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Dissertations / Theses on the topic 'Online teaching and learning activities'

Author: Grafiati
Published: 7 June 2025
Last updated: 16 July 2025

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1

Inamorato, dos Santos Andreia. "The discourses of teaching and learning online." Thesis, Open University, 2010. http://oro.open.ac.uk/56474/.

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This research investigates the discourses of e-learning and the way in which these discourses underpin the practices in the field. Having reviewed the relevant literature and looked at the teaching practices in two case studies, I propose that the collaborative learning discourse is very significant in e-learning, but that the didactic and institutional discourses, although not as immediately evident, are equally important in shaping the practices of online teaching and learning. The intertextual nature of all texts, in particular the different voices found in the language of the tasks in the
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2

Velasquez, Andrea. "Technology-Mediated Caring in Online Teaching and Learning." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3355.

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As online K-12 education becomes more prevalent, there arises a need to examine caring as it is experienced in technology-mediated contexts. The first article in this dissertation examines the definition of the term "caring pedagogies" and synthesizes relevant research helpful to understanding its application in a variety of contexts, including the technology-mediated context. The literature review is organized in the following categories: understanding caring pedagogy (defining and measuring), developing caring characteristics in individuals, developing caring communities, and developing car
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Bernard, Julia M. "Teaching Practitioners in Online Learner Formats." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/939.

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Practitioner pedagogy can be difficult to manage online. We are teaching professionals to practice without face to face contact. In some cases, technology is available to interact with our students, but it is not the only way of broadening their skills. Teaching family life education and human services using electronic learning formats must incorporate interaction with the student's community. Strategies for engaging students and making them competent professionals will be addressed. Objectives By the end of the presentation attendees will: 1. outline at least three necessary components of a
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4

Ziemsen, Eva. "Developing a learning model for teaching film production online." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/63862.

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Through my roles as a film professor, filmmaker and PhD student, I have acquired a strong motivation to develop a learning model for the teaching of film production online. My initial interest for conducting research in this area began a few years ago when I taught a screenwriting workshop in Bhutan. On my return to Canada, I wished there was a way for me to continue teaching my students in Bhutan in the domain of film production. Further research has led me to discover that machinima, a virtual mode of recording animation, could be the solution to teaching almost all aspects of filmmaking, en
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Cameron, Nancy G. "Best Practices for Online Teaching: Building a Learning Community." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7043.

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6

Lachand-Pascal, Valentin. "Approche centrée activité pour la conception et l'orchestration d'activités numériques en classe." Thesis, Lyon, 2020. http://www.theses.fr/2020LYSEI089.

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La quantité et la variété des dispositifs numériques disponibles dans les établissements scolaires ne cessent d'augmenter. Cependant, les usages pédagogiques n'ont pas suivi cette évolution. La faible utilisation du numérique peut s'expliquer par la difficulté à créer des activités pédagogiques numériques. Nous proposons de combiner des concepts issus de travaux de recherche liés à la création et la conduite d'activités pédagogiques en classe, ainsi que des travaux liés à la conduite d'activités numériques d'une manière plus générale. Nous présentons les apports et les limites de ces deux cadr
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Lai, Ming. "The role of argumentation in online knowledge building activities." Click to view the E-thesis via HKUTO, 2010. http://sunzi.lib.hku.hk/hkuto/record/B4370394X.

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Oraifige, Amal Yousef Nour. "An online intelligent system for teaching engineering design technologies." Thesis, University of Derby, 2010. http://hdl.handle.net/10545/232633.

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Su, Bude. "Experiences of and preferences for interactive instructional activities in online learning environment." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215221.

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Thesis (Ph.D.)--Indiana University, Instructional Systems Technology, Dept. of School of Education, 2006.<br>Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1304. Adviser: Curtis J. Bonk. "Title from dissertation home page (viewed June 19, 2007)."
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Moore, Michele Schmidt. "Written communication in an online learning environment." Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4581.

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Thesis (Ph.D.)--George Mason University, 2009.<br>Vita: p. 203. 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 Oct. 11, 2009). Includes bibliographical references (p. 198-202). Also issued in print.
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11

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

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Thesis (Ed. D.)--West Virginia University, 2007.<br>Title from document title page. Document formatted into pages; contains vi, 152 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 110-122).
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12

Kelley, Tracy M. "Kun8seeh : an online approach to teaching & learning conversational Wôpanaô̂t8âôk." Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/129118.

