Дисертації з теми "Authentic Learning Environments"
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Herrington, Janice A. "Authentic learning in interactive multimedia environments." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/1478.
Повний текст джерелаWilliams, Douglas Charles. "Hypermedia-supported authentic learning environments (HALE) : examination of tools and features which can support student learning /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Повний текст джерелаPampel, R. (Rachel). "Leveraging architecture and education:approaching the facilitation of good learning environments in authentic and emerging contexts." Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201704251537.
Повний текст джерелаSasse, Craig M. "Authentic learning : what makes a classroom and its tasks authentic? /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9840031.
Повний текст джерелаYahaya, Ros Aizan. "Immersive virtual reality learning environment : learning decision-making skills in a virtual reality-enhanced learning environment." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16489/.
Повний текст джерелаYahaya, Ros. "Immersive virtual reality learning environment : learning decision-making skills in a virtual reality-enhanced learning environment." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16489/1/Roy_Yahaya_Thesis.pdf.
Повний текст джерелаChang, Chih-Hui. "Self-directed target language learning in an authentic target language environment : the Taiwanese experience." Thesis, University of York, 1999. http://etheses.whiterose.ac.uk/14027/.
Повний текст джерелаKeating, John G. "The impact of teacher and peer dialogue on online collaborative writing in an authentic science literacy learning environment." Thesis, Open University, 2013. http://oro.open.ac.uk/54711/.
Повний текст джерелаArabyan, Petros, and Arnaud Vedelago. "Leading Working Environment to Foster Employees' Creativity." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-64571.
Повний текст джерелаHunger, Gail M. "Guidelines for Authentic Instruction in an Online Environment for Faculty in Higher Education: Design, Development, and Illustrative Module Prototype." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/26455.
Повний текст джерелаEd. D.
Lundin, Lisa. "Uterum som klassrum : En studie av gymnasieungdomars upplevelser och tankar om att lära ute." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-72894.
Повний текст джерелаThe aim of this study was to investigate upper secondary school pupils' attitudes to outdoor learning. It is a qualitative study done at the Bernadotte upper secondary school in Stockholm. The study is based on participant observations during two days and on semi-structured interview questions with 12 pupils in three focus groups. The results show that pupils in upper secondary school experience outdoor learning as positive. The pupils argue that those exercises constitute an important complement to traditional education and that outdoor education increases both motivation and understanding due to the authenticity it offers. This positive impression is strengthened if the educational situation is perceived as relevant and authentic.
Weeks, Keith William. "Setting a foundation for the development of medication dosage calculation problem solving skills among novice nursing students : the role of constructivist learning approaches and a computer based 'Authentic World' learning environment." Thesis, University of South Wales, 2001. https://pure.southwales.ac.uk/en/studentthesis/setting-a-foundation-for-the-development-of-medication-dosage-calculation-problem-solving-skills-among-novice-nursing-students(5003cde5-921c-46f1-a70d-04370fbb13ce).html.
Повний текст джерелаElsworth, Jill. "A Women's Investment Club: A Case Study Investigating the Process of Empowerment by Active Participation in a Group Learning Environment." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16075/.
Повний текст джерелаElsworth, Jill. "A women's investment club : a case study investigating the process of empowerment by active participation in a group learning environment." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16075/1/Jill_Elsworth_Thesis.pdf.
Повний текст джерелаKyller, Carola, and Mehrnaz Abedini. "Fyra pedagogers skilda uppfattningar om utomhuspedagogik som fenomen." Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-19035.
Повний текст джерелаUusimaki, Sirkka-Liisa Marjatta. "Pre-service teacher education and the development of middle school teacher identity : an exploratory study." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/34438/1/Sirkka-Liisa_Uusimaki_Thesis.pdf.
Повний текст джерелаFlanagan, Wayne Gary Theo. "Creating authentic learning environments in a grade 10 Economics classroom via a progressive teaching design." Diss., 2014. http://hdl.handle.net/10500/19574.
Повний текст джерелаCurriculum and Instructional Studies
M. Ed. (Curriculum Studies)
LUTHFI, MUHAMMAD IRFAN, and 陸以凡. "Authentic U-Fraction in Authentic Learning Environment." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/4hsj62.
Повний текст джерела國立中央大學
網路學習科技研究所
107
In this study, we developed a tablet-based application,namely Authentic U-Fraction to assist elementary school students in learningfractions with authentic contextual support. In this study,an experiment was carried out to investigate the effects of the students’ learning behavior toward the fraction learning achievements using Authentic U-Fraction. Three topics of fractions included are fractions concept, fraction simplification, and fraction addition/subtraction. Totally 54 fifth-grade students were assigned and divide into two groups, one experimental group,and one control group. The control group learned fraction using traditional teaching method and paper-based assignment, while the experimental group using Authentic U-Fraction in an authentic context. After the experiment, the result showedthat the experimental group performed better than the control group,especially in understanding fraction and fraction representation. The reason was that by taking the picture, making fraction representation from the picture, and making annotation facilitated students to learn fraction using Authentic U-Fraction. Authentic U-Fraction also helped students to do more practice by themselves and fully explain their solutions, but it does not affect their learning achievement. Because besides students did more practice, they also need to make a complete annotation that includesthree different representation: linguistic, logic mathematics, and visual representative. More students did practice with complete annotation higher their learning achievement. Application of three scaffoldings on students’ peer assessment also revealed that meaningful peer assessment couldcorrelate to the students’ learning achievement that also strengthened by the teacher assessment score that also has a higher correlation to the learning achievement from the assessment of assignment side. A Multiple regression result shown that teacher assessment score could strongly predict the posttest score. Overall, students satisfied with Authentic U-Fraction because it is easy to use, easy to learn, and it facilitatesthe students to learn fraction in an authentic context. In the final, the result of this study contributes essentialimplications along with conclusion and suggestion for future research.
