issues that may be beyond their common sense and expertise. Consequently, the application of these psychological principles to instrumental teaching at the tertiary level is investigated by examining both the teacher/student relationship and a student-centred approach in the studio. A student-centred focus is one where the teacher has a facilitative function. Such a teacher leads students to be proactive and to be full participants in their own learning process. Consequently students would develop critical thinking and problem-solving skills. At the same time they would learn how to take responsibility for their actions. In such a milieu they are given the freedom to express themselves without fear of reprisal, and are made aware that they are valued and accepted unconditionally as unique individuals. This kind of environment should encourage the development of both cognitive and affective aspects of their personalities while simultaneously being conducive to optimal learning and to the maximising of their full potential at this stage. This researcher believes that the student-centred approach offers a more humanizing view than the traditional view of teaching. It is not the intention of the researcher to reject other styles of teaching, since it is fully appreciated that there are diverse views, which have their merit and should be recognised. However, there is a need to investigate whether student-centred teaching can be used exclusively, or whether it can offer an alternative to more conventional approaches, working independently of or perhaps complementarily to these.
AFRIKAANSE OPSOMMING: Hierdie tesis is van interdissiplinêre aard en eksamineer daarom pertinente psigologiese aspekte met betrekking tot individuele (een-tot-een) instrumentale onderrig op tersiêre vlak. Klaarblyklik het navorsing nog nie veel op hierdie terrein gefokus nie. In die onlangse verlede is navorsing egter wel gedoen oor nuwe, progressiewe musiekopvoedingsfilosofieë, onder andere in verband met psigologiese aspekte van instrumentale onderrig, deur navorsers soos Mackworth-Young (1990), Kennel (2002), en Creech & Hallam (2003). Hoewel die meeste navorsers primêr op studente van skoolgaande ouderdom gefokus het, is daar meer onlangs begin om aandag te skenk aan instrumentale onderrig op tersiêre vlak. Individuele instrumentale onderrig kan op baie maniere geskied. Ongetwyfeld is hierdie metodes deeglik beproef en is hulle, in eie reg, suksesvol. Dit sluit uitgangspunte in wat strek vanaf die tradisionele- tot die meester-vakleerlingmodel. Laasgenoemde is die model wat oorwegend in musiekdepartemente van universiteite gebruik word. Omdat die primêre doelstelling van hierdie tesis nie die bespreking van pedagogiese beginsels as sodanig is nie, stel die navorser 'n studentgesentreerde model, gebaseer op humanistiese tendense in die sielkunde met besondere verwysing na Rogers, voor. Dié model beklemtoon die belangrikheid van die dosent/studentverhouding asook 'n holistiese siening van studente. Daarbenewens word die persoonlike ontwikkelingsfaktore van universiteitstudente ondersoek met die oog op verkryging van insig in en begrip van die plek wat die studentfase in die lewenssiklus beklee. Sielkundige kennis van dié aard kan dosente vaardighede bied wat kan help om doeltreffend om te gaan met sensitiewe kwessies wat dalk buite die grense van ouderwetse gesonde verstand en vakkennis val. Gevolglik word die toepassing van hierdie psigologiese beginsels op instrumentale onderrig op tersiêre vlak nagespoor deur 'n ondersoek na die dosent/studentverhouding en 'n studentgesentreerde benadering in die onderrigstudio. 'n Studentgesentreerde pedagogiese fokus behels dat die dosent 'n fasiliterende funksie moet verrig. So 'n dosent lei studente om pro-aktief te wees en om volledige deelnemers in hul eie leerproses te word. Studente sal gevolglik kritiese denke en vaardighede in probleemoplossing ontwikkel. Terselfdertyd leer hulle verantwoordelikheid vir hul aksies aanvaar. In so 'n milieu word aan hulle vryheid van selfuitdrukking, sonder vrees vir vergelding, gebied en raak hulle bewus daarvan dat hulle, as unieke individue, onvoorwaardelik aanvaar en waardeer word. Hierdie soort omgewing behoort die ontwikkeling van beide die kognitiewe en affektiewe persoonlikheidsaspekte aan te moedig terwyl dit terselfdertyd bevorderlik is vir optimale leer en die maksimale ontplooiing van hul volle potensiaal op hierdie stadium. Hierdie navorser glo dat die studentgesentreerde benadering 'n meer humaniserende gesigspunt bied as dié van die tradisionele onderrrigmodel(le). Die navorser beoog nie om ander onderrigstyle te verwerp nie, want daar is waardering vir die feit dat diverse merietedraende sienings bestaan wat erkenning verdien. Tog bestaan die behoefte om na te vors of studentgesentreerde onderrig eksklusief gebruik kan word en of dit 'n alternatief kan bied vir meer konvensionele benaderings waarmee dit òf onafhanklik òf dalk komplimenterend in verhouding kan staan.
