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Dissertations / Theses on the topic 'Distance/online teaching'

Author: Grafiati

Published: 4 June 2025

Last updated: 1 August 2025

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1

Cameron, Nancy G. "Teaching in the Online Environment." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/7044.

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Keramidas, Cathy Galyon, and Michael Mayton. "Who's Ready to Learn Online?" Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/517.

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Online coursework is common in Special Education Programs that train teachers for rural areas. Does every student have the potential to learn well online? This session will discuss a study where half of the students were face-to-face and the other half were online. The two sections will be compared.

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3

Lewis, Tracie Olds. "The Preparation of Faculty to Teach Online: A Qualitative Approach." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/26750.

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This study used a qualitative approach to explore how faculty were prepared to teach online at institutions of higher education. Six participants, including experienced (with three or more years of experience teaching online) and non-experienced (with less than two years of experience teaching online), were purposely selected to participate. The participants were interviewed concerning their preparation experiences, the preparation activities that were most beneficial to them, and the areas in which they wanted further development for teaching online. Data from the interviews were coded and

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Dolloph, Frances M. "Online higher education faculty perceptions, learning, and changes in teaching /." Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5296.

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Thesis (Ed. D.)--West Virginia University, 2007.<br>Title from document title page. Document formatted into pages; contains vi, 152 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 110-122).

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El-adawy, Rasha Mahmoud. "Teaching EAP Through Distance Education: An Analysis of an Online Writing Course." Thesis, Connect to resource online, 2010. http://hdl.handle.net/1805/2187.

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Thesis (M.A.)--Indiana University, 2010.<br>Title from screen (viewed on July 19, 2010). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Thomas A. Upton, Julie A. Belz, M. Catherine Beck. Includes vitae. Includes bibliographical references (leaves 97-106).

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Colak, Ahmet. "A Multiple-Case Study Examining Faculty Members’ Online Course Design and Teaching Experiences in Distance Education." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7136.

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With the advances in technology, there has been a steady and unstoppable expansion in online education, and as technology has kept changing, so has online education. These changes have impacted the experiences of the faculty members, which has led to a growing interest in examining what online faculty members’ lived experiences are. To have a better understanding of the prior status of the research conducted on online education, this dissertation included a systematic literature review between the years 2000-2018. The systematic review of the literature demonstrated that the major issues exami

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Phillips, William. "A STUDY OF INSTRUCTOR PERSONA IN THE ONLINE ENVIRONMENT." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2416.

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Higher education continues to witness a significant increase in the demand for online courses delivered via the World Wide Web. Institutions are challenged to position and prepare faculty for successfully developing and delivering this increasing number of online courses from a distance. Becoming successful in the online classroom presents difficult and time-consuming challenges to the novice faculty member. Instructors who transition from the face-to-face classroom find that some characteristics, strategies and procedures carryover into the online classroom. The new teaching environment prese

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Pennington, John Paul. "Reverse Benefits: How Teaching Online Benefits Face-To-Face Teaching for Higher Education Faculty." Cincinnati, Ohio : University of Cincinnati, 2005. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1115641817.

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Thesis (Dr. of Education)--University of Cincinnati, 2005.<br>Advisor: Janet L. Bohren. Title from electronic thesis title page (viewed Mar. 26, 2009). Includes abstract. Keywords: Distance education; Online Teaching; Traditional Teaching; Higher Education; Faculty; Interaction; Social Constructivism. Includes bibliographical references.

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9

Gulatee, Yuwanuch. "An investigation into online teaching and the delivery of computer science topics : practice, content and environmental factors." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/1833.

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In an attempt to provide educational opportunities for students who have other constraints on their time, such as work, family commitments or who are located at a distance, many universities have developed wholly online distance education programs. These online courses use Web technology as a distributed learning mechanism. However, online distance learning in technical courses such as programming remains challenging for both instructors and students. This thesis aims to identify the technological and social enablers and barriers to effective teaching of computer science topics in a wholly onl

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Morgan, Tannis. "The negotiation of teaching presence in international online contexts." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/1416.

