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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
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Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 41 to 50 of 53 (0.066 seconds)Spelling suggestions: "subject:"4digital breaching"" "subject:"4digital creaching""
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The elephant in the virtual law classroomPerez, Tiffany A. 21 April 2021 (has links)
Due to the Covid-19 pandemic, law schools had to pivot to virtual legal education
quickly. In the wake of the pandemic, scholars have eagerly written about the dos
and don’ts of the virtual law classroom. Although some articles have represented
the law students’ perspective and some have represented the law professor’s
perspective, none have done both in an attempt to create empathy and bridge the
gap between what students’ desire, and what law professors are currently
providing, and what good virtual legal education requires. As such, based on several
interviews with law professors and students, this Article begins by describing one
online Contracts class first from the professor’s point of view and then from the
student’s point of view. The professor and students’ different perceptions of the
same class are then analogized to John Godfrey Saxe’s poem The Blind Men and
the Elephant. Then, using the Kübler-Ross Grief Cycle as a vehicle to build
empathy and understanding, this article attempts to demonstrate the similarities
that exists between students and professors’ feelings about online virtual
education, namely that both professors and students alike are avidly grieving a
common loss: in-person, Socratic law school days of old. As such, they are both
experiencing denial and anger about their situations. In keeping with one of the key
strategies recommended by the Mayo Clinic for overcoming denial in grief, this
article “journals” their realities and provides both the student and professor perspective in the hopes that, by doing so, it will rid the misconceptions and bridge
the way for a new type of virtual legal education to be created—one that meets
(and/or exceeds) both professors’ and students’ expectations.
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| 42 |
Studying in times of CoronaSchräder, Luise K. 21 April 2021 (has links)
In March 2020 the Covid-19 pandemic changed life circumstances drastically for
everyone. Exactly one year ago the university had to shift from campus to the internet.
This led to huge alterations in how professors lecture and how student university
life takes place. After this year, it is time to evaluate the changes and put
them into perspective. This means recognizing the benefits of technology to legal
education instead of seeing the current situation as a replacement that disappears
as soon as a return back to campus is possible.
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(Book Review) The Small Firm RoadmapMcCormack, Paul 21 April 2021 (has links)
No description available.
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| 44 |
Ingenting nytt under solen: en fallstudie av köns- och sexualitetsnormer i gymnasieskolans religionskunskapsundervisningTynell Olivius, Gabrielle, Kiessling, Sofia January 2020 (has links)
Heteronormativity and norms concerning gender and sexuality are present in the entirety of Sweden, and their expressions are often wide and varied. This thesis studies the experiences of two upper secondary school teachers employed in Malmö through a case study in regards to work with gender and sexuality norms in religious studies. Additionally, how the pandemic COVID-19 and transit to digital teaching has affected work with gender and sexuality norms are explored. Using select parts of queer theory and thematic analysis, key components presented by the interviewees relating to work with gender and sexuality norms are identified and analyzed against the backdrop of previous research.
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Traditionella läromedel i digitalt format : En enkätstudie för att analysera hur digitala läromedel används i matematikundervisningen / Traditional teaching materials in digital formKaldi, Silvia January 2021 (has links)
The aim of this study is to investigate how digital teaching materials are used by teachers in grade of 4-6 and if there are some similarities or differences in the use of it. The reason for this study is because the society is constantly evolving and becoming more digital, which also includes the school and the teaching material. Teaching tools have a great impact in the way of teaching. The performed studies in this assessment shown that pupils’ motivation to learn increases when digital tools are being used in the classroom. This way of teaching contributes to promoting pupils learning skills and the way they get to learn new knowledge. In this study, a survey and interviews has been used where teachers have been asked to respond in order to get an understanding how they use digital materials in their teaching and to see if there are similarities and differences in the use of it. The given results shows that teachers use the digital teaching material for individual adaptation and also for complementing the analog teaching. The results also shows that there are teachers that still prefer the analog teaching materials in comparison to the digital material. Therefor there are some differences and similarities in the way teachers use the digital teaching materials in their education.
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Covid-F? : En kvalitativ intervjustudie om bedömning och betygsättning kopplad till distansundervisningen i samhällskunskapsämnet / Covid-F?Pepa, Kristiana January 2022 (has links)
The following study aims to contribute knowledge about the challenges civics teachers at secondary schools faced in assessment and grading when the digital teaching was applied due to the pandemic. The purpose of this study has been to find out how the grading and assessment practice was affected by the prevailing distance studies. In the study, the questions that have been answered are: In what ways was the grading and assessment practice affected by distance learning according to the social studies teachers? And the question: What were the biggest challenges and opportunities with grading during distance learning according to the social studies teachers? The method applied in the following study is semi-structured qualitative interviews. The selection of respondents was based on two criteria. One criterion for selection was that the teacher worked at secondary school level and within the subject of social science, and that the teacher in question taught digitally during the distance period. Eight teachers participated in the study. The theoretical framework that was applied in the analysis of the results is the TPACK framework. The results show that several different challenges and opportunities could be identified. Among other things, the teachers felt that legal certainty was a challenge during distance learning, the reduced interaction with the students and other external circumstances such as home conditions affected the teaching, which in turn also affected the grading. Two knowledge requirements within the subject of social studies are distinguished as particularly challenging to assess and grade remotely, factual knowledge and different forms of presentation. The reduced classroom interaction also meant that the discussion and communication which is what characterizes the subject civic, was challenged during the distance period. The possibilities of the digital tools that could be ascertained from the results section are, among other things, that the teachers perceived that the formative assessment became more efficient and structured and that more new accounting forms appeared in connection with the introduction of digital technology.
