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Rozprawy doktorskie na temat „Elearning”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 25 lipca 2025

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1

Takhirov, Naimdjon. "Adaptive personalized eLearning." Thesis, Norwegian University of Science and Technology, Department of Computer and Information Science, 2008. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-8855.

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<p>This work has found that mapping prior knowledge and learning style is important for constructing personalized learning offerings for students with different levels of knowledge and learning styles. Prior knowledge assessment and a learning style questionnaire were used to assess the knowledge level and learning style. The proposed model for automatic construction of prior knowledge assessment aims to connect questions in the assessment to speci c course modules in order to identify levels on different modules, because a student may have varying levels of knowledge within different modules.
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2

Krause, Torsten. "Geschäftsmodelle im eLearning." Dresden TUDpress, 2006. http://deposit.d-nb.de/cgi-bin/dokserv?id=2831358&prov=M&dokv̲ar=1&doke̲xt=htm.

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Mauersberger, Albrecht. "Lernfortschrittsanzeige in eLearning-Szenarien." Master's thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2010. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-39732.

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Die Evaluation von Lernmanagementsystem (LMS) unter didaktischen Gesichtspunkten hat ergeben, dass es den meisten gängigen LMS an einer brauchbaren Lernfortschrittsanzeige mangelt. Dies ist, wie auch Nutzerbefragungen zeigen, insbesondere in Individuallernszenarien ein gravierendes Problem mit starken Auswirkungen auf die Motivation der Lernenden. Ausgehend von dieser Situation wurde in der Arbeit eine didaktisch begründete Lernfortschrittsanzeige entworfen, implementiert und getestet. Im ersten Teil der Arbeit ist die Bedeutung der Lernfortschrittsanzeige in eLearning-Szenarien unter psychol
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Miller, William E. "Nextgen Navy eLearning tracking." Thesis, Monterey, California: Naval Postgraduate School, 2014. http://hdl.handle.net/10945/44616.

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Approved for public release; distribution is unlimited<br>The Navy’s eLearning (NeL) computer-based learning system relies on a Learning Management System (LMS) for content delivery and tracking learning information. One major obstacle with NeL’s current LMS implementation is that tracking of learning can only be done while a user is on a desktop computer using an Internet browser to connect to the LMS SOFtware. However, not all learning takes place within an Internet browser on a desktop computer. The Experience-API (xAPI), also known as Tin Can API and SCORM 2.0, is a standard maintained by
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5

Nagel, Clemens. "ELearning im physikalischen Anfängerpraktikum /." Berlin : Logos-Verl, 2009. http://d-nb.info/999025376/04.

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Vojta, Robert. "eLearning - Operační a systémová analýza." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2007. http://www.nusl.cz/ntk/nusl-221403.

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This graduation project deals with the analysis of the actual state of the eLearning, teaching aids available and the proposal of the proper teaching aid for subject The Operations and System Analysis. The whole project is divided into the five parts. The first one is the introduction, the second part defines and concretises the main goal and used methods of this thesis. Further chapter contains theoretical explications of the given topic from the point of view of several authors and other resources. The fourth part pursues the comparison and analysis of the existing software. The results of t
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7

Rahman, Zahidur. "eLEARNING SYSTEM: USING LEARNING VARIABLES." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/982.

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This paper describes an innovative approach to implement functionalities for an Intelligent Learning Environment, based on Artificial Intelligence (AI) on existing Learning Variable Management System (LVMS). A Learning Object (LO) consists of several related sequential Learning Variables (LV). The creation of LO is the goal. Based on that goal LVs need to be selected. The proposed model will concentrate on the selection and management process of LVs to create a complete LO. The management process will include receiving the LVs, storing process, repository management, and finally preparing the
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8

Wirth, Markus Alexander. "Qualität eLearning-gestützter Aus- und Weiterbildunsprogramme /." [St. Gallen] : [s.n.], 2005. http://aleph.unisg.ch/hsgscan/hm00142344.pdf.

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Wirth, Markus Alexander. "Qualität eLearning-gestützter Aus- und Weiterbildungsprogramme /." Paderborn Eusl-Verl.-Ges, 2005. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=014281531&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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10

Happ, Simone, and Berit Jungmann. "Einsatz von Open Source im eLearning." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-155809.