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A particular interest of distance education researchers is the community of inquiry framework, which was developed for the purpose of taking a closer look at computer mediated communication in educational contexts (Garrison, Anderson, Archer, 2000). However, it is somewhat surprising that although the community of inquiry framework has been developed based on distance education contexts, it does not consider the complexities of the community’s global and local contexts, the potential linguistic demands of the teaching and learning contexts, and how power, agency, and identities are negotiated

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Bungard, Patrick Allen. "MEETING THE DISTANCE EDUCATION CHALLENGE: A GUIDE FOR DESIGNING ONLINE CLASSROOMS." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/587.

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The emphasis on education fluctuates with the economy. When education is encouraged, many individuals flock to colleges and universities to increase earning potential or achieve goals. Thanks to advancements in technology, distance education in the 21st century can be similar to face-to-face education. Students spend many hours sitting in front of a computer completing course work. Although still in infancy stages, online education has vastly improved. Perspectives like teaching adults (andragogy), transformative learning, and teacher immediacy all address teaching individuals from afar. In co

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12

Cameron, Nancy G. "Best Practices for Online Teaching: Building a Learning Community." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7043.

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Watters, Georgia George. "The Experiences of Military Parents Homeschooling Using Online Teaching Resources." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/529.

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U.S. military members and their families relocate from one duty station to another on average once every 3 years. Children in military families change schools often, introducing potential problems such as struggling to make new friends, having trouble adjusting to new teaching styles, and losing academic credits due to the transition from one school to the next. Homeschooling that incorporates online resources can provide instructional continuity, social interaction opportunities, and submission of required periodic assessments. The primary purpose of this phenomenological study was to examine

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Stjernberg, Sasha Nicole. "Crisis online teaching during COVID-19 : Swedish upper secondary English teachers’ perspectives." Thesis, Högskolan Dalarna, Engelska, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-36877.

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During March 2020, Swedish upper secondary schools switched from traditional teaching to crisis online teaching due to the COVID-19 pandemic. There is a lack of research on crisis online teaching, but there is research on online teaching and English online teaching. The fundamental difference between online teaching and crisis online teaching is choice, as crisis online teaching is mandated due to external factors beyond the teachers’ control. Transition from traditional teaching to crisis online teaching forces teachers to rely on their Technical Pedagogical Content Knowledge (TPACK). This wa

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Wang, Qifu. "A study of barriers to online learning in distance education in China." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/28966/.

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China's 'Modern Distance Education' is a government-led initiative prompted by the need to widen access to higher education and by the opportunities offered by the development of a widespread infrastructure of information and communications technologies. Distance education using television, radio and other technologies has a long history in China, but the advent of computer communications opened new possibilities for promoting educational development and the policy goal of modernisation. Distance education in China now involves online learning, to various degrees. However, the effectiveness of

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Phillips, Alana S. "Retention: Course Completion Rates in Online Distance Learning." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822741/.

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Online courses in higher education have a reputation for having a lower course completion or retention rate than face-to-face courses. Much of this reputation is based upon anecdotal evidence, is outdated, or is on a small scale, such as a comparison of individual courses or programs of instruction. A causal-comparative analysis was conducted among 11 large, high research public universities. The universities were compared to each other to determine if differences existed between online and face-to-face course completion; undergraduate and graduation online course completion was analyzed for d

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Bar-Tal, Smadar. "Teaching modes of teacher-educators teaching distance-learning in a teacher-training college in Israel : a case study." Thesis, Anglia Ruskin University, 2010. http://arro.anglia.ac.uk/123165/.

