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Danka, Istvan. "Teaching philosophy online". Thesis, University of Leeds, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.713489.
Pełny tekst źródłaBrewer, Angela. "Faculty perceptions of teaching online". Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/697.
Pełny tekst źródłaChristie, Jordanne. "Educational development for online teaching". Thesis, Lancaster University, 2016. http://eprints.lancs.ac.uk/82861/.
Pełny tekst źródłaCameron, Nancy G. "Teaching in the Online Environment". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/7044.
Pełny tekst źródłaMitchell, Lorianne D., Noam Ebner i Jennifer D. Parlamis. "Teaching Negotiation Online: Getting Started". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/8317.
Pełny tekst źródłaRogers, Susy. "Online pedagogy : the pedagogical variation model for asynchronous online teaching". Thesis, University of South Wales, 2013. https://pure.southwales.ac.uk/en/studentthesis/online-pedagogy(3c0d84ac-8bd1-4cd9-b43e-e04f444bb304).html.
Pełny tekst źródłaChi, Angel. "The journey to teaching online| A case study of faculty preparation and experiences in online teaching". Thesis, University of Denver, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3597952.
Pełny tekst źródłaWhen Bill Gates published his book "The Road Ahead" (1995), he summarized the transformative implications of the personal computing revolution and described a future profoundly changed by the arrival of a global information super highway. Almost twenty years later, the tsunami of online programs and the MOOCs (massive online open courses) is impacting the structural integrity of postsecondary institutions and changing the competitive landscape of higher learning at an unprecedented pace. When Allen and Seaman (2013) asked the question of whether faculty acceptance of online education increased in their Sloan Consortium annual report, only 30.2% of chief academic officers believe their faculty accept the value and legitimacy of online education. This rate is even lower than the rate recorded in 2004. With an apparent widening gap between institutional strategy and faculty acceptance, each organization needs to conceptually map its road ahead. However, only an institution as a whole can decide for itself what kind of change is needed and define what constitutes evidence of lasting change. This implies a unique transformation of institutional philosophy, culture, strategy, and reward systems for faculty members.
Complex adoptive system (CAS) theory (Olson & Eoyang, 2001), suggests that the most powerful organizational transformations occur not at the macro level but rather at the micro level where behaviors and changes began to emerge. Thus, instead of trying to measure, evaluate, or categorize which faculty member fits into which stage of online faculty development under which framework, this study asked four tenured faculty members to reconstruct their experiences on why they teach online, how they learn to teach online, and what factors influences their journeys to teaching online. Their narratives painted a landscape of faculty acceptance in institutions and the online learning phenomena in our society. Ultimately, their stories are really about change. By studying the "change agents" in a changing organization in a changing industry, this study is not an exercise to identify the best practices. Rather, this study hopes to inspire new ideas for new ways to conceptually frame the problem facing the faculty, the institution, and the industry in their road ahead in teaching online.
The researcher hopes that this study may be used by institution leaders, faculty developers, and other faculty members to: (1) assess the level of progress of their current and future distance learning program, (2) determine how distance learning programs should be established, (3) evaluate faculty development efforts, (4) improve strategies and implementations for institutionalization of their distance education programs, including academic programming and faculty reward structure, and (5) improve online student retention and learning outcomes.
Meyer, John David. "Administrative Support for Online Teaching Faculty". NSUWorks, 2009. http://nsuworks.nova.edu/gscis_etd/245.
Pełny tekst źródłaGoroshko, Olena. "Gender equity through gender teaching online". Thesis, Global University Network for Innovation, 2008. http://repository.kpi.kharkov.ua/handle/KhPI-Press/49014.
Pełny tekst źródłaClements, Andrea D., i Steve Cockerham. "Problems (and solutions) in Online Teaching". Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etsu-works/7310.
Pełny tekst źródłaBernard, Julia M. "Teaching Practitioners in Online Learner Formats". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/939.
Pełny tekst źródłaRoienko, L. V. "The main aspects of teaching English online". Thesis, Національний авіаційний університет, 2020. https://er.knutd.edu.ua/handle/123456789/16224.
Pełny tekst źródłaМета даного дослідження проаналізувати основні технічні аспекти. котрі вчителю потрібно знати і брати до уваги для того, щоб почати викладати англійську мову онлайн.
Smith, Robin Davidson. "Virtual voices online teachers' perceptions of online teaching standards and competencies /". Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3076.
