Teses / dissertações sobre o tema "Digital media – Usage"
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Comeau, Troy O. "Fantasy football participation and media usage". Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4726.
Texto completo da fonteThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on January 31, 2008) Vita. Includes bibliographical references.
Nauman, Saadia Ishtiaq. "News usage practices of Pakistani university students in the networked media environment". Thesis, University of Stirling, 2017. http://hdl.handle.net/1893/25463.
Texto completo da fonteKreutzer, Tino. "Online and digital media usage on cell phones among low-income urban youth in Cape Town". Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/8968.
Texto completo da fonteCell phones introduce a range of new possibilities for the use and production of media, for social networking and communication, political activism, and social development. For this study, 441 grade 11 students at nine schools in low-income areas in Cape Town, South Africa were surveyed about their use of cell phones. These young South Africans have adopted a number of ways to use the Web and mobile Instant Messaging. They also commonly access, produce, and share digital media via their phones and the Internet. Internet access has, until recently, only been accessible to the wealthiest fraction of South African society (about 10% of the population) and so this is a highly significant development. Until now, little quantitative data has been available to describe exactly to what extent and how this cohort is beginning to access and use the Internet and digital media on cell phones. The students reported intensive use of cell phones to access mobile Internet applications, at a far greater level than they report using desktop computers to access the Web. Mobile Internet is considerably more accessible to these students than computer-based Internet access and they are choosing to use the Internet primarily for mobile instant messaging and other characteristic forms of mobile media use. This suggests that these students encounter a distinct, mobile version of the Internet. Their experience of Internet access and digital media may consequently be quite different to that of their computer-using peers. An exploratory media and technology usage approach was chosen to determine first, the availability of cell phones and specific features to the students, and, second, the extent to which online and digital media are being accessed, produced, or shared. A detailed questionnaire was distributed to all students from thirteen grade 11 classes at nine schools (n=441). The schools were chosen as random cluster samples from all public secondary schools located in the city's 50% most deprived areas in order to provide a detailed assessment of cell phone usage in an environment similar to that which prevails in many urban South African schools. Activity-based questions indicate that a majority of respondents (68%) have used a cell phone on the previous day to access the Internet, while half of all respondents (49%) used the mobile Internet to access the Web on the previous day. Interpersonal communication was still the most common use of phones, with 87% of respondents making calls or sending SMS messages on a typical day. A significant minority (23%) of students did not own their own personal handset, despite the near universal use of cell phones among all respondents (96% use one on a typical day). While phone ownership correlated strongly with a sense of economic deprivation as well as lower academic performance, there was no significant difference between both groups in terms of their mobile Internet usage. Thus the fact that some students do not own a phone does not seem to create a 'mobile divide' or automatically lead to exclusion from the possibilities of mobile Internet access. Online media were found to be less frequently used than broadcast and print sources. Nonetheless, the fact that 28% of low-income urban youth access online news about once every day, or more often, may have significant implications for South Africa's news media, particularly in the future. Despite the geographical limitations of this study, the results provide an illuminating snapshot of mobile media use by low-income school-going youth in urban Cape Town.
AHLÉN, JOHANNA, e FANNY BENGTSSON. "From likes to commitment : a case study of micro companies’ social media usage". Thesis, Högskolan i Borås, Institutionen Textilhögskolan, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-17439.
Texto completo da fonteProgram: Textilt management, fashion management
Szalkowski, Arkadiusz. "Digital Natives and Digital Immigrants in Poland and usage of new new media by Polish consumers of Internet and sport journalists on the example of Polish sport websites". Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-22933.
Texto completo da fonteParmach, Michael. "The presence of social media in the Swedish classroom. A study of social media usage and its possible effects during classroom instruction". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36331.
Texto completo da fonteGalpin, Kennedy L. "DuIK Bassel in Usage in After Effects and an Animated Short Film". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/honors/480.
Texto completo da fonteFries, Patrick Thomas. "Complementarity In Health Information Media Usage By College Students: An Application of Media Complementarity Theory In The Context of Health Information". Dayton, Ohio : University of Dayton, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1271448411.
Texto completo da fonteTitle from PDF t.p. (viewed 06/22/10). Advisor: James Robinson. Includes bibliographical references (p. 50-57). Available online via the OhioLINK ETD Center.
Nilsson, Fanny, Felicia Schützler e Jennifer Sturedahl. "Preventing Inertia: Levaraging the Usage of Facebook as a Dynamic Capability". Thesis, Högskolan i Jönköping, Internationella Handelshögskolan, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-43950.