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Open Source Software (OSS) ist immer mehr verbreitet und anerkannt. Sie zeichnet sich insbesondere durch die Offenlegung des Quellcodes und die Möglichkeit der freien Verwendung und Weiterverarbeitung aus1. Auch im Bereich des eLearning2 spielen Open Source Lösungen zunehmend eine große Rolle, wobei sich vor allem in Universitäten zahlreiche Communities herausgebildet haben.
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11

Stoyanov, Stanimir. "Context-aware and adaptable eLearning systems." Thesis, De Montfort University, 2012. http://hdl.handle.net/2086/9882.

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This thesis proposed solutions to some shortcomings to current eLearning architectures. The proposed DeLC architecture supports context-aware and adaptable provision of eLearning services and electronic content. The architecture is fully distributed and integrates service-oriented development with agent technology. Central to this architecture is that a node is our unit of computation (known as eLearning node) which can have purely service-oriented architecture, agent-oriented architecture or mixed architecture. Three eLeaerning Nodes have been implemented in order to demonstrate the vitality
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12

Göcks, Marc S. [Verfasser]. "Betriebswirtschaftliche eLearning-Anwendungen in der universitären Ausbildung : Entwicklung, Implementierung, Evaluation und zukünftige Perspektiven von eLearning / Marc S Göcks." Aachen : Shaker, 2006. http://d-nb.info/1166515060/34.

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13

Westerkamp, Peter. "Flexible elearning platforms : a service oriented approach /." Berlin : Logos-Verl, 2005. http://deposit.ddb.de/cgi-bin/dokserv?id=2766732&prov=M&dok_var=1&dok_ext=htm.

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14

Trikić, Angela. "Evolving elearning : epistemic grounds and methodological consequences." Thesis, Lancaster University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413792.

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15

Triantafyllidis, Athanasios. "Increasing eLearning engagement through mobile learning integration." Thesis, University of Plymouth, 2017. http://hdl.handle.net/10026.1/10431.

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eLearning applications have penetrated the world of education as most higher education organizations all over the world choose to deploy eLearning applications. A review of literature and surveys performed confirmed that currently there is very little engagement of students in web-based eLearning applications, especially related to web-based constructive activities. In fact, eLearning platforms are mostly used as on-line repositories for a variety of course related documents without actively contributing to the learning process utilizing available modern learning methods. eLearning aims to act
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16

Murray, Iain. "Instructional eLearning technologies for the vision impaired." Thesis, Curtin University, 2008. http://hdl.handle.net/20.500.11937/645.

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The principal sensory modality employed in learning is vision, and that not only increases the difficulty for vision impaired students from accessing existing educational media but also the new and mostly visiocentric learning materials being offered through on-line delivery mechanisms. Using as a reference Certified Cisco Network Associate (CCNA) and IT Essentials courses, a study has been made of tools that can access such on-line systems and transcribe the materials into a form suitable for vision impaired learning. Modalities employed included haptic, tactile, audio and descriptive text. H
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17

Murray, Iain. "Instructional eLearning technologies for the vision impaired." Curtin University of Technology, Department of Electrical & Computer Engineering, 2008. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=120496.

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The principal sensory modality employed in learning is vision, and that not only increases the difficulty for vision impaired students from accessing existing educational media but also the new and mostly visiocentric learning materials being offered through on-line delivery mechanisms. Using as a reference Certified Cisco Network Associate (CCNA) and IT Essentials courses, a study has been made of tools that can access such on-line systems and transcribe the materials into a form suitable for vision impaired learning. Modalities employed included haptic, tactile, audio and descriptive text. H
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18

Curcuruto, Taryn <1992&gt. ""Anytime, anywhere": the new frontier of eLearning." Master's Degree Thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/11610.

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Grazie al crescente sviluppo della tecnologia e di Internet, l'insegnamento delle lingue online è diventata una realtà sempre più diffusa e da non trascurare. L'eLearning rappresenta la nuova frontiera della didattica e dell'educazione, lo strumento attraverso il quale si realizza la formula: "Anytime, anywhere" (in qualsiasi momento e in qualunque luogo). Dopo aver fornito alcune definizioni di "eLearning", l'elaborato si occuperà dell'analisi del suo contributo nel campo della formazione a distanza, focalizzando l'attenzione sui nuovi ruoli dell'apprendente e dell'insegnante, la cui collab
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19

Njenga, James Kariuki. "eLearning adoption in Eastern and Southern African higher education institutions." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6996_1303979330.