Pełny tekst źródłaVita: p. 297. Thesis director: Priscilla Norton. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed July 18, 2008). Includes bibliographical references (p. 286-296). Also issued in print.
McMurtry, Kim. "Effective Teaching Practices in Online Higher Education". NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/372.
Pełny tekst źródłaDubrivna, Antonina. "Online teaching in the Design Education System". Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18173.
Pełny tekst źródłaУ статті проаналізовано особливості онлайн-викладання в системі дизайну освіти. Визначено проблеми, з якими стикаються викладачі та студенти. Запропоновано ефективні методи та технології навчання для вирішення проблем з метою оптимізації навчального процесу.
Chernets, M. "Online teaching during the COVID-19 pandemic". Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18495.
Pełny tekst źródłaСкарлупіна, Юлія Анатоліївна, Юлия Анатольевна Скарлупина i Yuliia Anatoliivna Skarlupina. "Free online resources in foreign languages teaching". Thesis, Марусич, 2017. http://essuir.sumdu.edu.ua/handle/123456789/52099.
Pełny tekst źródłaПозитивное влияние использования веб приложений на мотивацию студентов и повышение их лингвистических компетенций сложно переоценить. Собственно говоря, не только сами технологии, сколько геймификация учебного процесса, базирующаяся на данных технологиях , способствует его оптимизации. Кроме того, такие подходы к организации учебного процесса, как смешанное и перевёрнутое обучение, дают преподавателю возможность внедрения проблемно-ориентированного обучения, основным принципом которого является поддержка изучения иностранного языка опытом студентов в других сферах деятельности,что, в свою очередь, способствует усилению междисциплинарных связей.
The positive impact of using web applications on students’ motivation and enhancement of their linguistic competence can hardly be overestimated. The thing is that not only a technologies as they are, but gamification, based on these technologies, is being integrated in education, and teaching foreign languages is not an exception. Such approaches blended or flipped learning let the teacher the opportunity to implement problem-based learning, the basic principle of which is the fact, that the language learning is strengthened by the students’ experience in the other fields, that is to improve the interdisciplinary connections.
Clements, Andrea D. "Problems (and solutions) in Online Teaching II". Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/7307.
Pełny tekst źródłaEbner, Noam, Lorianne D. Mitchell, Jennifer D. Parlamis i Roy Lewicki. "Teaching Negotiation Online Part 2: Getting Started". Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8334.
Pełny tekst źródłaCompton, Lily Ko-Li. "Preparing pre-service teachers for online teaching". [Ames, Iowa : Iowa State University], 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3389096.
Pełny tekst źródłaInamorato, dos Santos Andreia. "The discourses of teaching and learning online". Thesis, Open University, 2010. http://oro.open.ac.uk/56474/.
Pełny tekst źródłaCuevas, Rebecca Frost. "TURKISH TO GO: TEACHING INTELLECTUAL SKILLS ONLINE". CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/111.
Pełny tekst źródłaGanza, William John. "The Impact of Online Professional Development on Online Teaching in Higher Education". UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/345.
Pełny tekst źródłaIngemarsson, Johanna. "EFL Teachers’ Experiences Teaching Online using ICT : A Case Study of the Transition from Classroom Teaching to Online Teaching during the COVID-19 Pandemic". Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84446.
Pełny tekst źródłaSyftet med denna studie har varit att bidra till kunskap om den undervisning som har skett under COVID-19 pandemin, genom att undersöka användningen av IKT (informations och kommunikations teknik) i den onlineundervisning som bedrivits av fem EFL-lärare (English as a Foreign Language) och deras erfarenheter av övergången från klassrumsundervisning till onlineundervisning. Vidare har denna studie även undersökt hur dessa lärare tror att onlineundervisningen har påverkat elevernas lärande i ämnet engelska. Datan samlades in med hjälp av semistrukturerade intervjuer. Lärarnas svar analyserades senare med hjälp av tematiska analyser och delades in i teman, undertema och koder. Resultatet visade att lärarna hade både positiva och negativa erfarenheter av att undervisa online. Det faktum att eleverna kunde fortsätta sin utbildning hemifrån och att lärarna hade förbättrat sin egen undervisning uttryckets ofta i positiva åsikter. Resultat från studien visade däremot att lärarna hade mest negativa erfarenheter när det gällde den faktiska processen av att undervisa online, personliga känslor, och effekterna onlineundervisning har haft på elevernas lärande i ämnet engelska. Problematik så som tekniska svårigheter, att det var tidskrävande och att interaktionen mellan lärare och elever hämmades tillhör några av de negativa erfarenheter av onlineundervisning som lärarna vittnade om. Denna studie presenterar förslag på hur man kan förbättra distansutbildning och hur fortsatt undervisning online kräver att lärare utbildas i hur man implementerar effektiva IKT-verktyg i sin onlineundervisning.
