Дисертації з теми "Theological Online Teaching and Learning"
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Baltrip, Ryan. "Identifying Standards of Quality in Christian Online Theological Education." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5905.
Повний текст джерелаTran, Nghi. "Transformative Learning in Online Theological Education: A Case Study of an Online Program at a Theological Seminary." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc68056/.
Повний текст джерелаInamorato, dos Santos Andreia. "The discourses of teaching and learning online." Thesis, Open University, 2010. http://oro.open.ac.uk/56474/.
Повний текст джерелаWalton, Roger L. "The teaching and learning of theological reflection : case studies of practice." Thesis, Durham University, 2002. http://etheses.dur.ac.uk/1746/.
Повний текст джерелаVelasquez, Andrea. "Technology-Mediated Caring in Online Teaching and Learning." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3355.
Повний текст джерелаBernard, Julia M. "Teaching Practitioners in Online Learner Formats." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/939.
Повний текст джерелаRay, Abby A. (Abby Adams). "Theological Distance Learning through Trinity College and Theological Seminary: Programs, Problems, Perceptions, and Prospects." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc279339/.
Повний текст джерелаZiemsen, Eva. "Developing a learning model for teaching film production online." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/63862.
Повний текст джерелаGraduate and Postdoctoral Studies
Graduate
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.
Повний текст джерелаOraifige, Amal Yousef Nour. "An online intelligent system for teaching engineering design technologies." Thesis, University of Derby, 2010. http://hdl.handle.net/10545/232633.
Повний текст джерелаMoore, Michele Schmidt. "Written communication in an online learning environment." Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4581.
Повний текст джерелаVita: p. 203. 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 Oct. 11, 2009). Includes bibliographical references (p. 198-202). Also issued in print.
Dolloph, 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.
Повний текст джерелаTitle from document title page. Document formatted into pages; contains vi, 152 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 110-122).
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.
Повний текст джерелаCataloged 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
Watters, Georgia George. "The Experiences of Military Parents Homeschooling Using Online Teaching Resources." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/529.
Повний текст джерелаRobertson, Erika J. "The effects of learning styles on group development in an online learning environment /." Electronic version (PDF), 2005. http://dl.uncw.edu/etd/2005/robertsone/erikarobertson.pdf.
Повний текст джерелаSeaton-Sykes, Philippa, and n/a. "Teaching and Learning in Internet Environments in Australian Nursing Education." Griffith University. School of Nursing, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040218.122119.
Повний текст джерелаOrcutt, Janice Marie. "Teaching Presence and Intellectual Climate in a Structured Online Learning Environment." NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/975.
Повний текст джерелаWu, Hao, and 吴颢. "SNS use in teaching and learning in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/198865.
Повний текст джерелаpublished_or_final_version
Education
Master
Master of Education
Dewstow, Ross Albert. "Using the Internet to Enhance Teaching at The University of Waikato." The University of Waikato, 2006. http://hdl.handle.net/10289/2241.
Повний текст джерелаTownsend, Linda Marie. "Online Teaching and Learning: Student-Student and Teacher-Student Discourse for Student Learning in Asynchronous Discussions of High School Courses." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/26149.
Повний текст джерелаPh. D.
Fischer, Julie A. "Teaching in the 21st century incorporating online learning techniques into curriculum delivery /." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007fischerj.pdf.
Повний текст джерелаDunn, Katana. "Learning Robotics Online: Teaching a blended robotics course for secondary school students." Thesis, University of Canterbury. School of Teacher Education, 2015. http://hdl.handle.net/10092/10281.
Повний текст джерелаYip, Wai-man Florence, and 葉慧敏. "Online vocabulary games as a tool for teaching and learning English vocabulary." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29597511.
Повний текст джерелаСкарлупіна, Юлія Анатоліївна, Юлия Анатольевна Скарлупина, and Yuliia Anatoliivna Skarlupina. "Free online resources in foreign languages teaching." Thesis, Марусич, 2017. http://essuir.sumdu.edu.ua/handle/123456789/52099.
Повний текст джерелаПозитивное 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.
Smith, 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 джерелаLoe, David R. "Teacher Transformation and Critical Collegiality in Online Learning Environments." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1271295100.
