Дисертації з теми "Higher Web-based instruction Victoria"
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Danda, Praveen. "A Web-based system for course instruction and student advising." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10776.
Повний текст джерелаTitle from document title page. Document formatted into pages; contains ix, 88 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 86-88).
Belland, Joshua Mason Diana Sue. "Comparison of homework systems (four web-based) used in first-semester general chemistry." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9858.
Повний текст джерелаFung, Ngan Ho Heidi, and 馮顏好. "Investigating student adoption of web-based learning platform in higher education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30412663.
Повний текст джерелаRiggs, Arthur Hughes. "Evaluating IT in ESP: action research comparing web-based and classroom-based instruction." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B3194467X.
Повний текст джерелаBelland, Joshua. "Comparison of Homework Systems (Four Web-Based) used in First-Semester General Chemistry." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9858/.
Повний текст джерелаLiang, Jie. "Study of the effectiveness of a web-based interactive homework." Master's thesis, Mississippi State : Mississippi State University, 2002. http://library.msstate.edu/etd/show.asp?etd=etd-03132002-213808.
Повний текст джерелаGreenwood, Joey. "Faculty training and professional development programs designed to impact Web-based instruction in higher education: A faculty perspective." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3667/.
Повний текст джерелаFansler, Kenneth W. Riegle Rodney P. "A taxonomy of asynchronous online education establishing the phenomenon /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1232413851&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177682608&clientId=43838.
Повний текст джерелаTitle from title page screen, viewed on April 27, 2007. Dissertation Committee: Rodney P. Riegle (chair), Dianne C. Gardner, W. Paul Vogt, Galen B. Crow. Includes bibliographical references (leaves 141-175) and abstract. Also available in print.
Newsome, William D. "An investigation of efficiency and preference of supplemental learning modules in online instruction." abstract and full text PDF (free order & download UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1453604.
Повний текст джерелаGalante, Dianna Rich Beverly Susan. "Web-based mathematics an examination of assessment strategies implemented in the online mathematics classroom /." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3088022.
Повний текст джерелаTitle from title page screen, viewed January 5, 2006. Dissertation Committee: Beverly Rich (chair), Sherry Meier, Norma Presmeg. Includes bibliographical references (leaves 164-176) and abstract. Also available in print.
Greenwood, Joey Sarkees-Wircenski Michelle. "Faculty training and professional development programs designed to impact web-based instruction in higher education a faculty perspective /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3667.
Повний текст джерелаHinchman, Brandon. "The effectiveness of post-secondary web based communication in the University of Central Florida's online educational setting." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002749.
Повний текст джерелаAbdul, Samad Adlina. "An e-discourse framework for the qualitative analysis of inquiry-based web forums." University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0147.
Повний текст джерелаGraves, Ashley A. "An Investigation into the Effectiveness of Web-Based College Algebra in Conceptual and Procedural Mathematics Knowledge." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/GravesAA2008.pdf.
Повний текст джерелаSmith, Patrick Steven. "Learning to Adapt: Online Social Science Instruction in Higher Education." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1089.
Повний текст джерелаVan, Niekerk Jacoline. "Weblogs as an instrument for reflection in an e-learning environment a case study in higher education /." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10262007-144801/.
Повний текст джерелаStiglingh, Etienne Jacques. "Using the internet in higher education and training a development research study /." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10262007-115638/.
Повний текст джерелаChan, Wun Wa. "A study of social annotation tool in facilitating collaborative inquiry learning." HKBU Institutional Repository, 2018. https://repository.hkbu.edu.hk/etd_oa/514.
Повний текст джерелаAlbalawi, Mohammed Saleh. "Critical factors related to the implementation of web-based instruction by higher-education faculty at three universities in the kingdom of Saudi Arabia." [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000095.
Повний текст джерелаPineau, Joseph Roy. "Student preferences in screen design factors for Internet delivered college courses." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4190/.