Song, Yang, i 宋暘. "Making news online : a case study of online journalism education". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/208553.
Pełny tekst źródłaMcShane, Kim. "Technologies transforming academics : academic identity and online teaching". University of Technology, Sydney. Faculty of Education, 2006. http://hdl.handle.net/2100/391.
Pełny tekst źródłaWilson, Hope Marshall. "Teaching Language and Culture Through Online Ethnographic Explorations". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1573901116368513.
Pełny tekst źródłaMitchell, Lorianne D., Jennifer D. Parlamis, Roy Lewicki i Noam Ebner. "Teaching Negotiation Online Part 1: Challenges and Opportunities". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/8335.
Pełny tekst źródłaVelasquez, Andrea. "Technology-Mediated Caring in Online Teaching and Learning". BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3355.
Pełny tekst źródłaRandall, John H. "Stages of faculty concern about teaching online| Relationships between faculty teaching methods and technology use in teaching". Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10139810.
Pełny tekst źródłaAs more online courses and programs are created, it is imperative institutions understand the concern of their faculty toward teaching online, the types of technology they use, and the methods they use to instruct students in order to provide appropriate resources to support them. This quantitative study measures these concerns, using the Stages of Concern Questionnaire, of full-time faculty at a small Christian liberal arts university in Southern California relative to teaching online, technology use, and teaching methods. The majority of faculty reported being unconcerned about teaching online.
The correlations conducted between faculty’s concerns about teaching online and their teaching methods showed that while some relationships exist, the strength of the relationships are weak. The same was true for the relationships between faculty’s technology use and their concern about teaching online. Additionally, analysis of variance revealed faculty who practice more student-centered teaching methods are more likely to focus on coordinating and cooperating with others regarding teaching online.
It can be concluded that the majority of faculty at the institution are not concerned about teaching online and that overall, their technology use and specific teaching methods do not contribute to their concerns about teaching online. However, it was found that faculty who are more student-centered are more likely to cooperate and coordinate with others in regards to teaching online. These findings have implications for the institution where this research was conducted. The administration can be more confident knowing that many of their faculty are not highly concerned about teaching online, therefore, may be less likely to resist teaching these types of classes. The administration now has information that shows faculty who are more student-centered are more likely to cooperate with others in regards to teaching online. These faculty may be more inclined to promote online teaching and ultimately help fulfill the strategic plans of the University.
Phillips, William. "A STUDY OF INSTRUCTOR PERSONA IN THE ONLINE ENVIRONMENT". Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2416.
Pełny tekst źródłaEd.D.
Department of Educational Research, Technology and Leadership
Education
Curriculum and Instruction EdD
Pennington, John Paul. "Reverse Benefits: How Teaching Online Benefits Face-To-Face Teaching for Higher Education Faculty". Cincinnati, Ohio : University of Cincinnati, 2005. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1115641817.
Pełny tekst źródłaAdvisor: Janet L. Bohren. Title from electronic thesis title page (viewed Mar. 26, 2009). Includes abstract. Keywords: Distance education; Online Teaching; Traditional Teaching; Higher Education; Faculty; Interaction; Social Constructivism. Includes bibliographical references.
Ziemsen, Eva. "Developing a learning model for teaching film production online". Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/63862.
Pełny tekst źródłaGraduate and Postdoctoral Studies
Graduate
Morgan, Tannis. "The negotiation of teaching presence in international online contexts". Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/1416.
Pełny tekst źródłaOraifige, Amal Yousef Nour. "An online intelligent system for teaching engineering design technologies". Thesis, University of Derby, 2010. http://hdl.handle.net/10545/232633.
Pełny tekst źródłaBolldén, Karin. "Online teaching practices : Sociomaterial matters in higher education settings". Doctoral thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-117275.
