Rozprawy doktorskie na temat „Learner”
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Murshid, Kinaz. "Understanding learner autonomy from learners' perspectives : insights from adult Syrian EFL learners". Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730820.
Pełny tekst źródłaMatshotyana, Zanele. "Experiences of parenting learners with regards to learner pregnancy policy". Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2060_1307513466.
Pełny tekst źródłaA qualitative research design in the form of a case study was employed. A quantitative method was also utilized in the form of a short questionnaire for demographic purposes in order to provide a general description of the sample. A purposive sample of 10 parenting learners, and two teachers was selected. The study was conducted in a Senior Secondary School that is located in Khayelitsha, a historically disadvantaged community in the Western Cape. Semi structured interviews of approximately ninety minutes each were conducted and audio taped. A thematic analysis was used to analyse the audio taped data from the transcribed interviews. The key findings from this research illustrate that there is a misunderstanding and miscommunication between teachers and learners about learner pregnancy. Pregnant learners hide pregnancy from the teachers to avoid comments and from being expelled from the school and consequently do not get any support from the school. On the other hand, the findings indicate that if the teachers were aware of their pregnancy and trained to deal with learner pregnancy, these learners would be supported by the school. Some of the recommendations were to develop the capacity of the teachers so that the school is able to provide an adolescent-professional-friendly service. A safe non-judgmental environment is required so that the learner is able to disclose her pregnancy status as early as possible to ensure that they receive the necessary support.
Payant, Caroline A. "Learner-Learner Interaction: An Exploration of the Mediating Functions of Multilingual Learners’ Languages in an L3 Foreign Language Classroom". Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/alesl_diss/23.
Pełny tekst źródłaFite, Shannon Diane. "Influences on learner-learner interaction in online classes". Texas A&M University, 2004. http://hdl.handle.net/1969.1/264.
Pełny tekst źródłaГнаповська, Людмила Вадимівна, Людмила Вадимовна Гнаповская i Liudmyla Vadymivna Hnapovska. "Learner-centred Language Teaching: Teacher-Learner interaction Formats". Thesis, ХНУ ім. В.Н. Каразіна, 2015. http://essuir.sumdu.edu.ua/handle/123456789/60131.
Pełny tekst źródłaТези розглядають основні питання взаємодії викладача та студента у контексті студентоцентричного підходу до викладання іноземних мов. "Студентоцентризм" як концепт інтерпретується з точки зору гуманістичної перспективи, практичної необхідності зміни форматів співробітництва викладача та студента та перспектив розробки навчальних робочих програм з іноземних мов.
Dixon, David. "Measuring language learner autonomy in tertiary-level learners of English". Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/58287/.
Pełny tekst źródłaGorenc, Zoran Annmarie. "CALLing all learners : an explanatory integrative research study of EFL learner-learner corrective feedback patterns within on-line synchronous environments". [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001772.
Pełny tekst źródłaKeller, Christine Ida. "Learner-to-Learner: Refocusing the Lens of Educational Immediacy". Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc28372/.
Pełny tekst źródłaHall, Valerie Joyce. "Observations : a vehicle for enabling learner voice and developing expert learners". Thesis, Staffordshire University, 2014. http://eprints.staffs.ac.uk/1943/.
Pełny tekst źródłaÅgren, Louise. "English as a third language. Learner profiles of six L3 learners of English". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30834.
Pełny tekst źródłaMorales, Gamboa Rafael. "Exploring participative learner modelling and its effects on learner behaviour". Thesis, University of Edinburgh, 2000. http://hdl.handle.net/1842/6666.
Pełny tekst źródłaShanyinde, Partson Danny. "An investigation of learner/learner scaffolding using microcomputer-based labs". Thesis, University of Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265451.
Pełny tekst źródłaVitturi, Francesco <1997>. "Ready, Player, Learner". Master's Degree Thesis, Università Ca' Foscari Venezia, 2021. http://hdl.handle.net/10579/20455.
Pełny tekst źródłaAnderson, J. C., James Lampley i Donald W. Good. "Learner Satisfaction in Online Learning: An Analysis of the Perceived of Learner- Social Media and Learner-Instructor Interaction". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/247.
Pełny tekst źródłaAbe, Mariko. "Syntactic variation across proficiency levels in Japanese EFL learner speech". Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/350754.
Pełny tekst źródłaEd.D.