Повний текст джерелаLi, Qiaowu. "Examining the effectiveness of interactivity in a 3-dimensional web-based tutorial on interference phenomenon." Master's thesis, Mississippi State : Mississippi State University, 2002. http://library.msstate.edu/etd/show.asp?etd=etd-04092002-141428.
Повний текст джерелаBoonsong, Ratchadaporn. "Instructors Adoption of a Web-based Learning System at Rajabhat Universities in Thailand: a Study Using the Unified Theory of Acceptance and Use of Technology." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700039/.
Повний текст джерелаPaul, Suzanna. "Comparative assessment of the effectiveness of online vs paper based post graduate courses in occupational and environmental safety and health at Edith Cowan University, Perth, Western Australia." Connect to thesis, 2006. http://portal.ecu.edu.au/adt-public/adt-ECU2007.0030.html.
Повний текст джерелаScott, Andrea. "A comparative analysis of traditional and online lab science transfer courses in the rural community college." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-01272009-154554.
Повний текст джерелаHall, Andrea. "Designing online learning environments for local contexts, as exemplified in the Sultanate of Oman." Faculty of Education, 2009. http://ro.uow.edu.au/theses/272.
Повний текст джерелаJones-Ferguson, Natolyn. "Student and Faculty Perceptions: The Impact of Synchronous Online Software as an Interactive Tool in a Web-Based College Course." Thesis, NSUWorks, 2012. https://nsuworks.nova.edu/fse_etd/11.
Повний текст джерелаAllen, Julia Elizabeth. "Transformative Learning Theory as a Basis for Identifying Barriers to Faculty Confidence in Online Instruction." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011768/.
Повний текст джерелаSreenan, Patrick N. "Perspectives on Cultural Context: The Use of an Online Participatory Learning Environment as an Expansion of the Museum Visit." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc31548/.
Повний текст джерелаBeach, Glenell McKinnon. "An Examination of Factors Contributing to Critical Thinking and Student Interest in an On-line College-level Art Criticism Course." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc4005/.
Повний текст джерелаPaul, Suzanna. "Comparative assessment of the effectiveness of online vs paper based post graduate courses in occupational and environmental safety and health at Edith Cowan University, Perth, Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/88.
Повний текст джерелаHogan, Bernard Michael, and n/a. "The Internet as a Research and/or Communication Tool to Support Classroom-Based Instruction: Usage, Value, and Utility for Post-Secondary Students." Griffith University. School of Film, Media and Cultural Studies, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040719.124141.
Повний текст джерелаGanza, William John. "The Impact of Online Professional Development on Online Teaching in Higher Education." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/345.
Повний текст джерелаMcPherson, Rebekah. "International Distance Learning in Special Education: A Program Evaluation of a US-Ecuador Collaboration." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30493/.
Повний текст джерелаFarmer, Shelley Kristine. "Paralegal Students' and Paralegal Instructors' Perceptions of Synchronous and Asynchronous Online Paralegal Course Effectiveness: A Comparative Study." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404629/.
Повний текст джерелаSheffield, Anneliese. "Associations Between Collaborative Learning and Personality/Cognitive Style Among Online Community College Students." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955013/.
Повний текст джерелаSizemore, Mary L. "Personalized Online Learning Labs and Face-to-Face Teaching in First-Year College English Courses." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984240/.
Повний текст джерелаCrosslin, Matthew B. "Customizable Modality Pathway Learning Design: Exploring Personalized Learning Choices through a Lens of Self-Regulated Learning." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849703/.
Повний текст джерелаCaminal, de Mingo Albert. "Análisis de los diseños y de los usos por parte del alumnado de los Campus Virtuales como herramienta para la práctica docente universitaria en la enseñanza de las Ciencias Experimentales." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/405654.