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<p>This research was undertaken to propose a model for eLearning adoption in Higher Education in Africa and to identify and empirically test measures to assess the model. The model identified eLearning, individual and organisational factors affecting eLearning adoption in higher education. eLearning factors were deemed to be aligned with the individual and organisational factors and therefore, the measurement of individual and organisational factors of eLearning adoption is essential in determining the current state, and future development that could enhance eLearning adoption in higher educat
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20

Köster, Frank. "Datenbasierte Kompetenz- und Verhaltensanalyse : Anwendungsbeispiele im selbstorganisierten eLearning /." Edewecht : OlWIR, Oldenburger Verl. für Wirtschaft, Informatik und Recht, 2008. http://deposit.d-nb.de/cgi-bin/dokserv?id=3072403&prov=M&dok_var=1&dok_ext=htm.

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21

Izquierdo, Soriano Juan Vicente. "APROXIMACIÓN METODOLÓGICA PARA LA IMPLANTACIÓN DE TECNOLOGÍA E-LEARNING EN LA FORMACIÓN SANITARIA." Doctoral thesis, Universitat Politècnica de València, 2016. http://hdl.handle.net/10251/62533.

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[EN] The use of technology in education has enabled organizations to seriously bet on the new possibilities they offer. However, not only you have to have the technology, since these can be used in a disorganized way, but they must be established in an advantageous environment that enhances the teaching-learning process. While health eLearning as its name suggests, is applied training in a medical environment, there are many experiences that do not conform to a methodological approach that allows customized instructional and technological environment of these experiences. The main objective of
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22

Ostroumov, Ivan Victorovich. "Classroom support service in learning process." Thesis, Smart-education: sources and prospects: International Scientific and Methodical Conference, October 17-17, 2014 : theses. – К., 2014. –21-23 pp, 2014. http://er.nau.edu.ua/handle/NAU/26585.

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Nowadays training methodology is changing very fast. New modern learning approaches has been developed and integrate in global learning process. All new features of learning oriented and directed into increasing of speed of education process and making level of users knowledge wider. The primary requirements for any learning facility is to provide condition which will be result in forming some new individual knowledge of user and give good mental training to create possibility of user to use all new individual knowledge to find the way to make clear some task which will be faced before
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23

Schoop, Eric, Thomas Köhler, Claudia Börner, and Jens Schulz. "Consolidating eLearning in a Higher Education Institution: An Organisational Issue integrating Didactics, Technology, and People by the Means of an eLearning Strategy." TUDpress, 2016. https://tud.qucosa.de/id/qucosa%3A33944.

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Purpose – Back in the year 2000, the European Council (2000) declared in its Lisbon Agenda that the European Union should become “[…] the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with more and better jobs and greater social cohesion.” This vision encompassed far more than just societal and economic growth in a global world; it also included educational strategies and an e-learning action plan. For example, in 2011, the European Commission mentioned the following as a key policy issue (Communication 2011): to “better exploit the p
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24

Fischer, Helge. "Virtuelle Bibliothek und eCampus – eLearning an der HTW Dresden." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2008. http://nbn-resolving.de/urn:nbn:de:bsz:14-ds-1228922451706-40330.

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Die Initiative eCampus wurde am 1. Februar 2008 ins Leben gerufen, um an der Hochschule für Technik und Wirtschaft Dresden (HTW) vorhandene Strukturen, Erfahrungen und Potenziale im Bereich des eLearning zu bündeln und innovative Lehr- und Lernformen nachhaltig und als integrativen Bestandteil in der akademischen Aus- und Weiterbildung zu etablieren...
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Borcea-Pfitzmann, Katrin. "Framework für die Entwicklung einer universellen kollaborativen eLearning-Plattform." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2009. http://nbn-resolving.de/urn:nbn:de:bsz:14-ds-1237287991632-27077.

