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Bind Over and Blended Sentencing in OhioKunkle, Susan M. 08 April 2011 (has links)
No description available.
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STUDENT SATISFACTION AND ACHIEVEMENT WITH BLENDED LEARNING AT THE FIRST SAUDI ELECTRONIC UNIVERSITYAlotebi, Hatem Raja 19 July 2017 (has links)
No description available.
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THE DESIGN AND USE OF STRATEGIES IN FACE-TO-FACE AND ONLINE INSTRUCTIONSTUART, JANE SHEPHERD 17 April 2003 (has links)
No description available.
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THE EFFECT OF VIDEO INSTRUCTION ON THE PERFORMANCE ACHIEVEMENT OF FIFTH GRADE INSTRUMENTAL STUDENTSSelfridge, Stephen Mark January 2018 (has links)
The purpose of this study was to examine the effect of instructional videos on the performance achievement of fifth grade instrumental students. The design of the study was pretest-posttest control group experimental. Participants (n = 84) were volunteers selected from fifth grade students enrolled in Garnet Valley School District in Glen Mills, PA, who had participated in the band program for at least one full year. Students were assigned a short etude composed by the researcher to practice for an evaluation. Prior to treatment, each student was recorded performing the etude as a pretest. All students received identical instruction and modeling of the etude during their weekly school lesson. In addition to the weekly school lesson instruction, a Video Practice Group (VP) (n = 42) was given access to a video of the teacher instruction and modeling of the etude for use during home practice, and the Non-Video Practice Control Group (NVP) (n = 42) practiced the etude under usual practice conditions. Each week, participants submitted a practice record detailing the amount of time spent practicing the etude. Following three weeks of treatment, all participants recorded a performance of the etude. Pretest and posttest recordings were scored by the researcher using the researcher-designed Etude Scoring Form. One additional certified music teacher scored a random selection of 15% of the student recordings as a reliability judge. Comparison of pretest and posttest scores showed that overall gain scores for participants in the Video Practice group were significantly greater than the Non-Video Practice Group (F(1,82) = 20.68, p < .001, ηp2 = .201), with significant interactions in the categories of rhythm (F(1, 82) = 9.45, p = .003), fluency, F(1, 82) = 9.97, p = .002), and articulation, F(1, 82) = 8.07, p = .006). No significant interactions were found for instrument type or participant school. There was no significant difference in reported practice time between the two groups, and practice time was positively correlated with posttest scores. / Music Education
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Integración de minería de datos y blended learning para el abordaje del proceso educativo universitarioSosa, Marcelo Omar Diógenes 18 March 2022 (has links)
El análisis de los datos que se generan durante el proceso educativo en el
nivel universitario, especialmente cuando se desarrolla con la implementación de
la modalidad blended learning (B-learning en adelante), representa un desafío
para su procesamiento y una oportunidad para la extracción de información que
puede orientar en la toma de decisiones que debe realizar el docente.
El estudio de aspectos como: la identificación de preferencias, patrones y distintos comportamiento de los estudiantes en la modalidad B-learning representan
elementos que permiten la comprensión de cómo los estudiantes desarrollan sus
competencias educativas en diferentes áreas del conocimiento.
Este tipo de modalidad se caracteriza por combinar actividades presenciales
y virtuales utilizando como soporte tecnológico a Internet dentro de las características de una red social educativa. El proceso educativo así desarrollado genera
un gran volumen de datos el cual representa un campo propicio para la aplicación de técnicas de data mining o minería de datos (vocablos que se utilizarán
alternativamente).
El conocimiento que se obtiene al procesar estos datos educativos utilizando
el data mining, representa otra alternativa para el docente en la toma de decisiones
relacionadas con el correcto diseño del proceso, secuenciación de actividades y
elección de materiales. Permitiendo además realizar ajustes ,si son necesarios,
para solucionar desviaciones y encontrar nuevas estrategias en el marco curricular
que aseguren el logro de los objetivos planteados.
