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Дисертації з теми "Online Teaching Pedagogy"

Автор: Grafiati
Опубліковано: 3 червня 2025
Оновлено: 31 липня 2025

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1

Rogers, Susy. "Online pedagogy : the pedagogical variation model for asynchronous online teaching." Thesis, University of South Wales, 2013. https://pure.southwales.ac.uk/en/studentthesis/online-pedagogy(3c0d84ac-8bd1-4cd9-b43e-e04f444bb304).html.

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Анотація:
The thesis investigates online teaching and learning and in particular, the role of the 'e-moderator' as pedagogical leader in relation to e-learner capabilities. The research builds upon a number of existing models including that of Bass and Alvolio (1996), their 'transactional/task-giving' and 'transformational/motivational' behaviours, and applies these to e-moderator work. Secondly, a review of the research literature provides further concepts applicable to e-learner online behaviour - collaborative capability and knowledge construction ability. These are utilised to create a new model, th
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2

Hose, Linda J. "The pedagogy and politics of online education in anthropology." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002180.

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3

Kemerait, Janet Perkins. "PEDAGOGY FOR INTERNET-BASED TEACHING AND LEARNING AND THE IMPACT OF THAT PEDAGOGY ON STUDENT ACHIEVEMENT AND SATISFACTION." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4361.

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Анотація:
The purpose of this research was to identify appropriate pedagogical practices for Internet-based teaching and learning, determine the status of their use in the community college adjunct instructor's Internet-based classroom, and examine the impact of these practices on student academic achievement and satisfaction. Frequencies, measures of central tendency, percentages, and SPSS Cross Tabulation procedures described and analyzed data from student and instructor surveys to answer these questions. Internet-based best practice and recommended practice pedagogical methods and strategies were ide
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4

McMurtry, Kim. "Effective Teaching Practices in Online Higher Education." NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/372.

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Анотація:
In the context of continuing growth in online higher education in the United States, students are struggling to succeed, as evidenced by lower course outcomes and lower retention rates in online courses in comparison with face-to-face courses. The problem identified for investigation is how university instructors can ensure that effective teaching and learning is happening in their online courses. The research questions were: What are the best practices of effective online teaching in higher education according to current research? How do exemplary online instructors enact teaching presence
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5

Parlamis, Jennifer D., and Lorianne D. Mitchell. "Teaching Negotiations in the New Millennium: Evidence-Based Recommendations for Online Course Delivery." Digital Commons @ East Tennessee State University, 2014. https://doi.org/10.1111/nejo.12047.

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Анотація:
Traditional methods for teaching negotiation have required both instructor and student to be physically present in the same location. With the advent of the Internet and associated technological advances, however, instructors may now transcend geographical barriers and effectively deliver the same content virtually. In this article, we present an exploratory study comparing two masters-level negotiation courses: one taught using a traditional in-person method and the other taught online. Results showed no significant difference in knowledge acquisition as quantified by objective measures, incl
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6

Ma, Yuxin. "Exploring Faculty Perceptions of a Case Library as an Online Teaching Resource." Digital Archive @ GSU, 2005. http://digitalarchive.gsu.edu/msit_diss/2.

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Анотація:
Professors need alternative programs to support their online teaching. This dissertation reports an initial study in a long-term research agenda for developing a faculty online teaching solution. The primary purpose of the study is to explore faculty perceptions of a case library to help decision makers and researchers determine whether they would pursue the use of such a tool to support faculty online teaching. The secondary purpose of the study is to generate design knowledge to inform future development of and research on this or similar case libraries. The methodology of this study include
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7

LO, HUEI-WEN ANGELA. "A MAPPING STUDY: CHARACTERISTICS OF PROFESSIONAL ONLINE INSTRUCTORS." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1120061714.

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8

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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Анотація:
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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9

Nowocin, Laura Jean. "EXAMINING THE RHETORIC OF ONLINE DISCOURSE: TOWARD THE FORMATION OF A GROUNDED CURRICULUM IN ONLINE INSTRUCTION." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1143477225.

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10

Osmanoglu, Aslihan. "Preparing Pre-service Teachers For Reform-minded Teaching Through Online Video Case Discussions: Change In Noticing." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612868/index.pdf.

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Анотація:
The aim of this study was to investigate the changes on what the prospective elementary mathematics teachers noticed as they watched video cases and discussed online. More specially, I wanted to answer the question &ldquo<br>To what extent the elementary prospective mathematics teachers&rsquo<br>noticing with respect to reform-minded teaching changes during their video case-based teacher education, in terms of teacher and student roles?&rdquo<br>With this question in mind, I asked senior prospective mathematics teachers at METU to watch six video cases depicting real elementary mathematics cla
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11

Baird, Deborah Kezerian. "A Study of the Pedagogical and Structural Elements Being Incorporated into the Design of Hybrid Courses for Higher Education." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/4710.