Woo, Younghee. "Meaningful online learning: exploring interaction in a web-based learning environment using authentic tasks." 2006. http://purl.galileo.usg.edu/uga%5Fetd/woo%5Fyounghee%5F200612%5Fphd.
Повний текст джерелаChen, Yu-Lung, and 陳裕隆. "Using Conceptual Guidance Mechanism to Support Web-Based Authentic Inquiry Learning Environment." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/14656391523006951960.
Повний текст джерела國立臺灣師範大學
資訊教育研究所
89
ABSTRACT The purpose of this research is to investigate the effects of learning achievement and knowledge model by conceptual guidance mechanism supported inquiry. The subjects were fifty-seven eighth grade students from a middle school in Taipei city. Students were randomly assigned into ”Conceptual Guidance” and “Non-Conceptual Guidance” groups. There were two results for this research: (1) The ”Conceptual Guidance” and “Non-Conceptual Guidance” groups scored no significant differences in the immediate effect of learning achievement. (2) For the effect of refining knowledge model, the ”Conceptual Guidance” group performed significantly better than the “Non-Conceptual Guidance” group.
"Making Learning Authentic: An Educational Case Study Describing Student Engagement and Motivation in a Project-Based Learning Environment." Doctoral diss., 2016. http://hdl.handle.net/2286/R.I.38495.
Повний текст джерелаDissertation/Thesis
Doctoral Dissertation Leadership and Innovation 2016
Vohmann, Barbara. "Authentic assessment to enhance undergraduates' learning and development as effective practitioners in built environment disciplines." Thesis, 2019. https://arro.anglia.ac.uk/id/eprint/704910/1/Vohmann_2019.pdf.
Повний текст джерелаLee, Jih-Hsien, and 李志賢. "Digital Learning Playground: Integrating a Robot and a Responsive Stage to Construct a Near Authentic Learning Environment in the Classroom." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/76597909791369989828.
Повний текст джерела國立中央大學
資訊工程研究所
99
The traditional design of classroom is to transfer and teach contents. Teachers are the main resources of learning, and students are passive receivers of knowledge. Mostly, students often lack the opportunity to apply what they learned. However, knowledge is the product of interactions of learners and environment, and is essentially affected by culture and activities. Under this situation could cause students to neglect the fountainhead, application, and meaning of knowledge. Students not only are easy to forget what they have learned, but also do not know how to use their knowledge into the real life. This could cause the learning outcomes cannot achieve the intended purpose. Many educators have advocated that students should learn in real situations. In the recent years, authentic learning has been widely used on various fields. It provides a learning environment in order to allow the learner to immerse in the environment to develop knowledge and skills through problem solving in different situations. Many emerging information technologies have been used to present authentic environment in pedagogical purpose. How can we bring the benefits of real-world, situated learning to the traditional classroom? Authentic learning may provide one solution. However, the authentic learning environment might not be accessible for classrooms with concerns of sophisticated equipments, spatial convenience, cost, and extendibility. Thus, developing a mechanism to create an affordable near authentic learning environment in the classroom which students can learn effectively through the concrete experience is crucial to facilitating learning. For construct a near authentic learning environment and bring the benefits of authentic learning to the conventional classroom, this study constructed a learning system in the classroom called Digital Learning Playground (DLP). Teachers can transfer learning contents into the system and utilize the DLP to assist students learning; students can acquire the experience through personal involvement and learn by hands-on experience. This study attempts to devise a mechanism to integrate the Mixed Reality technology and a robot to construct a near authentic learning environment. It adopted the concept of dramatic stage to construct a responsive stage, through the stage set up and Mixed Reality technology to create learning situations. A robot with emotion feedback was designed to play the role of learning agent. In order for learners to gain a more realistic learning experience, we included the experiential learning cycle in the instructional design. It also designed three instructional methods for teachers and students to conduct the learning activities in the classroom. According to the results of the experiments, 89.4% of students satisfied the learning experiences provided by the system. Almost the students can acquire the learning model of “act-response-reflect” design and 93.3% students thought that they can transfer the knowledge to other similar situations. There also had 93.3% students thought that the system can help their learning and believed they could have better achievement through the system. It compared the test scores between the students who learn in the DLP with the students that did not use the DLP; we can clearly see that the students who earn in the DLP scored higher than the other students. The teacher indicated that the DLP could provide practical learning opportunities for students to use what they had learned. It could also allow the student to be more proactive, motivated and focused towards the lesson and lessen the burden on both the students and teachers. They in addition said that most classrooms already had the required equipment for DLP, so they feel that the possibility of using DLP in a classroom is quite high. This results of this study revealed that we can use digital technology to provide an affordable, accessible near authentic learning environment in the classroom and bring the benefits of authentic learning to the conventional classroom.
