Relevant bibliographies by topics / Face-to-Face Learning

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Face-to-Face Learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Face-to-Face Learning"

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Azis, Yunia Mulyani. "Sharing Time Learning (Face to Face and Online Learning) in Blended Learning." International Journal of Psychosocial Rehabilitation 24, no. 02 (2020): 466–74. http://dx.doi.org/10.37200/ijpr/v24i2/pr200358.

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Jupiter, Jesse. "Face-to-Face Learning." Techniques in Hand & Upper Extremity Surgery 17, no. 2 (2013): 61. http://dx.doi.org/10.1097/bth.0b013e3182957026.

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Fiske-Jackson, Andy. "Returning to face-to-face learning." UK-Vet Equine 5, no. 5 (2021): 189. http://dx.doi.org/10.12968/ukve.2021.5.5.189.

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Utami, Farhana Atmayani, Dwi Astutik, and Nurhadi Nurhadi. "IMPLEMENTATION OF FACE-TO-FACE LEARNING AFTER ONLINE LEARNING AND LIMITED FACE-TO-FACE LEARNING IN SOCIOLOGY LEARNING." JURNAL PENDIDIKAN GLASSER 7, no. 2 (2023): 258. http://dx.doi.org/10.32529/glasser.v7i2.2626.

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Implementing face-to-face learning after online and face-to-face learning is limited to causing obstacles when learning sociology. This study aims to describe the implementation of face-to-face learning after online and face-to-face learning is limited to sociology learning at SMA Negeri 1 Kartasura. The type of research used in research is descriptive qualitative with a case study approach. The results of this study show that the implementation of face-to-face learning after online and face-to-face learning is limited to three stages. The three stages are the preparation stage, the implementa
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Dr., Lili Nurlaili M.Ed. "Study of Limited Face-to-Face Learning Policy Indonesia." International Journal of Arts and Social Science 5, no. 4 (2023): 106–77. https://doi.org/10.5281/zenodo.7751289.

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The coronavirus pandemic that has occurred throughout the world has been running for more than a year and Indonesia has experienced it since March 2020. This makes learning done using "online" (using the internet network). At the start of the new academic year 2021-2022, the Government of Indonesia in terms of the Ministry of Education and Culture allowed the Limited Face-to-face Learning model for some schools which were considered to be at a certain level that would not be dangerous if the policy was implemented. The problems in this study are as follows: Is the implementation of L
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Sanwal, Navdeep, and Sarbjit Kaur. "Effect of Face to Face Collaborative Learning Approach on Motivation to Learn Social Studies in Relation to their Cognitive Style." RESEARCH REVIEW International Journal of Multidisciplinary 4, no. 1 (2019): 167–70. https://doi.org/10.5281/zenodo.2540814.

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The present study investigates the effect of face to face collaborative learning approach on motivation to learn social studies in relation to their cognitive style. The sample of 120 students of 7th class taken from two different schools of Balachaur, Shaheed Bhagat Singh Nagar, affiliated to Punjab School Education Board, SAS Nagar. Instructional material based on face to face collaborative learning approach were prepared and implemented to the experimental group after pre-testing. The gain scores were computed after post- test for all the students. Motivation to learn Social Studies scale a
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Allan, John, Michele O'Dwyer, Naomi Lawless, and Eamon Ryan. "Face-to-Face or Distance Training?" Industry and Higher Education 15, no. 2 (2001): 135–41. http://dx.doi.org/10.5367/000000001101295579.

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In the past, too many government-sponsored initiatives have presented learning resources that have been wasted because the target small business audience has failed to make use of them. This paper explores the issue of offering learning materials to small and medium-sized enterprises (SMEs) in a manner that recognizes their working environment, mode of operation and preferred learning methods. It then outlines methods currently being tested in the UK and Ireland, and indicates preliminary findings. The two methodologies are different in that the UK (LSSB – Learning Support for Small Businesses
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Mona, Saud AlThuwaini. "The Significance of Blended Learning in Training." International Journal of Social Science and Humanities Research 11, no. 1 (2023): 197–207. https://doi.org/10.5281/zenodo.7711781.