Повний текст джерелаThe use of Virtual Learning Environments (VLE) is a consolidated reality in educational institutions and more specifically in universities. These VLE promote distance studies, but also provide support in the teaching-learning process in blendend learning methodologies, where part of it is developed through these virtual platforms. Many VLE designs are possible and each one of them awakes different motivation to the students, influencing in a different way in the teaching - learning process. In a first phase of this PhD thesis, we investigate the current situation in the design types of VLE in the field of Experimental Sciences, more specifically in Chemistry, of the University of Barcelona Likewise, the relationship between the offer and the interests of the students by the VLE is investigated. The results show a main offer based on an unidirectional transmission of knowledge. This VLE model is less attractive to students than those ones where they are active in their learning process. In the second phase of the research, we analyse different designs of VLE and the use given by student, as well as the relationship with their academic performance. Passive designs, where the student only receives information, do not show an influence on the marks, while the students tend to be dispersed and to be more interested in complementary actions of the platform, such as to consult the profiles of the classmates. In active VLE, the interest for these complementary actions is significantly lower, appearing a clear relationship between the student use of the platform and its learning. A differentiated form of use is observed depending on the type of students. Thus, high graded students use is higher, both in quantity and in quality, and take more advantage of the VLE and of the active learning tools as well. When the use of the materials is willingly, high graded students use is higher. Thanks to incentive strategies clearly linked to marks, students with greater learning difficulties increase their use at high levels, although the way of working with them differs between the different types of students.
L'ús de plataformes d'aprenentatge online és una realitat consolidada en el món de l'educació en general i més concretament en l'àmbit universitari. Aquestes aules d'aprenentatge virtuals faciliten els estudis completament a distància, però també constitueixen un suport en el procés d'ensenyament - aprenentatge d'assignatures presencials o semi-presencials. La tendència actual en els estudis universitaris és a encaminar la docència cap a una metodologia mesclada, o blendend learning, on part d'aquesta es desenvolupa mitjançant plataformes virtuals, entre les quals destaca Moodle. En una aula virtual el professor pot facilitar documentació als estudiants, però també dissenyar continguts on l'alumnat no sigui un mer receptor d'informació, sinó que treballi proactivament el seu aprenentatge. Glossaris, qüestionaris, lliçons, wikis, fòrums ... són eines que potencialment permeten a l'alumne ser actor principal del procés, ja sigui mitjançant treball col·laboratiu amb la resta de companys o bé com a proves autodiagnóstiques de l'estat del seu aprenentatge. Potencialment, doncs, aquestes aules o Campus Virtuals són un bon suport per a un procés d'ensenyament - aprenentatge basat en el paradigma educatiu de la construcció social del coneixement en una Era batejada com de la informació. Multitud de dissenys de Campus Virtuals són possibles i cada un d'ells pot despertar diferent motivació a l'alumnat i incidir de forma diferent en el procés d'ensenyament - aprenentatge. En una primera fase d'aquesta tesi doctoral s'investiga la situació actual pel que fa als dissenys que realitza el professorat al Campus Virtual de la Universitat de Barcelona en l'àmbit de les Ciències Experimentals, més concretament en l'ensenyament de la Química. Igualment, s'investiga la relació entre l'oferta i l'interès de l'alumnat per la plataforma virtual. Els resultats mostren una oferta principal basada en la transmissió unidireccional de coneixement, recursos oferts pels equips docents sense que l'alumne pugui treballar proactivament en línia. Aquest model de Campus Virtual es mostra menys atractiu per als alumnes que aquells casos on sí que poden ser partícips actius del seu aprenentatge. No obstant això, la varietat d'eines d'aprenentatge actiu i col·laboratiu és baixa, sent els qüestionaris el material més comunament utilitzat. A la segona fase de la investigació s'analitzen dissenys concrets de Campus Virtual i el seu ús per part de l'alumnat, així com la relació amb el rendiment acadèmic. Els dissenys passius, on l'alumne només rep informació, no mostren influència sobre la qualificació, a la vegada que els alumnes tendeixen a dispersar-se i a interessar-se més per accions complementàries de la plataforma, com consultar els perfils d'altres companys. En els Campus Virtuals actius, allà on s'ofereixen eines d'aprenentatge on l'alumne és el protagonista, l'interès per aquestes accions és menor a la vegada que es mostra una clara relació entre l'ús i l'aprenentatge de l'alumnat. S'observa una forma diferenciada de fer servir el Campus Virtual en funció del tipus d'alumnat tant en quantitat com en qualitat, sent els alumnes amb altes qualificacions els que aprofiten més la plataforma i les eines d'aprenentatge actiu. Quan l'ús dels materials és voluntari, és entre aquests alumnes on l'activitat és més gran. Gràcies a estratègies d'incentivació lligades clarament a la qualificació s'aconsegueix que els alumnes amb més dificultats d'aprenentatge, aquells per als quals principalment van dirigides aquestes eines, augmentin l'ús a altes cotes, si bé la forma de treballar amb elles divergeix entre tipologies d’alumnes.