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Mit dem Begriff des eLearnings verknüpfen sich viele sehr unterschiedliche Konzepte, die auf Grund ihrer spezifischen Ausprägung häufig Grenzen für ihre Benutzung errichten. Um diese zu überwinden, wurde ein Framework konzipiert und implementiert, welches den Anspruch der Universalität in Hinblick auf Anwendungs- und Inhaltsorganisation sowie Funktionalität erhebt. In der kollaborativen eLearning-Plattform BluES erfuhr das Framework eine Beispielimplementierung. Diese diente gleichzeitig als Grundlage für die Validierung unterschiedlicher Aspekte des Frameworks. Als Ergebnis der Arbeit konnte
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Seufert, Sabine. "Innovationsorientiertes Bildungsmanagement : Hochschulentwicklung durch Sicherung der Nachhaltigkeit von eLearning." Wiesbaden : VS, Verl. für Sozialwiss, 2008. http://d-nb.info/987522833/04.

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Williams, Peter John. "eLearning and the crisis of mission in British universities." Thesis, University of Hull, 2007. http://hydra.hull.ac.uk/resources/hull:743.

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In the first decade of the twenty-first century Higher Education in Britain faces an uncertain future, in what, as will be discussed, some commentators have referred to as a ‘crisis of mission’. The period of relative homogeneity and state-funded protection of the previous century is over, and universities now find themselves exposed to hostile external forces. The sector may be approaching a major point of fracture. Elite, research-led universities are positioning themselves in lucrative niche markets and can command high tuition fees; they are pulling away from the more vulnerable, teaching-
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Thaufeega, Fathimath. "Institutional and learner readiness for eLearning in the Maldives." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/14659.

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For Maldives, an island nation consisting of over 1190 islands, eLearning is the ideal form of delivery for higher education students on the 200 inhabited islands. This study explores Maldivian college students’ and their institutes’ eLearning readiness. Mixed methods research has been conducted using two questionnaires (one for the students and one for the lecturers) and semi-structured interviews. One hundred and eleven students from two private higher education institutes completed the questionnaires, 10 students were selected for interviews out of which 9 completed the interview. Students’
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Borcea-Pfitzmann, Katrin. "Framework für die Entwicklung einer universellen kollaborativen eLearning-Plattform." Doctoral thesis, Technische Universität Dresden, 2008. https://tud.qucosa.de/id/qucosa%3A23757.

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Mit dem Begriff des eLearnings verknüpfen sich viele sehr unterschiedliche Konzepte, die auf Grund ihrer spezifischen Ausprägung häufig Grenzen für ihre Benutzung errichten. Um diese zu überwinden, wurde ein Framework konzipiert und implementiert, welches den Anspruch der Universalität in Hinblick auf Anwendungs- und Inhaltsorganisation sowie Funktionalität erhebt. In der kollaborativen eLearning-Plattform BluES erfuhr das Framework eine Beispielimplementierung. Diese diente gleichzeitig als Grundlage für die Validierung unterschiedlicher Aspekte des Frameworks. Als Ergebnis der Arbeit konnte
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Amorim, Carlos Manuel Guerreiro Rodrigues de. "eLearning em contexto de formação profissional com realidade aumentada." Master's thesis, Universidade de Aveiro, 2013. http://hdl.handle.net/10773/12278.

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Mestrado em Comunicação Multimédia<br>A tecnologia está presente cada vez mais no dia-a-dia das pessoas, tanto nível profissional, como pessoal. Na educação e formação, verifica-se o mesmo fenômeno. Novas tecnologias são desenvolvidas para facilitar o processo de ensino-aprendizagem. O eLearning é um método de ensino/aprendizagem que se tem desenvolvido devido à intensificação da utilização das novas tecnologias, favorecendo a relação professor/aluno em contextos específicos. Na formação profissional, a realidade aumentada apresenta potencial para facultar o desenvolvimento de uma nova forma
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Henley, Blair F. "Developing eLearning: A Case Study of Tennessee High School." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1843.

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ELearning at the secondary level is an emerging concept educators are exploring throughout Tennessee. Educators at Tennessee High School implemented a system of eLearning that improved their graduation rate, extended the educational day, and gave administrators more tools to use in helping students achieve success. Tennessee High School's model for eLearning developed over a 3-year time span and has substantially impacted the students in Bristol, Tennessee. Tennessee High School's administration, in concert with faculty, developed an innovative method of challenging their students with a relat
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Süss, Christian. "Eine Architektur für die Wiederverwendung und Adaptation von eLearning-Inhalten /." Wettenberg : VVB Laufersweiler, 2004. http://deposit.ddb.de/cgi-bin/dokserv?id=2612349&prov=M&dok_var=1&dok_ext=htm.