Texto completo da fontePettersson, Amanda, e Josefin Andersson. "Analyzing the usage of digital marketing and relationship marketing within Swedish SME’sin the B2B sector : Examining what is most effective". Thesis, Linnéuniversitetet, Institutionen för marknadsföring (MF), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-76600.
Texto completo da fonteLong, Daniel Wayne. "Exploring Generational Differences in Text Messaging Usage and Habits". Diss., NSUWorks, 2018. https://nsuworks.nova.edu/gscis_etd/1060.
Texto completo da fonteMessemer, Heike, Walpola Layantha Perera, Matthias Heinz, Florian Niebling e Ferdinand Maiwald. "Supporting Learning in Art History – Artificial Intelligence in Digital Humanities Education". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A73553.
Texto completo da fontePinnecke, Mareike, Martin Weiß, Verena Backer e Wissam Tawileh. "Teaching in a crisis?: Guidance for digital education in Pandemic Times". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A74153.
Texto completo da fonteDyrna, Jonathan, Julia Zawidzki e Nicole Filz. "Betriebliche Weiterbildung in sächsischen Klein- und Kleinstunternehmen – arbeitsplatzintegriert und digital gestützt?" TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A74135.
Texto completo da fonteArnold, Maik. "Leading Digital Change: Management of Hybridity and Change in Education and Social Service Institutions". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A74133.
Texto completo da fonteGilch, Alexander, Claas Wenzlik e Markus Bick. "Digitale Innovationen im Handwerk". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A73562.
Texto completo da fonteNeuburg, Carmen, Lars Schlenker e Andrea Augustin. "Mediennutzungskonzepte an Berufsschulen – Webseitenanalyse zur Selbstdarstellung der digitalen Kompetenz". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A73706.
Texto completo da fonteSeidel, Anna, Franziska Weidle e Claudia Börner. "Spielerischer Zugang zu MINT-Studiengängen: das Serious Game des Learn&Play Projekts als Anwendungsbeispiel". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A73916.
Texto completo da fonteSchulz, Sandra, e Cornelia Schade. "Entwicklung und Evaluation digitaler Lernspiele: Wissenschaftliche Befunde jenseits des Entertainment". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A73917.
Texto completo da fonteHeinz, Matthias, e Helge Fischer. "Ausgespielt?: Zu Risiken und Nebenwirkungen von Gamification". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A74132.
Texto completo da fonteTykholoz, Yanina, David Wagner e Alexander Richter. "Use Cases of Enterprise Social Software in Consulting: A Practice Perspective". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A74134.
Texto completo da fonteHerbst, Sabrina, Lisette Hoffmann, Kerstin Baumgarten, Sandra Horeni e Jörg Neumann. "Wie „Change Maker“ Visionen für den digitalen Wandel an Bildungseinrichtungen des Handels entwickeln und umsetzen: Ein Praxisbeispiel". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A74136.
Texto completo da fonteNenner, Christin, Gregor Damnik e Nadine Bergner. "Anknüpfungspunkte zur Integration informatischer Inhalte und Kompetenzen in der Grundschule am Beispiel sächsischer Lehrpläne". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A74137.
Texto completo da fonteSchaarschmidt, Nadine, Juliane Tolle, Christine Dallmann e Verena Odrig. "Digitalisierungsbezogene Kompetenzen von Lehrenden in den Lehramtsstudiengängen: Entwicklung eines Kompetenzrahmens". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A74139.
Texto completo da fonteSchulze, Peter, e Stephan Abele. "DigiBlock: E-Learning im Blockpraktikum A im Lehramt an berufsbildenden Schulen". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A74142.
Texto completo da fonteSvenson, Frithiof, Chaudhuri Himadri Roy, Arindam Das e Markus Launer. "Decision-making style and trusting stance at the workplace: A socio-cultural approach". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A73713.
Texto completo da fonteChristoforakos, Lara, Ewgenia Borodkow e Sarah Diefenbach. "Who gets the fame, who is to blame?: Empirical exploration of responsibility attribution in HCI". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A73892.
Texto completo da fonteWittchen, Dennis, Anna-Magdalena Krauß, Philipp Ballin, Alexander Ramian e Georg Freitag. "VibTacX: A taxonomy for vibro-tactile patterns". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A73893.
Texto completo da fonteUllrich, Daniel, Sarah Diefenbach e Lara Christoforakos. "Das Robot Impression Inventory: Ein modulares Instrument zur Erfassung des subjektiven Eindrucks von Robotern". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A73894.
Texto completo da fonteTitov, Waldemar, e Thomas Schlegel. "Augmented Reality Passenger Information on Mobile Public Displays". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A73895.
