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  • 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.
31

Methoden des Blended Learning : Überblick und Softwareevaluation /

Obrist, Markus. January 2007 (has links)
Fachhochsch. Solothurn Nordwestschweiz (FH), Diplomarbeit--Solothurn, 2006. / Diese Diplomarbeit wurde im Auftrag vom Verband Interieursuisse erstellt.
32

Generische E-Learning-Plattform für interaktive Lehrsimulationen zum Einsatz in Selbststudium und Präsenzlehre online und offline

Dieckmann, Andreas. January 2003 (has links) (PDF)
Bielefeld, Universiẗat, Diss., 2004.
33

Spirit of learning : an exploration into the role of personal/spiritual development in the learning, teaching process /

Griggs, Dawn Emelie. January 1996 (has links)
Thesis (M. Sc.)--University of Western Sydney, Hawkesbury, 1996. / Includes bibliographical references (p. 296-311).
34

Using the Internet to Enhance Teaching at The University of Waikato

Dewstow, Ross Albert January 2006 (has links)
The University of Waikato brought the Internet to New Zealand, was one of the first Universities in New Zealand to graduate students who had completed a bachelor's degree online, and recently won an award for innovative use of video software in an online classroom. The video software was created by a company that had its beginnings within the University. However, the use of the Internet for teaching and learning in the University has reached a plateau in the last few years, as measured by the daily page views of the online platform (Moodie, 2004), the number of courses taught online and staff teaching online remaining fairly constant. This thesis sets out to investigate why the use of online teaching at the University has not increased to a point where a majority of staff are using online teaching to at least supplement their classroom teaching. Previous research into online teaching and learning focused heavily on technology barriers and lack of access to computers and the Internet. It is the position of the researcher that this lack of access is no longer a valid reason for academics not to use online environments for teaching and learning in a tertiary environment. This study hypothesized that enhancing their teaching using online technologies may be related to the culture of different subjects, disciplines and Schools of study. Accordingly three groups of lecturers from different Schools within the University were invited to participate in focus group interviews. Questions asked were related to their approach to teaching in their subject areas, the culture of their Schools and the University, as well as their reflections on teaching online. The study found that there was a strong relationship between the use of online technologies and subject areas as well as the culture that exists within the School of study. The influence of University management on the use of online technologies was also highlighted. But more surprising was the relationship between trained teachers in the University, and their uptake and use of online technologies. To take advantage of the changing student population, with their greater awareness and use of computing and new technologies, the University of Waikato, and indeed many other similar institutions, are now at a technological and educational crossroad. Decisions need to be made by senior management regarding the importance of the Internet and emerging media technologies in shaping the teaching and learning environment of tomorrow's University.
35

Ability, personality, interests, and experience determinants of domain knowloege acquisition

Beier, Margaret E., January 2003 (has links) (PDF)
Thesis (Ph. D.)--School of Psychology, Georgia Institute of Technology, 2004. Directed by Phillip L. Ackerman. / Vita. Includes bibliographical references (leaves 114-122).
36

Ability, personality, interests, and experience determinants of domain knowledge acquisition

Beier, Margaret E. 01 December 2003 (has links)
No description available.
37

The effects of concept mapping on learning approach and meaningful learning /

Moxness, Katherine January 1991 (has links)
Two hundred and nine undergraduate students enrolled in an introductory Anthropology course were pre-tested using the Learning and Study Strategy Inventories (LASSI) to establish their learning approach. Concept mapping was used to alter a student's learning approach from a non-creative to a creative approach. Students were then post-tested using the LASSI to evaluate the learning intervention. The first hypothesis proposed that non-creative learners would become more holistic and creative learners as a result of the concept mapping intervention. No significant treatment effects were found. Non-creative learners made significant gains in concentration from pre to post testing. It was also hypothesized that certain demographic variables would help explain the learning approach a student demonstrated. Science students had the highest mean attitude, motivation, concentration and time management and use of test strategies. Anthropology students had the highest anxiety, and arts students increased on information processing. Nineteen year olds were the most motivated and attitude decreased with age. Second year students who had taken a previous course in anthropology had higher mean attitudes, motivation, concentration, selecting main ideas, and use of test strategies when compared to second year students who hadn't taken a previous course. Science students increased their mean use of test strategies regardless of previous course work. Overall, the mean use of test strategies increased regardless of faculty affiliation had a student taken a previous course.
38

Teachers' understanding of inquiry

Manconi, Lynn January 2003 (has links)
This multi-case study compared the practices and knowledge of six experienced teachers who perceive themselves to use an inquiry approach to instruction, to those of two teachers who do not, and compared their conceptualizations to a portrait of the inquiry literature. The inquiry teachers were purposively selected from three levels---elementary, secondary, and university---and different subjects. / They and two non-inquiry teachers contributed three interviews each. Transcripts were coded using codes derived from the literature, then open coding using the teachers' own words to represent categories. Four postulated constructs of inquiry, process, content, strategy, and context, were found in the literature and in experienced inquiry teachers' detailed conceptualizations of inquiry as shown in their definitions, interviews, and concept maps. Inquiry teachers were distinguished from the non-inquiry teachers by the relative difference in the frequency of their use of the four constructs. The inquiry teachers each had one predominant construct that they emphasized more in their teaching, and their identity could be expressed in terms of their pedagogical use of these four constructs. The non-inquiry teachers made fewer inquiry statements when compared to the literature and when compared to their own personal statements. Inquiry teachers' background, education, and informal experiences were also directly related to their conceptualizations of inquiry.
39

The role of abilities in concept learning /

Shiri, Pushpa January 1976 (has links)
No description available.
40

Structured exploration for reinforcement learning

Jong, Nicholas K. 18 December 2012 (has links)
Reinforcement Learning (RL) offers a promising approach towards achieving the dream of autonomous agents that can behave intelligently in the real world. Instead of requiring humans to determine the correct behaviors or sufficient knowledge in advance, RL algorithms allow an agent to acquire the necessary knowledge through direct experience with its environment. Early algorithms guaranteed convergence to optimal behaviors in limited domains, giving hope that simple, universal mechanisms would allow learning agents to succeed at solving a wide variety of complex problems. In practice, the field of RL has struggled to apply these techniques successfully to the full breadth and depth of real-world domains. This thesis extends the reach of RL techniques by demonstrating the synergies among certain key developments in the literature. The first of these developments is model-based exploration, which facilitates theoretical convergence guarantees in finite problems by explicitly reasoning about an agent's certainty in its understanding of its environment. A second branch of research studies function approximation, which generalizes RL to infinite problems by artificially limiting the degrees of freedom in an agent's representation of its environment. The final major advance that this thesis incorporates is hierarchical decomposition, which seeks to improve the efficiency of learning by endowing an agent's knowledge and behavior with the gross structure of its environment. Each of these ideas has intuitive appeal and sustains substantial independent research efforts, but this thesis defines the first RL agent that combines all their benefits in the general case. In showing how to combine these techniques effectively, this thesis investigates the twin issues of generalization and exploration, which lie at the heart of efficient learning. This thesis thus lays the groundwork for the next generation of RL algorithms, which will allow scientific agents to know when it suffices to estimate a plan from current data and when to accept the potential cost of running an experiment to gather new data. / text

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