Lam, Siu, e 林兆. "Evaluation of using ICT in teaching tertiary English writing". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B44139378.
Testo completoMazwi, Ntombomzi Rose-May. "Complexity accuracy and fluency in task-based instruction for Xhosa second language at tertiary level". Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51660.
Testo completoFull text to be digitised and attached to bibliographic record.
ENGLISH ABSTRACT: This study explores a framework for the implementation of task-based instruction for Xhosa second language at tertiary level. Central to the task-based approach to second language learning are the goals of complexity, accuracy and fluency as outcomes. The principles of task-based instruction to syllabus design are examined as this approach to syllabus design is believed to provide an effective base for successful second language acquisition. Theoretical assumptions as propounded by vanous researchers are discussed paymg particular reference to the nature of second language learning and teaching pedagogy. Most linguists agree on the view that Universal Grammar is a constant background against which any language learning process takes place. Universal Grammar is also viewed as the faculty which influences second language acquisition. The study will explore the relationship between second language theory and pedagogy. The Communicative Language Teaching is advanced in this study as an appropriate method for teaching language. The task-based syllabus is discussed with reference to different syllabus types which exhibit tasks as a unit of analysis. The relationship between grammar pedagogy and taskbased methodology is illustrated. A range of communication tasks for Xhosa is presented as an example of a task-based course design and analysed according to a task typology to investigate the communicative value of each task type. Salient functions, notions and language structures are identified based on Xhosa communicative task dialogues. It is hoped that Xhosa second language teachers and researchers will pursue the approach that are advanced here and that they will be able to make a contribution to Xhosa second language course design. It is also hoped that this study has succeeded in dealing with aspects of Xhosa second language learning and that Xhosa teaching will benefit in a variety of respects.
AFRIKAANSE OPSOMMING: Die studie ondersoek 'n raamwerk vir die implementering van taakgebaseerde onderrig vir Xhosa tweedetaal op tersiêre vlak. Die doelstellings van kompleksiteit, akkuraatheid en vlotheid is sentraal aan die taakgebaseerde benadering tot tweedetaalleer. Die studie sal die beginsels van taakgebaseerde onderrig tot sillabusontwerp ondersoek aangesien hierdie benadering algemeen beskou word as 'n doeltreffende basis vir suksesvolle tweedetaalleer. Die studie sal voorts die teoretiese aannames bespreek wat deur verskillende navorsers gemaak is met betrekking tot die aard van tweedetaalleer en onderrigmetodologie. Die meeste taalkundiges is dit eens dat Universele Grammatika 'n konstante basis is waarop tweedetaalleer plaasvind. Universele Grammatika word beskou as die mentale fakulteit wat tweedetaalleer beïnvloed. Die studie salook die verwantskap tweedetaalteorie en onderrig bespreek. Die kommunikatiewe taalonderrigbenadering word aangevoer in die studie as die mees gepaste metode vir taalonderrig. Die taakgebaseerde sillabus sal bespreek word met verwysing na verskillende sillabustipes wat die taak as eenheid vir analise vertoon. Die verwantskap tussen grammatika-onderrig en taakgebaseerde metodologie sal geïllustreer word. 