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Srivastava, Mukesh. "Understanding relationships between elearning website feature preferences and learning styles." Thesis, University of Surrey, 2007. http://epubs.surrey.ac.uk/924/.

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The primary purpose ofthis research was to investigate the relationship between perceived learning styles ofthe eLearners and their preference of eLearning website features. The secondary purposes ofthis study was to research various models oflearning styles for examining learning styles and eLearning website Systems for studying eLearning website feature preferences ofthe eLearners. A broad research question was undertaken: What impact (if any) does an eLearner's learning style have on their preferences for specific features in an eLearning website system? To follow an exploratory line of inv
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Pireva, Krenare. "Cloud eLearning : personalisation of learning using resources from the Cloud." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/22828/.

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With the advancement of technologies, the usage of alternative eLearning systems as complementary systems to the traditional education systems is becoming part of the everyday activities. At the same time, the creation of learning resources has increased exponentially over time. However, the usability and reusability of these learning resources in various eLearning systems is difficult when they are unstandardised and semi-standardised learning resources. Furthermore, eLearning activities' lack of suitable personalisation of the overall learning process fails to optimize resources' and systems
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Schneider, Oliver. "Simplifying authoring of adaptive hypermedia structures in an eLearning context." Thesis, University of Plymouth, 2014. http://hdl.handle.net/10026.1/3097.

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In an eLearning context, Adaptive Hypermedia Systems have been developed to improve learning success by increasing learner satisfaction, learning speed, and educational effectiveness. However, creating adaptive eLearning content and structures is still a time consuming and complicated task, in particular if individual lecturers are the intended authors. The way of thinking that is needed to create adaptive structures as well as the workflows is one that lecturers are unaccustomed to. The aim of this research project is to develop a concept that helps authors create adaptive eLearning content a
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Silva, Paulo Alexandre Pires Pinto da. "O enquadramento do Elearning no recente sistema de certificação profissional." Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2012. http://hdl.handle.net/10362/8102.

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Trabalho de Projeto apresentado para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Gestão de Sistemas de elearning<br>Com este trabalho pretende‐se interpretar a legislação em vigor contribuindo para um melhor entendimento dos requisitos relativos ao elearning que se encontram presentes no Guia de Certificação das Entidades Formadoras da DGERT. O trabalho desenvolvido procura contribuir, de um modo prático, com todos os consultores e gestores que pretendam certificar o elearning de uma organização, através do referencial da DGERT. Reúne a opinião dos principais
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Friedrich, Steffen, Andrea Kienle, and Holger Rohland. "DeLFI 2011 – Die 9. e-Learning Fachtagung Informatik der Gesellschaft für Informatik e.V.: 5.–8. September 2011, Technische Universität Dresden." Gesellschaft für Informatik e.V. (GI), 2011. https://tud.qucosa.de/id/qucosa%3A25778.

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Die 9. Tagung der Fachgruppe „E-Learning“ in der Gesellschaft für Informatik e.V. vom 5.–8. September 2011 in Dresden setzt eine inzwischen gute Tradition wissenschaftlicher Diskussionen in diesem Fachgebiet fort. Erneut konnten interdisziplinäre Partner gewonnen werden, um unter dem Dach einer Veranstaltung mit dem Titel „Wissensgemeinschaften 2011“ unterschiedliche Facetten des Lernens mit elektronischen Medien gemeinsam zu diskutieren. Das betrifft Themenbereiche wie Wissensmanagement, Werkzeuge und Technologien für e-Learning, didaktische und technische Aspekte des Einsatzes elektronische
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Friedrich, Steffen, Andrea Kienle, and Holger Rohland. "DeLFI 2011 - Die 9. e-Learning Fachtagung Informatik: Poster | Workshops | Kurzbeiträge." TUDpress Verlag der Wissenschaften, 2011. https://tud.qucosa.de/id/qucosa%3A25784.