Coomer, Traci L. "Mentors' Perceptions of Online-Educated Principal Interns." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849773/.
Повний текст джерелаUnderwood, Zackary Wayne. "The Evolution of Learning Technologies within the UNC German Consortium 2000-2016: A Hermeneutic Phenomenlogical Analysis of German Faculty Member Experiences." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011836/.
Повний текст джерелаVan, Schyndel Jennie L. "Nursing students' perceptions of presence in online courses." Thesis, Indiana University - Purdue University Indianapolis, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3737835.
Повний текст джерелаLack of presence in online courses can result in perceived isolation leading to student dissatisfaction with the learning experience. The purpose of this study was to measure nursing students’ perceived extent of teaching, social and cognitive presence and course satisfaction in an online undergraduate nursing course, and whether relationships and associations existed between the three presences, course satisfaction, student demographic, academic, and technology variables, and selected instructional strategies.
The Community of Inquiry theory was the framework used in this descriptive correlational study of RN-BSN students (n= 76). Variables were measured using the Community of Inquiry Survey and the Perceived Student Satisfaction Scale instruments, and a researcher developed survey.
Findings indicated students’ perceived teaching and cognitive presence were present to a greater extent than social presence. Significant positive correlations (p < .01) were found between teaching and cognitive presence (r =.79), cognitive and social presence (r =.64), teaching and social presence (r =.52), satisfaction and the teaching (r =.77), social (r =.63), and cognitive (r =.52) presences. There were no significant findings associated with age, ethnicity, race, number of online courses taken, expected course grade or GPA and perceptions of the three presences and course satisfaction. There was a significant difference (p ≤ .05) with gender and perceived social presence with male students reporting stronger levels. Students experiencing course technology difficulties reported significantly ( p ≤ .05) lower perceptions of teaching presence than those experiencing no difficulty. Significant differences (p ≤ .05) were found between specific course instructional strategies and each presence and course satisfaction. The findings provide faculty with an understanding of online course management and teaching/learning strategies that may increase students’ perceptions of presence in online courses and improve student satisfaction with online learning.
Steele, James. "The Role Humor Plays in Facilitating Rapport, Engagement, and Motivation in Graduate Online Learning Environments." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011748/.
Повний текст джерелаGeorge, Stephen J. "Community of Inquiry Meets Critical Discourse Analysis (CDA): A CDA of Asynchronous Computer-Conference Discourse with Seminary Students in India." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011816/.
Повний текст джерелаDeranger, Brant. "Blurring the Lines Between Instructor-Led and Online Learning: an Evaluation of an Online Composition Curriculum on the Bleeding Edge." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3980/.
Повний текст джерелаRammupudu, Manyaku Jaqouline. "Students' experiences of WebCT." Diss., Pretoria : [s.n.], 2006. http://hdl.handle.net/2263/24141.
Повний текст джерелаDissertation (Magister Educationis (Computer-Integrated Education))--University of Pretoria, 2007.