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The introduction of technology and the widespread use of ICT in the wealthier nations have led teacher-educators to integrate technological applications in their teaching environment. The research investigated the new teaching modes created by teacher-educators in teacher-training colleges in Israel, due to their transition from traditional teaching to distance-teaching through the Internet. This was a qualitative research using case study within an interpretative paradigm that enabled the researcher to consider the viewpoints of the informants together with her own viewpoint. The research too

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Bar-Tal, Smadar. "Teaching modes of teacher-educators teaching distance-learning in a teacher-training college in Israel: A case study." Thesis, Anglia Ruskin University, 2010. https://arro.anglia.ac.uk/id/eprint/123165/1/SmadarBarTalThesis.pdf.

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The introduction of technology and the widespread use of ICT in the wealthier nations have led teacher-educators to integrate technological applications in their teaching environment. The research investigated the new teaching modes created by teacher-educators in teacher-training colleges in Israel, due to their transition from traditional teaching to distance-teaching through the Internet. This was a qualitative research using case study within an interpretative paradigm that enabled the researcher to consider the viewpoints of the informants together with her own viewpoint. The research

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Canzonetta, Jordan N. "Common Obstacles in the DL Teaching of Business Writing and Technical Writing: A Practical Guide." Kent State University Honors College / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1335836541.

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20

Epps, Susan Bramlett. "What Students Can Tell Us About Best Practices of Online Teaching." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/2560.

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There is abundant literature on best practices for instruction. But what can our own students tell us about their experience with online instruction and how can those experiences inform our decisions about how we operate as online instructors? Why should we listen to them? In this session you'll be introduced to a study (albeit informal!) in which the instructor actually ASKED her students for information and as a group, we'll discuss how we can apply what we learn from our students. Objectives: To discuss ways we can improve our teaching by listening to our students; to view our teaching thro

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Ingemarsson, Johanna. "EFL Teachers’ Experiences Teaching Online using ICT : A Case Study of the Transition from Classroom Teaching to Online Teaching during the COVID-19 Pandemic." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84446.

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The aim of this research project was to contribute to the knowledge about the teaching practices taking place during the COVID-19 pandemic, by investigating the use of information and communication technology (ICT) in online teaching by five EFL (English as a foreign language) teachers and their experiences of transforming from classroom teaching to online teaching during the pandemic. Furthermore, this study has also investigated how these teachers believe online teaching has affected their students’ English learning. The data was collected by using semi-structured interviews. The data were l

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Bice, Lawrence Raymond. "Construction of knowledge about teaching practice and educating students from diverse cultures in an online induction program." Diss., Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/bice/BiceL1205.pdf.

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Wilson, Martina E. "Learning and teaching online : structuring computer-mediated communication systems to support interaction at a distance." Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247054.

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Hamilton, Julia Babcock. "Preparing Faculty to Teach Online: Promoting Success in the Online Classroom." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2354.

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Distance learning students at a community college in the southeast United States were not completing their coursework as well as were students enrolled in traditional courses. This disparity was negatively affecting the institution's state performance measures, putting at risk the institution's state-based funding under the state's performance model. The purpose of this qualitative, bounded case study was to explore faculty experiences with online course professional development and faculty's teaching practices related to successful student online course completion. Chickering and Gamson's 'Se

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Roienko, L. V. "The main principles of organising foreign languages teaching process in conditions of distance learning." Thesis, Національний юридичний університет імені Ярослава Мудрого, 2021. https://er.knutd.edu.ua/handle/123456789/18839.

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The main principles of organizing educational process in conditions of distance education have been analysed in the article. The most common and the most effective forms and modes of conducting online communication have been considered. The web - resources that can be useful for foreign language teaching process have been analysed in the given research.<br>У статті аналізуються головні принципи організації навчального процесу в умовах дистаційного навчання. Розглядаються найпоширеніші і найефективніші форми і режими проведення онлайн-комунікації. Аналізуються інтернет-ресурси, що можуть стати

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Waltonen-Moore, Shelley. "A grounded theory of Online GROUP Development as seen in asynchronus threaded discussion boards." Akron, OH : University of Akron, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1185649473.