En el trabajo de investigación desarrollado en la tesis, se tomaron datos de
estudiantes pertenecientes a la Facultad de Ciencias Exactas y Naturales de la
Universidad Nacional de Catamarca (UNCA) y se realizaron experimentaciones
con diferentes técnicas de data mining utilizando una herramienta de software .
Del estudio de los resultados obtenidos de las experimentaciones y del análisis de las características surgidas del proceso de integración de la minería de
datos y el proceso educativo en modalidad B-learning, posibilitaron tanto el dise
ño de un framework de data mining como así también el desarrollo de un modelo
general de implementación.
Éste último, representa la manera de aplicar el data mining para garantizar
su integración con el proceso educativo y así lograr la adaptación de este último
a las necesidades de los estudiantes actuales.
Esta adaptación es el resultado de las decisiones tomadas por el docente
las cuales , en su mayoría, podrán basarse en resultados científicos provenientes
desde el data mining.
Por otro lado, es necesario aclarar que muchas de las opciones seleccionadas
en el estudio se relacionan con la aspiración de que la tesis represente un material de referencia para docentes, investigadores y personas en general que deseen
iniciarse en el área de data mining. / The analysis of the data generated during the educational process in the
university level, especially when developed with the implementation of the blended learning modality (B-learning from now on) represents a challenge for its
processing and an opportunity for the extraction of information that It can guide
the decision-making that the teacher must make.
The study of aspects such as: the identification of preferences, patterns and
diferent behavior of students in the B-learning modality represent elements that
allow the understanding of how students develop their educational competences
in diferent areas of knowledge. This type of modality is characterized by combining face-to-face activities and virtual ones using the Internet as a technological
support within the characteristics of an educational social network. The educational process thus developed generates a large volume of data which represents a
suitable field for the application of data mining techniques or data mining (words
that will be used alternatively).
The knowledge that is obtained by processing this educational data using
data mining represents another alternative for the teacher in decision-making
related to the correct design of the process, sequencing of activities and choice
of materials. Also allowing adjustments, if necessary, to solve deviations and find
new strategies in the curricular framework that ensure the achievement of the
objectives set.
In the research work developed in the thesis, data was taken from students
belonging to the Faculty of Exact and Natural Sciences of the National University
of Catamarca (UNCA) and experiments were carried out with diferent data
mining techniques using a software tool. From the study of the results obtained
from the experiments and the analysis of the characteristics arising from the
integration process of the mining of data and the educational process in B-learning
mode, made possible both the design of a data mining framework as well as the
development of a model general implementation.
The latter represents the way to apply data mining to guarantee its integration with the educational process and thus achieve the adaptation of the latterto
the needs of today's students. This adaptation is the result of the decisions made
by the teacher which, for the most part, may be based on scienti c results from
from data mining.
On the other hand, it is necessary to clarify that many of the selected options
in the study are related to the aspiration that the thesis represents a reference
material for teachers, researchers and people in general who wish to get started
in the data mining area.
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Development of an Instructional Design Framework to Guide the Design of Multi-Modal Learning EnvironmentsMcGowin, Brooke Lynn Marton 27 January 2022 (has links)
Although the instructional designer plays a role in the professional development of instructors in higher education, their perspectives are not explored as frequently compared to instructors and students in multi-modal research. Instructional designers need to keep up with the emerging technologies and changing educational landscape in order to equip instructors with the skills and knowledge they need to create meaningful learning experiences. One way to help instructional designers be able to help guide and support instructors is by creating guiding frameworks that help a designer think through the process and considerations when creating learning environments such as multi-modal. Using a design and development study, a guiding framework was constructed and operationalized using the design phase of the ADDIE model. / Doctor of Philosophy / Although the instructional designer plays a role in the professional development of instructors in higher education, their perspectives are not explored as frequently compared to instructors and students in multi-modal research. The term multi-modal refers to learning environments that take place across multiple modes. For instance, blended or hybrid learning environments. Instructional designers need to keep up with the emerging technologies and changing educational landscape in order to equip instructors with the skills and knowledge they need to create meaningful learning experiences. One way to help instructional designers be able to help guide and support instructors is by creating guiding frameworks that help a designer think through the process and considerations when creating learning environments such as multi-modal. This study conducted a design and development study which involved an analysis of literature and other resources to inform the development of the guiding framework. This study sought to address the practical needs of instructional designers in higher education through the creation of a framework that helps ensure they address key aspects in the design of multi-modal learning environments (i.e., blended or hybrid). The framework is grounded in theory and informed by an analysis of the literature. In order to validate the framework, an expert review panel of three was recruited to provide their insight and expertise. The feedback data was analyzed and the framework was enhanced based on the feedback. the framework helps contribute to the field by providing well-informed guidance in how to effectively design multi-modal environments. When instructional designers can effectively do this, they improve their practice which translates into the curriculum as well as the instructors who work closely with instructional designers. Overall, this can improve student outcomes.