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Анотація:
This descriptive study sought to understand the instructional potential of a new course design for teaching adults in higher education. Increasingly referred to as a hybrid course format, it entails dividing a course into both online and face-to-face sessions that are separately calendared. A primary focus of the study was to identify teaching principles that are recommended by established adult education models and to describe how they have been incorporated by hybrid course designers. Also studied was how combining the online and face-to-face instructional modes provides structural opportuni
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12

Oliveira-Torres, Fernanda de Assis. "Pedagogia musical online : um estudo de caso no ensino superior de música a distância." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/61146.

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Esta pesquisa aborda a pedagogia musical online de um curso de música a distância que utiliza como ambiente virtual de aprendizagem a plataforma moodle. A pesquisa tem como objetivo geral compreender como se constitui a pedagogia musical online que se configura no ambiente virtual de aprendizagem musical, tomando como locus o Curso de Licenciatura em Música da UAB-UnB, na modalidade a distância. A pedagogia musical online, neste estudo, inclui: as metodologias, os recursos e os materiais didáticos utilizados no moodle e o direcionamento desses aportes teórico-metodológicos no processo formativ
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13

Mier, Wayne David. "Investigating the Use and Effectiveness of Principles Learned in an Online Faculty-training Program." NSUWorks, 2011. http://nsuworks.nova.edu/gscis_etd/247.

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Анотація:
The substantial growth of online education has increased the demand for faculty who possess online teaching skills. Many institutions of higher learning offer training programs to teach faculty ways to facilitate online learning. However, the literature on online educations lacked studies demonstrating how those who complete training programs apply their newly acquired knowledge and skills. The purpose of this study was to investigate how online faculty apply the training principles and strategies learned in an online faculty-training program and how students perceive teaching effectiveness. U
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14

Horton, Michelle N. 9828594. "Assessing the Needs of Online Pedagogical Skill Development in Higher Education." NSUWorks, 2017. http://nsuworks.nova.edu/fse_etd/137.

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Анотація:
The increasing demand of online education is a driving factor for development of training for online pedagogy as a separate entity of traditional pedagogical practices. Literature relating to online teaching suggests that continued research is needed to understand the development of online pedagogy, in order for higher education institutions to provide relevant training and support for online instructors. The problem examined in this study is understanding professional development and support needs of online instructors to enhance the continuous development of pedagogical skills in an online l
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15

Deranger, Brant. "Blurring the Lines Between Instructor-Led and Online Learning: an Evaluation of an Online Composition Curriculum on the Bleeding Edge." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3980/.

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Анотація:
The contemporary classroom currently faces an evolving world of computer based training, online courses, instructor-led learning and several blended approaches in-between. With the increased presence of computers and communication in every facet of students' lives, students have changed to adapt to the continuous presence of technology in their daily lives. These recent rapid developments have changed the relationship between technology and communication. Indeed, communication and technology have become linked to such a degree that it is difficult to differentiate one from the other, thereby a
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16

Rogers, Christian. "A Study of Student Engagement with Media in Online Training." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1364393833.

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17

Ramsey, David S. "A Discourse Analysis of Interaction In Distance Education Courses: Dissonance Between Theory and Application?" Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1241020028.

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18

Renzi, Stefano. "Differences in university teaching after Learning Management System adoption : an explanatory model based on Ajzen's Theory of Planned Behavior." University of Western Australia. Graduate School of Management, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0193.

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Анотація:
[Truncated abstract] Current literature about university teaching argues that online teaching requires online social learning based on social interaction to be effective. This implies a shift in pedagogy based on engagement and collaboration, instead of trying to reproduce face-to- face teaching, in online environments. However, when a university adopts an elearning platform (or Learning Management System, LMS), most teachers tend to reproduce their traditional teaching, delivering, through the LMS, educational material. This study explored factors which influence university teachers to adopt
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19

Townsend, Beth Ann. "Perceptions of the Community of Inquiry in an Online RN to BSN Program." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3730576.

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<p> Basic nursing education is no longer sufficient to meet the escalating demands of today&rsquo;s complex healthcare environment. Recognizing the need for the advanced cognitive skills incurred by these demands, increasing numbers of registered nurses (RNs) have been enrolling in online Bachelor of Science in Nursing (BSN) programs. The problem identified in the RN to BSN degree completion program at a large Midwestern university was the lack of information as to how online teaching and learning strategies were experienced by students. Research has demonstrated that the online community of i
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20

Darby, Megan. "Challenges to Student Success in an Introductory Music Theory I Course." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5066.

