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

Author: Grafiati
Published: 4 June 2021
Last updated: 15 June 2025

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1

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

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2

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

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3

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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4

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

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5

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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6

Surviving your blessings: Learning to laugh in the face of life's storms. Covenant Communications, 2010.

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7

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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8

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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9

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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10

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 and scholars of multimodal communication and emotions address in order to devise new systems of human-computer communication that are more natural and more motivating for learning.
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11

Patty, Smith. Faces: The fun way to match and learn. Running Press Book Publishers, 2001.

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12

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? 2001.

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13

Byram, Michael. Face to Face: Learning "Language-and-culture" Through Visits and Exchanges. CILT Publications, 1997.

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14

Tang, Hao, Vuong Le, and Usman Tariq. Face Processing and Applications to Distance Learning. World Scientific Publishing Co Pte Ltd, 2016.

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15

Beyond the Resistance: Learning to Face Adversity. Grace Acres Press, 2007.

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16

Jaques/Salmon. Learning in Groups: A handbook for face-to-face and online environments. Routledge, 2007.

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17

Jaques/Salmon. Learning in Groups: A handbook for face-to-face and online environments. 4th ed. Routledge, 2007.

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18

Cohen, Andrew. A culture of understanding: An examination of face-to-face and computer mediated environments. 1995.

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19

Kist, William. Getting Started with Blended Learning: How do I integrate online and face-to-face instruction? Association for Supervision & Curriculum Development, 2015.

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20

Talbert, Robert, and Jon Bergmann. Flipped Learning: A Guide for Higher Education Faculty. Stylus, 2017.

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21

Talbert, Robert, and Jon Bergmann. Flipped Learning: A Guide for Faculty Teaching Face-To-Face, Online, and Hybrid Courses. Stylus Publishing, 2017.

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22

Wells, Sue. Sense of Something Lost: Learning to Face Life's Challenges. Hunt Publishing Limited, John, 2020.

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23

Seeking God's Face: Learning to Walk with God in Prayer. Opine Publishing, 2004.

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24

Judy Frazier, Ph.D. Compton. Back on Track: Learning to Move Forward in the Face of Change. Leathers Publishing, 2005.

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25

Promoting conscious and active learning and aging: how to face current and future challenges? Imprensa da Universidade de Coimbra, 2013. http://dx.doi.org/10.14195/978-989-26-0732-0.

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26

James, Hogg. Their Face to the Wind: Service Developments for Older People with Learning Disabilities in Grampian Region. ENABLE (Scottish Society for the Mentally Handicapped), 1995.

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27

Bindemann, Markus, ed. Forensic Face Matching. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198837749.001.0001.

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Person identification at passport control, at borders, in police investigations, and in criminal trials relies critically on the identity verification of people via image-to-image or person-to-image comparison. While this task is known as ‘facial image comparison’ in forensic settings, it has been studied as ‘unfamiliar face matching’ in cognitive science. This book brings together expertise from practitioners, and academics in psychology and law, to draw together what is currently known about these tasks. It explains the problem of identity impostors and how within-person variability and between-person similarity, due to factors such as image quality, lighting direction, and view, affect identification. A framework to develop a cognitive theory of face matching is offered. The face-matching abilities of untrained lay observers, facial reviewers, facial examiners, and super-recognizers are analysed and contrasted. Individual differences between observers, learning and training for face recognition and face matching, and personnel selection are reviewed. The admissibility criteria of evidence from face matching in legal settings are considered, focusing on aspects such as the requirement of relevance, the prohibition on evidence of opinion, and reliability. Key concepts relevant to automatic face recognition algorithms at airports and in police investigations are explained, such as deep convolutional neural networks, biometrics, and human–computer interaction. Finally, new security threats in the form of hyper-realistic mask disguises are considered, including the impact these have on person identification in applied and laboratory settings.
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28

The changing face of primary schools' ICT: Considerations for schools connecting to the National Grid for Learning. RM, 1998.

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29

Collins, Bryan. The Power of Creativity: Learning How to Build Lasting Habits, Face Your Fears and Change Your Life. Independently published, 2017.

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30

Two Cheers for Higher Education: Why American Universities Are Stronger Than Ever_and How to Meet the Challenges They Face. Princeton University Press, 2019.

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31

Brint, Steven. Two Cheers for Higher Education: Why American Universities Are Stronger Than Ever--And How to Meet the Challenges They Face. Princeton University Press, 2020.

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32

Brint, Steven. Two Cheers for Higher Education: Why American Universities Are Stronger Than Ever--And How to Meet the Challenges They Face. Princeton University Press, 2018.

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33

Mior, Joseph. The human face of technology: An examination of how and why faculty can adopt educational technology to promote learning in the Ontario college system. 2003.