Curriculum Studies
unrestricted
Phillips, Alana S. "Retention: Course Completion Rates in Online Distance Learning." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822741/.
Повний текст джерелаSalas, Soto Marianela. "Concepciones y percepciones de la calidad del e-learning en América Latina." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/382622.
Повний текст джерелаThe purpose of this research is to analyze the views and perspectives of university teachers in Latin America with regard to the quality of e-learning and, more specifically, the e-learning quality assessment scheme ECBCheck; in order to identify the advantages and limitations of using this scheme from the viewpoint of university teachers, and determine what are the most important recommendations offered by research participants in order to increase the efficiency of an e-learning assessment scheme for the Latin American university space. The research involved 87 teachers from Latin American universities. A semi-structured questionnaire and Likert scale were used to obtain research data, which were summarized in 920 citations located in 18 categories with 4 or 5 codes for each category, which resulted in a book of 66 codes. The results are presented in four sub-sections corresponding to the four objectives of the research, namely: the concepts of quality, specific perceptions about the quality of e-learning, the advantages and limitations of a specific scheme -ECB -Check - to assess the quality of e-learning, and the recommendations for its use. The findings revolve around promoting the evaluation of e-learning as a global university phenomenon, and not as the sum of decontextualized and disjointed parts. It is therefore recommended to look at models of good practice, continuous improvement, education and training, support and sense of community, in this case of Latin America; that promote harmonization and strategic alliances for consensual, participatory and contextualized construction of proposals that go beyond the metrics, that will advance research and collaborative scientific production in the field of e-learning quality.
Adjabeng, Stanley Kafui Kofi. "The Status and Challenges of Online Distance Education Programs in Post-Secondary Institutions in Ghana." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984234/.
Повний текст джерела"Design analysis of educational technologist's web-based teaching and learning environments in South African higher education institutions." Thesis, 2009. http://hdl.handle.net/10413/1163.
Повний текст джерелаThesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2009.
Kuo, Pi Chen, and 郭碧真. "Content Analysis on Instructional Design of Web-based Library Instruction in Higher Education." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/47295471589569816396.
Повний текст джерела國立中興大學
圖書資訊學研究所
94
The recent emergence of web-based learning techniques illustrates that learning is no longer limited by time or space. University librarian-designed web-based library instruction illustrates new ways in which instruction can be harnessed. The enhancement of learner access to information has become one of the librarians important missions and is also the main issue in the development of contemporary librarianship. The research focuses on web-based library instruction established by university libraries to investigate the content and style of their methodology. This research examines Peer-Reviewed Instructional Materials Online (PRIMO) databases, conducted by the Instruction Section of the Emerging Technologies in Instruction committee of ACRL in the United States. It analyzes the Web-based Library Instruction Evaluation Tool’s from four aspects, including instruction conception, subject matter, design and media functions, and as well as seventeen other points. The research results are as follows: I. The instructional contents for web-based library instruction 1. A specific item analysis of instruction concept is required. 2. The main service of university library is to provide all kinds of information resources. Web-based Library instruction follows the same principle. II. The instructional approach for web-based library instruction 1. It is essential to build courses by modules. 2. As for instructional media and technology, online quizzes and exercises are appropriate channels for learners to interact with the course through true/false, multiple-choice questions, games, blank filling or question/answer matches. Even though many libraries use pictures to make lessons more appealing, the application of appropriate co-presentation of pictures and contents in web-based courses was not fully explored in the teaching media. According to the research results, this study offers the following suggestions for future improvements: I. Library instruction should improve as new technologes develop. II. Libraries should develop and share an instructional materials database for web-based library instruction. III. Adopting a consistent approach to lesson planning. IV. The description of teaching goals shall be clear and measurable especially with regard to online quizzes and grading policy. V. Choosing appropriate instructional strategies according to teaching content. VI. Teaching content shall foster information literacy. It should be customized according to the need of individual libraries and their students. VII. Exercises and online quizzes should be more interactive and realistic.