Texto completo da fonteFischer, Helge, Corinna Lehmann, Hélena Gottschalk, Josefin Müller e Matthias Heinz. "Parcours on Gamification - Ein Train-the-Trainer- Konzept zur Steigerung der Gamification-Readiness". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A73898.
Texto completo da fonteEhlers, Ulf-Daniel, e Patricia Bonaudo. "Lehren mit OER: Förderung von Kompetenzen für Lehrende an Hochschulen für offene Bildung auf spielerischem Weg". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A73899.
Texto completo da fonteZawidzki, Julia, Sylvia Schulze-Achatz e Ngoc Huyen Vu. "Digitale Lehr- und Lernunterstützung an deutschen Universitäten: Anforderungen und Rahmenbedingungen für die Implementierung einer Mentoring Workbench". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A73900.
Texto completo da fonteLorenz, Anja. "Nach dem sog. MOOC-Hype: Welche kritischen Fragen an die Hochschullehre bleiben". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A73901.
Texto completo da fonteJantos, Anne. "Conducting Oral Examinations Virtually using MS Teams: An Insightful Experience Report". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A73902.
Texto completo da fonteHieke, Sophie, e Christian Schmidkonz. "Jump starting e-learning: The impact of COVID-19 on perceived learning success: A real-time case study". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A74151.
Texto completo da fonteArnold, Maik, Dörte Görl-Rottstädt, Michael Heinrich-Zehm, Vera Hähnlein e Marcel Köhler. "Online-Lehre im Lockdown: Analyse des Nutzungsverhaltens von kollaborativen Werkzeugen durch Studierende und Lehrende im Fachhochschul- und Berufsschulkontext". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A74152.
Texto completo da fonteEigenstetter, Monika, Britta Oerke, Gisela Sparmann, Stefan Naumann, Achim Guldner, Melanie Fischer-Krupp e Yasmin Juncker. "Mit dem MINTcoach auf Mission". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A74155.
Texto completo da fonteLenk, Florian, Samuel Reeb e Alexander Clauss. "Onboarding in Virtuellen Kollaborativen Umgebungen: Implikationen für Lehre und Betrieb". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A74156.
Texto completo da fonteFritsche, Katrin, Barbosa Malu Amanda Dänzer e Sander Münster. "Modulare Selbstlernangebote auf Basis von Videotutorien zur Vermittlung digitaler Forschungsmethoden in den Geisteswissenschaften: Forschungsstand und curriculare Perspektiven". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A74157.
Texto completo da fonteBarczik, Kristina, Niklas Weinhold, Svenja Grabe e Jenny Schröder. "Digitalisierung als Treiber in der beruflichen Bildung: Entwicklung eines Instruments zur Erfassung von Indikatoren für die Akzeptanz von virtuellen Lernortkooperationen". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A74158.
Texto completo da fonteStratmann, Jörg, e Martin Schöberl. "Den Gottesdienst von zu Hause mitfeiern". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A73550.
Texto completo da fonteStratmann, Jörg, e Martin Rehm. "Konzeption und Evaluation des Kompetenzzentrums Medien". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A73551.
Texto completo da fonteRobra-Bissantz, Susanne. "Von der Hand in den Kopf in die Stadt". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A73552.
Texto completo da fontePerera, Walpola Layantha, Heike Messemer, Matthias Heinz e Michael Kretzschmar. "Detecting Treasures in Museums with Artificial Intelligence". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A73554.
Texto completo da fonteDörl, Maria, e Alexander Clauss. "Triebkräfte der digitalen Partizipation: Was Online-Community-Mitglieder zur proaktiven Beteiligung motiviert". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A73555.
Texto completo da fonteWagner, David, Harald Schirmer, Achim Brück e Gerhard Peter. "Online-Panel: Communities und Netzwerke als Treiber des digitalen Wandels: Erfahrungen, Perspektiven und Ausblick". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A73561.
Texto completo da fonteBecker, Felix, Julian Bongartz e Susanne Robra-Bissantz. "Ein systematisch gestalteter Softwareprototyp zur Erhöhung der Partizipationsbereitschaft". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A73575.
Texto completo da fonteWagner, David, Ben Ellermann, Eva-Maria Schön e Malte Kosub. "Online-Panel: Conversational Platforms als strategisches Digitalisierungsinstrument". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A73576.
Texto completo da fonteJenney, Sarah L., Hans Jung, Heiko Seif e Frank Petzold. "Gamification as a Means to Improve Stakeholder Management in Urban Planning Participation". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A73589.
Texto completo da fonte