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34

Cawthon, Stephanie W., and Jessica I. Mitchell. Online Learning and Deaf Students. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0025.

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Recent advances in online education platforms have the potential to increase access and equity for deaf students. This chapter examines what we know about accessibility in online learning for deaf individuals. Online learning is broad in its reach, including instruction that parallels or is in addition to traditional face-to-face instruction. Discussions about the future of online learning are situated in a larger context of the importance of direct communication for deaf learners, the use of video platforms for dialog, and the role and function of media as a flexible, empowering, and constructed space for learning in multiple language modalities. Yet the capacity of online education to deliver on its potential requires careful attention to the way the education environment is designed. This chapter provides historical and conceptual context for accessibility; summarizes research on critical issues, including captioning, synchronous and asynchronous communication, and accommodations; and offers recommendations for further investigation.
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35

Selikowitz, Mark. Dyslexia and Other Learning Difficulties. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780192622990.001.0001.

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Dyslexia and other learning difficulties: The Facts addresses problems many intelligent children face who, while having normal IQ levels, still struggle to learn in the classroom setting. A short attention span, restlessness, an inability to write clearly, and reading comprehension well below age level are all indicators of learning disabilities, and this book offers a clear and sympathetic guide to the difficulties that parents and teachers face when working with a child with these sorts of obstacles to learning. The book deals with difficulties in traditional academic areas such as reading, spelling, and arithmetic, but also looks into lesser known conditions like clumsiness, social unease, and hyperactivity. Providing practical advice to parents to help understand their children's difficulties and to help them overcome problems and improve their self-esteem, Dyslexia and other learning difficulties: The Facts also offers a number of suggestions for managing difficult behaviour. This new edition has been fully updated and draws on the most recent research on learning difficulties and some associated disorders and their treatments. It also provides information about electronic and computer aids that are now available to help individuals with learning difficulties. This encouraging approach and easy-to-read style will appeal to parents as well as to professionals who work with children with learning disabilities.
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36

Franz, Carleen, Lee Ascherman, and Julia Shaftel. Learning Disabilities in Mathematics. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780195383997.003.0006.

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This chapter illustrates the complexity of the mathematics curriculum and why students who struggle to comprehend mathematics face additional challenges in terms of remedial instruction. Mathematics disabilities are more common than often believed. These difficulties frequently stem from a deficit in basic numeracy, or an understanding of how numbers work and how our number system operates. A breakdown of mathematics concept areas from the Common Core State Standards illustrates the breadth of mathematics content. Case studies exemplify various presentations of mathematics disorders. Mathematics problems may remain undercover longer than other types of disabilities, and identification of a mathematics learning disorder may not occur until college. Assessment and remedial techniques are included.
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37

Dzakiria, Hisham, Rozhan Mohd Idrus, and Hanafi Atan, eds. The role of learning interaction in Open & Distance Learning (ODL): Issues, experiences and practices. UUM Press, 2008. http://dx.doi.org/10.32890/9789833827701.

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This book of readings is about one specific but vital aspect of Open Distance Learning (ODL): The Role of Learning Interaction in Open & Distance Learning: Issues, Experiences and Practices.In many ways, interaction and interactivity have not received the attention warranted. The learning conditions are quite different for distance learners as compared with the conventional type of learning where face to face (f2f) meeting between students and instructors are common.This may affect learning outcomes significantly in ODL.There needs to be a strong emphasis on the provision of learning interactions as a means of support, which is designed to facilitate learning between the learners and the teachers with the course content. Interaction is a very important component of ODL.Evidently, it has been proven by various research that learning without sufficient interaction possibly could lead the learners to delay their completion of a programme or drop out altogether.In short, ODL without sufficient learning interactions within the primary stakeholders (namely the students and the teachers), will not succeed.The target audience of this book is a wide range of staff either currently on ODL schemes, or about to start.They may be distance teachers, tutors, ODL policy makers, advisers, counselors working directly with distance learners or administrators and managers organising learning support in ODL.
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38

Bartleet, Brydie-Leigh, Dawn Bennett, Anne Power, and Naomi Sunderland. Community Service Learning with First Peoples. Edited by Brydie-Leigh Bartleet and Lee Higgins. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190219505.013.3.

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Community music educators worldwide face the challenge of preparing their students for working in increasingly diverse cultural contexts. These diverse contexts require distinctive approaches to community music-making that are respectful of, and responsive to, the customs and traditions of that cultural setting. The challenge for community music educators then becomes finding pedagogical approaches and strategies that both facilitate these sorts of intercultural learning experiences for their students and that engage with communities in culturally appropriate ways. This chapter unpacks these challenges and possibilities, and explores how the pedagogical strategy of community service learning can facilitate these sorts of dynamic intercultural learning opportunities. Specifically, it focuses on engaging with Australian First Peoples, and draws on eight years of community service learning in this field to inform the insights shared.
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39

van Wingerden, Evelien, Arjan van Tilborg, and Hans van Balkom. Cognitive Constraints on Learning to Read in Children with an Intellectual Disability Who Are Deaf and Hard of Hearing. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0012.