Повний текст джерелаWilson, Hope Marshall. "Teaching Language and Culture Through Online Ethnographic Explorations." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1573901116368513.
Повний текст джерелаMarkus, Marcia. "Politeness in Interaction : An analysis of politeness strategies in online learning and teaching." Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-16446.
Повний текст джерелаWunder, Iris. "The influence of cultural background on teaching and learning in synchronous online sessions." Thesis, Lancaster University, 2017. http://eprints.lancs.ac.uk/87359/.
Повний текст джерелаMuck, Kátia Eliane. "Contributions of peer-review activity for the teaching-learning process in online education." reponame:Repositório Institucional da UFSC, 2016. https://repositorio.ufsc.br/xmlui/handle/123456789/182057.
Повний текст джерелаMade available in DSpace on 2017-12-12T03:21:19Z (GMT). No. of bitstreams: 1 349324.pdf: 15092548 bytes, checksum: 6458fea65bd9629406e0a3000b65eb4c (MD5) Previous issue date: 2016
Abstract : This dissertation focuses on developing further understanding of peer-review activity in e-learning contexts by 1) evaluating intervention outcomes, 2) providing an overview of learners? views, 3) postulating a philosophical justification for collaborative learning technologies, and 4) providing pedagogical implications for teacher professional learning and second language academic literacy. It investigates an online peer-review activity among students from two different online learning settings: 1) a Masters program using the Scholar platform, and 2) a MOOC employing the Coursera LMS. Both courses were offered by the University of Illinois at Urbana-Champaign. This study has 43 participants: 12 took the Coursera course and 31 took the Scholar course. They all performed an online activity of writing a case study guided by rubrics, blind peer reviewing around three cases studies of their peers employing a review criteria and providing numeric and descriptive feedback, revising their own case study based on the feedback, and rewriting it. Data were collected from the feedback, and from surveys. Data from the feedback (100 reviews ? 74 on Scholar and 26 on Coursera) was analyzed quantitatively and qualitatively. The former measured reviewers? reliability considering intraclass correlations for consistency and agreement and the latter was classified into categories that emerged from the data. Results show that the Medians for reliability for both groups are similar to Median found in the literature for expert raters. The Scholar participants provided more descriptive feedback than those working in Coursera. In addition, the former group provided more qualitative feedback than Coursera participants. Data from the surveys were organized to expose the demographics and to reveal students? views concerning their learning experience on the activity of peer reviewing. Participants reported having a positive view of the experience of receiving and providing feedback. Moreover, they recognized the helpfulness of the rubrics to write their case study and to provide feedback to their peers. Also, students perceived that the peer-review activity fostered the development of skills, metacognition, and high-level cognition. The conclusion is that learning environments such as Scholar can foster learning opportunities by providing multiple sources of feedback. They also benefit professors by supporting complex managerial procedures of the activity. Finally, environments such as these promote a shift both on the flow of knowledge and on students? and professors? roles by attributing to all participants of the teaching-learning process the responsibility of the co-construction of knowledge.
