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Dissertations / Theses on the topic 'Face-to-Face Learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

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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3

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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Taylor, Teresa Brooks, and Joyce Duncan. "Giving A Face to the Homeless." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3639.

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Montiel-Chamorro, Marta L. "Comparing Online English Language Learning and Face-to-Face English Language Learning at El Bosque University in Colombia." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5343.

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Although there is significant research surrounding online foreign language education, there are still questions on whether the outcomes are comparable to those obtained in the traditional face-to-face classroom. This study examined four classes, two online and two face-to-face, where students took the second course of a 6-level program of English as a Second Language at El Bosque University in Colombia. The International Test of English Proficiency (iTEP) was administered to students before classes started in order to establish a baseline, and then again after the courses finished. This test e

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13

Pearcy, Agnes Goz. "Finding the perfect blend: A comparative study of online, face-to-face, and blended instruction." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11015/.

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As distance learning evolved, course designers and teachers quickly recognized the value of integrating online features into the classroom. The result was blended learning, a combination of online and face-to-face components. This complex and dynamic new form of education has raised many questions about the role of computer-mediated communication in education and has provided new opportunities for extending research in learning and communication. The purpose of the study was to determine whether a blended class will produce different (and possibly better) results in terms of student perception

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Daniels, Barbara M. "Motivation, academic success, and learning environments comparing high school face-to-face and online courses /." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3366.

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Thesis (Ph.D.)--George Mason University, 2008.<br>Vita: p. 127. Thesis director: Priscilla Norton. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed Jan. 8, 2009). Includes bibliographical references (p. 109-123). Also issued in print.

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Rotich, Philip. "Graduate Student Attitudes toward Different Instructional Approaches within Face-to-Face, Online, and Blended Learning Environments in a Public Four-Year Institution of Higher Learning." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/2268.

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This study compared graduate student attitudes toward different instructional approaches within online, blended, and face-to-face courses in a public institution of higher learning. The participants completed an online survey questionnaire that was designed by the researcher using 4 learning theories in education: behavioral, cognitive, constructivism, and humanistic (Merriam, Caffarella, & Baumgartner, 2007) approaches toward teaching and learning. There were 210 total responses from graduate students enrolled during 2013 spring semester. There were more female (71.4%) than male (28.6%) stude

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Anzalone, Patricia. "A COMPARISON OF COMPUTER AND TRADITIONAL FACE-TO-FACE CLASSROOM ORIENTATION FOR BEGINNING CRITICAL CARE NURSES." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2080.

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Purpose: Education of the novice critical care nurse has traditionally been conducted by critical care educators in face-to-face classes in an orientation or internship. A shortage of qualified educators and growth in electronic modes of course delivery has led organizations to explore electronic learning (e-learning) to provide orientation to critical care nursing concepts. Equivalence of e-learning versus traditional critical care orientation has not been studied. The primary aim of this study was to examine the equivalency of knowledge attainment in the cardiovascular module of the Essentia

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Rock, Heidi Marie. "The Effect of Face-to-Face versus Online Pedagogy-Based Professional Development on Student Learning Outcomes." Thesis, Grand Canyon University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608386.

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<p> The purpose of this quantitative retrospective causal-comparative study was to determine to what extent the form of professional development (face-to-face or online) or the level of instruction (elementary or high school) has on classroom teaching practices as measured by student learning outcomes. The first research question sought to determine to what extent the form of professional development affects classroom teaching practices as measured by student learning outcomes. The second research questions sought to determine to what extent the level of instruction affects classroom teaching

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Liu, Ying-Chieh Allan. "Comparing the performance and satisfaction of face-to-face and virtual teams in a learning environment." Connect to thesis, 2007. http://portal.ecu.edu.au/adt-public/adt-ECU2007.0033.html.

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MoroÌn-GarciÌa, Susan Doreen. "Understanding lecturers' use of virtual learning environments in face-to-face teaching in UK higher education." Thesis, Open University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.412506.

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Leavitt, Peter. "The Effects of Student Social Class on Learning in Computer-Mediated Versus Face-to-Face Settings." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612889.

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Contemporary higher education makes use of computers and the Internet more than ever before and the extent to which education is delivered via these media is only likely to increase in the future. While computer-mediated communication and education have been studied extensively, relatively little research has examined the potential impact of cultural background (e.g. social class) on students' experiences of different learning media. To address this gap, the current research uses a multi-sample (6 samples; n = 473), quasi-experimental approach to interrogate the relationship between student so

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Morón-García, Susan Doreen. "Understanding lecturer use of virtual learning environments in face-to-face teaching in UK higher education." n.p, 2004. http://ethos.bl.uk/.