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Learning to read is challenging for children who have hearing impairments and concurrent intellectual disabilities because they face barriers due to both conditions. In many developmental domains, including executive functioning and language development, auditory and intellectual disabilities mutually influence each other; a deficit in one domain hinders coping mechanisms to compensate for distortions in the other. The resulting impact is more than the sum of the parts. It affects the way students learn to read and the way they process written text in many ways. Little is known about the key factors in literacy development for children with both hearing impairments and intellectual disabilities. This chapter integrates recent findings on reading development in children with both of these conditions to define a research base for two exploratory studies on literacy attainment in these learners. Recommendations for literacy education are based on these studies.
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40

Khachatryan, George A. Instruction Modeling. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190910709.001.0001.

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Blended learning, which is instruction that combines online with face-to-face components, is becoming increasingly popular in American schools. However, few first-hand accounts have been provided by program creators concerning the design, use, and experiences of widely used blended learning programs. This book fills this gap. Written by a leading program designer, it describes the creation and implementation of the blended learning programs of Reasoning Mind, a non-profit organization which has served hundreds of thousands of elementary and middle school students. Besides general insights into blended learning design and implementation, the book offers a detailed discussion of instruction modeling, a blended learning design approach used by Reasoning Mind. A wide range of methods can be used in designing instructional technology programs: some rely on research in cognitive psychology, others on gaming, and still others on modern statistical methods such as “big data.” By contrast, instruction modeling relies on the careful analysis of existing instructional traditions. The idea of instruction modeling is to study high-quality offline instruction and use blended learning to recreate it on a larger scale. The aim is to give students equivalent educational experiences to those of children in the world’s best classrooms. This book describes the instruction modeling technique in detail and makes the case for its broader use. The book will be relevant to anyone interested in the practical design and evolution of blended learning, including researchers, instructional designers, teachers, and students of education.
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41

Boland, Lawrence A. Equilibrium models vs. complexity economics. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190274320.003.0013.

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This chapter will critically examine the non-equilibrium-based complexity theory approach to model building. Complexity theory replaces equilibrium-based models with algorithm-based models. Attention will be paid to the work of W. Brian Arthur and the other researchers at the Santa Fe Institute, with a particular assessment of their approach to including knowledge and learning recognition in their alternative to equilibrium models. Topics discussed include complexity economics, technology, increasing returns, diversity, learning, path dependency and evolution. Particular attention is given to the Santa Fe Institutes use of inductive learning to characterize how a market participant acts in the face of incomplete and uncertain information.
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42

Martin, Jeffrey J. In Sport. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190638054.003.0009.

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Athletes with disabilities have unique sport experiences that able-bodied athletes are unlikely to face or face less often. The purpose of this chapter is to document those experiences. Many athletes start sport shortly after leaving a rehabilitation setting. As a result, they are often learning a new disability sport while adapting to a new life with a disability and leaving a life as an able-bodied person. Some past able-bodied sport beliefs and experiences may cause potential athletes to reject disability sport. It is not uncommon for athletes with disabilities to have their sport involvement trivialized as not being “real” sport. The experience of training and competing is also not straightforward. Many athletes struggle to find transportation to practice and may have to accommodate personal bodily functions and hygiene in traveling to competitions. Many athletes have to manage fatigue, soreness, and injuries from training and chronic pain related to their impairment. Finally, athletes with disabilities are classified to ensure fair competition, but the classification process can create stress along with fear about being unfavorably reclassified.
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43

Harrison, Mark. Head and neck. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198765875.003.0005.

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This chapter describes the anatomy of the head and neck as it applies to Emergency Medicine, and in particular the Primary FRCEM examination. The chapter outlines the key details of fascial layers, tissue spaces, muscles, boundaries, relations, blood supply, nerves, and arteries of the neck, thyroid, trachea, oesophagus, face, scalp, nose, mouth, larynx, orbit and eye, ear, temporomandibular joint, and vertebral column. This chapter is laid out exactly following the RCEM syllabus, to allow easy reference and consolidation of learning.
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44

Gugerty, Mary Kay, and Dean Karlan. The Goldilocks Challenge. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199366088.001.0001.