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Thesis: S.M., Massachusetts Institute of Technology, Department of Linguistics and Philosophy, September, 2020<br>Cataloged from student-submitted PDF version of thesis.<br>Includes bibliographical references.<br>Kun8seeh is aWôpanaô̂t8âôk teaching and learning website. The primary objective for the website is to increase language access to all Wôpanâak language learners through the use online learning materials that accompany audio and visual material. Kun8seeh provides more opportunities for students to engage in language learning based on a student's availability, geographical location, an
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13

Bakker, Sarah C. "BYU students' beliefs about language learning and communicative language teaching activities /." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2202.pdf.

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Bakker, Sarah C. "BYU Students' Beliefs About Language Learning and Communicative Language Teaching Activities." BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/1230.

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Learner beliefs, which contribute to attitude and motivation, may affect language learning. It is therefore valuable to investigate the malleability of learner beliefs, and to determine whether potentially detrimental beliefs can be ameliorated. This study examines how instruction of the principles of Second Language Acquisition (SLA) affects students' beliefs about classroom activities and their beliefs about language learning in general. The 68 first-year German students at Brigham Young University who participated in this study were asked to rate the effectiveness of three activities typica
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Lai, Ming, and 賴明. "The role of argumentation in online knowledge building activities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B4370394X.

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16

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

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U.S. military members and their families relocate from one duty station to another on average once every 3 years. Children in military families change schools often, introducing potential problems such as struggling to make new friends, having trouble adjusting to new teaching styles, and losing academic credits due to the transition from one school to the next. Homeschooling that incorporates online resources can provide instructional continuity, social interaction opportunities, and submission of required periodic assessments. The primary purpose of this phenomenological study was to examine
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Robertson, Erika J. "The effects of learning styles on group development in an online learning environment /." Electronic version (PDF), 2005. http://dl.uncw.edu/etd/2005/robertsone/erikarobertson.pdf.

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18

Sutevski, Natasha. "Novel Multimedia Instruction for Teaching Anatomy Online." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17072.

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The cognitive theory of multimedia learning (CTML) is a well-evidenced approach to producing effective instructional multimedia. Few studies have tested the effects of CTML in the teaching of anatomy.The primary aim of this thesis was to evaluate knowledge retention and self-reports of confidence and levels of difficulty using CTML applied to a short lesson in anatomy for graduate medical students. Two experiments were conducted, with students in their first (n=116) and second year (n=76) of the Sydney Medical Program. The experiments were a pre-test/post-test design with a short media lesson
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Seaton-Sykes, Philippa, and n/a. "Teaching and Learning in Internet Environments in Australian Nursing Education." Griffith University. School of Nursing, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040218.122119.

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Since the introduction of the Internet, there has been an increase in the adoption of this technology for educational purposes. This development and widespread availability of Internet technologies, alterations in the needs of clinical practice and the characteristics of students, have all inspired changes in nursing education (Mallow & Gilje, 1999). In response, nursing education has embraced the opportunity this communication medium offers to the diverse groups of students in nursing. These students may be studying at a distance, or due to other constraints such as time or professional commi
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Seaton-Sykes, Philippa. "Teaching and Learning in Internet Environments in Australian Nursing Education." Thesis, Griffith University, 2004. http://hdl.handle.net/10072/365296.

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Since the introduction of the Internet, there has been an increase in the adoption of this technology for educational purposes. This development and widespread availability of Internet technologies, alterations in the needs of clinical practice and the characteristics of students, have all inspired changes in nursing education (Mallow & Gilje, 1999). In response, nursing education has embraced the opportunity this communication medium offers to the diverse groups of students in nursing. These students may be studying at a distance, or due to other constraints such as time or professional commi
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21

Wu, Hao, and 吴颢. "SNS use in teaching and learning in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/198865.

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Social Network Sites (SNSs) are increasingly influencing the academic and industry researchers intrigued by their affordances and settings. Although SNS has been claimed that it occupied too much of peoples’ daily lives by many researchers and scientists, the fact also demonstrates the growing use of SNS in education area, which proved that SNS has its unique pedagogical significance and potential to foster students’ learning experience. Used and promoted in many countries around the world, SNS is now not only serving as a social network environment (SNE) for people to communicate, but also a
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22

Orcutt, Janice Marie. "Teaching Presence and Intellectual Climate in a Structured Online Learning Environment." NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/975.

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Teaching presence and its implications for the intellectual climate of an online classroom cannot be fully understood unless explored from the perspective of the instructors who experience it. Framed in the theoretical perspective of the Community of Inquiry (CoI) model, this collective case study investigated the actions, intentions and perceptions of instructors with the intent of developing an in-depth understanding of the phenomenon of teaching presence as it was established in a structured online learning environment. The experiences of selected successful instructors in this specific onl
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Dewstow, Ross Albert. "Using the Internet to Enhance Teaching at The University of Waikato." The University of Waikato, 2006. http://hdl.handle.net/10289/2241.