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Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies-Secondary Education, 2007.<br>"August, 2007." Title from electronic dissertation title page (viewed 04/29/2008) Advisor, Qetler Jensrud; Committee members, Evangeline Newton, Denise Stuart, Sandra Coyner, John Savery; Interim Department Chair, Bridgie Ford; Dean of the College, Patricia A. Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

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Epps, Susan Bramlett. "Taming the Online Beast: Conversations on Student Pet Peeves with Online Courses." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/2561.

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As faculty we probably have strong feelings about online teaching and we certainly have pet peeves about our students. What if we were to ask our students what their pet peeves about us or our online classes are? (The student assessment of instruction at my own institution doesn’t include a question this direct). And yikes! once we ask, what do we do with that information? Whether you are new to online or an experienced online instruction, come join the conversation and together we will discuss ways to ‘tame the online beast.’

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Sullivan, John. "Statewide Online Web-based Training Program to Prepare New Jersey Community College Faculty for Distance Teaching." NSUWorks, 1999. http://nsuworks.nova.edu/gscis_etd/868.

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Currently, given the increase of post-secondary distance learning, pressure is being put upon faculty at colleges and universities in New Jersey to create and teach Web-based courses. The primary problem is the lack of a Web-based distance education training strategy for New Jersey's community college faculty. Often, recommendations for faculty training are based on expert judgement, technical managers, or a review of the literature. In contrast, the purpose of this study was to employ a research design using a quantitative survey instrument to determine faculty perceptions of their own Web-ba

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Clementino, Adriana. "Didática intercomunicativa em cursos online colaborativos." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-12062008-131412/.

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Este trabalho traz os resultados de uma investigação de caráter qualitativo, apoiada em descrições provenientes de um curso online de capacitação baseado na abordagem colaborativa de aprendizagem. Esta investigação comprova a tese de que a didática realizada em cursos a distância online, orientados pela abordagem colaborativa, favorece a participação, comunicação e interação entre os participantes, e, desta forma, possibilita maior aprendizado. As referências teóricas buscaram situar os conceitos centrais que envolviam a proposta. A prática observada no curso trouxe elementos que aprofundaram

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Hurt, Joy F. "Community College Instructors' Perceptions of Online Teaching and Learning: A Study of a Rural Community College." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1417.

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Johnson, Carissa. "Understanding Doctoral Success Factors in Online Education Programs." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1360.

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The doctoral student completion rate in the United States is approximately 57% across all disciplines. The purpose of this mixed-methods study was to investigate doctoral students' perceptions of program completion across multiple online doctoral programs at a single university. The quantitative component examined differences in 4 doctoral program completion-related factors between students in 2 capstone completion stages and 6 academic programs. The qualitative component included an analysis of student perceptions of program completion. Attribution theory was used as a framework to understand

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Ganza, William John. "The Impact of Online Professional Development on Online Teaching in Higher Education." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/345.

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This study explored the impact a professional development program (Online Professor Certificate Program, OPCP) had on teaching online in higher education— specifically, the impact on faculty members’ teaching presence. The conceptual and theoretical model utilized the community of inquiry framework and both critical theory and transformational learning theory. This case study used data from various sources, including questionnaires, content analysis, and interviews. The overall results indicate that the OPCP had some impact on teaching presence, but not as much as anticipated. The study found

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McMurtry, Kim. "Effective Teaching Practices in Online Higher Education." NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/372.

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In the context of continuing growth in online higher education in the United States, students are struggling to succeed, as evidenced by lower course outcomes and lower retention rates in online courses in comparison with face-to-face courses. The problem identified for investigation is how university instructors can ensure that effective teaching and learning is happening in their online courses. The research questions were: What are the best practices of effective online teaching in higher education according to current research? How do exemplary online instructors enact teaching presence

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Stewart, Shelley. "A Study of Instructional Strategies that Promote Learning Centered Synchronous Dialogue Online." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002501.