Pełny tekst źródłaSyftet med föreliggande studie var att beskriva och analysera undervisningspraktiker online i svensk högre utbildningskontext. Studien har en onlineetnografisk ansats och baseras på empiriska data av undervisningen i två kurser på universitetsnivå. Studien stödjer sig främst på observationsdata men även intervjuer och dokumentstudier ligger som grund för analysen. Empiriska data har analyserats med ett praktikteoretiskt perspektiv – ett perspektiv inom sociomateriell teoribildning. Resultatet visar att undervisning online kännetecknas av en förkroppsligad sociomateriell praktik. Lärarkroppen kan förstås som både multipel och tätt sammanvävd med teknologi. Vidare används lärarkroppen i undervisningssituationen för att reducera komplexitet men även för att, tillsammans med annan materialitet, prefigurera vad det är för typ av undervisning som kommer att utspela sig. Vidare kan lärarinterventioner i onlinemiljöer förstås som relationella till både tekniken (det vill säga det virtuellt materiella arrangemanget) och lärares göranden och säganden (det vill säga undervisningspraktiken). Lärarinterventioner syftar till att göra arrangemanget begripligt för studenterna. Studien visar att lärarinterventionerna arrangerar både studenter och informations- och kommunikationsteknologi (IKT) i syfte att få dem att fungera som en undervisningspraktik. Den undervisningspraktik som uppstår är inte given på förhand utan emergent. Den karaktäriseras av ett samspel mellan virtuell materialitet och social praktik där asymmetriska relationer mellan lärare och IKT råder.
Behrens, Nicholas A. "Improving system dynamics teaching using online surveys and exercises". Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/36796.
Pełny tekst źródłaIncludes bibliographical references (leaf 50).
As the world becomes increasingly connected, traditional problem solving and decision-making skills becomes less effective. Complex systems found in nature and society exhibit long time delays between cause and effect, feedback, and non-linearity making it difficult to reason effectively about system behavior. Recent studies have shown even highly educated graduate students lack basic systems thinking skills indicating a need for improved system dynamics education. This paper describes the development of a two new tools for improving system dynamics education: a stock-flow simulator that allows users to experiment with simple stock-flow systems, and a web application framework for building system dynamics surveys. This framework is used to build a survey capable of evaluating systems thinking skills and compare the effectiveness of online teaching methods.
by Nicholas A. Behrens.
M.Eng.and S.B.
Cameron, Nancy G. "Best Practices for Online Teaching: Building a Learning Community". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7043.
Pełny tekst źródłaBarac, Tijana, Norah Navér, Filip Nystrand i Elisabeth Ryan. "An Online Catalog of Tools and Techniques for Teaching". Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-385650.
Pełny tekst źródłaDet finns många olika tekniker och hjälpmedel för att göra undervisning mer modern men det är inte alltid lätt att hitta information om dessa metoder. För att underlätta för lärare i deras undervisning, är detta ett projekt med mål att skapa en hemsida som fungerar som en online-katalog med tekniker och hjälpmedel. Huvudfokuset är att skapa ett gränssnitt till hemsidan för att göra katalogen lättanvänd. Målgruppen är lärare och föreläsare på Uppsala Universitet. För att hitta den bästa designlösningen till gränssnittet, började vi med att skapa olika användarhistorier och med att bygga en prototyp. Prototypen testades av vänner och familj till projektgruppen. Med kritik från testen byggdes gränssnittet, det implementerade gränssnittet testades sen av personer från målgruppen. Resultat var en vältestad hemsida som, enligt resultat från användartesterna, hade en design som var lätt att använda. Resultatet ansågs även vara användbart av projektets intressenter. Hemsidan kommer att tas i bruk teknisk-naturvetenskapliga fakultetens universitetspedagogiska råd på Uppsala Universitet (TUR).
Boyarko, Maria A. "ONLINE PROFESSIONAL DEVELOPMENT: A STUDY OF FIRST YEAR ONLINE TEACHERS". [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1242052734.
Pełny tekst źródłaTitle from PDF t.p. (viewed Jan. 22, 2010). Advisor: Steven L. Turner. Keywords: Online professional development. Includes bibliographical references (p. 191-197).
Mitchell, Lorianne D. "Best Practices for New Online Management Education Instructors to Overcome Resistance to Online Teaching: New Insights". Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/6771.
Pełny tekst źródłaSmith, David. "Online Education and the Pandemic: A Narrative of the Experiences of First-Time Online Instructors During the Spring 2020 Semester". Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3880.