DiDonato, Nicole C. "Promoting self- and coregulation through small group problem-solving of authentic tasks in a low SES urban environment." 2009. http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051196.
Повний текст джерелаHsu, Yung-Chang, and 許永昌. "Authentic Language Learning in On-line Native Environment: Using a Film-based Concordancer to Enhance EFL Freshmen's Colloquial Comprehension." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/15528220023695191361.
Повний текст джерела國立中央大學
網路學習科技研究所
93
English is considered as the most frequently used international language, however, being an EFL (English as Foreign Language) country, Taiwan has faced upon a major obstacle in the colloquial field of English, in which that lacks of cultural understanding and insufficient language environment for practice.This research aims to construct a “film-based concordancer system”, which differs from former research systems that were mainly based on “text research”. This system formulates subtitles from Movies (DVD) by science technology and arranges it into source language storage. After that, a complete set of search engine is introduced to retrieve subtitles of the prescribed movie from the source language system, which also play out the scenes where these subtitles were spoken.Lastly, put this system program into first year university English class as an experiment. This experiment is based on the before-and-after result of colloquial English understanding ability of students. Forty-eight freshmen are selected in this experiment. They are divided equally into experimental and control groups. They are given language search systems to comprehend colloquial language. Results show that students understand better through the guidance of the film subtitle language system, which further proofs that inducing colloquial language situations through movie clips are better off understandable than categorizing it in text. Furthermore, questionnaires are drawn up for the users in order to evaluate and find out their attitude towards the system. The results in the questionnaires show that attitudes of students from the film subtitle language system having more certainties than those from the text language system. Finally, find out the motivation of students in different forms of language search system and phenomenon occurred during learning process through interview. Result shows that learners are distinctly and likely to be motivated in learning with the film-based concordancer system. The two groups of students have shown different reactions towards the improvement of the system, and the impression of the conversation has a distinctive divergence in result.
Wallace, Heather D. "Authentic Learning in the Kitchen and Garden: Synthesising planning, practice and pedagogy." Thesis, 2014. https://vuir.vu.edu.au/25923/.
Повний текст джерелаHoltermann-Delong, ENA. "LISTENING TO THE VOICES OF FOUR AT-RISK LEARNERS IN ONE ALTERNATIVE ENVIRONMENT." Thesis, 2009. http://hdl.handle.net/1974/1816.
Повний текст джерелаThesis (Master, Education) -- Queen's University, 2009-04-24 18:54:45.539
Yu, Yong-dong, and 余永東. "The Impact of the Learning Environment Strategies on the Learning Achievement and Learning Motivation of Elementary School Students with Various Learning Styles – With Using Technology-based Situations and Authentic Situations in the Field of Science and." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/28417449706786856440.
Повний текст джерела國立嘉義大學
教育科技研究所
98
The purpose of this research aims to study the impact of various learning environment strategies (authentic situations and technology-based situations) on the learning achievement and learning motivation in courses in the field of Science and Technology in some elementary school in the mid-southern part of Taiwan. The research and design of quasi-experiment research design was adopted. Two classes of 5th graders that the author taught (all together 60 students) were targeted as the research subjects. They were divided into group A and group B based on their class of origin. In the first stage, the entire research body adopted technology-based situations. In the second stage, the entire research body adopted authentic situations. In the third stage, group A adopted purely technology-based situations to learn, and group B employed a combination of authentic situations and technology-based situations. The entire experimental teaching caters the school administration and teaching normalization and lasted for 8 weeks, with a total of 24 class hours. All 60 students were required to be surveyed by the pretests of both “The Surveying Form of Kolb’s Learning Style” and “The Surveying Form of Learning Motivation on Natural Sciences.” Before each teaching stage, they had to be surveyed by the pretest of “Self-Designed Achievement Test of Natural Sciences.” And the posttest of “The Surveying Form of Learning Motivation on Natural Sciences” and “Self-Designed Achievement Test of Natural Sciences” were administered after the teaching stage was completed. We also conducted analysis and discussion of data obtained with ANCOVA. Moreover, we complimented with information obtained from interview to strengthen the research results. And we can conclude that: 1.5th Graders under the various learning styles in technology-based situations are significantly different in learning achievement and learning motivation. The learning achievement of assimilator is apparently superior to that of accommodator; the learning motivation of RO students is apparently superior to that of AE students. 2.5th Graders under the various learning styles of authentic situations are significantly different in learning achievement and learning motivation. The learning achievement of accommodator is apparently superior to that of assimilator; the learning motivation of AE students is apparently superior to that of RO students. 3.A combination of authentic situations and technology-based situations can narrow the gaps among the learning achievement and learning motivation of 5th graders with various learning styles.
Stasko, Carly. "A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing." Thesis, 2009. http://hdl.handle.net/1807/18109.
Повний текст джерела