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Geilman, Douglas J. "Experiences of Instructors Using Ready-to-Teach, Fixed-Content Online Courses." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7052.

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Online instruction is now the prevalent tool for distance learning. Understanding the adaptable role of the instructor in online distance education is pivotal in the work of comprehending its affordances and limitations. Although there are some commonalities between all forms of online teaching, experiences instructors have may vary depending upon the structure of the online course. The ready-to-teach, fixed-content format merited further study because of the degree to which it unbundles or disaggregates traditional instructor responsibilities by removing the work of determining what to teach

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Keramidas, Cathy Galyon. "Going Online! Meeting the Needs of ALL Stakeholders When Creating an Online Certification Program." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/519.

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Bolldén, Karin. "Online teaching practices : Sociomaterial matters in higher education settings." Doctoral thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-117275.

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The aim of this study was to describe and analyse online teaching practices in the Swedish higher education context. The study had an online ethnographic approach and was based on empirical data on the teaching in two university courses. The study rested primarily on observational data but interviews and available documents also formed the basis for analysis. Empirical data were analysed with a perspective of practice theory – a perspective within a sociomaterial account. The results showed that online teaching was characterised by an embodied sociomaterial practice. The teacher’s body could b

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Rath, Victoria. "An Investigation of Online Tools and Teaching, Social, and Cognitive Presence in a Large Hybrid Online Class." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5451.

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The purpose of this research study was to explore the impact of specific Web 2.0 tools on students' experience of teaching, social, and cognitive presence and motivation when enrolled in a very large hybrid course. With online course enrollments continuing to grow at a higher rate than traditional enrollments in higher education (Allen & Seaman, 2011) and universities increasing class sizes as a way to meet this demand with fewer fiscal resources, it is imperative to find ways to keep students engaged and motivated when enrolled in very large classes. This study used the Community of Inquiry f

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Porter, Mary. "The benefit of distance learning." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2776.

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This project will address the issues concerning the benefits of distance learning, a growing area in our education system today. Distance learning takes place when the teacher and students are separated, and technology is used to bridge the instructional gap.

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Hsu, Karen Ching-Yi. "Teaching and learning on-line in in-service art teacher education: The Ohio State University experience." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1101769716.

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Mitchell, Lorianne D. "Best Practices for New Online Management Education Instructors to Overcome Resistance to Online Teaching: New Insights." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/6771.

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Enrollment in online courses has increased rapidly in the last two decades, and exponentially in the last few years (Seaman, Allen, & Allen, 2018) as part of an e-revolution, especially in business schools (Kumar, Kumar, Palvia, & Verma, 2019), in which access to and use of information technology has become widespread. Instructors are one of the most important variables in online teaching as they function as the source of content for, and facilitators of, the online course. Some faculty, however, are ambivalent about teaching online for a variety of reasons (Mitchell, Parlamis, & Claiborne, 20

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Williams, Leslie Michelle. "A Case Study of Virtual Physical Education Teachers' Experiences in and Perspectives of Online Teaching." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4962.

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The 21st century has brought changes to education — changes that include greater distance learning options for middle and high school students. While distance learning has been around for a century, the progressive ways in which students are able to select and complete virtual courses through the internet in nearly every secondary content area are increasing. Physical education courses at the secondary level are among the courses offered online to students across the United States and Canada. One question that prevails in communities and particularly in physical education circles is, “How d

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Posner, Kenneth J. "Faculty Perceptions of Online Student Disruptive Behavior." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6357.

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Limited research and literature address online student disruptive behavior and the effectiveness of conflict management strategies to address these inappropriate behaviors. Through expanded offerings of online education, higher education institutions need to prepare strategically and intentionally for increased instances of online student disruptive behavior. This research study developed and administered an online survey to obtain quantitative and qualitative data. Utilizing the Qualtrics Research Suite and the Statistical Package for the Social Sciences (SPSS) for quantitative data analysis

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Cuevas, Rebecca Frost. "TURKISH TO GO: TEACHING INTELLECTUAL SKILLS ONLINE." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/111.