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Pyun, Ooyoung Che. "Effects of Networked Language Learning: A Comparison Between Synchronous Online Discussions and Face-To-Face Discussions." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1047498590.

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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xiv, 151 p.: ill. Includes abstract and vita. Advisor: Charles R. Hancock, College of Education. Includes bibliographical references (p. 123-129).

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Liu, Ying-Chieh A. "Comparing the performance and satisfaction of face-to-face and virtual teams in a learning enviroment." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/41.

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The main purpose of this study is to find whether virtual teams perform as effectively as face-to-face teams and if not, whether solutions can be derived to improve the levels of performance. To this end, the study compares the performance and satisfaction perception levels of virtual teams with face-to-face teams in a learning environment. In order to develop a sound framework for the research, a detailed literature review of prior research encompassing team satisfaction and performance in face-to-face and CMC (Computer Mediated Communication) supported environments was undertaken. Additional

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Sessoms, Carolyn Jones. "Teachers' Perspectives: Face-to-Face and Computer-Based Instruction in Math." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2886.

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Differentiated instruction offers opportunities to improve student academic performance, specifically in students with learning disabilities. However, teachers' perceptions of which differentiated-instruction program works best to support differently abled students were unknown. The purpose of this qualitative case study was to explore teachers' perceptions on whether face-to-face instruction using response to intervention or computer-based learning using TenMarks works best in improving the academic performance of students who are differently abled in mathematics, specifically geometry. Const

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Messemer, Eva Maria. "COMPARING THE EFFECTIVENESS OF ONE SEMESTER OF GERMAN STUDY: DUOLINGO VERSUS FACE-TO-FACE INSTRUCTION." OpenSIUC, 2021. https://opensiuc.lib.siu.edu/theses/2847.

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Since the introduction of mobile devices, alternative language learning methods have been developed and have evolved alongside traditional language classroom education. This has presented academics with the unique opportunity to study new methods of second language acquisition compared to more traditional face-to-face language instruction. The growing technology possibilities have contributed to what is called Mobile Assisted Language Learning (MALL), where learners can easily study a new language with the use of a personal electronic device such as a laptop or phone. Studies about such learni

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Rhollans, Mary D. "Learning to Teach: The Early Challenges Secondary Teachers Face." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429103448.

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Malan-Rush, Gunce. "The Relationship Between Learning Styles and the Choice of Learning Environment for Hospitality and Tourism Undergraduate Students." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6114.

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The purpose of this study was to explore the relationship between learning styles and the choice of learning environment for Hospitality and Tourism undergraduate students. An anonymous two-part survey was sent to the instructors of Introduction to Hospitality and Tourism Management courses (both online and face-to-face) in four schools in the state of Florida. The survey was designed to gather information related to the following three research questions related to MBTI profiles for undergraduate students in attempt to identify differences between students enrolled in online classes and those

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Wang, FeiHong. "Effects of Students' Identity Salience on Their Attitudes Toward and Experience in Face-to-face Peer Collaborative Learning Activities." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/26546.

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This sequential, mixed methods study explored students' attitudes towards collaborative learning and their responses to collaborative learning problems in relation to their identity salience. Identities are motivators of human actions that impact an individual's self-esteem and behavioral tendencies (Stryker, 1968). An individual has three identity aspects that are related to different behavioral tendencies: individual, relational, and collective aspects. The identity aspect that an individual acts out across a variety of situations is their identity salience. Implied by the identity salience

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Joslin, Kelly L. "Art Appreciation in Face-to-Face and Online Settings: An Analysis of Course Effectiveness." University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1478709584805326.

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Hillman, Daniel Charles Alexander. "Improving coding and data management for discourse analysis : a case study in face-to-face and computer-mediated classroom interaction." Thesis, University of Cambridge, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284988.

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Almarzooqi, J. M. H. Y. "An evaluation of the effectiveness of face-to-face versus e-learning in the UAE Civil Defence sector." Thesis, University of the West of England, Bristol, 2019. http://eprints.uwe.ac.uk/38045/.

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In the UAE, e-Learning has been adopted as a new learning mode to increase awareness and standards of building fire safety of it civil defence workforce. Training in this sector has been mainly based around traditional classroom approaches. This research specifically focuses on an online approach to delivering and sustaining the continuous professional development (CPD) of UAE fire fighters. The key aim of this study is to evaluate the effectiveness of learning and performance between face-to-face learning and e-Learning. The central research question is: does learning effectiveness differ bet

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Kisanga, Dalton H. "Investigation of attitudinal factors towards the transition from face-to-face e-learning in Tanzanian higher learning institutions : a mixed methods approach." Thesis, Nottingham Trent University, 2015. http://irep.ntu.ac.uk/id/eprint/97/.