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<strong>Abstract:</strong> In blended learning, educators combine the conventional learning process with online learning to improve the learning process for learners. The concept was integrated into the traditional learning process after it became apparent that technological advancement is essential. The bottom line is that blended learning integrates face-to-face with technology-based platforms such as online and offline platforms. Society has become more digitalized than it was in the last century, and this has meant that in the workplace, more demands need to be met through training .Thus,
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Chan, Aileen Wai-Kiu, Sek-Ying Chair, Janet Wing-Hung Sit, Eliza Mi-Ling Wong, Diana Tze-Fun Lee, and Olivia Wai-Man Fung. "Case-Based Web Learning Versus Face-to-Face Learning." Journal of Nursing Research 24, no. 1 (2016): 31–40. http://dx.doi.org/10.1097/jnr.0000000000000104.

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Cho, Mi-Kyoung, and Mi Young Kim. "Factors Affecting Learning Satisfaction in Face-to-Face and Non-Face-to-Face Flipped Learning among Nursing Students." International Journal of Environmental Research and Public Health 18, no. 16 (2021): 8641. http://dx.doi.org/10.3390/ijerph18168641.

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Factors influencing students’ learning satisfaction may differ between face-to-face and non-face-to-face flipped learning. For non-face-to-face flipped learning, which was widely employed during the COVID-19 pandemic, it is necessary to examine the impacts on learning satisfaction, which may vary depending on professor–student interaction rather than individual competencies, such as SDL readiness. This descriptive study, conducted 2 March 2019 to 24 June 2020, included 89 s-year, flipped-learning nursing students (28 face-to-face, 61 non-face-to-face). Students completed questionnaires about l
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Dissertations / Theses on the topic "Face-to-Face Learning"

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Svedberg, Anna. "From face to face to e-learning." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-108338.

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The aim of this project is to evaluate whether the e-learning material, that has been converted from face-to-face course material to e-learning materialon the basis of the revised version of Bloom's taxonomy and learning strategies, is pedagogical in the sense that the students realize the categories of the three domains of learning in Bloom's taxonomy. To achieve the aim of this project a face-to-face course will be converted to an e-learning course; that will then be evaluated. The results show thatthe e-learning material is pedagogical in the sense that the students realize the categories o
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Tam, Janice. "Fostering inter-ethnic relations at an urban school, is knowledge forum combined with face-to-face cooperative learning superior to face-to-face cooperative learning alone?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ58816.pdf.

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Bluemink, J. (Johanna). "Virtually face to face: enriching collaborative learning through multiplayer games." Doctoral thesis, Oulun yliopisto, 2011. http://urn.fi/urn:isbn:9789514294235.

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Abstract This study focused on enriching collaborative learning through pedagogically scripted multiplayer games. Collaborative learning was examined in the synchronous discussions of small group problem-solving activities in face-to-face and virtual game settings. The theoretical approach is socio-cognitive and builds on the contextual and situated nature of learning. Interaction between group members in social situations is a key mechanism fostering students’ collaborative learning. In the field of Computer-Supported Collaborative Learning the underlying aim is to stimulate and structure soc
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STUART, JANE SHEPHERD. "THE DESIGN AND USE OF STRATEGIES IN FACE-TO-FACE AND ONLINE INSTRUCTION." University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1046806473.

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Faidley, Joel. "Comparison of Learning Outcomes from Online and Face-to-Face Accounting Courses." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3434.

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Online education continues to evolve and grow dramatically at colleges and universities across the globe. Today’s society is comprised of people who are increasingly busy with work and family obligations and who are looking for more flexible and expedited avenues for higher education. Institutions seek to meet these new demands by offering online distance educational opportunities while increasing cash flow for their college. Unfortunately the pitfalls to this rush to meet online demand results in what some researchers assert are inadequate quality content and curriculum. Others indicate there
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AbuZayyad-Nuseibeh, Heba. "Faculty Perceptions Towards the Transitioning Process from Face-to-Face to Online Instruction." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6791.

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The purpose of this study was to investigate faculty perceptions towards the transitioning process from face-to-face to online instruction. This study investigated the overall perceptions towards the transitioning process, the perceived changes in the teaching methods, technical and instructional design skills needed for the process, the change in preference towards face-to-face or online instruction after the transition, in addition to the challenges faculty members faced during the transition process. It also tested to determine if there were differences in responses based on gender, facul
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Sizemore, Mary L. "Personalized Online Learning Labs and Face-to-Face Teaching in First-Year College English Courses." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984240/.

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The purpose of this two-phase, explanatory mixed methods study was to understand the benefits of teaching grammar from three different learning methods: face-to-face, online personalized learning lab and a blended learning method. The study obtained quantitative results from a pre and post-tests, a general survey and writing assignment rubrics from three English 1301 classes and then follow-up interviews with focus groups from each class to explore those results in more depth. In the first phase, quantitative research questions addressed the relationship of grammar teaching methods and gramma
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Natera, Karen Diane. "The shift from face-to-face to blended learning in Philippine secondary schools: implications to pedagogyand policy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50559126.

