Relevant bibliographies by topics / Teaching Modalities

Contents

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

Academic literature on the topic 'Teaching Modalities'

Author: Grafiati
Published: 5 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Teaching Modalities"

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Hatcher, Sherry L., C. Comfort Shields, Elizabeth E. Wierba, Juliet L. Hatcher-Ross, and Steven J. Hanley. "College Peer Counselor Teaching Modalities." Teaching of Psychology 41, no. 4 (2014): 345–48. http://dx.doi.org/10.1177/0098628314549708.

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Carrol, Norman, and Molly Burke. "Learning Effectiveness Using Different Teaching Modalities." American Journal of Business Education (AJBE) 3, no. 12 (2010): 65–76. http://dx.doi.org/10.19030/ajbe.v3i12.966.

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There is much discussion about whether online instruction is as effective as face-to-face instruction. To address this question, a comparative study was made of two sections of an MBA organizational theory course, one taught online and the other face-to-face. The content covered by both sections was the same with similar assignments and a common final examination. There was little difference between the sections on the results of the final examination or the student course evaluations. This study suggests that neither modality is more effective than the other with regard to student achievement
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Angouti, Saeid, and Karim Jahangiri. "Transforming ESL Teaching Modalities Using Technological Tools." English Language and Literature Studies 9, no. 1 (2019): 134. http://dx.doi.org/10.5539/ells.v9n1p134.

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A qualitative approach was used to analyze the effect of technology on enabling ESL students to grasp new content. The major objective of this research was to explore the techniques and strategies implemented by ESL tutors. The research also identified the technological tools such as smart board computers, and tablets that ESL teachers can use in passing information so as to allow students relate with whatever is being taught. Data was collected through conducting interviews on two ESL tutors who are highly experienced, and by conducting an in-depth literature review. In the findings, four the
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Rossi, Susan-Jane. "Complementary Medicine Modalities: Teaching and Assessment Tools." Home Health Care Management & Practice 16, no. 6 (2004): 541–42. http://dx.doi.org/10.1177/1084822304265859.

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AbdelKarim Mousa Malkawi, Nibal, Nazzem Mohammad Abdullah Attiyat, Fatima Mohammad Hasan Ismael, Atika Mohammad Hasan Ismael, and Mahmoud Ali Ibrahim Rababah. "English Teachers’ Use of Multiple Modalities." Arab World English Journal 14, no. 1 (2023): 105–19. http://dx.doi.org/10.24093/awej/vol14no1.7.

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Integration of Information, Communication, and Technology helps instructors meet the global need for substituting technology-based teaching and learning tools and services for conventional teaching techniques. English teachers can customise learning for students, and thus it is important to explore new subjects and provide goal-focused training to students. Thus, motivating teachers to use technology and develop their teaching styles to emphasise good teaching is important. Teachers should stop seeing technology as an obstacle to learning. Self-efficacy theory relates to the expectancy-value f
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Qian, Youling. "Badminton Teaching Modes and Students’ Academic Performance: Basis for Teaching and Learning Approaches." Journal of Education and Educational Research 7, no. 2 (2024): 144–48. http://dx.doi.org/10.54097/xexzxy92.

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This study aimed to determine the assessment of the application of mixed teaching mode in badminton teaching as perceived by the freshmen and sophomore students in selected universities in China. It utilized the descriptive comparative -correlational research design in the conduct of the study. To ensure the valid and systematic presentation, analysis and interpretation of the data the following statistical tools were obtained: frequency count and percentage, weighted mean, ranking, P value and t-test/ Analysis of Variance for independent samples, Pearson’s r Correlation Analysis. Results of t
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Cardeño, Bernadeth, Sarah Ben Sopsop, Luz Orbeta, Kaitlin Marie Opingo, Randy Mangubat, and Veronica Calasang. "Assessing the Different Learning Modalities of a Selected Public Elementary School." World Journal on Education and Humanities Research 4, no. 1 (2024): 146–59. https://doi.org/10.5281/zenodo.11314334.