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This project explores research-based methods for creating an e-learning resource to teach an intellectual skill. Intellectual skills are one of the five domains of learning defined by Robert M. Gagné. The intellectual skill taught via the e-learning resource is the rules of Turkish vowel harmony, a fundamental phonological feature of the Turkish language. The purpose of the e-learning resource is to provide novice learners with a set of tools and strategies with which to approach the future study of Turkish. A literature review was conducted in three areas: Gagné’s instructional design theorie

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Smith, Patrick Steven. "Learning to Adapt: Online Social Science Instruction in Higher Education." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1089.

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Online learning is a rapidly growing phenomenon in post-secondary education. Institutions of higher learning have embraced online learning for its perceived merits, but without the consideration of how instructors deal with this different learning medium. Little is known of the extent to which different disciplines are suited to the online medium; this is pertinent to disciplines that rely on spontaneous in-person discussion. Furthermore, as colleges continue to invest heavily in online learning, instructors who only possess face-to-face teaching experience may begin teaching online. This pose

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Rodensky, Debra. "Distance Learning Campus Outreach: Bringing Scholarly Commons to Residential and Online Campuses Across the Globe." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/dcseug/2018/schedule/5.

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Embry-Riddle Aeronautical University (ERAU) is an institution with 2 residential campuses: 1 in Daytona Beach, Florida and one in Prescott, Arizona. ERAU also has a Worldwide presence through 125 campuses located on military bases and within the private business sector. The ERAU Worldwide Campus doesn’t stop with physical locations, however. It encompasses an online campus with virtual learning opportunities. The degrees offered through all of our campuses range from certificate programs through doctoral studies. The Scholarly Communication Team is located on the Daytona Beach campus. One of o

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Lawson, Cheryl L. "A Change Agent in the Use of Continuing Online Distance Learning Technology." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11027/.

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Managers of public libraries have been presented with a new set of challenges in the day-to-day operations of public libraries. These include their ability to serve as change agents as they manage the use of continuing online distance learning (CODL) for staff. This online tool may provide staff opportunities for on-the-job learning, yet for managers and managerial staff little is known about how the tool impacts their role in light of the changes. This research investigates the perceptions of 103 Northeast Texas Library System managers and managerial staff about their role as a change agent i

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Darnell, Nikosi. "Best practices in teaching K--3 online| A content analysis of distance education journals, blogs, and electronically-documented surveys." Thesis, Texas Woman's University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3608164.

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<p>The purpose of this study was to examine best teaching practices utilized by virtual K–3 instructors through a qualitative content analysis of distance education journals, dedicated virtual school blogs, and electronically-documented surveys completed by virtual K–3 instructors. Two theoretical perspectives informed this study, socio-constructivism and activity theory. Socio-constructivism provided a lens addressing factors contributing to the implementation of best practices, while activity theory functioned as a descriptive means for considering the implementation of best prac

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Smith, Yvonne M. "USING A QUALITATIVE APPROACH TO EXPLORE NURSING FACULTY PERCEPTIONS OF TEACHING ONLINE." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1410960146.

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Martinsson, Jonas. "Consequences of distance learning : Effects of the Corona pandemic on students’ grades." Thesis, Linnéuniversitetet, Institutionen för nationalekonomi och statistik (NS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104599.

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The Corona pandemic and Covid-19 has affected the entire globe where we had to adapt to a new way of living and a new standard of doing things. For the universities in Sweden and around the world this generally meant that the universities had to switch to online teaching and digital examinations to the largest extent possible. Even though we have lived in this new kind of every day we know barely anything about how this has affected the grades of the students, and what we can learn about it to do things more effectively in the future. In this paper, I examine the possible effects on grades for

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