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Selected Philippine high schools have decided to implement a blended learning program as part of its solution to address the problem of classroom shortage. This study investigated the differences between how teachers teach online and in face to face environments. It also looked into the policies needed to be in place if pedagogical change is expected in schools. This study employed a mixed methods research, where the qualitative data set was used to deepen survey results. A survey was designed to find out the learning activities implemented in F2F and online environments, teachers’ pedagog
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Torrisi, Rosaria Girarda (Geraldine). "Academics' Use of Technology with Face-to-Face Teaching: Factors Predicting the Use of Blended Strategies." Thesis, Griffith University, 2012. http://hdl.handle.net/10072/366413.

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Positioned in the literature related to academic professional development, this study makes a contribution to the understanding of academics’ blended practices by exploring how various factors influence academics’ use of technology with face-to-face teaching. The primary research question addressed by the study is ‘Why do some academics tend to use technology together with their face-to-face teaching to achieve blended teaching strategies to support learning, while others do not?’ The study arises from a context in which a growing number of universities are investing considerable resources in
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Pruitt, Rebecca J. "Constructivist education and epistemological development in online and face-to-face higher learning environments." OKLAHOMA STATE UNIVERSITY, 2012. http://pqdtopen.proquest.com/#viewpdf?dispub=3495991.

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Books on the topic "Face-to-Face Learning"

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Bluemink, Johanna. Virtually face to face: Enriching collaborative learning through multiplayer games. University of Oulu, 2011.

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Harvey, Diane. Errorless learning and schizophrenia: Application to a face-name learning task. The Author), 2001.

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Davies, William. Preventing face to face violence: Dealing with anger and aggression at work : a distance learning programme. 4th ed. APT Press, 2000.

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Coan, Susan, and Kristian Losztyn. Learning From Adapting an Established Face-to-Face Peer Research Approach to Remote Delivery During the COVID-19 Pandemic. SAGE Publications, Ltd., 2022. http://dx.doi.org/10.4135/9781529601787.

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Snart, Jason Allen. Hybrid learning: The perils and promise of blending online and face-to-face instruction in higher education. Praeger, 2010.

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Davies, William. Preventing face-to-face violence: Dealing with anger and aggression at work : a distance learning programme based on ATP's T-PIP course. 2nd ed. Association for Psychological Therapies, 1995.

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Kitto, Jane. Holding the boundaries: Professional training of face-to-face workers at a distance : the report of the YMCA National College Distance Learning Project for Training Youth and Community Workers. YMCA National College, 1986.

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Nisset, Luc. Spanish in your face!: The only book to match 1,001 smiles, frowns, and gestures to Spanish expressions so you can learn to live the language! McGraw-Hill, 2008.

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Cavicchio, Federica, and Emanuela Magno Caldognetto, eds. Aspetti emotivi e relazionali nell'e-learning. Firenze University Press, 2008. http://dx.doi.org/10.36253/978-88-8453-833-8.

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This book investigates the role of emotions and multimodal communication in face-to-face teaching and in e-learning, and assesses the incidence of these not merely verbal components on the cognitive processes of the student. It also presents certain types of man-machine interface that utilise natural language in written, vocal and multimodal form; the latter implement a new metaphor of interaction with the computer that is more human-oriented. This is, therefore, a new and interdisciplinary theme of research that highlights the technical and theoretical complexity that e-learning specialists a
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Patty, Smith. Faces: The fun way to match and learn. Running Press Book Publishers, 2001.

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Book chapters on the topic "Face-to-Face Learning"

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Rennie, Frank, and Keith Smyth. "Face-to-Face (f2f)." In Digital Learning: The Key Concepts, 2nd ed. Routledge, 2019. http://dx.doi.org/10.4324/9780429425240-78.

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Beuschel, W. "From Face-to-Face to Virtual Space." In Designing for Change in Networked Learning Environments. Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-0195-2_29.

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Belgiorno, Furio, Rosario De Chiara, Ilaria Manno, Maarten Overdijk, Vittorio Scarano, and Wouter van Diggelen. "Face to Face Cooperation with CoFFEE." In Times of Convergence. Technologies Across Learning Contexts. Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-87605-2_6.