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Die 9. Tagung der Fachgruppe „E-Learning“ in der Gesellschaft für Informatik e.V. vom 5. - 8. September 2011 in Dresden setzt eine inzwischen gute Tradition wissenschaftlicher Diskussionen in diesem Fachgebiet fort. Erneut konnten interdisziplinäre Partner gewonnen werden, um unter dem Dach einer Veranstaltung mit dem Titel „Wissensgemeinschaften 2011“ unterschiedliche Facetten des Lernens mit elektronischen Medien gemeinsam zu diskutieren. Das betrifft Themenbereiche wie Wissensmanagement, Werkzeuge und Technologien für e-Learning, didaktische und technische Aspekte des Einsatzes elektronisc
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Klinger, Melanie, Olena Polutina, and Ariane Bibel. "Studentische eLearning-Beratung : Synergien aus der Kooperation von Rechenzentrum und Hochschuldidaktik." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6500/.

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Der vorliegende Beitrag beschäftigt sich mit der Frage, wie der eLearning-Support in großen Institutionen effizient gestaltet werden kann. Vorgestellt wird ein experimentelles Beratungsprojekt, das Lehrende bei der Gestaltung von eLearning-Maßnahmen mithilfe der Lernplattform ILIAS1 unterstützt. Neben der Zielsetzung des Projekts werden dessen Aufbau und erste Praxiserfahrungen erörtert. Außerdem werden Potenziale des Beratungsformats, die insbesondere mit der individuellen Vor-Ort-Beratung der Lehrenden durch hochschuldidaktisch geschulte Studierende einhergehen, erläutert. Abschließend werde
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Stevens, Kerry Maxwell. "The distribution of instructional leadership in eLearning clusters : an ecological perspective." Thesis, University of Canterbury. School of Literacies and Arts in Education /Educational Studies and Human Development, 2011. http://hdl.handle.net/10092/5446.

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This study explores educational leadership within and across two of NZ’s eLearning clusters. Two complementary perspectives of educational leadership are used to frame the investigation: instructional leadership and distributed leadership. The research was conducted approximately nine months after the cessation of a two-year Ministry subsidy for the employment of 12 ePrincipals and at a time when Ultrafast Broadband was imminent for nearly all NZ schools. The literature review explores aspects of two areas related to eLearning leadership: conventional educational leadership in ‘bricks-and-mor
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Happ, Simone, and Berit Jungmann. "Einsatz von Open Source im eLearning: Vom „Wildwuchs“ zur ernsthaften Alternative." Technische Universität Dresden, 2005. https://tud.qucosa.de/id/qucosa%3A28403.

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Open Source Software (OSS) ist immer mehr verbreitet und anerkannt. Sie zeichnet sich insbesondere durch die Offenlegung des Quellcodes und die Möglichkeit der freien Verwendung und Weiterverarbeitung aus1. Auch im Bereich des eLearning2 spielen Open Source Lösungen zunehmend eine große Rolle, wobei sich vor allem in Universitäten zahlreiche Communities herausgebildet haben.
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Тхір, Степан Ігорович. "Розробка інтрактивних засобів комп’ютерного імітаційного моделювання для elearning курсу «Математична статистика»". Thesis, Тернопільський національний технічний університет імені Івана Пулюя, 2017. http://elartu.tntu.edu.ua/handle/123456789/19589.

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В дипломній роботі проведено аналітичний огляд відомих eLearning систем, засобів, методів та алгоритмів комп’ютерного імітаційного моделювання, що дозволило здійснити постановку задачі магістерської роботи.
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Canês, Cristina Novo. "Modelo de ensino a distância baseado em eLearning para o CEDES." Master's thesis, Universidade de Aveiro, 2006. http://hdl.handle.net/10773/4897.

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Mestrado em Multimédia em Educação<br>As Tecnologias de Informação e Comunicação estão a protagonizar a mudança de uma Sociedade Industrial para uma Sociedade da Informação edo Conhecimento, tornando-se o factor catalisador aos níveis social, cultural, económico e mesmo político. Num tempo em que a informação circula a velocidades vertiginosas e em que os suportes de difusão são variados e dealgum modo mostram forte influência na forma como as pessoas seapropriam do saber e como o transformam em conhecimento, aprender nesta nova sociedade ganha novas dimensões e exige dos intervenientes no pro
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Loureiro, Maria José de Miranda Nazaré. "Construção do discurso argumentativo num contexto de eLearning no ensino superior." Doctoral thesis, Universidade de Aveiro, 2007. http://hdl.handle.net/10773/1463.