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This study evaluates the perceived effectiveness of digital learning, module-based learning, and face-to-face teaching methods, assessing their benefits and challenges from the learners' perspective. Through a structured survey encompassing various effectiveness indicators, the study quantifies learners' experiences across these teaching modalities, highlighting digital learning's flexibility and resource accessibility, module-based learning's personalization, and face-to-face teaching's superior interaction and immediate feedback. With an aggregate analysis of effectiveness ratings, face-to-f
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Yip, Jeffrey, and Joseph A. Raelin. "Threshold concepts and modalities for teaching leadership practice." Management Learning 43, no. 3 (2011): 333–54. http://dx.doi.org/10.1177/1350507611422476.

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Can the teaching of leadership transform practice? What concepts and modalities are best suited to do so? This article builds on Meyer and Land’s (2003) theory of threshold concepts to examine how students learn and experience leadership as a complex and multi-faceted practice. Threshold concepts are conceptual gateways, opening up new and previously inaccessible ways of thinking about a field. In an ethnographic account using participant observation, analysis of student papers, and in-depth interviews, the authors identified two threshold concepts that had a transformational impact on student
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Asnawi, Amrin Saragih, and Rahmad Husein. "Moods and Modality in Virtual Communication: The Study of Multimodal Analysis in Teaching Practice." SALTeL Journal (Southeast Asia Language Teaching and Learning) 6, no. 1 (2023): 1–9. http://dx.doi.org/10.35307/saltel.v6i1.101.

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The focus of the study was on moods and modality in virtual communication. The purposes of the research were to analyze the moods and modalities used by the lectures for virtual teaching to evaluate the manner of the moods and modalities realized in virtual teaching and to investigate reasons underlying the use of moods and modalities in virtual teaching. The sources of data for this research were verbal and nonverbal language from the interactions of virtual teaching. The data were utterances and gestures produced by the lecturers. The research design was qualitative research. The data were c
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Yan, Yuanyuan. "Analysis of the Application of Educational Equity in Primary Education." Lecture Notes in Education Psychology and Public Media 85, no. 1 (2025): 43–50. https://doi.org/10.54254/2753-7048/2025.20912.

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Traditional teaching modalities, which mainly feature teachers' lecturing and systematic knowledge imparting while disregarding students' initiative, have become difficult to accommodate the demands of modern education. Although the group cooperative approach is conducive to enhancing students' comprehensive capabilities, it also has deficiencies. Education equity refers to providing citizens with equal opportunities for learning and development, encompassing fair and just access to education and enjoying balanced educational resources for potential realization. This article analyzes the appli
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Dissertations / Theses on the topic "Teaching Modalities"

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Chernyak, Ann. "TREATMENT MODALITIES AND ANTIBIOTIC PRESCRIPTION PATTERN OF AGGRESSIVE PERIODONTITIS IN A TEACHING DENTAL CLINIC SETTING." Master's thesis, Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/160673.

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Biology<br>M.S.<br>Periodontal infection can manifest itself in many different clinical presentations. The aggressive form of this disease is frequently seen in the younger patient population referred for treatment to the Temple University Kornberg School of Dentistry (TUKSD). This study was done to assess the demographics of aggressive periodontitis cases and the types of periodontal treatment methods provided to these patients, antibiotic prescription patterns and compliance with treatment. A chart review was conducted to identify cases of aggressive periodontitis in patients <30 years of ag
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Helleny, LilyAnnn Kay. "TEACHING FRAMES OF COMPARISON, OPPOSITION, AND DISTINCTION UTILIZING AUDITORY, OLFACTORY, AND TACTILE MODALITIES TO CHILDREN WITH AUTISM." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/theses/2674.

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The present study evaluated the effects of utilizing derived relational responding protocols to teach non-arbitrary frames of opposition, comparison and distinction to two children with autism across tactile, auditory, and olfactory sensory modalities. Both participants were successful in demonstrating accurate responding across all skill programs, which included the demonstration of transfers of stimulus function. The results for both participants suggest that the programs were effective in fostering skill acquisition among individuals with ASD using the relational frames of opposition, disti
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Hardy, Nicolle Chantelle. "Perceptual Learning Style Modalities: Comparing Latino, Black, and Caucasian Adults." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6854.

