• Refine Query
  • Source
  • Publication year
  • to
  • Language
  • 316
  • 255
  • 61
  • 25
  • 25
  • 21
  • 15
  • 15
  • 11
  • 11
  • 9
  • 8
  • 4
  • 2
  • 2
  • Tagged with
  • 902
  • 375
  • 179
  • 147
  • 142
  • 137
  • 112
  • 112
  • 112
  • 105
  • 103
  • 100
  • 96
  • 91
  • 84
  • 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.
711

Writing Beyond the English Department: A Discourse Analysis-Based Study of Disciplinary Writing Intensive Courses

Lacy, Sarah M. 13 July 2022 (has links)
No description available.
712

Massive Open Online Courses: Kategorisierung und Analyse des Teilnehmerverhaltens am Beispiel der OPCOs 2011 und 2012

Bremer, Claudia, Weiß, David January 2013 (has links)
Ziel des Beitrags ist, einen Überblick über aktuelle Entwicklungen und Ausprägungen von MOOCs sowie die Erfahrungen und Ergebnisse aus der Untersuchung von zwei MOOCs vorzustellen, die 2011 und 2012 durchgeführt wurden. Besondere Schwerpunkte liegen dabei auf der Bedeutung und Ausprägung der Beteiligungsformen in den verschiedenen MOOC-Formaten, der Beteiligung in den beiden untersuchten MOOCs sowie auf deren Unterschiede auch aufgrund von Veränderungen des Kursdesigns.
713

A Narrative Inquiry Approach to Improving Academic Performance in Undergraduate Science Courses at a Small, Private, Health Care Institution

Golba, Elizabeth Ann 11 August 2022 (has links)
No description available.
714

A View on the Virtualizability of Practical Courses : Romanian Medical Students' Perspective in the Context of a Sudden Online Shift

Tatut, Sofia-Maria January 2022 (has links)
The rapid development of information communication technologies has created unique, exceptional opportunities for conducting education. Thus, the transposal of learning into the virtual world constituted the biggest transformation that education went through- a real paradigm change. The emergence of the COVID-19 pandemic led to the most abrupt virtualization of education until today. The educational systems in most of the countries experienced significant transformations and had to reconceptualize their whole learning models, in order to adjust them to the online environment. This sudden change did not have the same impact on all the countries- some of them adapted easier and quicker to virtualization than others. The transition to online learning also varied with the educational branch and type of courses that had to be transposed into the digital medium. Whereas the translation of the theoretical courses into the virtual environment did not constitute an immense burden, transposing practical courses into the digital world represented a real challenge for educational institutions. For medical universities in particular, the pressure of adapting to the conditions of the pandemic was even bigger than for other educational organizations, as these had to enable timely graduation of the students in order to support the overwhelmed healthcare systems fighting the pandemic.      Existing studies looked into topics such as online education, virtualization of education and other related themes, but very few scholars researched into the matter of education virtualizability. Moreover, studies were mainly conducted in digitally developed countries like the USA. Practical courses were also not being studied very extensively in the existing research context, theoretical ones being mostly underlined. Additionally, study branches such as management and business were the main focus of the existing papers, which did not center their discoveries around the medical area. The named gaps in the current literature underlined the need of a clear view on the medical students' perception on the virtualizability of practical courses in a country such as Romania. Thus, the aim of this master's thesis was to look into the named matter. In order to provide a contribution to the existing literature, after gaining the opinions of students, a theoretical model was created, that depicts the main characteristics that have to be applied to a virtual practical course, so that it reaches a high virtualizability. Using as a framework the process virtualization theory, a qualitative study was conducted through semi-structured interviews made with Romanian, medical undergraduates. The collected information was analyzed with the use of thematic deductive analysis and was classified according to the four requirements presented by the adopted theory. Hence, themes and categories were identified, that helped classify and organize students' view on virtualizability.      The empirical results showed that all the regarded requirements, i.e., sensory, relationship, identification & control and synchronicity requirements were at a high level. This means that in order to transpose practical medical courses into the virtual environment, there are specific, mandatory elements that need to be implemented, so that the process of education can be conducted in a beneficial way. The registered high requirements resulted in a low virtualizability of the analyzed type of courses. However, together with the detected themes and categories, a new theoretical model was built, which offers valuable insights into the needs that need to be fulfilled, in order to improve the depicted virualizability. Future research can use the developed conceptual model as a base and extend the existing knowledge to further countries, course types and/or educational branches.
715

The Relationship of the Oral Communication Needs of Business and Industry to the Business and Professional Communication Courses in Texas Colleges and Universities

McCallum, Karin Eriksson 08 1900 (has links)
The purposes of this study were to examine the oral communication skills considered important to specific companies, identify the objectives emphasized in the business and professional communication courses in Texas colleges and universities, ascertain how much course time is spent in various areas, and determine the communication needs of business and industry and the degree to which the communication departments of Texas colleges and universities are meeting those needs.
716

The Adult Learner in the Online Writing Course

Hoy, Cheryl A. 22 April 2010 (has links)
No description available.
717

DO FIRST-YEAR COMPOSITION COURSES BENEFIT BUSINESS STUDENTS?

Raab, Marianne Fisher January 2010 (has links)
No description available.
718

Don't Call Me "Professor": Student Perceptions of Graduate Instructor Ethos

DelMar, Sarah Nicole 21 August 2012 (has links)
No description available.
719

Changing Course: Early Childhood Development Faculty Experiences Transitioning from Traditional to Asynchronous Online Teaching

McVay-Dyche, Jennifer Michelle January 2013 (has links)
No description available.
720

Preservice Early Childhood, Middle Childhood, and Learning Intervention Specialists: Perceptions of Music Use in the Classroom

Cross, Katelyn M. 20 April 2015 (has links)
No description available.

Page generated in 0.0457 seconds