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The University of Waikato brought the Internet to New Zealand, was one of the first Universities in New Zealand to graduate students who had completed a bachelor's degree online, and recently won an award for innovative use of video software in an online classroom. The video software was created by a company that had its beginnings within the University. However, the use of the Internet for teaching and learning in the University has reached a plateau in the last few years, as measured by the daily page views of the online platform (Moodie, 2004), the number of courses taught online and staff
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24

Steinbeiss, G. J. (Gregor-Jan). "Minecraft as a learning and teaching tool:designing integrated game experiences for formal and informal learning activities." Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201704081448.

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Research has shown the educational benefits of using the video game Minecraft in areas such as sciences and educational purposes as a teaching tool to transfer knowledge. Most studies, however, address the issue from an external perspective, rather than a student-centred perspective by evaluation from the researchers’ or teachers’ perspectives. This leads to a gap of data from the participants’ perspective and its usage in education. Those studies discuss how Minecraft is used as a simple teaching tool by filling it with content. Likewise, little research has studied in detail about the pedago
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25

Townsend, Linda Marie. "Online Teaching and Learning: Student-Student and Teacher-Student Discourse for Student Learning in Asynchronous Discussions of High School Courses." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/26149.

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The purpose of this study was to examine the occurrence of student discourse in asynchronous computer-mediated communication and its relation to student learning. From in-depth investigation of teacher design, facilitation and direction for asynchronous discussion, implications for high school online instruction guidelines and the need for evaluation standards of online courses and teacher instructional practice are made. Examining student discourse provides information related to the social construction of knowledge. Teacher presence and its relation to higher levels of student discourse pr
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Bokosmaty, Rena. "Student learning experiences with the online component of a partially flipped teaching model." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/29916.

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Flipped learning has received increased recognition as an innovative pedagogical approach that has the potential to improve students’ learning experience in higher education. This approach creates a ‘reversed’ learning experience, where portions of the didactic lecture traditionally presented in class is moved online in the form of pre-learning materials. There is increasing evidence that this leads to improvements in academic performance with the online pre-learning materials being an underlying factor. This thesis reports student behavioural engagement, behavioural patterns, and approaches
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Axe, Josephine. "Developing a learning community : exploring the impact of online activities on the building of campus-based communities." Thesis, University of Bradford, 2009. http://hdl.handle.net/10454/4322.

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Taking an action research approach, this study explores the experiences of three intakes of undergraduate students who worked in a cohort-based learning environment where team work and classroom participation was expected. This educational setting required students from diverse backgrounds to work closely together on campus during the intense one-year program. To facilitate in the development of a face-to-face learning community, where individual differences could be celebrated and problems could be solved in an open, trusting environment, an online bridging course was developed. Aimed at decr
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Fischer, Julie A. "Teaching in the 21st century incorporating online learning techniques into curriculum delivery /." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007fischerj.pdf.

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Dunn, Katana. "Learning Robotics Online: Teaching a blended robotics course for secondary school students." Thesis, University of Canterbury. School of Teacher Education, 2015. http://hdl.handle.net/10092/10281.

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This thesis explores the use of an online robotics course, in the context of Technology Education, for senior secondary school students in an urban New Zealand (NZ) school. The reasons for using an online course are discussed through investigating the need for quality resources to assist schools in providing students with appropriate learning experiences, and knowledge to enable them to make informed choices with respect to technology careers. There is a shortage of students pursuing technology careers and that in turn influences the NZ economy (Baron & McLaren, 2006). The purpose of the stud
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Yip, Wai-man Florence, and 葉慧敏. "Online vocabulary games as a tool for teaching and learning English vocabulary." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29597511.

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Скарлупіна, Юлія Анатоліївна, Юлия Анатольевна Скарлупина, and Yuliia Anatoliivna Skarlupina. "Free online resources in foreign languages teaching." Thesis, Марусич, 2017. http://essuir.sumdu.edu.ua/handle/123456789/52099.

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Позитивний вплив використання веб додатків на мотивацію студентів і підвищення їх лінгвістичних компетенцій важко переоцінити. Власне, не лише технології, а гейміфікація навчального процесу, яка базується на даних технологіях, сприяє його оптимізації. Крім того, такі підходи до організації навчального процесу, як змішане і перевернене навчання, надають викладачу можливість запровадження проблемно-орієнтованого навчання, основним принципом якого є підсилення процесу вивчення іноземної мови досвідом студентів в інших сферах діяльності, що, в свою чергу, сприяє покращенню міждисциплінарних зв'язк
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Smith, Patrick Steven. "Learning to Adapt: Online Social Science Instruction in Higher Education." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1089.