Overall patterns of language use variation across oral proficiency levels of 1,243 Japanese EFL learners and 20 native speakers of English using the linguistic features set from Biber (1988) were investigated in this study. The approach combined learner corpora, language processing techniques, visual inspection of descriptive statistics, and multivariate statistical analysis to identify characteristics of learner language use. The largest spoken learner corpus in Japan, the National Institute of Information and Communications Technology Japanese Learner English (NICT JLE) Corpus was used for the analysis. It consists of over one million running words of L2 spoken English with oral proficiency level information. The level of the material in the corpus is approximately equal to a Test of English for International Communication (TOEIC) range of 356 to 921. It also includes data gathered from 20 native speakers who performed identical speaking tasks as the learners. The 58 linguistic features (e.g., grammatical features) were taken from the original list of 67 linguistic features in Biber (1988) to explore the variation of learner language. The following research questions were addressed. First, what linguistic features characterize different oral proficiency levels? Second, to what degree do the language features appearing in the spoken production of high proficiency learners match those of native speakers who perform the same task? Third, is the oral production of Japanese EFL learners rich enough to display the full range of features used by Biber? Grammatical features alone would not be enough to comprehensively distinguish oral proficiency levels, but the results of the study show that various types of grammatical features can be used to describe differences in the levels. First, frequency change patterns (i.e., a rising, a falling, a combination of rising, falling, and a plateauing) across the oral proficiency levels were shown through linguistic features from a wide range of categories: (a) part-of-speech (noun, pronoun it, first person pronoun, demonstrative pronoun, indefinite pronoun, possibility modal, adverb, causative adverb), (b) stance markers (emphatic, hedge, amplifier), (c) reduced forms (contraction, stranded preposition), (d) specialized verb class (private verb), complementation (infinitive), (e) coordination (phrasal coordination), (f) passive (agentless passive), and (g) possibly tense and aspect markers (past tense, perfect aspect). In addition, there is a noticeable gap between native and non-native speakers of English. There are six items that native speakers of English use more frequently than the most advanced learners (perfect aspect, place adverb, pronoun it, stranded preposition, synthetic negation, emphatic) and five items that native speakers use less frequently (past tense, first person pronoun, infinitive, possibility modal, analytic negation). Other linguistic features are used with similar frequency across the levels. What is clear is that the speaking tasks and the time allowed for provided ample opportunity for most of Biber’s features to be used across the levels. The results of this study show that various linguistic features can be used to distinguish different oral proficiency levels, and to distinguish the oral language use of native and non-native speakers of English.
Temple University--Theses
Doku, Ishmael Adu-Mensah. "Let the learner learn, a qualitative insight into the birth and growth of the cross-cultural learner centre concept". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ35399.pdf.
Pełny tekst źródłaRioux, Robyn. "English language learners and the development of the English language learner curriculum". [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:160.
Pełny tekst źródłaWienand, Merna Adeliade. "Empowering teachers to render learner support to learners who experience reading barriers". Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1353.
Pełny tekst źródłaMachika, Nonhlahla Mildred. "The effect of learner discipline on academic achievement of grade 12 learners". Thesis, University of Limpopo (Turfloop Campus), 2007. http://hdl.handle.net/10386/763.
Pełny tekst źródłaThe purpose of this study is to investigate and highlight the effects of learner discipline on academic achievement. Respondents in this research were requested to make their perceptions and attitudes known on the following issues: • Can discipline improve academic achievement? • How can discipline be used as a means to manage academic achievement? • How does discipline influence academic achievement? • Which strategies promote sound management of academic achievement? • Why should discipline be employed for academic achievement especially of grade 12 learners? • What hinders sound management of discipline for academic achievement? Chapter one deals with historical background, significance of the study, problem statement, main research question, aims and objectives, delimitation of the study, definition of concepts and research programme. Chapter two consists of literature review whereby primitive views on discipline are investigated. Contemporary views on discipline, accepted disciplinary strategies, obstacles that hinder learner discipline for academic achievement and hindrances to sound management will also be investigated. Chapter three consists of Research Methodology and it includes introduction, research design, population, sampling procedures, research instruments, data collection, confidentiality, reliability, validity and conclusion. Chapter four focuses on data analysis and interpretation. Chapter five presents a summary, suggestions, recommendations and conclusion.
Andersen, Jeffery C. "Learner Satisfaction in Online Learning: An Analysis of the Perceived Impact of Learner-Social Media and Learner-Instructor Interaction". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1115.
Pełny tekst źródłaDalkir, Kim. "Improving user modeling via the integration of learner characteristics and learner behaviors". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25914.pdf.