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A argumentação tem uma importância crescente na sociedade actual, tanto no que se refere ao desenvolvimento das proficiências em escrita académica, como na sua pertinência na comunicação on-line. O presente trabalho pretende ilustrar o contributo da utilização de uma plataforma concebida para o desenvolvimento da competência argumentativa, a plataforma SCALE, nas interacções argumentativas e negociais on-line dos alunos do ensino superior, bem como nas suas produções escritas. Pretende igualmente determinar a relação existente entre estas formas de expressão do discurso argumentativo, do ponto
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Andone, Diana Maria. "Designing elearning spaces for higher education students of the digital generation." Thesis, University of Brighton, 2011. https://research.brighton.ac.uk/en/studentTheses/e6957a8f-9f3c-4323-ac1c-1bc7661cbbfe.

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The main aim of this research project is to investigate the relationship between students and their electronic learning environments, and in particular, how eLearning spaces influence and are influenced by the adaptable and adaptive learning attitudes of the new student generation. In particular, it focuses on what I defined as digital students as young adult students who have grown up with active participation in technology as an everyday feature of their lives. The characteristics of the technologically confident digital students were found to include a strong need for instantaneity, a desir
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Darland, John, Heather Curtin, and Yoon Nam. "Online Education in the 21st Century." Universidad Peruana de Ciencias Aplicadas (UPC), 2018. http://hdl.handle.net/10757/623399.

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Conferencia organizado por la Oficina Internacional UPC en el marco de la Feria Internacional UPC 2018, realizado el 4 de abril de 2018 en el campus Villa, Lima, Perú.<br>Conferencia Internacional “Online Education in the 21st Century” por invitados de la Carrera de Psicología en auditorio del Campus Villa, con la participación de John Darland , Heather Curtin and Yoon Nam ; representantes de The Chicago School of Professional Psychology.
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Belcher, Tracy George. "The effects of randomized appearance of text chunks in nurse eLearning lessons." Diss., Kansas State University, 2018. http://hdl.handle.net/2097/38658.

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Doctor of Philosophy<br>Department of Educational Leadership<br>Sarah Jane Fishback<br>Today, educators try to maximize eLearning effectiveness by using various methodologies to engage the learner and increase learning and recall. If educators want to be able to continue this process, new eLearning methodologies must be investigated. The aim of this study was to determine if the method in which lesson content is present can affect learning. To this end, the research question was as follows: What difference, if any, does the random placement of small paragraphs, chunks, of text make in recall
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Budde, Sophie [Verfasser], and Rüdiger [Akademischer Betreuer] Korbel. "Die virtuelle Reptilienklinik : ein interaktives eLearning-Tutorial / Sophie Budde ; Betreuer: Rüdiger Korbel." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2017. http://d-nb.info/1137835206/34.

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Turnbull, Niruwan. "The challenge of eLearning for healthcare professionals : an exploration in rural Thailand." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/199243/.

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This research investigates the barriers and drivers of eLearning for healthcare professional students in rural Thailand. An initial desk study was undertaken to investigate the factors that had an impact on eLearning within a professional healthcare environment. This was followed by a pilot study in a university in rural areas of Thailand. The results from the investigation led to a model being created to identify the barriers and drivers for implementing eLearning programmes in rural Thailand. This research explores the challenges of eLearning within four domains (IFPC); infrastructure (I), f
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Ramos, António Augusto Tarrafa. "eLearning no 1º ciclo do ensino básico : um estudo sobre o ruído." Master's thesis, Universidade de Aveiro, 2006. http://hdl.handle.net/10773/1315.

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Mestrado em Multimédia em Educação<br>Cada vez mais se torna importante proporcionar aos alunos, desde os anos iniciais de escolaridade, um contacto adequado com as tecnologias da informação e comunicação, nomeadamente para o tratamento de temas específicos, como é o caso do ruído. Neste contexto, a presente dissertação de Mestrado resulta de um estudo efectuado com alunos do 1º Ciclo do Ensino Básico, no ano lectivo de 2004/2005, que perseguiu, como principal finalidade, criar e avaliar o impacto de um módulo de formação a distância no desenvolvimento de competências, transversais e específic
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