'n Verskeidenheid kommunikatiewe take in Xhosa sal bespreek word as 'n voorbeeld van eenhede in kommunikatiewe kursusontwerp, en die take sal geanaliseer word om die kommunikatiewe aard van elke taak te ondersoek. Prominente taalfunksies, -begrippe en taalstrukture sal geïdentifiseer word vanuit die Xhosa kommunikatiewe taak-dialoë. Die hoop word uitgespreek dat onderwysers en navorsers van Xhosa tweedetaal die benadering wat in hierdie studie ondersoek is verder salontgin, en dat hulle in staat sal wees om 'n bydrae te maak tot kommunikatiewe Die studie ondersoek 'n raamwerk vir die implementering van taakgebaseerde onderrig vir Xhosa tweedetaal op tersiêre vlak. Die doelstellings van kompleksiteit, akkuraatheid en vlotheid is sentraal aan die taakgebaseerde benadering tot tweedetaalleer. Die studie sal die beginsels van taakgebaseerde onderrig tot sillabusontwerp ondersoek aangesien hierdie benadering algemeen beskou word as 'n doeltreffende basis vir suksesvolle tweedetaalleer. Die studie sal voorts die teoretiese aannames bespreek wat deur verskillende navorsers gemaak is met betrekking tot die aard van tweedetaalleer en onderrigmetodologie. Die meeste taalkundiges is dit eens dat Universele Grammatika 'n konstante basis is waarop tweedetaalleer plaasvind. Universele Grammatika word beskou as die mentale fakulteit wat tweedetaalleer beïnvloed. Die studie salook die verwantskap tweedetaalteorie en onderrig bespreek. Die kommunikatiewe taalonderrigbenadering word aangevoer in die studie as die mees gepaste metode vir taalonderrig. Die taakgebaseerde sillabus sal bespreek word met verwysing na verskillende sillabustipes wat die taak as eenheid vir analise vertoon. Die verwantskap tussen grammatika-onderrig en taakgebaseerde metodologie sal geïllustreer word. 'n Verskeidenheid kommunikatiewe take in Xhosa sal bespreek word as 'n voorbeeld van eenhede in kommunikatiewe kursusontwerp, en die take sal geanaliseer word om die kommunikatiewe aard van elke taak te ondersoek. Prominente taalfunksies, -begrippe en taalstrukture sal geïdentifiseer word vanuit die Xhosa kommunikatiewe taak-dialoë. Die hoop word uitgespreek dat onderwysers en navorsers van Xhosa tweedetaal die benadering wat in hierdie studie ondersoek is verder salontgin, en dat hulle in staat sal wees om 'n bydrae te maak tot kommunikatiewe kursusontwerp. Die studie poog om ook aspekte van Xhosa tweedetaalleer te identifiseer wat die onderrig van Xhosa tot voordeel kan strek in verskillende opsigte.
Song, Yanan, e 宋亞南. "Beliefs of tertiary-level teachers of English in the People's Republicof China about medium of instruction". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31541896.
Testo completoKing, Michael John. "An exploratory investigation into content teacher views on English as a medium of instruction policy enactment in the UAE federal tertiary sector". Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/17359.
Testo completoAtik, Evrim. "Perceptions Of Students Towards English Medium Instruction At Tertiary Level: The Case Of A Turkish Private University". Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/2/12612080/index.pdf.
Testo completolevel students in a private university in Turkey. The scale which consists of a demographic inventory, a questionnaire, and a semi-structured interview were used by the researcher. The results of the questionnaire were analyzed through SPSS 15.0. This data gathering instrument was implemented on 233 students studying at three different faculties at Atilim University which offer English-medium instruction. In analyzing the data, descriptive statistics as frequency, percent, and standard deviation and inferential statistics such as one sample t-test and Pearson Product Moment Correlations were used. As the second scale of the present study, semi-structured interviews were conducted with 10 students studying at three different faculties at Atilim University which offer English-medium instruction (EMI). The results of the interviews were analyzed through content analysis. The results of the study revealed that students support EMI at tertiary level and they hold positive attitudes towards EMI in terms of the improvement of language skills in English
nevertheless, they experience some difficulties in the learning of the content delivered in English. Results also showed that there is a positive relationship between students&rsquo
proficiency levels and perceptions towards EMI regarding the learning of the subject matters. Moreover, it was found that there is also a positive relationship between students&rsquo
attitudes towards EMI regarding the learning of the subject matters and their academic success.