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Cóndor-Herrera, Omar, Mónica Bolaños-Pasquel, Carlos Ramos-Galarza, and Jorge Cruz-Cárdenas. "From Face-to-Face Learning to Virtual Learning: Students’ Perspective." In Lecture Notes in Computer Science. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-34550-0_32.

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Wen, Yun. "Mutual Benefits of Face-to-Face and Online Interactions." In Chinese Language Learning Sciences. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-0271-2_7.

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Wessner, Martin, Peter Dawabi, and Alejandro Fernandez. "Supporting Face-to-Face Learning with Handheld Devices." In Designing for Change in Networked Learning Environments. Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-0195-2_58.

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Stakland, Steve. "Face-to-Face Learning Is a Focal Practice." In Exploring What is Lost in the Online Undergraduate Experience. Routledge, 2023. http://dx.doi.org/10.4324/9781003349051-17.

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Bedi, Kanishka. "The Significance of Face-to-Face Instruction in Hybrid Executive Education." In Hybrid Learning. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-32018-7_14.

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Gabryś-Barker, Danuta. "Face to Face with One’s Thoughts: On Thinking Multilingually." In Second Language Learning and Teaching. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-01414-2_11.

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Shen, Chia. "From Clicks to Touches: Enabling Face-to-Face Shared Interface." In Innovative Approaches for Learning and Knowledge Sharing. Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11876663_1.

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Conference papers on the topic "Face-to-Face Learning"

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Jianu, Maria-Roberta, and Carmen Grecea. "FROM FACE TO FACE TO REMOTE LEARNING." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1096.

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Mendoza-Amador, Adriana Alejandra, Marco Antonio Carballo-Ontiveros, and América Nitxin Castañeda-Sortibrán. "VIDEOS TO REPLACE FACE-TO-FACE CLASSES." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1832.

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Baños-Caballero, Sonia, Pedro Juan García-Teruel, and Pedro Martínez-Solano. "FACE-TO-FACE AND DISTANCE LEARNING." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1112.

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Alles, Sugandika, and Pathma Ranasinghe Mudiyanselage. "FACE-TO-FACE VS REMOTE LEARNING." In 18th International Technology, Education and Development Conference. IATED, 2024. http://dx.doi.org/10.21125/inted.2024.0466.

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Pkhakadze, Irine, and Tea Kordzadze. "FROM FACE-TO-FACE TO REMOTE LEARNING CHALLENGES." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.2073.

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González-Burgos, Elena, and Alba Garcimartín Álvarez. "GENERAL PHARMACOLOGY: FROM FACE-TO-FACE TO REMOTE LEARNING." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0350.

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Hakala, Ismo, and Mikko Myllymaki. "From face-to-face to blended learning using ICT." In 2016 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2016. http://dx.doi.org/10.1109/educon.2016.7474586.

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Georgescu, Corina, and Cristina Ungureanu. "FROM FACE-TO-FACE TO REMOTE LEARNING: NON-TRADITIONAL SOLUTIONS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0272.

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Turpin, Marita, and Sean Kruger. "FROM FACE-TO-FACE TO REMOTE TEACHING OF 4IR CONCEPTS." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1053.

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Buyssens, Pierre, and Marinette Revenu. "Learning Sparse Face Features: Application to Face Verification." In 2010 20th International Conference on Pattern Recognition (ICPR). IEEE, 2010. http://dx.doi.org/10.1109/icpr.2010.169.

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Reports on the topic "Face-to-Face Learning"

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Safira, Latasha. Parent’s Perception on Face-to-Face Learning. Center for Indonesian Policy Studies, 2022. http://dx.doi.org/10.35497/408734.

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van Puffelen, E. A. M., M. van Berkum, and J. Diederen. Balancing online and face-to-face teaching and learning activities. Wageningen University and Research, 2018. http://dx.doi.org/10.18174/458051.

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Ramírez Correa, Kaithie Del Mar. From Regular Face-to-Face Teaching to A Transformative Classroom During the Pandemic of Covid-19. Institucion Universitaria Colombo Americana, 2023. http://dx.doi.org/10.26817/paper.21.

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This study aims to describe a teacher’s experiences at a Colombian private college in response to the Covid-19 contingency. The document will report how the institution faced the challenge of transforming face-to-face classes to emergency instruction mediated by technology through an intervention made. A new team was created to oversee the institutional Educational Technology and Pedagogical Innovation area. This team was responsible for the technological teachers’ learning support so they could teach their online classes as a need created due to the lockdown for COVID 19. The main purpose was
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Buitrago García, Hilda Clarena. Some teaching modalities overview and the particularities of Blended Learning. Ediciones Universidad Cooperativa de Colombia, 2023. https://doi.org/10.16925/gclc.54.