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Online learning is a rapidly growing phenomenon in post-secondary education. Institutions of higher learning have embraced online learning for its perceived merits, but without the consideration of how instructors deal with this different learning medium. Little is known of the extent to which different disciplines are suited to the online medium; this is pertinent to disciplines that rely on spontaneous in-person discussion. Furthermore, as colleges continue to invest heavily in online learning, instructors who only possess face-to-face teaching experience may begin teaching online. This pose
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Loe, David R. "Teacher Transformation and Critical Collegiality in Online Learning Environments." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1271295100.

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Wilson, Hope Marshall. "Teaching Language and Culture Through Online Ethnographic Explorations." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1573901116368513.

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Holt, Joshua Alan. "How Students Experience Teach-One-Another Activities in Online Courses at Brigham Young University-Idaho." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2754.

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As online learning enrollments rapidly increase, it is vital to explore effective course designs that deepen students' learning experiences. This multiple-case study explores four online courses at Brigham Young University–Idaho that include learning activities where students learned through Teach One Another activities. Teach One Another is similar to Reciprocal Peer Learning where students simultaneously learn and contribute to their peers' learning. Findings across the cases of this study show that Teach One Another activities in online courses encourage students to be accountable and motiv
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Markus, Marcia. "Politeness in Interaction : An analysis of politeness strategies in online learning and teaching." Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-16446.

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Teaching and learning online has become widespread but for some teachers there are a number of challenges involved.  This study looks at politeness strategies used in teacher-student and student-student interaction, to what extent they are used and what effects these politeness strategies have on the communication as a whole.
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Wunder, Iris. "The influence of cultural background on teaching and learning in synchronous online sessions." Thesis, Lancaster University, 2017. http://eprints.lancs.ac.uk/87359/.

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Distance-education technology has moved towards multimedia-oriented systems which allow an effective synergy of synchronous and asynchronous interaction. Virtual classrooms have become more and more popular, providing a multi-media context for synchronous teaching and learning at universities world-wide. This dissertation investigates the impact of cultural background on teaching and learning in synchronous virtual classrooms from the perspective of teachers at universities. Nineteen interviews were carried out via Skype with 17 teachers from five different countries. A phenomenological approa
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Muck, Kátia Eliane. "Contributions of peer-review activity for the teaching-learning process in online education." reponame:Repositório Institucional da UFSC, 2016. https://repositorio.ufsc.br/xmlui/handle/123456789/182057.

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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2016.<br>Made available in DSpace on 2017-12-12T03:21:19Z (GMT). No. of bitstreams: 1 349324.pdf: 15092548 bytes, checksum: 6458fea65bd9629406e0a3000b65eb4c (MD5) Previous issue date: 2016<br>Abstract : This dissertation focuses on developing further understanding of peer-review activity in e-learning contexts by 1) evaluating intervention outcomes, 2) providing an overview of learners? views, 3) postulating a phi
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Watts, Tyler D. "COMPLEXITY LEADERSHIP: THE ROLE OF TEACHING AND LEARNING CENTER LEADERS IN ONLINE LEARNING AT SMALL, PRIVATE COLLEGES." UKnowledge, 2019. https://uknowledge.uky.edu/edsc_etds/52.

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As online learning continues to grow and became an integral component of many higher education institutions (Allen & Seaman, 2017), the role of leadership in guiding those online learning initiatives differs from institution to institution. At small, private colleges and universities, where online learning is seeing greater enrollment and growth (Clinefelter & Magda, 2013), teaching and learning centers (TLC) often have involvement in guiding and shaping online learning initiatives. This study investigated the role of TLC leaders in leading online learning initiatives. The value of this study
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Mthelebofu, Gontse. "Mobile technology strategies incorporated in teaching and learning activities to support English Home Language." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/67825.

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The purpose of this study was to investigate which mobile technology integration strategies are incorporated in activities to support English Home Language teaching and learning. This study is important because even though technology is used daily, inside and outside the classroom, it is not clear at which cognitive level these activities are being implemented. The study was conducted in two private secondary schools, as a comparative case study. Mobile technology-based activities in Grade 9 English Home Language classes were observed and analysed. Data were collected through semi-structured i
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Keramidas, Cathy Galyon, and Michael Mayton. "Who's Ready to Learn Online?" Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/517.