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Nonprofits, governments, and social enterprises face increasing pressure to prove that their programs are making a positive impact on the world. This focus on impact is positive: learning whether we are making a difference enhances our ability to effectively address pressing social problems, and is critical for wise stewardship of resources. However, measuring the impact of a program is not always possible, nor is impact evaluation always the right choice for every organization or program. Accurately assessing impact requires information about what would have happened had the program not occurred, and it can be difficult and costly (or even impossible) to gather that information. Yet actors in the social sector face stiff competition for funding, and competition often demands evidence of impact. Faced with this pressure, organizations often attempt to measure impact even when the accuracy is questionable or worse. The result? A lot of misleading data and rhetoric about what works. Moreover, in this pursuit, many organizations collect huge amounts of data that cannot be or are not put to good use for learning and program improvement. Bottom line: Impact is great to measure when you can. But not everyone can and should measure impact. What, then, should organizations do? The Goldilocks Challenge presents four key principles to help guide organizations of all sizes and types in building strong, “right-fit” data collection systems. Those principles—Credible, Actionable, Responsible, and Transportable, or “CART”—describe how organizations can build data systems that support learning and improvement and measure impact when the time is right.
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45

Croft, James. BUSY BLOCKS Faces - The Fun Way to Match and Learn. Running Press Book Publishers, 2001.

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46

Goswami, Usha. 1. Babies and what they know. Oxford University Press, 2014. http://dx.doi.org/10.1093/actrade/9780199646593.003.0002.

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‘Babies and what they know’ explores the early development of children both before birth and during the first stage of childhood, focusing in particular on the importance of interaction. The child starts to learn even before it is born. After birth, babies are capable of learning a great deal from facial cues and the sound of language. They seem fascinated by the human face. This intrinsic interest in faces and eyes has been linked to how we acquire language. Studies on imitation, joint attention, and socio-moral expectations have shown that infants and toddlers start to develop psychological understanding early on.
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47

Miksza, Peter, and Kenneth Elpus. Causation and Causal Claims. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199391905.003.0007.

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This chapter explores the philosophy of science surrounding warrants for causal claims, how researchers can use quantitative data to create causal knowledge, and how to evaluate the validity of causal knowledge generated through research. In music education, carefully answered causal questions can provide insights that improve both teaching and learning in music at all levels and in all contexts. In this chapter, details are provided on the kinds of experimental and quasi-experimental research designs most commonly employed for causal research, the challenges that researchers using these methods often face, and specific threats to validity that commonly occur in those designs.
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48

Francis, Ben. “Careful the Spell You Cast”. Edited by Robert Gordon. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780195391374.013.0022.

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WithInto the Woodswe enter an enchanted landscape that is beset, however, by lengthening shadows. The show, which starts as an ingenious retelling of some familiar children’s stories, darkens in tone as the characters face up to difficult decisions and sudden death. In this show Sondheim and Lapine do not just retell fairy tales; instead they examine why we tell stories and how they can be used to bring the listener to moral maturity, which means—and this is a recurring theme in Sondheim’s work—accepting the necessity of choice and learning not to rely on the world to provide you with a happy ending.
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49

Jansen, Jonathan D., and Theola Farmer-Phillips, eds. Teaching In and Beyond Pandemic Times. African Sun Media, 2021. http://dx.doi.org/10.52779/9781928314493.

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Here for the first time is an account of the inner lives of teachers during and immediately after the pandemic lockdown. What is teaching like during a pandemic? How did teachers manage their emotional lives as colleagues became infected, hospitalised, and died? What did teachers actually do to bridge the gap in teaching and learning where schools and homes lacked electronic resources? These are amongst the many questions on which this collection of teacher stories sheds light. Most of these are stories of hope, resilience, and enormous courage in the face of a deadly virus. Your faith in teachers and teaching will be restored after reading this book.
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50

Kekes, John. Hard Questions. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190919986.001.0001.

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The hard questions are: Is there an absolute value? Must we conform? Do we owe what our country asks of us? Is justice necessary? How should we respond to evil? Is it right to forgive wrong actions? Is shame good? Should we be true to who we are? Do good intentions justify bad actions? Should moral evaluations be overriding? These questions are hard because each has several reasonable but conflicting answers. Their conflicts show that we are ambivalent about what answer we should give when we have to make important decisions whose consequences affect us, our relationships, and our attitude to the society we live in. The aim of this book is to show how hard questions can be reasonably answered. Comparisons are central to the approach of this book. Each chapter is concerned with two conflicting answers that have been given to one of the hard questions by those who had to face the question in different anthropological, historical, and literary contexts. These comparisons are central to the evaluations of the answers. They enable us to learn from the successes and failures of others how we can form a deeper understanding of the reasons for and against the answers we might give. The comparisons enlarge how we see the possibilities and limits of life. By learning from others, we can decide more reasonably how we should respond to the hard questions we face.
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