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This study investigated attitudinal factors in the transition from face-to-face to e-learning in Tanzanian higher learning institutions. Five objectives guided the study: first, it examined teachers’ understanding of e-learning. Secondly, it examined teachers’ attitudes towards e-learning. Further it developed an e-learning attitude scale. It also explored barriers that can hinder the transition from face-to-face to e-learning and finally, it identified strategies that can optimise teachers’ and students’ involvement in e-learning. The Technology Acceptance Model (Davis 1986) guided this study

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Chiu, Yi-Ching Jean, and res cand@acu edu au. "Exploring Student and Teacher Interactions for Critical Thinking in Face-to-Face and Online Environments in an EFL Course in Taiwan." Australian Catholic University. School of Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp108.11092006.

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Current literature indicates a lack of exploration of factors relating to Taiwanese students’ critical thinking in the field of English as a Foreign Language (EFL). The research study was a case study based on the social constructivist framework. The aim of this study was to explore how teacher and students interactions online impacted critical thinking by addressing the social norm in Confucius Heritage Culture (CHC). The characteristics of the social norm of CHC do not readily support verbalizing thoughts and challenging others face-to-face in public, which are important to the practice of c

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Lopes, Sergio Francisco Sargo Ferreira. "O uso das tecnologias da informação e comunicação no Ensino Superior: os impactos nos processos de ensino-aprendizagem." Master's thesis, [s.n.], 2015. http://hdl.handle.net/10284/4922.

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Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para a obtenção do grau de Mestre em Docência e Gestão da Educação<br>As Tecnologias da Informação e Comunicação (TIC) estão profundamente relacionadas com a maioria das atividades humanas, seja no meio profissional ou acadêmico, as TIC trazem como ferramenta, enormes vantagens, e otimizam as atividades diárias de maneira muito eficiente se empregadas adequadamente. É tal a importância das TIC na sociedade atual e no meio acadêmico, que essas vêm sendo amplamente estudadas e analisadas por pesquisadores universit

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Skinner, Miah M. "Perceptions of Adult Professional Studies Instructors Regarding Developing and Transitioning Online Courses." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3006.

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Although a mandate was given in an urban southern university for instructors in the Adult Professional Studies Program (APS) to begin transitioning their face-to-face courses to online curricula, few courses have been converted. The purpose of this case study was to determine APS instructors' perceptions of developing and transitioning face-to-face courses to an online format. Lewin's change theory and force field analysis provided the conceptual framework for this study. The research questions concerned the faculty's perceptions of developing and transitioning courses to an online format. A p

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Painter, Jr Donald. "An Investigation of the Relationship Between Face-to-Face Orientations, Instructor Verbal Immediacy Behaviors, and Persistence in Online Courses." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/6006.

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The persistence rate in online classes remains significantly lower than in comparable face-to-face classes. There is a lack of research on strategies to help learners persist in online classes. The purpose of this study was to investigate the relationship between face-to-face orientations, instructor verbal immediacy behaviors, and persistence in online classes. It also explored the relationship between verbal immediacy and student satisfaction. Due to the disagreement in the literature, this study also investigated the relationship between student demographic variables, grade point average, a

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Garman, D. E., and Donald W. Good. "Student Success: A Comparison of Face-To-Face and Online Sections of Community College Biology Courses." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/251.

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Juefei-Xu, Felix. "Unconstrained Periocular Face Recognition: From Reconstructive Dictionary Learning to Generative Deep Learning and Beyond." Research Showcase @ CMU, 2018. http://repository.cmu.edu/dissertations/1189.

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Many real-world face recognition tasks are under unconstrained conditions such as off-angle pose variations, illumination variations, facial occlusion, facial expression, etc. In this work, we are focusing on the real-world scenarios where only the periocular region of a face is visible such as in the ISIS case. In Part I of the dissertation, we will showcase the face recognition capability based on the periocular region, which we call the periocular face recognition. We will demonstrate that face matching using the periocular region directly is more robust than the full face in terms of age-t

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Stormo, Scheie Karianne Eugenie. "The development of Strategic Competence in oral interaction. : A contrastive analysis of face-to-face communication and synchronous computer mediated communication." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-165870.

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The empirical study carried out in this degree project is exploratory, and its main objective is to investigate the development of strategic competence in oral production as it occurs in two different communication modes, namely, synchronous computer mediated communication (SCMC) and face-to-face (FTF) communication. More specifically, this study compares the instances of different communication strategies (CS) used to negotiate meaning. This aim was approached through the following research questions: RQ (1): Which types of communication strategies do Swedish learners of English use to enhanc

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Boyd, Michelle Anne. "The Impact of Web-Based Tutorials in One Corporation's Transition to a Blended Learning Environment." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2429.pdf.

