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You searched for +publisher:"Universitat Oberta de Catalunya" +contributor:("Universitat Oberta de Catalunya. eLearn Center"). Showing records 1 – 23 of 23 total matches.

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1. Da Silva Ramos, Mónica Elena. Apropiación de las TIC en la infancia y su impacto en la comunidad: posibilidades y límites del modelo educativo Quinta Dimensión en un contexto de vulnerabilidad social en Uruguay.

Degree: 2018, Universitat Oberta de Catalunya

 The present research focuses on the processes of appropriation of information and communication technologies (ICT) during childhood from the development of the educational and collaborative… (more)

Subjects/Keywords: TIC; TIC; ICT; apropiació col·laborativa; apropiación colaborativa; collaborative appropriation; cinquena dimensió; quinta dimensión; fifth dimension; Educación y TIC; 004; 378

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APA (6th Edition):

Da Silva Ramos, M. E. (2018). Apropiación de las TIC en la infancia y su impacto en la comunidad: posibilidades y límites del modelo educativo Quinta Dimensión en un contexto de vulnerabilidad social en Uruguay. (Thesis). Universitat Oberta de Catalunya. Retrieved from http://hdl.handle.net/10803/565529

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Da Silva Ramos, Mónica Elena. “Apropiación de las TIC en la infancia y su impacto en la comunidad: posibilidades y límites del modelo educativo Quinta Dimensión en un contexto de vulnerabilidad social en Uruguay.” 2018. Thesis, Universitat Oberta de Catalunya. Accessed April 17, 2021. http://hdl.handle.net/10803/565529.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Da Silva Ramos, Mónica Elena. “Apropiación de las TIC en la infancia y su impacto en la comunidad: posibilidades y límites del modelo educativo Quinta Dimensión en un contexto de vulnerabilidad social en Uruguay.” 2018. Web. 17 Apr 2021.

Vancouver:

Da Silva Ramos ME. Apropiación de las TIC en la infancia y su impacto en la comunidad: posibilidades y límites del modelo educativo Quinta Dimensión en un contexto de vulnerabilidad social en Uruguay. [Internet] [Thesis]. Universitat Oberta de Catalunya; 2018. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10803/565529.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Da Silva Ramos ME. Apropiación de las TIC en la infancia y su impacto en la comunidad: posibilidades y límites del modelo educativo Quinta Dimensión en un contexto de vulnerabilidad social en Uruguay. [Thesis]. Universitat Oberta de Catalunya; 2018. Available from: http://hdl.handle.net/10803/565529

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. Vázquez Gutiérrez, Maria Azucena. La integración de las Tecnologías Digitales en los centros educativos: actores y prácticas. Tres estudios de caso.

Degree: 2019, Universitat Oberta de Catalunya

 This thesis is based on the premise that certain factors have the potential to aid schools in integrating digital technologies. Thus, by analysing a range… (more)

Subjects/Keywords: tecnologies digitals; tecnologías digitales; digital technologies; TIC; TIC; ICT; estudi de cas; estudio de caso; cases study; desenvolupament professional docent; desarrollo profesional docente; professional teaching development; competència digital; competencia digital; digital competence; Educació i TIC; 3

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APA (6th Edition):

Vázquez Gutiérrez, M. A. (2019). La integración de las Tecnologías Digitales en los centros educativos: actores y prácticas. Tres estudios de caso. (Thesis). Universitat Oberta de Catalunya. Retrieved from http://hdl.handle.net/10803/668811

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Vázquez Gutiérrez, Maria Azucena. “La integración de las Tecnologías Digitales en los centros educativos: actores y prácticas. Tres estudios de caso.” 2019. Thesis, Universitat Oberta de Catalunya. Accessed April 17, 2021. http://hdl.handle.net/10803/668811.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Vázquez Gutiérrez, Maria Azucena. “La integración de las Tecnologías Digitales en los centros educativos: actores y prácticas. Tres estudios de caso.” 2019. Web. 17 Apr 2021.

Vancouver:

Vázquez Gutiérrez MA. La integración de las Tecnologías Digitales en los centros educativos: actores y prácticas. Tres estudios de caso. [Internet] [Thesis]. Universitat Oberta de Catalunya; 2019. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10803/668811.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vázquez Gutiérrez MA. La integración de las Tecnologías Digitales en los centros educativos: actores y prácticas. Tres estudios de caso. [Thesis]. Universitat Oberta de Catalunya; 2019. Available from: http://hdl.handle.net/10803/668811

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

3. Macià Golobardes, Maria. Teachers informal collaboration through online participation to foster professional development / La col·laboració informal docent a través de la participació en xarxes i comunitats en línia per afavorir el desenvolupament professional.