Song, Yanan. "Beliefs of tertiary-level teachers of English in the People's Republic of China about medium of instruction". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31541896.
Testo completoMufeti, Tulimevava Kaunapawa. "An exploratory study of a virtual partnership for building capacity in a tertiary education institution". Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001624.
Testo completoAdobe Acrobat 9.53 Paper Capture Plug-in
Mouhanna, Mouhamad. "English as a medium of instruction in the tertiary education setting of the UAE : the perspectives of content teachers". Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/23758.
Testo completoLibri sul tema "Tertiary instruction"
Sexual harassment in Nigerian tertiary institutions. Ibadan, Nigeria: Spectrum Books, 2006.
Cerca il testo completoKofie, Nicholas N. Challenges of tertiary music education in post-colonial Africa. Cape Coast, Ghana: Central Academic Publishers, 1995.
Cerca il testo completoArubayi, Eric Adawarone. Improvement of instruction and teacher effectiveness in tertiary institutions: Are students' ratings reliable and valid? Abraka, Nigeria: Delta State University, 2003.
Cerca il testo completoLekan, Oyefara John, a cura di. Issues in sexual harassment in Nigeria's tertiary institutions: Conspiracy, compromises and challenges. Lagos, Nigeria: Rebonik Publications Ltd., 2010.
Cerca il testo completoLee, Mark J. W. Web 2.0-based E-learning: Applying social informatics for tertiary teaching. Hershey PA: Information Science Reference, 2010.
Cerca il testo completoWeb 2.0-based E-learning: Applying social informatics for tertiary teaching. Hershey PA: Information Science Reference, 2011.
Cerca il testo completoDakubu, M. Information communications technology development strategy plan in the tertiary education sector in Ghana: Study project commissioned by the National Council for Tertiary Education (NCTE) and submitted to the NCTE. Accra: National Council for Tertiary Education, 2002.
Cerca il testo completoTill, Graham. Harnessing distance learning and ICT for higher education in sub-Saharan Africa: An examination of experiences useful for the design of widespread and effective tertiary education in sub-Saharan Africa. [S.l: s.n.], 2003.
Cerca il testo completoFaith and secularisation in religious colleges and universities. New York: Routledge, 2006.
Cerca il testo completoLearning more and teaching less: A decade of innovation in self-instruction and small group learning. Guildford, Surrey: Society for Research into Higher Education & NFER-NELSON, 1985.
Cerca il testo completoCapitoli di libri sul tema "Tertiary instruction"
Doiz, Aintzane, David Lasagabaster e Juan Manuel Sierra. "11. Future Challenges for English-Medium Instruction at the Tertiary Level". In English-Medium Instruction at Universities, a cura di Aintzane Doiz, David Lasagabaster e Juan Manuel Sierra, 213–21. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847698162-015.
Testo completoEscobar Álvarez, Mª Ángeles. "Developing CLIL in Tertiary Education: Working with Tourism Texts". In English for Specific Purposes Instruction and Research, 269–88. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32914-3_14.
Testo completoMurphy, Amanda C., e Misganaw Solomon Mengistu. "The Challenges of Internationalization in EMI Tertiary Education in Ethiopia". In English-Medium Instruction and the Internationalization of Universities, 77–101. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47860-5_4.
Testo completoBall, Phil, e Diana Lindsay. "3. Language Demands and Support for English-Medium Instruction in Tertiary Education. Learning from a Specific Context". In English-Medium Instruction at Universities, a cura di Aintzane Doiz, David Lasagabaster e Juan Manuel Sierra, 44–62. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847698162-007.
Testo completoTzavara, Dionisia. "From Emergency Remote Teaching to Strategically Embracing Online Learning". In The Promise of Higher Education, 249–54. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_39.
Testo completoHirata, Yoko. "Planning for Better Instruction: Learner Interviews for Flefxible Education in a Japanese Tertiary Curriculum". In Education Innovation Series, 15–25. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7995-5_2.