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Winslow, Cessna Catherine Smith. "An Exploration of the Characteristics of Public Relations in Regards to Face-to-Face Versus Distance Learning in Two Private Liberal Arts Higher Education Settings." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615461.

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<p> This study explored perceptions of Public Relations (PR) among graduate higher education publics regarding distance learning as contrasted with face-to-face learning contexts. The research questions assessed student, faculty and administrator perceptions of characteristics of PR: trust, communication, quality, respect and rigor.</p><p> Participants included students and professors who had experienced both online and face-to-face learning, as well as administrators from two private universities. The larger of the two schools was in the Midwest region of the United States, and at the time

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Huang, Su-Ching. "Learning English as a Foreign Language in a Blended Mode of Face-to-face and Online Discussions: A Case Study in a University in Taiwan." Thesis, The University of Sydney, 2013. http://hdl.handle.net/2123/9801.

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Learning English as a Foreign Language in a Blended Mode of Face-to-face and Online Discussions: A Case Study in a University in Taiwan Previous studies have documented many beneficial results arising from integrating online discussion with face-to-face instruction for language learning, yet the interactive process of students within both formal and informal contexts remains to be explored. This research examined the dynamics of student learning in blended face-to-face and online discussions in and after class in the context of learning English as a foreign language (EFL) in a university in Ta

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Hussin, Nora Anniesha Binte. "Interaction from an activity theoretical perspective: comparing learner discourse of language face-to-face, inchat and in audio conferencing in second language learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B41758146.

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Saghafi, Mahmoud Reza. "A holistic blended design studio model: Exploring and expanding learning opportunities." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/180769/3/Mahmoud_Saghafi_Thesis.pdf.

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While the studio environment has been promoted as an ideal educational setting for project-based disciplines, only a few comprehensive qualitative studies of the design studio have been undertaken; even fewer emphasise educator and student perceptions of this environment. As highlighted in this study, such a situation is problematic given the changes and challenges facing higher education, including those associated with new technologies such as online learning. This study responds to this need for a comprehensive study of the studio environment by adopting Grounded Theory methodology in a

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Hussin, Nora Anniesha Binte. "Interaction from an activity theoretical perspective comparing learner discourse of language face-to-face, in chat and in audio conferencing in second language learning /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B41758146.

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Zeiss, Tina [Verfasser], and Jürgen [Akademischer Betreuer] Bengel. "Entwicklung und Evaluation eines E-Learning-Moduls zum Thema Verhaltensanalyse und Vergleich zu einem Face-to-Face-Seminar im Rahmen der Psychotherapie-Ausbildung zur Verhaltenstherapie." Freiburg : Universität, 2019. http://d-nb.info/119926458X/34.

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Dennis, Jancis K. "Problem-Based Learning in Computer-Mediated Versus Face-to Face Groups: A Comparison of Learning Behaviors and Outcomes of Entry-Level Physical Therapy Students in a Module on Women's Health." NSUWorks, 2000. http://nsuworks.nova.edu/gscis_etd/484.

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Constructivists have reasoned that their approach to education is suited to computer mediated communication (CMC). Problem-based learning (PBL) is a constructivist approach gaining favor in physical therapy (PT) curricula that has been minimally researched in using CMC. The purpose of this study was to describe the effects of a computer-mediated communication environment on the processes and outcomes of PBL. Thirty-four second-year PT students at the Medical College of Georgia (MCG), studying a module of Women's Health (WH), were stratified by site into those at the host campus (Augusta), and

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Dos, Reis Karen Marion. "Challenges pre-service teachers face while learning to teach Accounting in the context of mentoring." Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/1986.

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The study focused on the challenges pre-service teachers face while learning to teach Accounting in the context of mentoring at a University of Technology. The major purpose was to investigate the kinds of challenges pre-service teachers face in teaching Accounting and how their respective school-based mentors respond to these challenges. It is vital to understand these challenges while learning to teach Accounting before a mentor can respond to them. This study was located within an interpretivist paradigm. The interpretivist researcher is keen to address social issues in and through their re

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ORRU', GIULIA. "Template update algorithms and their application to face recognition systems in the deep learning era." Doctoral thesis, Università degli Studi di Cagliari, 2021. http://hdl.handle.net/11584/309043.

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Biometric technologies and facial recognition systems are reaching a very high diffusion for authentication in personal devices and public and private security systems, thanks to their intrinsic reliability and user-friendliness. However, although deep learning-based facial features reached a significant level of compactness and expressive power, the facial recognition performance still suffers from intra-class variations such as ageing, different facial expressions, different poses and lighting changes. In the last decade, several "adaptive" biometric systems have been proposed to deal with

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Michael, Rebekah. "Gendered Performance Difference in Information Technology Courses." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1543920227122293.

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