Pełny tekst źródłaCopeland, Matthew Blair. "Learner Modal Preference and Content Delivery Method Predicting Learner Performance and Satisfaction". Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862858/.
Pełny tekst źródłaMorrow, Revonda G. "Interactivity in an Online Learning Environment: A Case Study of Participant Experience in Professional Development". Thesis, Griffith University, 2007. http://hdl.handle.net/10072/367435.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
Faculty of Education
Full Text
Mynard, Joanne. "Synchronous computer-mediated communication and learner autonomy in female Emirati learners of English". Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288249.
Pełny tekst źródłaKnöös, Johanna, i Siri Amanda Rääf. "Sentiment Analysis of MOOC learner reviews : What motivates learners to complete a course?" Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105919.
Pełny tekst źródłaHarrison, Patricia Audrey. "How the HR professional learns to practice : a 'novice learner' perspective". Thesis, University of Leeds, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.634207.
Pełny tekst źródłaSnyder, Aaron W. "Becoming an Altruistic Learner". BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5273.
Pełny tekst źródłaCLARK, MELODY SELLET. "STUDENT SUPPORT FOR ACADEMIC SUCCESS IN A BLENDED, VIDEO AND WEB-BASED, DISTANCE EDUCATION PROGRAM: THE DISTANCE LEARNER'S PERSPECTIVE". University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1069775658.
Pełny tekst źródłaWilliams-Shakespeare, Eraldine. "Talk Matters: Graduate Students’ Perceptions of Online Learner-Learner Interaction Design and Experiences". Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7717.
Pełny tekst źródłaCarlisle, Vincent J. "Understanding the effects of personal responsibility and environment on the development of self-directed learning: an exploratory study". Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32502.
Pełny tekst źródłaDepartment of Educational Leadership
Sarah Fishback
This exploratory study analyzed changes in self-directed learning of Army officers attending the Army’s Command and General Staff Officers Course, CGSOC, by applying a quasi-experimental, pretest posttest, comparative approach based on the attribute independent variables gender, race/ethnicity, level of education, and branch of Army. It also sought to inform implementation and assessment strategies in both the private and broader public sectors, specifically companies and organizations seeking to develop lifelong learners in the furtherance of creating or sustaining a learning organization. The study began with the administration of the Personal Responsibility Orientation to Self-directed Learning Scale (PRO-SDLS) during the first week of a ten-month resident course and concluded with a second administration of the PRO-SDLS at the end of the course. In addition to a total score, the PRO-SDLS provided results for four dependent variables: learner initiative, learner self-efficacy, learner control, and learner motivation. Though effect size varied, this study found a statistically significant difference in pretest to posttest scores differences between white and non-white in both total score and in the subcomponent of learner motivation. Additionally, the change in scores for learner motivation from pretest to posttest for whites was statically significant. Finally, the change in scores for the subcomponent of learner control between students with a bachelor’s degree and those with a master’s degree was also significant. The broader implication of these findings is the caution by Brockett and Hiemsta (1991) that adult educators should consider the individual characteristics of the learner when developing and delivering curriculum. In this case it would appear that either the curriculum or the delivery of the curriculum or a combination of the two may have been experienced differently by white and non-white Army officers; specifically regarding the development of learner motivation.
Boweni, Gaopotlake Puxley. "The structure and functions of a prefect system in primary schools predominantly attended by black learners / G.P. Boweni". Thesis, North-West University, 2005. http://hdl.handle.net/10394/840.
Pełny tekst źródłaThesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.
Sitoyi, Zandisile Mawethu. "Teacher and learner experiences of violence in a cape flats school, Western Cape". University of the Western Cape, 2020. http://hdl.handle.net/11394/7957.
Pełny tekst źródłaThis study aimed to ascertain in what ways violence and crime influence the teaching and learning programme in schools in a disadvantaged community. The context is a primary school in an informal settlement in Samora Machel, Philippi, in the Cape Flats, where violence is endemic. The study shows that violence does not occur in school playgrounds and areas around the school only; classrooms are becoming common sites for violence. This study sought to establish teacher and learner experiences of violence at school, and the role of school management and parents in dealing with it, with a specific focus on school policies on discipline and how violence affects teaching and learning. The investigation also included learner behaviour during recess.
Johnson, Matthew David. "Learners' self-assessment and metacognition when using an open learner model with drill down". Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8590/.
Pełny tekst źródłaHakala, M. (Mari). "Investigating the relationship of EFL learners’ willingness to communicate and learner Identity:a case study". Master's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201905031587.