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Анотація:
A state college in the mid-Atlantic United States requires a music theory course for 4 of its undergraduate music programs. In the 6 years prior to this study, students had difficulty with the course, with many failing or withdrawing. Tinto's theory of student retention served as the foundation of the conceptual framework for this study, the purpose of which was to identify challenges to successfully completing the course. This purpose was reflected in the study's driving research question focused on students' experiences regarding challenges to success. In this instrumental case study, 12 stu
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21

Bertini, Luciane de Fatima. "O tutor virtual como formador: a matemática no curso de pedagogia a distância da UFSCar." Universidade Federal de São Carlos, 2013. https://repositorio.ufscar.br/handle/ufscar/2329.

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Made available in DSpace on 2016-06-02T19:35:54Z (GMT). No. of bitstreams: 1 5717.pdf: 2760407 bytes, checksum: 95ca709a3f87c63e0843f6a7b74a6117 (MD5) Previous issue date: 2013-12-16<br>Financiadora de Estudos e Projetos<br>The making of this paper was motivated by an interest in issues concerning the formation of (future) elementary math teachers through distance education and, in a more specific way, the role tutors play in this learning mode. The question that led our investigation was: Which online tutors actions in subjects that involve mathematics in a distance Pedagogy course allow
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22

Maddox, Winston H. "Adapting to a Virtual Learning Environment." Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1429557429.

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23

Coker, Helen. "Understanding pedagogic collaboration in the online environment." Thesis, University of the Highlands and Islands, 2017. https://pure.uhi.ac.uk/portal/en/studentthesis/understanding-pedagogic-collaboration-in-the-online-environment(7ed6412f-fddf-4b9a-b70a-568c3d62d03b).html.

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Анотація:
Online learning environments are being increasingly utilised in academic settings, with many universities developing online and blended programmes (Adekola, 2016). The student experience, in relation to working with others, when studying online, has been widely researched (Garrison et. al, 2000, Kehrwald, 2008). The tutor experience has not (Arbaugh, 2014). There are now a generation of experienced online tutors, particularly in institutions who were quick to take up online delivery, who have developed expertise teaching online. Their experience and knowledge of practice can add to the researc
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24

Smith, Evelyn G. "Faculty Integration of Technology in Undergraduate Courses at Private Colleges and Universities." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2444.

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Анотація:
The purpose of this quantitative research study was to investigate the integration of technology in undergraduate courses by faculty at private colleges and universities. Integration of technology is using technology as an instructional tool to improve teaching and learning (Clayton-Pedersen & O’Neill, 2005; Wilson & Hayes, 2000; Woodbridge, 2004). Chickering and Gamson’s (1987) 7 principles for good practice in undergraduate education provided the theoretical framework for this research. The researcher conducted a survey of full-time faculty at 21 private colleges and universities in Kentucky
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25

Martins, Rosana Maria. "Aprendendo a ensinar : as narrativas autobiográficas no processo de vir a ser professora." Universidade Federal de São Carlos, 2015. https://repositorio.ufscar.br/handle/ufscar/7063.

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Анотація:
Submitted by Izabel Franco (izabel-franco@ufscar.br) on 2016-09-06T19:56:16Z No. of bitstreams: 1 TeseRMM.pdf: 5818037 bytes, checksum: de533ac07940300c6b6c7953ab7a2f37 (MD5)<br>Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-12T14:18:13Z (GMT) No. of bitstreams: 1 TeseRMM.pdf: 5818037 bytes, checksum: de533ac07940300c6b6c7953ab7a2f37 (MD5)<br>Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-12T14:18:22Z (GMT) No. of bitstreams: 1 TeseRMM.pdf: 5818037 bytes, checksum: de533ac07940300c6b6c7953ab7a2f37 (MD5)<br>Made available
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26

Mosser, Brent Steven. "The Impact of Interpersonal Interaction on Academic Engagement and Achievement in a College Success Strategies Course with a Blended Learning Instructional Model." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281706037.

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27

Thomas, Alison Rebecca. "Sidetracks in remote digital teaching – Facilitating a sense of presence, closeness and immediacy in times of physical distancing." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22163.

