Global ETD Search

21	Foreign language learning in the age of the internet : a comparison of informal acquirers and traditional classroom learners in central Brazil Cole, Jason January 2015 (has links) Several recent studies (e.g., Benson and Chik, 2010; Sockett, 2014) suggest that as a result of changes in technology and the concomitant emergence of a globalized culture, highly effective out-of-class, informal English acquisition is becoming more common. The present study compared high-level, well-motivated Central Brazilian classroom-trained learners (CTLs) with fully autonomous self-instructed learners (FASILs) of similar backgrounds. Using linguistic tests, a questionnaire and a structured interview, the study analysed group differences as well as individual differences in language proficiency, learner histories, behaviour, beliefs, and attitudes. The key research question asked whether there existed, in more than rare circumstances, FASILs who attained levels of proficiency at least as high as highly-motivated, well-trained CTLs? Furthermore, if the knowledge and skills of FASILs were, in some respects, superior to those of CTLs, what variables accounted for the advantage? FASILs significantly outperformed CTLs across a battery of linguistic tests measuring a range of knowledge and skills. Test results indicated that while CTLs tended to plateau at upper intermediate levels, FASILs generally improved through advanced levels, often achieving native-like levels of knowledge and use. The strongest contributing factor to proficiency was found to be self-determined motivation driven by a personalized relationship with English often marked by a transnational identity. The evidence suggests this type of motivation, significantly more associated with FASILs than CTLs, led users to engage deeply with the linguistic details of informal sources. The findings challenge dominant paradigms in several fields of SLA which prioritize expert regulation over independent discovery and controlled, collaborative environments over real-world contexts of use entered into for personal reasons. A hoped for consequence of this study is that SLA research and teaching practice will begin to recognize and promote rather than regulate or dismiss the unique learning arcs that more and more English learners experience in their everyday lives. 418.00285
22	Writing for musical theatre: Forever yours Carter, Duane Martin 01 January 2000 (has links) No description available. Musicals -- Vocal scores with piano Musical theater Drama -- Chorus Vocal scores Lyric writing (Popular music) Playwriting
23	A structured learning activity: using web browsing & publishing for the development of independent learning, ITcompetence & higher-order thinking Wong, Chi-kong, 黃志剛 January 1998 (has links) published_or_final_version / Education / Master / Master of Education High technology and education. Self-instruction - Case studies.
24	Apprentissage et productivité lors de la saisie de données chez des adultes présentant une déficience intellectuelle Mc Duff, Emeline 03 1900 (has links) No description available. auto-instruction déficience intellectuelle habileté de travail incitation modelage par vidéo productivité Intellectual disability Prompt Self-instruction Video modeling
25	Formación y uso de la tecnología de los profesores de escuelas de inmersión en español Lozano Argüelles, Cristina January 2014 (has links) Indiana University-Purdue University Indianapolis (IUPUI) / El propósito de esta investigación es ahondar en los usos tecnológicos de los profesores de español y en la formación que han recibido para integrar las TIC en sus clases. En concreto, nos interesa saber su actitud y nivel de seguridad ante la tecnología, de qué recursos disponen y cuáles utilizan en sus clases, cómo aprenden a utilizarlos (formal e informalmente), qué problemas perciben y cómo les gustaría mejorar la integración de la tecnología en sus clases. El estudio se centra en un grupo de escuelas de inmersión de español en los estados de Indiana, Kentucky y Ohio. TIC formación docente escuela inmersión español L2 CALL Teaching -- Aids and devices Teaching -- Computer network resources Human-computer interaction Internet in education Education -- Computer network resources
26	Undergraduate Students' Understanding and Interpretation of Carbohydrates and Glycosidic Bonds Jennifer Garcia (16510035) 10 July 2023 (has links) <p>For the projects titled Undergraduate Students’ Interpretation of Fischer and Haworth Carbohydrate Projections and Undergraduate Students' Interpretation of Glycosidic Bonds – there is a prevalent issue in biochemistry education in which students display fragmented knowledge of the biochemical concepts learned when asked to illustrate their understandings (via drawings, descriptions, analysis, etc.). In science education, educators have traditionally used illustrations to support students’ development of conceptual understanding. However, interpreting a representation is dependent on prior knowledge, ability to decode visual information, and the nature of the representation itself. With a prevalence of studies conducted on visualizations, there is little research with a focus on the students’ interpretation and understanding of carbohydrates and/or glycosidic bonds. The aim of these projects focuses on how students interpret representations of carbohydrates and glycosidic bonds. This study offers a description of undergraduate students’ understanding and interpretation using semi-structured interviews through Phenomenography, Grounded Theory and the Resources Frameworks. The data suggests that students have different combinations of (low or high) accuracy and productivity for interpreting and illustrating carbohydrates and glycosidic bonds, among other findings to be highlighted in their respective chapters. More effective teaching strategies can be designed to assist students in developing expertise in proper illustrations and guide their thought process in composing proper explanations in relation to and/or presence of illustrations.</p> <p><br></p> <p>For the project titled Impact of the Pandemic on Student Readiness: Laboratories, Preparedness, and Support – it was based upon research by Meaders et. al (2021) published in the International Journal of STEM Education. Messaging during the first day of class is highly important in establishing positive student learning environments. Further, this research suggests that students are detecting the messages that are communicated. Thus, attention should be given to prioritizing what information and messages are most important for faculty to voice. There is little doubt that the pandemic has had a significant impact on students across the K-16 spectrum. In particular, for undergraduate chemistry instructors’, data on the number of laboratories students completed in high school and in what mode would be important information in considering what modifications could be implemented in the laboratory curriculum and in messaging about the laboratory activities – additionally on how prepared students feel to succeed at college work, how the pandemic has impacted their preparedness for learning, and what we can do to support student learning in chemistry can shape messaging on the first day and for subsequent activities in the course. An initial course survey that sought to highlight these student experiences and perspectives will be discussed along with the impact on course messaging and structure. </p> <p><br></p> Glycobiology Higher education Education assessment and evaluation Learning sciences Other education not elsewhere classified Public health not elsewhere classified Carbohydrates Glycosidic bonds COVID-19 glycoscience Glycoscience Education Higher Education COVID-19 Pandemic Laboratory Visualizations Representations representations in learning Fischer Haworth Fischer projection formulas Fischer projections Haworth projections Glucose Fructose Alpha bond Beta bond Sugar molecules biochemistry education Biochemistry general chemistry laboratory general chemistry General chemistry education curriculum distance learning students distance learning laboratories distance learning technologies Self instruction student centered learning Student centered teaching representational competence representational competencies

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