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Mixing Students Mixing MethodsDearnley, Christine A., Owens, Melissa, Greasley, Peter, Plews, Caroline M.C. January 2010 (has links)
No
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Can Personality Traits Predict Students’ Satisfaction with Blended Learning during the COVID-19 Pandemic?Tovmasyan, A., Walker, Daniel, Kaye, L. 05 May 2023 (has links)
Yes / The present study aimed to assess the impact of personality traits on student satisfaction with blended learning which many higher education institutions have adopted since the COVID-19 pandemic in the UK. Personality traits were assessed using the International Personality Item Pool and student satisfaction was recorded on a 7-point Likert scale. Data analysis of 72 undergraduate students revealed that low extraversion and high neuroticism predicted higher levels of student satisfaction. Implications are discussed considering the current pandemic with a view of increasing student satisfaction and in-turn improving National Student Survey results that impact on Teaching Excellence Framework scores and league tables.
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Unveiling Trends, Terminology, and Teaching Competencies of Blended Courses in Higher EducationRamsey, Jennifer Lynn 02 July 2024 (has links) (PDF)
This dissertation has been written in a three-article journal-ready format and centers on competencies for blended teaching in higher education. I use the PRISMA process and thematic coding to analyze 34 articles from 2002 to 2022, highlighting strategic combination, learner-centered approaches, and additional support. I also use the Google Search API and content analysis to suggest that blended, digital, and flexible may be post-secondary institutions' most frequently used terminology to describe contexts incorporating online and in-person components. I also gather qualitative data from interviews with faculty to highlight the context and nuances surrounding blended teaching competencies, including creative innovation, technology skills, flexibility, strategic planning, and engagement creation. This work aims to clarify the trending terms, contexts, and nuances of teaching competencies for blended courses in higher education. It may help researchers and practitioners understand these concepts as evolving from specialized blended teaching competencies to potentially becoming more mainstream teaching competencies.
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Vergleich der Blended Learning Lehrmethode mit den Lehrmethoden Vorlesung, Seminar und E-Learning in der kieferorthopädischen Lehre - Eine FragebogenstudieSchicker, Peter 25 June 2013 (has links) (PDF)
Im Zeitraum 2007-2008 wurde die vorliegende Fragebogenstudie mit dem Ziel durchgeführt, die Lehrmethoden Vorlesung, Seminar, E-Learning und Blended Learning zu vergleichen und die Akzeptanz der verschiedenen Konzepte durch die Studierende der Zahnmedizin gegenüber zu stellen. Als Lerninhalt diente die kieferorthopädische Profil- und EnFace Analyse. Entsprechende Patientenfälle wurden mit Arbeitsbögen in den Gruppen Vorlesung und Seminar durchgeführt. Eine für diese Arbeit entwickelte Software diente der Fallauswertung in den Gruppen E-Learning und Blended Learning. Ein am Ende der jeweiligen Lehrveranstaltung ausgegebener Fragebogen sollte die Erfahrung der Teilnehmer zur jeweils erlebten Lehrmethode erfassen. Der deskriptive Vergleich der einzelnen Fragebogenitems lässt eine deutliche positivere Einschätzung der Studenten zu Gunsten der Blended Learning Methode erkennen. Die Auswertung der jeweils richtigen Antworten der Profildiagnostik zeigte dagegen kaum Unterschiede in den einzelnen Gruppen.
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