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Online coursework is common in Special Education Programs that train teachers for rural areas. Does every student have the potential to learn well online? This session will discuss a study where half of the students were face-to-face and the other half were online. The two sections will be compared.
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Mdlungu, Nozuko Gloria. "An investigation of how environmental learning and teaching support materials (LTSM) can influence team planning and teaching and learning activities in the Foundation Phase." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003512.

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South Africa has experienced significant curriculum transformation over the past ten years. Environment was introduced into C2005 as a phase organiser. Following the streamlining and strengthening of the curriculum, the National Curriculum Statement (NCS) has a more explicit environmental focus in all of the Learning Areas. This has created opportunities for teachers to address environmental health issues in a community context. I work in a rural school and the community around the school experience a number of environmental health issues. In my previous observations I noticed that teachers we
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Garland, Diana K. "Learning style characteristics of the online student : a study of learning styles, learner engagement and gender /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074403.

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Borup, Jered A. "Types, Subjects, and Purposes of K-12 Online Learning Interaction." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3711.

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Although K-12 online learning has experienced exceptional growth, research in the area has lagged behind. This dissertation addressed this gap in the literature using a multiple article dissertation format. The first article used survey data from two online English courses at the Open High School of Utah (OHSU) to examine students' reported interactions with content, peers, and instructors. The large majority of students viewed all investigated types of interaction as educational and motivational. Students perceived learner--instructor and learner--content interactions to have significantly hi
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Медведєва, С. О., and О. В. Зубенко. "Blended Learning as a Way to Diversify the Traditional System of Learning." Thesis, Вінницький державний педагогічний університет ім. М. Коцюбинського, 2017. http://ir.lib.vntu.edu.ua//handle/123456789/24401.

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Rapid developments of IT technologies can not but have a deep impact on the process of learning and teaching. Information technologies create the unlimited amount of opportunities that intensify the teaching / learning process and make it more diverse. The newest developments in the sphere of education is connected with blended learning that can be considered as an additional element to the classroom activities and the one that supports existing teaching practices.<br>Швидкий розвиток ІТ-технологій не може не мати істотного впливу на процес навчання і викладання. Інформаційні технології створю
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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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47

Matthé, Frederic, Dorothea Kitschke, Marlen Schumann, and Doreen Markert. "eTEACHiNG kompass : Anregungen für online-unterstützte Lehre." Universität Potsdam, 2009. http://opus.kobv.de/ubp/volltexte/2010/4116/.

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Der "eTEACHiNG-kompass" beinhaltet Informationen zu verschiedenen Funktionen der E-Learning-Plattform "Moodle" und weiteren digitalen Lehr-Lern-Medien. Durch Anregungen sowie konkrete Nutzungs- und Handlungsvorschläge will er deren methodisch reflektierten Einsatz in der Lehre unterstützen. Inhalt Nr. 1 Lernräume einrichten. Kursgestaltung in Moodle Nr. 2 Materialien online bereitstellen. Die Moodle-Funktion "Arbeitsmaterialien" kreativ nutzen Nr. 3 Kommunizieren, organisieren und kooperieren. Foren in Moodle verwenden Nr. 4 Lernende begleiten, Veranstaltungen evaluieren. Die Feedback-
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48

Brunsell, Oskar. "Teaching and Learning English Online : A Study of the Effects of Transitioning to Online Education in an Upper Secondary School in Sweden." Thesis, Högskolan i Gävle, Engelska, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-35903.

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This study investigates how teachers and students in a Swedish upper secondary school experience the sudden transition to teaching and learning English as a second language online. Students and teachers have answered questions in online questionnaires and the answers were analyzed and compared to previous research and secondary literature. The results indicate that both students and teachers prefer the physical context compared to the online context. Communication and natural interactions are expressed to be the worst consequences for both the teachers and students. This study aims to provide
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Mitchell, Lorianne D. "Online vs. On-Ground Learning: A Comparative Study of 2 Formats of Teaching OB." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8314.

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Gudkova, N. "Strategies for effective computer-supported collaborative learning." Thesis, Наукова платформа Open Science Laboratory, 2020. https://er.knutd.edu.ua/handle/123456789/15511.

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In social constructionist pedagogical approaches, learning is defined as an interactive, discursive and situated activity. This rests on the idea that knowledge is co-constructed through social interaction. Students are seen as active learners and teachers as facilitators. In both off- and online settings, collaborative learning refers to two or more learners working together and striving to solve a common task or achieve a shared learning objective using predominantly peer-directed interactions. Computer-supported collaborative learning has the potential to improve learners’ cognitive, affect
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