Pełny tekst źródłaCrone, Eric E. "Teaching with the Internet, the online university as media hype?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62712.pdf.
Pełny tekst źródłaDolloph, Frances M. "Online higher education faculty perceptions, learning, and changes in teaching /". Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5296.
Pełny tekst źródłaTitle from document title page. Document formatted into pages; contains vi, 152 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 110-122).
Wong, Christopher M. Eng Massachusetts Institute of Technology. "Kid's Survey Network : teaching data literacy with multiplayer online games". Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/53130.
Pełny tekst źródłaIncludes bibliographical references (p. 66).
Current advancements in technology have permeated modern society, especially among the younger generations of computer users. Today's youth have grown up accustomed to video games and online social networking as standard elements of life. In contrast, many people of all ages today do not have a good grasp of data literacy. Many people simply do not understand statistics, charts, graphs and other survey data, which are all very commonly used in all aspects of everyday life. Kids' Survey Network is a large project that aims to focus the comfort and proficiency that middle school students have with web technology into an effective education tool to teach data literacy. This thesis project entails the creation of a suite of multiplayer learning games that reinforce the various other components of Kids' Survey Network.
by Christopher Wong.
M.Eng.
Makani, Betty. "Undergraduate business student perceptions of teaching presence in online classes". Diss., Kansas State University, 2015. http://hdl.handle.net/2097/20567.
Pełny tekst źródłaDepartment of Curriculum and Instruction
Rosemary Talab
The purpose of this study was to examine undergraduate business student perceptions of teaching presence in order to scale up online learning to improve access to quality education. This study also responded to Senate Bill 520, calling for the improved online course quality. The data were obtained from 437 undergraduate business students (response rate 79.17%). A non-experimental, cross-sectional survey design was used, incorporating the Teaching Presence Scale and Lukow’s Attitudes Towards the Use of Technology Survey. Teaching Presence was the theoretical framework. Data analysis regarding the participants’ personal characteristics indicated that their perceptions of teaching presence were not influenced by age. A statistically significant difference was found in the participants’ perception of teaching presence by gender (p<.05), as well as instructional design, and course organization. Data analysis regarding participants’ contextual characteristics indicated that perceptions of teaching presence were not influenced by course duration. However, a statistically significant difference was found in the participants’ perception of teaching presence based on class level, p<.05. Significant differences were found in communication, assessment and feedback. Data analysis of technographic characteristics found no statistically significant influence on participants' perception of teaching presence. Recommendations for the research setting were in the areas of learning environment engagement, online teaching pedagogy, online course materials development, communication and feedback, faculty development and student technology resource and support. Future research on perceptions of teaching presence from the instructor’s perspective, student characteristics in terms of race and ethnicity, impact of audio and video feedback, and expansion of the student population to other disciplines were recommended.
Kelley, Tracy M. "Kun8seeh : an online approach to teaching & learning conversational Wôpanaô̂t8âôk". Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/129118.
Pełny tekst źródłaCataloged from student-submitted PDF version of thesis.
Includes bibliographical references.
Kun8seeh is aWôpanaô̂t8âôk teaching and learning website. The primary objective for the website is to increase language access to all Wôpanâak language learners through the use online learning materials that accompany audio and visual material. Kun8seeh provides more opportunities for students to engage in language learning based on a student's availability, geographical location, and learning style. Currently, most community language access requires a student to live in close proximity to reservation lands and requires that they attend a class in person. Most classes offered meet once a week for 1-2 hours, depending on the availability of the instructor, thus making immersion environments sparse and increases in speaking fluency a great challenge. Kun8seeh is the first online learning opportunity in the Wôpanâak community with lesson plans, games, and books that students can see, hear, and access from any device that can access the internet.
by Tracy M. Kelley.
S.M.
S.M. Massachusetts Institute of Technology, Department of Linguistics and Philosophy
Parlamis, Jennifer D., Noam Ebner, Lorianne D. Mitchell i Roy Lewicki. "The Medium, the Message and the Methods: Teaching Negotiation Online". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/8316.
Pełny tekst źródłaWatters, Georgia George. "The Experiences of Military Parents Homeschooling Using Online Teaching Resources". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/529.
Pełny tekst źródłaKeramidas, Cathy Galyon, i Michael Mayton. "Who's Ready to Learn Online?" Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/517.
Pełny tekst źródła