Degree: 2019, Universitat Oberta de Catalunya

 Informal online communities and networks offer teachers opportunities to share learning experiences, reflect on teaching practices, and find emotional support. In this thesis we used… (more)

Subjects/Keywords: xarxes socials; redes sociales; social networking sites; comunitats en línia; comunidades en línea; online communities; desenvolupament professional docent; desarrollo profesional docente; teachers' professional development; aprenentatge informal; aprendizaje informal; informal learning; Twitter; Twitter; Twitter; Educació i TIC; 3

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APA (6th Edition):

Macià Golobardes, M. (2019). Teachers informal collaboration through online participation to foster professional development / La col·laboració informal docent a través de la participació en xarxes i comunitats en línia per afavorir el desenvolupament professional. (Thesis). Universitat Oberta de Catalunya. Retrieved from http://hdl.handle.net/10803/666616

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Macià Golobardes, Maria. “Teachers informal collaboration through online participation to foster professional development / La col·laboració informal docent a través de la participació en xarxes i comunitats en línia per afavorir el desenvolupament professional.” 2019. Thesis, Universitat Oberta de Catalunya. Accessed April 17, 2021. http://hdl.handle.net/10803/666616.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Macià Golobardes, Maria. “Teachers informal collaboration through online participation to foster professional development / La col·laboració informal docent a través de la participació en xarxes i comunitats en línia per afavorir el desenvolupament professional.” 2019. Web. 17 Apr 2021.

Vancouver:

Macià Golobardes M. Teachers informal collaboration through online participation to foster professional development / La col·laboració informal docent a través de la participació en xarxes i comunitats en línia per afavorir el desenvolupament professional. [Internet] [Thesis]. Universitat Oberta de Catalunya; 2019. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10803/666616.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Macià Golobardes M. Teachers informal collaboration through online participation to foster professional development / La col·laboració informal docent a través de la participació en xarxes i comunitats en línia per afavorir el desenvolupament professional. [Thesis]. Universitat Oberta de Catalunya; 2019. Available from: http://hdl.handle.net/10803/666616

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

4. García Tamarit, Consuelo. Aprendizaje colaborativo en grupos virtuales. Relaciones entre condiciones, procesos y resultados de aprendizaje de estudiantes de educación superior en entornos virtuales.

Degree: 2015, Universitat Oberta de Catalunya

 Traditionally, research on collaborative learning in virtual groups has adopted different perspectives, according to two far apart conceptions of learning, considering it as knowledge acquisition,… (more)

Subjects/Keywords: processos cognitius; aprenentatge; educació superior; col·laboració; entorns virtuals; procesos cognitivos; aprendizaje; educación superior; colaboración; entornos virtuales; Cognitive processes; learning; higher education; collaboration; virtual environments; Psicologia i Educació; 159.9

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APA (6th Edition):

García Tamarit, C. (2015). Aprendizaje colaborativo en grupos virtuales. Relaciones entre condiciones, procesos y resultados de aprendizaje de estudiantes de educación superior en entornos virtuales. (Thesis). Universitat Oberta de Catalunya. Retrieved from http://hdl.handle.net/10803/307052

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

García Tamarit, Consuelo. “Aprendizaje colaborativo en grupos virtuales. Relaciones entre condiciones, procesos y resultados de aprendizaje de estudiantes de educación superior en entornos virtuales.” 2015. Thesis, Universitat Oberta de Catalunya. Accessed April 17, 2021. http://hdl.handle.net/10803/307052.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

García Tamarit, Consuelo. “Aprendizaje colaborativo en grupos virtuales. Relaciones entre condiciones, procesos y resultados de aprendizaje de estudiantes de educación superior en entornos virtuales.” 2015. Web. 17 Apr 2021.

Vancouver:

García Tamarit C. Aprendizaje colaborativo en grupos virtuales. Relaciones entre condiciones, procesos y resultados de aprendizaje de estudiantes de educación superior en entornos virtuales. [Internet] [Thesis]. Universitat Oberta de Catalunya; 2015. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10803/307052.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

García Tamarit C. Aprendizaje colaborativo en grupos virtuales. Relaciones entre condiciones, procesos y resultados de aprendizaje de estudiantes de educación superior en entornos virtuales. [Thesis]. Universitat Oberta de Catalunya; 2015. Available from: http://hdl.handle.net/10803/307052

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

5. Pineda Hoyos, Jorge Eduardo. Oral language accuracy, corrective feedback and learner uptake in an online EFL course.

Degree: 2019, Universitat Oberta de Catalunya

 The use of computer-mediated communication (CMC) technologies has broadened the scope of possibilities for language teaching and learning, while also leading teachers and researchers alike… (more)

Subjects/Keywords: corrección de errores; correcció d'errors; corrective feedback; ambientes sincrónicos; ambients sincrònics; synchronous environments; comunicación mediada por computador; comunicació mediada per computador; computer-mediated communication; enseñanza de las lenguas en línea; ensenyament de les llengües en línia; online language teaching; Enseñanza de lenguas; 37; 378; 81

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APA (6th Edition):

Pineda Hoyos, J. E. (2019). Oral language accuracy, corrective feedback and learner uptake in an online EFL course. (Thesis). Universitat Oberta de Catalunya. Retrieved from http://hdl.handle.net/10803/668851

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Pineda Hoyos, Jorge Eduardo. “Oral language accuracy, corrective feedback and learner uptake in an online EFL course.” 2019. Thesis, Universitat Oberta de Catalunya. Accessed April 17, 2021. http://hdl.handle.net/10803/668851.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Pineda Hoyos, Jorge Eduardo. “Oral language accuracy, corrective feedback and learner uptake in an online EFL course.” 2019. Web. 17 Apr 2021.