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Digitala verktyg i undervisningen : En kvantitativ studie om digitala verktygs funktion inom svenskämnet för f-3 / Digital tools in education : A quantitative study on the function of digital tools within the Swedish subject for f-3Toikkanen, Emil, Östman, Emanuel January 2022 (has links)
Syftet med denna kvantitativa studie är att få en inblick i huruvida lärare på skolor i Mellansverige tillämpar digitala verktyg och hur inställningen till läromedlen ser ut inom yrkesgruppen. För att uppnå studiens syfte formulerades fyra frågeställningar. Materialet består av en digital enkät som delades ut till ca 500 rektorer och lärare. Det viktigaste resultatet var att majoriteten av lärarna har en positiv inställning till digitala verktyg och att samtliga lärare använder sig av verktygen i undervisningen. Studiens slutsats är att digitala verktyg ger möjlighet till en varierad undervisning, men att lärare anser att de är i behov av fortbildning för att utöka kompetensen om digitala verktyg. / The purpose of this quantitative study is to gain an insight into whether teachers at schools in central Sweden apply digital tools and what the attitude to the teaching materials looks like within the professional group. To achieve the purpose of the study, four questions were formulated. The material consists of a digital survey that was distributed to about 500 principals and teachers. The most important result was that most of the teachers have a positive attitude towards digital tools and that all teachers use the tools in teaching. The study's conclusion is that digital tools provide the opportunity for varied teaching, but that teachers believe that they are in need of continuing education to expand the competence on digital tools.
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| 48 |
Compliance Elliance Journal: Compliance in Digital FormatsDeStefano, Michele, Schneider, Hendrik 09 November 2021 (has links)
No description available.
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Competencia digital y su relación con el desempeño laboral de los docentes en institutos de educación superior tecnológico 2023Ruiz Chacon, Alexandra Sofia January 2024 (has links)
El presente estudio tuvo la finalidad de determinar la relación que existe entre la competencia digital y el desempeño laboral en los docentes de los Institutos de Educación Superior Tecnológico bajo estudio en el año 2023, utilizando el modelo teórico de Tourón et al. (2018) para la variable de competencia digital docente y, para la variable de desempeño laboral de Koopmans et. al (2013) con la adaptación a un contexto peruano realizado por Geraldo (2022). Se contó con una muestra de 114 docentes de tres IESTP ubicados en los departamentos de Lambayeque y Arequipa. Los resultados mostraron que entre las variables de competencia digital docente y desempeño laboral existe una relación positiva, demostrando que el uso y conocimiento de la tecnología en el ámbito educativo contribuye al desarrollo del desempeño laboral. Se halló necesario mejorar la confianza de los docentes en cuanto al conocimiento y uso de la tecnología, debido a que la mayoría se encuentran en un nivel medio en general, siendo suficiente para realizar sus sesiones de clase, pero al no conocer lo suficiente de ello pueden proceder con excesiva precaución conllevándolos a la indecisión y rechazo de los recursos valiosos en línea. En cuanto a su nivel alto de desempeño laboral, les permite mantenerse enfocados en la misión de su institución y ofrecer alta calidad de enseñanza a sus estudiantes. / The purpose of this study was to determine the relationship between digital competence and job performance among teachers at the Technological Institutes of Higher Education under study in the year 2023, using the theoretical model by Tourón et al. (2018) for the teacher's digital competence variable and, for the job performance variable, Koopmans et al. (2013) with adaptation to the Peruvian context conducted by Geraldo (2022). A sample of 114 teachers from three IESTPs located in the departments of Lambayeque and Arequipa was used. The results showed a positive relationship between teacher's digital competence and job performance, demonstrating that the use and knowledge of technology in the educational context contribute to the development of job performance. It was found necessary to improve teachers' confidence in their knowledge and use of technology since the majority are at a medium level overall, which is sufficient for conducting their class sessions. However, not knowing enough about it can lead to excessive caution, resulting in hesitation and the rejection of valuable online resources. As for their high level of job performance, it enables them to stay focused on their institution's mission and provide high-quality education to their students.
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Sidetracks in remote digital teaching – Facilitating a sense of presence, closeness and immediacy in times of physical distancingThomas, Alison Rebecca January 2020 (has links)
With the aim of designing tools, processes and means to support secondary school teachers in maintaining a sense of presence, closeness and immediacy when interacting with their pupils remotely in rapidly appropriated digital learning environments due to Covid-19, this thesis examined the meaning, importance and possibilities of creating a sense of presence, closeness and immediacy in remote digital teaching.The process was based on research for design, encompassing literature study, field research and methods of interaction design to reach conclusions on meaningful tools, processes and means of supporting secondary-school teachers in remote digital teaching.Main findings unveiled a sense of presence as a prerequisite for closeness and immediacy and real-time video lessons as the main approach to remote digital teaching, potentially creating an illusion of presence, closeness and immediacy due to pupils’ choice of black screens and muted microphones.Potentially meaningful approaches to achieving a sense of presence, closeness and immediacy identified in this thesis include the use of digital representations, representational correspondence and the concept of testimony in designing for a sense of presence, closeness and immediacy in remote digital environments.
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