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Abstract The purpose of this study was to compare the individual learning modalities of Latino, Black, and Caucasian males and females with at least some college education utilizing the Multi-modal Paired Associates Learning Test IV (MMPALT IV). Using the MMPALT IV, 20 participants from each of the three race/ethnicities above the age of 40 were measured in each of the seven perceptual modalities: Visual, Print, Aural, Interactive, Haptic, Kinesthetic, and Olfactory. The MMPALT IV is a performance-based test, which measures a person’s capacity to acquire information through each of the seven
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Molumby, Nicole Lena. "The application of different teaching strategies reflective of individiual students' learning modalities in the university flute studio class." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1086122579.

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Molumby, Nicole L. "The application of different teaching strategies reflective of individual students' learning modalities in the university flute studio class." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1086122579.

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Thesis (D.M.A.)--Ohio State University, 2004.<br>Title from first page of PDF file. Document formatted into pages; contains xiii, 194 p.; also includes graphics (some col.), music Includes bibliographical references (p. 143-148). Available online via OhioLINK's ETD Center
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Orozco, Daniella. "Teaching Mands to Individuals with Autism Spectrum Disorder: An Evaluation of the Essential for Living Communication Modality Assessment." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7345.

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McGreevy, Fry, and Cornwall (2014) developed an assessment within the Essential for Living (EFL) manual for clinicians to identify which communication modality should be used for each individual. This assessment identifies an AAC based on the learner’s skills, level of problem behavior, similarities between AAC and vocal community, and size of the verbal community. However, to date, no research has evaluated if this assessment identifies the communication modality that will result in faster acquisition of mands in individuals with ASD. Thus, the purpose of this study was to compare acquisition
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Bourgeois, Sophie. "The effects of matching learning strategies to learning modalities in the acquisition of the present perfect with adult ESL learners /." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82687.

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Three adult ESL students in a private setting participated in this case study, which investigated the effects of teaching students through strategy instruction, to adopt learning strategies that matched their individual learning style. I designed the training to draw attention to 16 learning strategies, that learners could chose from, according to their VARK (visual, aural, read and write, kinesthetic) profile. Instruction was provided in the context of an intermediate level 1 class, for a weekly three hour class. The focus of the study was to gain knowledge of cognition, metacognition
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Ramirez, Matias. "Perceptual Learning Styles Modalities Utilizing the Multimodal Paired Associates Learning Test: An Analysis of Latinos Born in Central and South America." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6934.

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Businesses and Human Resources professionals face the ongoing challenge of continuously upskilling and developing employees. Changes to processes or procedures, changes in technology, changes in job functions, and updates or changes to compliance laws or regulations are all reasons that employees must attend and complete employer-developed training. This study utilized the updated Multimodal Paired Associates Learning Test, version four (MMPALT-IV) instrument to determine perceptual learning styles and to determine if there exists a measureable difference in Latinos perceptual learning style
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Cruz, Cláudia Marchetti Vieira da. "Fatores relacionados com adesão a duas formas de orientação fisioterapêutica para prática de massagem em bebês." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/5/5163/tde-28012009-141309/.

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Massagem para bebês é um recurso que produz efeitos benéficos para a criança e gratificantes tanto para quem recebe quanto para quem realiza a massagem. Esta dissertação tem por objetivo avaliar o aprendizado de massagem para bebês por meio de duas intervenções educacionais diferentes, e a adesão à massagem por parte das mães. Para tanto, o primeiro passo foi elaborar e validar um manual de massagem para bebês e, posteriormente, avaliar as formas de intervenção educacional e a adesão das mães à utilização da massagem. A elaboração do manual de massagem para bebês foi realizada após revisão bib
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Rovai, Maria José Grando. "Autoavaliação de competências de egressos da habilitação profissional de técnico em administração do Centro Estadual de Educação Tecnológica Paula Souza: uma análise das modalidades presencial e à distância." Escola de Administração da Universidade Federal da Bahia, 2015. http://repositorio.ufba.br/ri/handle/ri/18143.

