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Training practices and participation of faculty preparing to teach online in the university system of Georgia a mixed methods study /Clay, Melanie N. January 1900 (has links)
Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on Nov. 13, 2006). PDF text: 190 p. : ill. ; 0.91Mb. UMI publication number: AAT 3216103. Includes bibliographical references. Also available in microfilm and microfiche format.
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Utility and applicability of the Sharable Content Object Reference Model (SCORM) within Navy higher education /Kohistany, Mohammad B. Zacharopoulos, Ilias Z. January 2004 (has links) (PDF)
Thesis (M.S. in Information Technology Management)--Naval Postgraduate School, June 2004. / Thesis advisor(s): Dale Courtney. Includes bibliographical references (p. 53-54). Also available online.
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Virtual learning environments : the impact of information and communication technologies on a sustainable higher education /Thomas, Matthew J. W. January 2000 (has links) (PDF)
Thesis (Ph.D.)--University of Adelaide, Dept. of Geographical and Environmental Studies, 2000. / CD-ROM in pocket on back end paper. Bibliography: leaves 240-270.
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Factors influencing faculty participation in e-learning : the case of Jordan /Ishtaiwa, Fawzi F. January 2006 (has links)
Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 120-126).
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Using the internet to enhance teaching at the University of Waikato /Dewstow, Ross. January 2006 (has links)
Thesis (M.Ed.)--University of Waikato, 2006. / Includes bibliographical references (leaves 134-[138]) Also available via the World Wide Web.
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As rela??es afetivas na pr?tica tutorial e sua rela??es com a aprendizagem no curso a dist?ncia de licenciatura plena em Qu?micaLeopoldino, Kleison Jos? Medeiros 16 February 2012 (has links)
Made available in DSpace on 2014-12-17T15:41:58Z (GMT). No. of bitstreams: 1
KleisonJML_DISSERT.pdf: 2363827 bytes, checksum: 4aa59ad298de0da3cbcb7da4fac8623c (MD5)
Previous issue date: 2012-02-16 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / In distance learning degree in Chemistry in full of the Secret?ria de Educa??o
a dist?ncia da Universidade Federal do Rio Grande do Norte (SEDIS / UFRN). The
teacher-tutor to establish the experimental subjects closer relationships with
students, mediating the pedagogical actions that develop in the distance learning
course, with a view to achieving the principles of autonomy and learning, contributing
to the creation of learning environments collaborative, guided by affection.The article
presents the results of an empirical research on affectivity in practice this tutorial
experimental classes in higher distance education in the full degree course in
Chemistry Polo Currais Novos/ RN, held between 2009 and 2010. The study is
based on qualitative methodology, whose data were collected through questionnaires
and semi-structured interviews with 48 (forty eight) students involved in distance
learning courses and selected in order to compose a group of subjects who showed
variability, as guidelines that guide the sampling procedures in qualitative research.
The results, based on category theory and empirical analysis of data from the
interviews were supplemented by information obtained from participant observation
which also served to guide the data collection of the corpus of this work. With the
results we understand that there is clarity about what characterizes a loving
relationship between those involved in the process of teaching and learning in
experimental classes in high school chemistry Distance Education. Furthermore, it
was also clear that the communication process in dialogic teaching and learning in
higher distance education in chemistry at the trial need to mark out in balanced
affective attitudes, the experimental error that value and respect the many possible
construction of knowledge by movements social interaction of individual and
collective / No ensino ? dist?ncia de licenciatura plena em Qu?mica da Secret?ria de Educa??o ? dist?ncia da Universidade Federal do Rio Grande do Norte (SEDIS/UFRN) o professor-tutor de disciplinas experimentais estabelece as rela??es mais pr?ximas com os alunos, mediando as a??es pedag?gicas que se desenvolvem, tendo em vista, a concretiza??o dos princ?pios da autonomia e da aprendizagem, contribuindo para a cria??o de ambientes de aprendizagem colaborativos pautados pela afetividade. O trabalho exp?e o resultado de uma pesquisa emp?rica sobre esta afetividade na pr?tica tutorial em aulas experimentais na modalidade de ensino ? dist?ncia no curso de licenciatura plena em Qu?mica do polo de Currais Novos/RN, realizado entre os anos de 2009 e 2010. O estudo est? fundamentado na metodologia semiquantitativa, onde os dados foram coletados por meio de question?rios e entrevistas semi-estruturadas, com 48 (quarenta e oito) discentes envolvidos no curso ? dist?ncia e selecionados visando compor um grupo que apresentasse variabilidade, conforme as diretrizes que guiam os processos de amostragem nas pesquisas