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This critical reading seeks to provide a comprehensive analysis of some of the most popular teaching modalities, their characteristics, and models. Some of their advantages and challenges are also addressed. Understanding the distinctions among these educational models is necessary for educators from all walks of life. This is especially true for higher education settings where administrators, teaching staff and student population are expected to innovate and to succeed in emerging learning environments. Taking this into account, face-to-face, long distance, and online education are described.
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West, Cassandra. Expanding Equity in Afterschool and Summer Learning: Lessons From School Districts. The Wallace Foundation, 2023. http://dx.doi.org/10.59656/yd-os3009.001.

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Chuulu, Yvonne M., Smith K. Bweupe, Ing’utu A. Kalumiana, Barbara M. Kasonde, and Mathews Musonda. Increasing Access to Open Schooling through an e-Learning Intervention: A Case Study from Zambia. Edited by Tony Mays. Commonwealth of Learning (COL), 2023. http://dx.doi.org/10.56059/11599/5223.

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During 2019–21, the Ministry of General Education in Zambia piloted an open and innovative schooling (OIS) programme. It used an e-learning model that involved developing and sharing curriculum-based open educational resources (OER) to supplement other teaching and learning processes. The resources could be accessed through both online and offline means. The programme was implemented in 15 centres that supported distance learners and five schools where traditional face-to-face learning took place. A tracer study was conducted among learners, teachers and head teachers who participated in the p
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Abera, Mikyas, Jean Claude Byungura, Raymond Ndikumana, et al. Implementing e-Learning in low-resourced university settings: A policy and institutional perspectives at the University of Gondar and University of Rwanda. Mary Lou Fulton Teachers College, 2023. http://dx.doi.org/10.14507/mcf-eli.j11.

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The COVID-19 pandemic outbreak affected most universities, and it severely disrupted their face-to-face teaching and learning processes. The University of Gondar (UoG) and the University of Rwanda (UR) were no exceptions. Before the pandemic, E-learning was not an education norm in both institutions. Education was mainly face-to-face, inside a four-wall classroom experience. As COVID-19 restricted such experience, the two universities adopted a range of online platforms to support teaching, learning, and access to learning resources. Across the globe, E-learning solutions promise institutional
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Prasad, Deepak. The Impact of Blended Learning at the Fiji National University. Commonwealth of Learning (COL), 2022. http://dx.doi.org/10.56059/11599/4749.

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Blended learning has been an on-going mode of teaching and learning along with fully face-to-face and online modes at the Fiji National University (FNU) since the university adopted Moodle and other technological tools. However, online and blended learning became more significant in April to November 2021, when the university closed as part of the national disease control measures in the face of the Covid-19 pandemic. As part of the technology-enabled learning supported by the Commonwealth of Learning at FNU a study on the impact of blended learning was conducted to assess the university’s use
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Gurevitz, Michael, William A. Catterall, and Dalia Gordon. Learning from Nature How to Design Anti-insect Selective Pesticides - Clarification of the Interacting Face between Insecticidal Toxins and their Na-channel Receptors. United States Department of Agriculture, 2010. http://dx.doi.org/10.32747/2010.7697101.bard.

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Structural details on the interacting faces of toxins and sodium channels (Navs), and particularly identification of elements that confer specificity for insects, are difficult to approach and require suitable experimental systems. Therefore, natural toxins capable of differential recognition of insect and mammalian Navs are valuable leads for design of selective compounds in insect control. We have characterized several scorpion toxins that vary in preference for insect and mammalian Navs, and identified residues important for their action. However, despite many efforts worldwide, only little
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Parker, Rachel, Amy Berry, Kellie Picker, David Jeffries, Prue Anderson, and Oksana Zabolotna. Learning Through Play at School Ukraine: Final Research Report. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-738-0.

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The Learning Through Play (LTP) at School Research Study Ukraine was a four-year intervention study funded by the LEGO Foundation and implemented by the Australian Council for Educational Research (ACER) and the Ukrainian Educational Research Association (UERA). The intervention was a two-year professional learning program that blended online, and face-to-face learning called the Teacher Innovative Play Program (TIPP). The TIPP was designed based on documented evidence that reports that teachers need opportunities to experiment and reflect to change practice. The study was guided by three rese
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