Esta tese objetiva apresentar uma maior compreensão sobre a atividade de revisão por pares em contextos de aprendizagem online buscando: 1) avaliar os resultados da intervenção, 2) fornecer uma visão geral das apreciações dos alunos, 3) postular uma justificação filosófica para as tecnologias de aprendizagem colaborativa, e 4) fornecer implicações pedagógicas para a formação profissional de professor e desenvolvimento de habilidades acadêmicas em segunda língua. Este estudo investiga uma atividade online de revisão por pares entre alunos de dois programas diferentes: 1) um programa de mestrado usando a plataforma Scholar, e 2) um MOOC empregando o Coursera como LMS. Ambos foram oferecidos pela University of Illinois at Urbana-Champaign. A investigação conta com 43 participantes: 12 do curso Coursera e 31 do curso Scholar. Todos realizaram uma atividade online que consistia em: escrever um trabalho guiado orientações escritas; realizar revisão cega por pares de cerca de três trabalhos de seus colegas utilizando critérios de revisão e oferecendo feedback numérico e descritivo; revisando seu próprio trabalho com base no feedback, e reescrevê-lo. Os dados foram coletados a partir do feedback e através de questionários. Os dados do feedback (100 comentários - 74 no Scholar e 26 no Coursera) foram analisados quantitativamente e qualitativamente. A análise quantitativa mediu a confiabilidade e a concordância entre revisores com o coeficiente de correlação intraclasse e a análise qualitativa foi realizada classificando os dados em categorias que emergiram dos dados. Os resultados mostram que as medianas para a confiabilidade dos dois grupos são semelhantes à mediana encontrada na literatura para avaliadores profissionais. Para o feedback descritivo, os participantes do Scholar forneceram mais feedback descritivo que os alunos do Coursera. Além disso, participantes do forneceram mais quantidade de feedback de boa qualidade que participantes do Coursera. Os dados dos questionários foram organizadas para expor os dados pessoais dos participantes e para revelar a percepção dos mesmo quanto à suas experiência de aprendizagem sobre a atividade de revisão por pares. Os participantes relataram ter uma visão positiva da experiência de receber e fornecer feedback. Além disso, eles reconhecem a utilidade das instruções ao escreverem seu trabalho e para fornecer feedback aos seus pares. Além disso, os alunos perceberam que a atividade de revisão por pares fomentou o desenvolvimento de habilidades, metacognição e cognição de alto nível. A conclusão é que os ambientes de aprendizagem, tais como Scholar pode fomentar oportunidades de aprendizagem, proporcionando múltiplas fontes de feedback. Tais ambientes também beneficiam professores por cuidarem de todos os procedimentos gerenciais da atividade. Por último, tais atividades promovem uma mudança tanto no fluxo de conhecimentos quanto nos papéis desempenhados por alunos e professores, atribuindo a todos os participantes do processo de ensino-aprendizagem a responsabilidade da coconstrução do conhecimento.
Watts, Tyler D. "COMPLEXITY LEADERSHIP: THE ROLE OF TEACHING AND LEARNING CENTER LEADERS IN ONLINE LEARNING AT SMALL, PRIVATE COLLEGES." UKnowledge, 2019. https://uknowledge.uky.edu/edsc_etds/52.
Повний текст джерелаKeramidas, Cathy Galyon, and Michael Mayton. "Who's Ready to Learn Online?" Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/517.
Повний текст джерелаGarland, Diana K. "Learning style characteristics of the online student : a study of learning styles, learner engagement and gender /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074403.
Повний текст джерелаBorup, Jered A. "Types, Subjects, and Purposes of K-12 Online Learning Interaction." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3711.
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 джерелаMatthé, Frederic, Dorothea Kitschke, Marlen Schumann, and Doreen Markert. "eTEACHiNG kompass : Anregungen für online-unterstützte Lehre." Universität Potsdam, 2009. http://opus.kobv.de/ubp/volltexte/2010/4116/.
Повний текст джерелаBrunsell, Oskar. "Teaching and Learning English Online : A Study of the Effects of Transitioning to Online Education in an Upper Secondary School in Sweden." Thesis, Högskolan i Gävle, Engelska, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-35903.
Повний текст джерелаMitchell, Lorianne D. "Online vs. On-Ground Learning: A Comparative Study of 2 Formats of Teaching OB." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8314.
Повний текст джерелаGudkova, N. "Strategies for effective computer-supported collaborative learning." Thesis, Наукова платформа Open Science Laboratory, 2020. https://er.knutd.edu.ua/handle/123456789/15511.
Повний текст джерелаBawa, Papia. "Game On| Massively Multiplayer Online Games (MMOG) as Tools to Augment Teaching and Learning." Thesis, Purdue University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10681049.
Повний текст джерелаThe study investigated the use of Massively Multiplayer Online Games (MMOG) in English and Business classrooms in Higher Education from the context of learners’ performance outcomes, as well as stakeholders’ (learners, administrators, and faculty) perceptions pertaining to their experiences when using an MMOG based curriculum. The findings strongly suggest that MMOGs helped enhance learner performances in statistically significant ways, and provided valuable insights into elements of interest and concerns of stakeholders about MMOG usage in classrooms. Based on these insights, I designed a practitioners’ guide to assist future scholars interested in this curricular approach. This guide provides innovative tips on show how faculty, administrators and institutions may imbibe this cutting-edge technology in easy and affordable ways within classrooms, while dealing with several concerns such stakeholders may have regarding the use of such games. Given the rise in popularity of game based technology and the existing literature on the value of game based education, coupled with a paucity of studies examining applicability and implementation issues in the context of using MMOGs, I hope that this submission will be a valuable contribution to the literature.