semiquantitativas. Os resultados, baseados em categorias te?ricas e emp?ricas provenientes da an?lise dos dados das entrevistas, foram complementados pelas informa??es obtidas com a observa??o participativa que serviu tamb?m para orientar a coleta de dados do corpus deste trabalho. Com os resultados obtidos foi poss?vel entender que h? clareza, sobre o que caracteriza uma rela??o afetiva entre os envolvidos no processo de ensino e aprendizagem em aulas experimentais do ensino em Qu?mica da Educa??o ? dist?ncia (EaD). Al?m disso, ficou evidente, tamb?m, que o processo dial?gico no ensino-aprendizagem, e na experimenta??o de Qu?mica da educa??o superior ? dist?ncia precisa se balizar em atitudes afetivas equilibradas, que valorizem o erro experimental e o respeito ?s m?ltiplas possibilidades de constru??o do conhecimento por movimentos de intera??o social, seja individuais e/ou coletivos
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As rela??es afetivas na pr?tica tutorial e sua rela??o com a aprendizagem no curso a dist?ncia de licenciatura plena em qu?micaLeoppoldino, Kleison Jos? Medeiros 16 February 2012 (has links)
Made available in DSpace on 2014-12-17T15:41:59Z (GMT). No. of bitstreams: 1
KleisonJML_DISSERT.pdf: 2363827 bytes, checksum: 4aa59ad298de0da3cbcb7da4fac8623c (MD5)
Previous issue date: 2012-02-16 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / In distance learning degree in Chemistry in full of the Secret?ria de Educa??o
a dist?ncia da Universidade Federal do Rio Grande do Norte (SEDIS / UFRN). The
teacher-tutor to establish the experimental subjects closer relationships with
students, mediating the pedagogical actions that develop in the distance learning
course, with a view to achieving the principles of autonomy and learning, contributing
to the creation of learning environments collaborative, guided by affection.The article
presents the results of an empirical research on affectivity in practice this tutorial
experimental classes in higher distance education in the full degree course in
Chemistry Polo Currais Novos/ RN, held between 2009 and 2010. The study is
based on qualitative methodology, whose data were collected through questionnaires
and semi-structured interviews with 48 (forty eight) students involved in distance
learning courses and selected in order to compose a group of subjects who showed
variability, as guidelines that guide the sampling procedures in qualitative research.
The results, based on category theory and empirical analysis of data from the
interviews were supplemented by information obtained from participant observation
which also served to guide the data collection of the corpus of this work. With the
results we understand that there is clarity about what characterizes a loving
relationship between those involved in the process of teaching and learning in
experimental classes in high school chemistry Distance Education. Furthermore, it
was also clear that the communication process in dialogic teaching and learning in
higher distance education in chemistry at the trial need to mark out in balanced
affective attitudes, the experimental error that value and respect the many possible
construction of knowledge by movements social interaction of individual and
collective / No ensino a dist?ncia de licenciatura plena em Qu?mica da Secretaria de
Educa??o a dist?ncia da Universidade Federal do Rio Grande do Norte
(SEDIS/UFRN), o professor-tutor de disciplinas experimentais estabelece as
rela??es mais pr?ximas com os alunos, mediando as a??es pedag?gicas que se
desenvolvem, tendo em vista a concretiza??o dos princ?pios da autonomia e da
aprendizagem, contribuindo para a cria??o de ambientes de aprendizagem
colaborativos pautados pela afetividade. O trabalho exp?e o resultado de uma
pesquisa emp?rica sobre esta afetividade na pr?tica tutorial em aulas experimentais
na modalidade de ensino a dist?ncia no Curso de Licenciatura Plena em Qu?mica do
Polo de Currais Novos/RN, realizado entre os anos de 2009 e 2010. O estudo est?
fundamentado na metodologia semiquantitativa, cujos dados foram coletados por
meio de question?rios e entrevistas semiestruturadas, com 48 (quarenta e oito)
discentes envolvidos no curso a dist?ncia e selecionados visando compor um grupo
que apresentasse variabilidade, conforme as diretrizes que guiam os processos de
amostragem nas pesquisas semiquantitativas. Os resultados, baseados em
categorias te?ricas e emp?ricas provenientes da an?lise dos dados das entrevistas,
foram complementados pelas informa??es obtidas com a observa??o participativa
que serviu tamb?m para orientar a coleta de dados do corpus deste trabalho. Com
os resultados obtidos, foi poss?vel entender que h? clareza sobre o que caracteriza
uma rela??o afetiva entre os envolvidos no processo de ensino e aprendizagem em
aulas experimentais do ensino em Qu?mica da Educa??o a dist?ncia (EaD). Al?m
disso, ficou evidente, tamb?m, que o processo dial?gico no ensino-aprendizagem e
na experimenta??o de Qu?mica da educa??o superior a dist?ncia precisa se balizar
em atitudes afetivas equilibradas, que valorizem o erro experimental e o respeito ?s
m?ltiplas possibilidades de constru??o do conhecimento por movimentos de
intera??o social, seja individuais e/ou coletivos
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