Testo completoFujimoto-Adamson, Naoki, e John Adamson. "From EFL to EMI: Hydrid Practices in English as a Medium of Instruction in Japanese Tertiary Contexts". In Key Issues in English for Specific Purposes in Higher Education, 201–21. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-70214-8_12.
Testo completoBrixen, Kim, Søren Overgaard, Jeppe Gram, Jesper Ryg, Mette Rothmann, Claire Gudex e Jan Sørensen. "Evidence for Medical Treatment for Tertiary Prophylaxis of Osteoporosis". In European Instructional Lectures, 3–13. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-36149-4_1.
Testo completoLehman, Iga Maria, e Rob Anderson. "Academic Identities and Literacy Practices: A Few Remarks on the Influence of EAP Instruction on the Construction of Disciplinary Identities of Italian Tertiary Students". In Second Language Learning and Teaching, 139–52. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56892-8_9.
Testo completoZayas Martínez, Francisco, e José Luis Estrada Chichón. "EMI at Tertiary Level in Spain". In Teacher Training for English-Medium Instruction in Higher Education, 232–56. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2318-6.ch011.
Testo completoAtti di convegni sul tema "Tertiary instruction"
Halse, Mici, Brenda Mallinson e Greg Foster. "A Prototype Live Virtual Classroom for Shared Tertiary Instruction". In Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007). IEEE, 2007. http://dx.doi.org/10.1109/icalt.2007.33.
Testo completoPoulova, Petra, e Ivana Simonova. "The traditional versus ICT-supported instruction within the tertiary education: Comparative study". In 2011 International Conference on Information Society (i-Society). IEEE, 2011. http://dx.doi.org/10.1109/i-society18435.2011.5978458.
Testo completoMarsh, Cecille. "Strategic Knowledge of Computer Applications: The Key to Efficient Computer Use". In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3094.
Testo completoLi, Yu, e Ji Li. "Learning on the move: A case study of mobile learning assisted english reading instruction in Chinese tertiary education". In Education (ICCSE 2011). IEEE, 2011. http://dx.doi.org/10.1109/iccse.2011.6028799.
Testo completoHu, Wen-Chi, e Shih-Tsung Hsu. "The effectiveness of using computer technology to strengthen English as a medium of instruction courses in Taiwan tertiary education". In 2016 3rd International Conference on Systems and Informatics (ICSAI). IEEE, 2016. http://dx.doi.org/10.1109/icsai.2016.7811002.
Testo completoShehua, Isma'ila Y., Muhammad H. Muhammad, Joseph D. Enemali e Mohd Safarin Nordinc. "Sample the effects of computer assisted instruction on automobile technology students' academic performance and attitude in tertiary institutions of Nigeria". In 2012 4th International Congress on Engineering Education (ICEED 2012). IEEE, 2012. http://dx.doi.org/10.1109/iceed.2012.6779265.
Testo completoWilliams, Norman, John Beachboard e Robert Bohning. "Integrating Content and English-Language Learning in a Middle Eastern Information Technology College: Investigating Faculty Perceptions, Practices and Capabilities". In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3449.
Testo completoShehu, Isma'ila Y., Umar Abubakar, Aminu M. Kawu e Bala Sa'idu. "Effect of Youtube-Video Embedded Instruction on Students’ Academic Achievement In Automotive Technology Education In Tertiary Institutions of North-Eastern Nigeria". In 2019 2nd International Conference of the IEEE Nigeria Computer Chapter (NigeriaComputConf). IEEE, 2019. http://dx.doi.org/10.1109/nigeriacomputconf45974.2019.8949616.
Testo completoSerrano Santos, Jose Manuel. "Design, implementation and evaluation of an authentic assessment experience in a pharmacy course: are students getting it?" In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5294.
Testo completoWade, Carol Henderson, Christian Wilkens, Gerhard Sonnert e Philip M. Sadler. "Four component instructional design (4C/ID) model confirmed for secondary tertiary mathematics". In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-386.
Testo completo