Pełny tekst źródłaKatai, Reuben Shekwonyadu. "Learner-identitiy and classroom engagement : negotiating adverse learner-identifications using a Freirean education approach". Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730874.
Pełny tekst źródłaNeal, Diane A. "Student Growth in Learner-Centered and Non-Learner-Centered Reading and Math Teachers’ Classrooms". University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1481057369924496.
Pełny tekst źródłaDarby, Douglas. "Differentiation: A Taxonomy of Online Learner Types in Higher Education". Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505153/.
Pełny tekst źródłaPaquette, Kyle. "Examining Learner-Centered Coach Education". Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37147.
Pełny tekst źródłaPaiva, Ana Maria Severino de Almeida e. "Dynamic user and learner modeling". Thesis, Lancaster University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309025.
Pełny tekst źródłaMercer, Sarah Jane. "Exploring EFL Learner Self-Concept". Thesis, Lancaster University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.524777.
Pełny tekst źródłaWong, David M. Eng (David Y. ). Massachusetts Institute of Technology. "Build your own deep learner". Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/113452.
Pełny tekst źródłaThis electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 63-64).
BYODL is a framework for building deep learning-based mobile apps to solve domain-specific image recognition problems. Domain-specific image recognition problems are challenging due to lack of labeled data - few have the expertise to assign labels to the images. By using the mobile app to collect data, our framework speeds up the process of improving the model's performance and makes the updated version readily available to app users. By handling the details of setting up the infrastructure and the mobile app boilerplate, BYODL helps users produce a functional image recognition app in a matter of hours instead of months. We designed BYODL with an eye towards customizability, simplicity, and efficiency, which led to interesting implementation challenges and design trade-offs. In this thesis, we present the motivations for BYODL, discuss aspects of its design and implementation, and report on its use cases in the real world.
by David Wong.
M. Eng.
Nesselhauf, Nadja. "Collocations in a learner corpus /". Amsterdam : J. Benjamins, 2005. http://catalogue.bnf.fr/ark:/12148/cb40079494c.
Pełny tekst źródłaCook, Ronald William. "MOOClm: Learner Modelling for MOOCs". Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17023.
Pełny tekst źródłaMillar, Neil. "The processing of learner collocations". Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547979.
Pełny tekst źródłaIvarsson, Daniel, i Fredrik Pihl. "Learner responsibility in the English classroom". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35831.
Pełny tekst źródłaTabanlioglu, Selime. "The Relationship Between Learning Styles And Language Learning Strategies Of Pre-intermediate Eap Students". Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1014034/index.pdf.
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learning style and strategy preferences. A total of 60 students were asked to complete two questionnaires. One was used to identify students&
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perceptual learning style preferences and the other was used to identify students&
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learning strategies. In addition, think aloud protocols were held to determine the cognitive and metacognitive strategies students used while reading. The data analysis of the first questionnaire revealed that students&
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major learning style preferences were auditory learning and individual learning. Furthermore, significant difference was found in the preference of tactile learning between males and females. The analysis of the second questionnaire revealed that cognitive strategies were favoured the most. No significant difference was found in the preferences of learning strategies between males and females. The analysis with respect to the relationship between learning styles and strategies revealed that &
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visual styles had a significant relation with affective strategies
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auditory styles had significant relationships with memory, cognitive, affective, and social strategies
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there was a significant relationship between the individual learning style and compensation strategies. &
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none of the learning styles had a significant relationship with metacognitive strategies. The think aloud protocols revealed that students used various cognitive and metacognitive strategies.
Mäkinen, Nordquist Gustaf. "Communication in an online learning environment : A social perspective on developing learner to learner communication". Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-10435.
Pełny tekst źródłaPalfreyman, David. "The socio-cultural construction of learner autonomy and learner independence in a tertiary EFL institution". Thesis, University of Kent, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.344149.
Pełny tekst źródłaDrouilhet, Louise Marie Rhodes Dent. "Teachers as adult learners using adult learner characteristics to design in-service programs for teachers /". Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514769.
Pełny tekst źródłaTitle from title page screen, viewed June 7, 2005. Dissertation Committee: Dent Rhodes (chair), John Heissler, Frank Lewis, William Piland, Robert Rumery. Includes bibliographical references (leaves 205-230, 261-263) and abstract. Also available in print.
Dellenlöv, Johanna, i Pernilla Tonning. "Influence, Responsibility and Awareness - teachers' and students' attitudes and experiences". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28459.
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