• Refine Query
  • Source
  • Publication year
  • to
  • Language
  • 304
  • 109
  • 21
  • 16
  • 12
  • 9
  • 8
  • 8
  • 8
  • 6
  • 6
  • 4
  • 4
  • 3
  • 3
  • Tagged with
  • 596
  • 596
  • 186
  • 155
  • 146
  • 102
  • 89
  • 83
  • 80
  • 75
  • 73
  • 72
  • 68
  • 51
  • 51
  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the 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.
71

An Exploration of the differences of learning conceptions and strategies between high and low academic achievers

Wong, Chung-fu, Roger. January 2000 (has links)
Thesis (M.Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 91-99). Also available in print.
72

An examination of the factors underlying the motivation and learning strategies of generation 1.5 Korean American students

Stoffa, Rosa Cho. January 2009 (has links)
Thesis (Ed.D.)--Duquesne University, 2009. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 130-150) and index.
73

Exploring changes in college students' attributions after participation in a learning strategies course

Easter, Matthew A. January 2005 (has links)
Thesis (M.A.)--University of Missouri-Columbia, 2005. / The 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 23, 2007) Includes bibliographical references.
74

A longitudinal analysis of a geography-based minority recruiting model /

Foster, Ellen Joan, January 1900 (has links)
Thesis (Ph. D.)--Texas State University-San Marcos, 2006. / Vita. Appendices: leaves 87-122. Includes bibliographical references (leaves 123-128).
75

A controlled resource approach to understanding the effects of feedback on learning

McLaughlin, Anne Collins. January 2007 (has links)
Thesis (Ph. D.)--Psychology, Georgia Institute of Technology, 2008. / Fischer, U., Committee Member ; Fisk, A. D., Committee Member ; Catrambone, R., Committee Member ; Engle, Randall W., Committee Member ; Rogers, Wendy A., Committee Chair.
76

An analysis of learning outcomes of adult students learning styles versus teaching styles /

Ruhnau, Kurt. January 2006 (has links) (PDF)
Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.
77

Learning styles, self-efficacy, and satisfaction with online learning is online learning for everyone? /

Gallagher, Debra. January 2007 (has links)
Thesis (Ph.D.)--Bowling Green State University, 2007. / Document formatted into pages; contains xi, 113 p. Includes bibliographical references.
78

A longitudinal analysis of a geography-based minority recruiting model

Foster, Ellen Joan, January 1900 (has links)
Thesis (Ph. D.)--Texas State University-San Marcos, 2006. / Vita. Appendices: leaves 87-122. Includes bibliographical references (leaves 123-128).
79

Academic challenges and strategies: an SRL comparison of Canadian-domestic and Chinese-international students’ transition to university

Huang, Yushu (Sherry) 04 October 2017 (has links)
The purpose of this study was to examine challenges encountered by Chinese-international students’ self-regulated learning (SRL) in university courses in Canada and compare them to challenges experienced by domestic students. Participants included 38 Chinese-international students and 106 Canadian-domestic students studied in a self-regulated learning (SRL) strategies learning course. Weekly over 10 weeks, participants (a) rated their experiences with a list of possible challenges, (b) identified their dominant challenges from a list, (c) identified one possible strategy for addressing the dominant challenge, and (d) rated how successful the strategy selected was. Findings indicated that domestic students reported higher proportional frequency of motivation challenges, compared to the other group. From the perspective of strategy use, domestic participants reported persisting strategies more often, but Chinese-international students more frequently reported social-regulation strategies. The most dominant challenge reported by both Canadian-domestic students and Chinese-international students is motivation challenge. For addressing the motivation challenge, domestic students most frequently reported an Adjust or change strategy, but Chinese-international students reported a Social-oriented strategy. Both groups identified that their strategies use was a moderate success. Findings from this study will inform policy and practice in the area of intercultural learning by identifying specific challenges to be addressed in supporting Chinese-international students and Canadian-domestic students. / Graduate
80

Learning strategies used by honors students in an investigative introductory biology laboratory program

Aryulina, Diah 06 June 2008 (has links)
The use of investigative laboratory programs is one of the recommended methods of instruction for improving the outcomes of college science laboratory work. In such programs, students are expected to take more responsibility for their learning and to exercise manipulative skills as well as their thinking. One factor that contributes to students' learning success is their learning strategies. In order to increase our understanding of students' learning strategies in an investigative laboratory program, a qualitative research design was used in this study. The participants for this study were ten students who were enrolled in Principles of Biology Laboratory Hl15 which used an investigative approach. The primary data were gathered through interviews with the students. Additional data to provide a more holistic description of some aspects of the students' use of learning strategies were obtained from assessment of the students' learning style, a review of course syllabus and handouts, non-participant observations, and interviews with the instructors. / Ph. D.

Page generated in 0.1355 seconds