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Submitted by Tatiana Lima (tatianasl@ufba.br) on 2015-10-19T20:13:02Z No. of bitstreams: 1 MARIA JOSÉ GRANDO ROVAI.pdf: 1455274 bytes, checksum: 04f8dd9ff99e59351cf9cb66686b56d2 (MD5)<br>Approved for entry into archive by Tatiana Lima (tatianasl@ufba.br) on 2015-10-19T21:30:49Z (GMT) No. of bitstreams: 1 MARIA JOSÉ GRANDO ROVAI.pdf: 1455274 bytes, checksum: 04f8dd9ff99e59351cf9cb66686b56d2 (MD5)<br>Made available in DSpace on 2015-10-19T21:30:49Z (GMT). No. of bitstreams: 1 MARIA JOSÉ GRANDO ROVAI.pdf: 1455274 bytes, checksum: 04f8dd9ff99e59351cf9cb66686b56d2 (MD5)<br>O Centro Estadual de Ed
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Books on the topic "Teaching Modalities"

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Brown, Sara D. Laboratory activities for therapeutic modalities. 2nd ed. F.A. Davis, 1999.

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Brown, Sara D. Laboratory activities for therapeutic modalities. 2nd ed. F.A. Davis, 1999.

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Katharine, Shepard, and Jensen Gail M, eds. Handbook of teaching for physical therapists. Butterworth-Heinemann, 1997.

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Workshop on the Cost-effectiveness of Different Training Modalities in Population Education (1988 Male, Maldives). Workshop on the Cost-effectiveness of Defferent [sic] Training Modalities in Population Education: A draft report, 1-4 August 1988. Non-formal Education Unit, 1988.

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Browne, Gordon. A manual therapist's guide to movement: Teaching motor skills to the orthopaedic patient. Elsevier Churchill Livingstone, 2005.

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Margaret, Kakande, Musa Roselynn, and African Women Development and Communication Network., eds. Training manual: Gender mainstreaming in the macroeconomics, poverty reduction strategy papers (PRSPs), and budgeting processes in the context of the new aid modalities. African Women's Development and Communication Network, 2008.

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Kaltenborn, Freddy M. Manual mobilization of the joints: The Kaltenborn method of joint examination and treatment. 6th ed. Olaf Norlis Bokhandel, 2002.

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Olaf, Evjenth, Kaltenborn Traudi Baldauf, Morgan Dennis, and Vollowitz Eileen, eds. Manual mobilization of the joints: The Kaltenborn method of joint examination and treatment. 4th ed. Olaf Norlis Bokhandel, 2003.

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Kaltenborn, Freddy M. Manual mobilization of the joints: The Kaltenborn method of joint examination and treament / by Freddy M. Kaltenborn ... [et al.].. 4th ed. Norli, 2003.

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Myers, Marie J. Modalités d'apprentissage d'une langue seconde. De Boeck.Duculot, 2004.

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Book chapters on the topic "Teaching Modalities"

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Pavlovska, Iuliia, Juan P. González-Rivas, María M. Infante-García, Ramfis Nieto-Martínez, and Jeffrey I. Mechanick. "Teaching Preventive Care Modalities." In Lifestyle Medicine. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-82888-1_18.

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Robillard, Stephanie M., Kia Turner, and Antero Garcia. "Black modalities." In Teaching for Equity, Justice, and Antiracism with Digital Literacy Practices. Routledge, 2024. http://dx.doi.org/10.4324/9781003430209-5.

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Raskin, Rachel. "Literacy Strategies and Instructional Modalities in Introductory Accounting." In Teaching College-Level Disciplinary Literacy. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39804-0_4.

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Kessler, Matt. "Chapter 8. Designing collaborative writing tasks for face-to-face and computer-mediated communication contexts." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/lllt.59.08kes.