Kandlbinder, Peter. "Reconstructing educational technology: A critical analysis of online teaching and learning in the university." Faculty of Education and Social Work. School of Policy and Practice, 2005. http://hdl.handle.net/2123/1605.
Повний текст джерелаThis thesis argues that it is only through understanding the multiple facets of technology that we are able to determine whether any particular manifestation of technology is educational. The reconstruction of educational technology in this thesis begins by building an understanding of the concept of experiential technology from the work of Heidegger, Dewey and Popper. This provides the conceptual architecture required to research the influence of educational technology in universities, which is interpreted in light of the wider theory of modernisation of society developed by Jürgen Habermas. The critical theory of technology formulated by Feenberg provides the methodological basis for reconstructing an understanding of technology and its impact on student learning. A reconstructive analysis requires a number of situational critiques, which in this thesis review the advice given to academic staff about the use of educational technology. It is through a synthesis of these critiques that this thesis examines whether higher education is undergoing a process of colonisation that has reduced its potential to discuss the values of university teaching and learning. Online learning is taken as a case example that has been embraced by academics for dealing with increasing student numbers and the increasing importance of work-based learning. By shifting from the theory of technology to the practice of the Australian Technology University, this thesis demonstrates that one approach to coping with change in the higher education context is to incorporate business values, have increasingly flexible curricula and focus on workplace skills. This thesis concludes that universities could go a lot further to incorporate the values of higher education into educational technology. In the case of the online learner this would support those distinctive characteristics that encourage a deep approach to learning. Following arguments put forward by Feenberg, it is argued that it is through student participation in technical design that we have the greatest chance of influencing technology’s development to emphasize the values of higher education. As long as academics continue to control the technological decision-making, the delivery and management of information is likely to remain the most common use of online technology. The legitimacy of the academic’s decision to use technology in their teaching increases where there is only a narrow gap between the values of the participants and the reality of their practice. Thus, to be morally just and provide students with the developmental opportunities that will serve them in their later professional and citizenship roles, the online classroom needs to ensure that it provides an autonomy-supporting environment.
Kandlbinder, Peter. "Reconstructing educational technology a critical analysis of online teaching and learning in the university /." Connect to full text, 2004. http://hdl.handle.net/2123/1605.
Повний текст джерелаTitle from title screen (viewed 23 March 2007). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Policy and Practice, Faculty of Education and Social Work. Degree awarded 2005; thesis submitted 2004. Includes bibliographical references. Also issued in print.
Lewis, Tracie Olds. "The Preparation of Faculty to Teach Online: A Qualitative Approach." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/26750.
Повний текст джерелаPh. D.
McMurtry, Kim. "Effective Teaching Practices in Online Higher Education." NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/372.
Повний текст джерелаMakani, Betty. "Undergraduate business student perceptions of teaching presence in online classes." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/20567.
Повний текст джерелаDepartment 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.
Hamilton, Julia Babcock. "Preparing Faculty to Teach Online: Promoting Success in the Online Classroom." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2354.
Повний текст джерелаMartin, David. "A comparison of the learning styles of the students with faculty teaching style profiles at the Jordan Evangelical Theological Seminary." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
Повний текст джерелаMcAllister, Laura Anne. "Preparation for Online K-12 Teachers." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6024.
Повний текст джерелаDubrau, Marlen, Anja Lorenz, and Andrea Lißner. "SOOC - Saxon Open Online Course." Universitätsbibliothek Leipzig, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-153543.
Повний текст джерелаReushle, Shirley. "Inquiry into a transformative approach to professional development for online educators." University of Southern Queensland, Faculty of Education, 2005. http://eprints.usq.edu.au/archive/00001494/.
Повний текст джерела