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Анотація:
With the aim of designing tools, processes and means to support secondary school teachers in maintaining a sense of presence, closeness and immediacy when interacting with their pupils remotely in rapidly appropriated digital learning environments due to Covid-19, this thesis examined the meaning, importance and possibilities of creating a sense of presence, closeness and immediacy in remote digital teaching.The process was based on research for design, encompassing literature study, field research and methods of interaction design to reach conclusions on meaningful tools, processes and means
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28

Yang, Nan. "Quality Teaching in Large University Classes: Designing Online Collaboration among Learners for Deep Understanding." Doctoral thesis, Università degli studi di Trento, 2015. https://hdl.handle.net/11572/368002.

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Анотація:
This study aimed to explore the impact of eLearning on quality teaching in higher education and to implement Computer-Supported Collaborative Learning (CSCL) that targeted the quality challenges in practice. It was a mixed method research composing of three stages. It initially focused on university teachers’ perception of quality teaching, problems, and strategies in practice to understand the actual usage of eLearning by practitioners. Seventeen university teachers participated in the inquiry of stage 1. It found the common perception of quality teaching was students’ deep understanding
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29

Yang, Nan. "Quality Teaching in Large University Classes: Designing Online Collaboration among Learners for Deep Understanding." Doctoral thesis, University of Trento, 2015. http://eprints-phd.biblio.unitn.it/1606/1/20151123_PhD_thesis_Nan_Yang%5Bfinal_version%5D.pdf.

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Анотація:
This study aimed to explore the impact of eLearning on quality teaching in higher education and to implement Computer-Supported Collaborative Learning (CSCL) that targeted the quality challenges in practice. It was a mixed method research composing of three stages. It initially focused on university teachers’ perception of quality teaching, problems, and strategies in practice to understand the actual usage of eLearning by practitioners. Seventeen university teachers participated in the inquiry of stage 1. It found the common perception of quality teaching was students’ deep understanding of t
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30

Bwire, David. "Meaning Across Difference: Exploring Intercultural Communication Strategies in an Alaska-Kenya Collaboration." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469088653.

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31

Carneiro, Reginaldo Fernando. "Processos formativos em matemática de alunasprofessoras dos anos iniciais em um curso a distância de Pedagogia." Universidade Federal de São Carlos, 2012. https://repositorio.ufscar.br/handle/ufscar/2289.

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Анотація:
Made available in DSpace on 2016-06-02T19:35:47Z (GMT). No. of bitstreams: 1 4798.pdf: 2422263 bytes, checksum: 82536db8cae0f223bf6247c55001a288 (MD5) Previous issue date: 2012-12-21<br>Financiadora de Estudos e Projetos<br>This research aimed to investigate the mathematics formative processes of Early Years students-teachers in an online Pedagogy course taking the following question into consideration: What formative processes are evidenced by students-teachers when inserted in specific mathematical disciplines in an online Pedagogy course? Our theoretical framework discusses the concepts o
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32

Ferreira, Maria da Concei??o Alves. "Saberes pedag?gicos/comunicacionais, pesquisa/forma??o: reflex?es sobre as experi?ncias formativas das professoras online." Universidade Federal do Rio Grande do Norte, 2012. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14360.

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Анотація:
Made available in DSpace on 2014-12-17T14:36:21Z (GMT). No. of bitstreams: 1 MariaCAF_TESE.pdf: 2842180 bytes, checksum: 8a99b635f58e2e8c6302096e6502c03e (MD5) Previous issue date: 2012-09-29<br>Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior<br>The thesis, entitled, Pedagogical/comunication knowledge, research/formation: Reflections on the formative experiences of teachers online , developed dialogues on the pedagogical/communication knowledge, research-formation and the formative experiences of teachers online, for the purpose of understanding how pedagogical/communication kno
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33

LANNI, LUCIANA DE FREITAS. "O PIBID - Programa Institucional de Bolsas de Iniciação à Docência e a crise das Licenciaturas: o caso de um Curso de Pedagogia a Distância." Universidade Metodista de Sao Paulo, 2015. http://tede.metodista.br/jspui/handle/tede/1529.

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Анотація:
Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2016-08-25T19:25:29Z No. of bitstreams: 1 LucianaLanni.pdf: 881367 bytes, checksum: 16fa7b0ca45a0a847b0fd0d95193ae23 (MD5)<br>Made available in DSpace on 2016-08-25T19:25:29Z (GMT). No. of bitstreams: 1 LucianaLanni.pdf: 881367 bytes, checksum: 16fa7b0ca45a0a847b0fd0d95193ae23 (MD5) Previous issue date: 2015-09-23<br>Given the current crisis faced by the teaching degrees in Brazil, specially due to the lack of attractiveness that teacher training has in the educational context; and considering the criticism made to the fragility of initi
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34

Etzel, Gabriel Benjamin. "Implications of Theological Anthropology for Online Pedagogy in Graduate-Level Ministerial Training." Diss., 2015. http://hdl.handle.net/10392/4956.