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Prior chapters of this volume have focused on issues surrounding collaborative writing’s (CW) theoretical motivations, features of studies’ designs, and trends among findings. This chapter shifts readers’ attention to the different types of CW tasks and activities that have been adopted in the published literature. First, the author summarizes commonly employed tasks across both face-to-face and computer-mediated communication modalities (e.g., story/narrative tasks). Second, the most frequently adopted CW activities in face-to-face classrooms (e.g., dictogloss), followed by those writing task
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Tynan, Belinda, Carina Bossu, and Shona Leitch. "Academic Professional Development to Support Mixed Modalities." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_36.

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AbstractThis chapter will explore professional development (PD) of academic and teaching staff in the use of technologies to support learning in mixed modalities including blended and online modalities in higher education contexts. The authors will explore current practices in both face-to-face (f2f) and online/distance education contexts. A succinct annotated review of key seminal and recent texts will be provided of current trends in relation to PD of staff and the implications that arise from this research for practitioners. Two very different but relevant examples of PD will be provided to
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Tynan, Belinda, Carina Bossu, and Shona Leitch. "Academic Professional Development to Support Mixed Modalities." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_36-1.

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AbstractThis chapter will explore professional development (PD) of academic and teaching staff in the use of technologies to support learning in mixed modalities including blended and online modalities in higher education contexts. The authors will explore current practices in both face-to-face (f2f) and online/distance education contexts. A succinct annotated review of key seminal and recent texts will be provided of current trends in relation to PD of staff and the implications that arise from this research for practitioners. Two very different but relevant examples of PD will be provided to
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Yang, Huanyu. "An Analysis of Teacher-Student Relationship Functions in Various Teaching Modalities." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-291-0_71.

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Wilk, Przemysław. "Some Implications for Developing Learners’ Figurative Language Competence Across Modalities: Metaphor, Metonymy and Blending in the Picture Modality." In Second Language Learning and Teaching. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07686-7_10.

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Gilbert, Andrew, and Jacqueline Baxter. "The Futures of Digital Learning and Teaching." In Creativity and Critique in Digital Learning and Teaching. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-68086-1_14.

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Abstract This chapter explores the evolving landscape of digital learning and teaching, particularly focusing on higher education's transition amid technological advancements and global challenges. The Open University's pioneering legacy in distance learning provides a historical backdrop, illustrating the transformation from analogue to digital modalities. The chapter considers the integration of generative artificial intelligence (GAI) in education, highlighting both its potential to revolutionise learning and the ethical considerations it raises. Key themes such as equity, accessibility and
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Chhetri, Sher B., Mario Toussaint, Nonhle C. Mdziniso, and Rebecca A. Hillman. "A Comparison of Student Engagement Across Three Teaching Modalities in an Introductory Statistics Course." In Lecture Notes in Networks and Systems. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-62277-9_21.

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Conference papers on the topic "Teaching Modalities"

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Saleem, Sofia. "Examining the Role of Using Multiple Modalities for Teaching Large CS2 Classes." In 2024 8th International Symposium on Multidisciplinary Studies and Innovative Technologies (ISMSIT). IEEE, 2024. https://doi.org/10.1109/ismsit63511.2024.10757254.

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Jushchyshyn, Nick, and Sandra Parks. "Virtual Production for Remote Teaching Modalities." In SIGGRAPH '21: Special Interest Group on Computer Graphics and Interactive Techniques Conference. ACM, 2021. http://dx.doi.org/10.1145/3450549.3464412.

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Fastelli, Francesco, Cassandre Simon, Aylen Ricca, and Amine Chellali. "Study of communication modalities for teaching distance information." In 2022 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW). IEEE, 2022. http://dx.doi.org/10.1109/vrw55335.2022.00204.

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Knoll, J. Arden, Jacob Honer, Samuel Church, and Juyang Weng. "Optimal Developmental Learning for Multisensory and Multi-Teaching Modalities." In 2021 IEEE International Conference on Development and Learning (ICDL). IEEE, 2021. http://dx.doi.org/10.1109/icdl49984.2021.9515627.

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González-Durán, Mario, Talía I. Hernández-Sánchez, Álvaro A. López-Lambraño, Ixchel A. Camacho-Ixta, Ofelia Candolfi-Arballo, and Josefina Cuevas-Rodríguez. "TEACHING-LEARNING MODALITIES THROUGH THE BLACKBOARD® E-LEARNING SYSTEM." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.2040.

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Cho, Hyojung, Sergio Bedford, Gwendolyn Hustvedt, Yuli Liang, and Maloree Malone. "The Impact of COVID-19 on Fashion Students’ Stress Over Teaching Modalities." In Innovate to Elevate. Iowa State University Digital Press, 2022. http://dx.doi.org/10.31274/itaa.16008.

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Cooper, Patricia. "Misguided Pedagogy: Thinking Multimodalities, Teaching Single Modalities, Omitting Embodied Learning (Poster 33)." In AERA 2024. AERA, 2024. http://dx.doi.org/10.3102/ip.24.2111436.

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Cooper, Patricia. "Misguided Pedagogy: Thinking Multimodalities, Teaching Single Modalities, Omitting Embodied Learning (Poster 33)." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2111436.

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Boothe, Diane. "LITERACY, LANGUAGE AND LINGUISTICS: STRUCTURING ENGLISH TEACHING PROGRAMS IN RURAL COMMUNITIES." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end104.

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"This study will examine English learning environments and methods in rural settings in Europe and the United States, assessing their contributions to language learning, both written and spoken. This is a pilot project and will evolve into a rigorous comprehensive study suitable for publication as a chapter and part of an edited volume. This study will compare and contrast educational systems, including two different styles of English education structured in a comparative analysis using five focal areas. These focal areas include the definition and structure of rural education, English languag
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Myers, Adam, Jennifer Whitney, Yianna Vovides, Susan Pennestri, Rechna Korula, and Susan Mulroney. "TEACHING IN A FLIPPED CLASSROOM WITHIN AN ESTABLISHED MEDICAL AND GRADUATE CURRICULUM: EVALUATION OF MODALITIES." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1626.

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Reports on the topic "Teaching Modalities"

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Buitrago García, Hilda Clarena. Some teaching modalities overview and the particularities of Blended Learning. Ediciones Universidad Cooperativa de Colombia, 2023. https://doi.org/10.16925/gclc.54.

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This critical reading seeks to provide a comprehensive analysis of some of the most popular teaching modalities, their characteristics, and models. Some of their advantages and challenges are also addressed. Understanding the distinctions among these educational models is necessary for educators from all walks of life. This is especially true for higher education settings where administrators, teaching staff and student population are expected to innovate and to succeed in emerging learning environments. Taking this into account, face-to-face, long distance, and online education are described.
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Naffi, Nadia, Ann-Louise Davidson, Roger Kaufman, et al. Disruption in and by Centres for Teaching and Learning During the COVID-19 Pandemic : Leading the Future of Higher Ed. Observatoire international sur les impacts sociétaux de l'intelligence artificielle et du numérique, 2020. http://dx.doi.org/10.61737/aqfz8766.

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Today the educational community as a whole faces a universal challenge: to ensure equitable and quality education as well as effective and efficient evaluation of student learning in hybrid, flexible or 100% distance modalities for their students. In addition, we must also plan for the post-COVID-19 pandemic era. Centres for Teaching and Learning play a pivotal function in addressing and overcoming this challenge. In the midst of the pandemic, the centres, the equivalent services, and their teams of instructional designers, teaching and learning experts and multimedia developers became the fir
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Saing, Chan Hang, Phal Chea, and Sopheak Song. Assessing Technology Readiness of Students and Teachers in Cambodian Higher Education during COVID-19. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.143.202311.

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Abstract:
The global COVID-19 pandemic brought unprecedented disruptions to the higher education landscape worldwide. Widespread school closures, driven by the imperative of social distancing to combat the virus's spread forced a rapid and dramatic shift from traditional face-to-face instruction to online learning and teaching environments in numerous countries. Recent research has highlighted the formidable challenges lower- and middle-income countries face, particularly those with weaker ICT infrastructures and less technology-ready teachers and students, when adapting to these new tech-enhanced teach
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