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Анотація:
The thesis of this dissertation is that by utilizing a biblical-theological framework, best practices of online graduate-level ministerial training can be presented in such a way that the role of the faculty, the objectives of the classroom, and the purpose of the institution are focused more effectively on the formation of students as ministers of the gospel. It is argued the role of the faculty member should be a model for students to follow, which necessitates institutions prioritize theological competencies ahead of technological and pedagogical competencies when hiring faculty, and instit
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35

Nunes, Rosalina Simão. ""Radiografia" de um curso online : estudo das práticas docentes sobre o desenho das atividades online." Master's thesis, 2013. http://hdl.handle.net/10400.2/2996.

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Dissertação de Mestrado em Pedagogia do E-Learning apresentada à Universidade Aberta<br>Pretende-se com esta dissertação analisar um Agregador construído ao longo de dois semestres do curso de Mestrado em Pedagogia do Elearning (MPeL) da Universidade Aberta portuguesa, tendo como objetivo principal perceber como se processa o design das atividades de aprendizagem num curso de 2º ciclo online - o seu learning design. O “Agregador” é um repositório dos produtos finais de cada atividade desenvolvida, mas também uma memória descritiva do processo de ensino e aprendizagem online de todo o curso, da
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36

Dhilla, Sarah Jean. "Using Mezirow's Transformative Learning Theory to understand online instructors' construction of the virtual teaching experience." Thesis, 2016. https://hdl.handle.net/2144/17109.

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Анотація:
This qualitative study examines expert instructors’ lived experienced with online pedagogy in order to (1) understand how teaching in a virtual environment influences pedagogical style, academic identity and student-instructor interactions and (2) to explore how the virtual teaching experience evolves as faculty continue to teach online. None of the existing empirical research has focused on accomplished instructors’ online teaching experiences and, as a result, there is very little information concerning how to sustain faculty approval, retain skilled instructors, provide adequate online teac
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37

"Learning to Speak in the Digital Age: An Examination of Instructional Conditions for Teaching Public Speaking Online." Doctoral diss., 2014. http://hdl.handle.net/2286/R.I.26846.

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Анотація:
abstract: This dissertation study quantitatively measured the performance of 345 students who received public speaking instruction through an online platform presented in one of six experimental conditions in order to explore the ability of online lectures to replicate the characteristics of instructor presence and learner interaction traditionally associated with face-to-face public speaking courses. The study investigated the following research questions: RQ1: How does the visibility of an instructor in a public speaking video lesson affect students' perception of presence? RQ2: How does
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38

Ayyavoo, Gabriel Roman. "Using Online Pedagogy to Explore Student Experiences of Science-technology-society-environment (STSE) Issues in a Secondary Science Classroom." Thesis, 2013. http://hdl.handle.net/1807/35769.

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With the proliferation of 21st century educational technologies, science teaching and learning with digitally acclimatized learners in secondary science education can be realized through an online Science-Technology-Society-Environment (STSE)-based issues approach. STSE-based programs can be interpreted as the exploration of socially-embedded initiatives in science (e.g., use of genetically modified foods) to promote the development of critical cognitive processes and to empower learners with responsible decision-making skills. This dissertation presents a case study examining the online envir
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39

Pham, Thach Ngoc. "Interpersonal interaction: a study of an online English language learning environment at a Vietnamese university." Thesis, 2015. https://vuir.vu.edu.au/29786/.

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This research is inspired by recent technological development in online language learning in Vietnam. The main aim of this study was to investigate interpersonal interaction in an online English language learning environment at a Vietnamese university. The key aspects of interaction were explored including patterns, influencing factors and the contribution of facilitated interactions to the learners’ English competence. A mixed methods design guided the collection of the data. Salmon’s (2003) model of teaching and learning online was adopted as the main theoretical framework to interpret
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40

Dimmick-Touw, Michelle. "Proposed theories of education for effective teaching and learning when using Web2.0 technology in distance education." Diss., 2020. http://hdl.handle.net/10500/27271.

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The research in this dissertation of limited scope aimed to identify theories of education for effective teaching and learning when using Web2.0 technology in distance education. The rationale for such a study is based on the premise that, globally, the dawn of the Fourth Industrial Revolution is bringing about a rapid technological growth and innovative information communication technology (ICT) tools which are utilised in distance education. The increase in connections across the globe has also seen an increase in online learning as the barriers of time and space have been bridged. These adv
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