Vancouver:

Pineda Hoyos JE. Oral language accuracy, corrective feedback and learner uptake in an online EFL course. [Internet] [Thesis]. Universitat Oberta de Catalunya; 2019. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10803/668851.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pineda Hoyos JE. Oral language accuracy, corrective feedback and learner uptake in an online EFL course. [Thesis]. Universitat Oberta de Catalunya; 2019. Available from: http://hdl.handle.net/10803/668851

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

6. Grau Valldosera, Josep. A dropout definition for continuance intention and effective re-enrolment models in online distance learning.

Degree: 2020, Universitat Oberta de Catalunya

 The aim of this research is to establish an empirical definition of dropout that is tailored to UOC students and can be adapted later on… (more)

Subjects/Keywords: educació a distància; online distance learning; abandonament; intencio de continuar; matriculació; educación a distancia; online distance learning; abandono; retención; intención de continuar; matriculación; retenció; distance education; online distance learning; dropout; retention; continuance intention; enrollment; Educació i TIC; 378

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APA (6th Edition):

Grau Valldosera, J. (2020). A dropout definition for continuance intention and effective re-enrolment models in online distance learning. (Thesis). Universitat Oberta de Catalunya. Retrieved from http://hdl.handle.net/10803/668911

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Grau Valldosera, Josep. “A dropout definition for continuance intention and effective re-enrolment models in online distance learning.” 2020. Thesis, Universitat Oberta de Catalunya. Accessed April 17, 2021. http://hdl.handle.net/10803/668911.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Grau Valldosera, Josep. “A dropout definition for continuance intention and effective re-enrolment models in online distance learning.” 2020. Web. 17 Apr 2021.

Vancouver:

Grau Valldosera J. A dropout definition for continuance intention and effective re-enrolment models in online distance learning. [Internet] [Thesis]. Universitat Oberta de Catalunya; 2020. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10803/668911.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Grau Valldosera J. A dropout definition for continuance intention and effective re-enrolment models in online distance learning. [Thesis]. Universitat Oberta de Catalunya; 2020. Available from: http://hdl.handle.net/10803/668911

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

7. Delgado Montoya, William. La competencia digital del profesorado y empoderamiento digital a estudiantes: estudio de caso de asignaturas semipresenciales.

Degree: 2020, Universitat Oberta de Catalunya

 In 2014, the interuniversity postgraduate programme in Occupational Health, one of its kind in Central America, decided to adopt a blended learning approach. In order… (more)

Subjects/Keywords: aprenentatge combinat; aprendizaje combinado; blended learning; competència digital docent; competencia digital docente; digital teaching competence; empoderament estudiant; empoderamiento estudiante; student empowerment; docència universitària; docencia universitaria; university teaching; desenvolupament profesional; desarrollo profesional; professional development; Educación y TIC; 3

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APA (6th Edition):

Delgado Montoya, W. (2020). La competencia digital del profesorado y empoderamiento digital a estudiantes: estudio de caso de asignaturas semipresenciales. (Thesis). Universitat Oberta de Catalunya. Retrieved from http://hdl.handle.net/10803/669929

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Delgado Montoya, William. “La competencia digital del profesorado y empoderamiento digital a estudiantes: estudio de caso de asignaturas semipresenciales.” 2020. Thesis, Universitat Oberta de Catalunya. Accessed April 17, 2021. http://hdl.handle.net/10803/669929.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Delgado Montoya, William. “La competencia digital del profesorado y empoderamiento digital a estudiantes: estudio de caso de asignaturas semipresenciales.” 2020. Web. 17 Apr 2021.

Vancouver:

Delgado Montoya W. La competencia digital del profesorado y empoderamiento digital a estudiantes: estudio de caso de asignaturas semipresenciales. [Internet] [Thesis]. Universitat Oberta de Catalunya; 2020. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10803/669929.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Delgado Montoya W. La competencia digital del profesorado y empoderamiento digital a estudiantes: estudio de caso de asignaturas semipresenciales. [Thesis]. Universitat Oberta de Catalunya; 2020. Available from: http://hdl.handle.net/10803/669929

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

8. Rodera Bermúdez, Ana María. Profesores 2.0 en la universidad del siglo XXI. Criterios para la integración educativa de la web social en la universidad.

Degree: 2012, Universitat Oberta de Catalunya

 The purpose of this thesis is twofold analyze three dimensions developed in Spanish universities which are the organizational one, the teacher training, and the educational… (more)

Subjects/Keywords: pedagogies innovadores; e-learning 2.0; Web 2.0; Educació; Web social; eLearning; 378

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Rodera Bermúdez, A. M. (2012). Profesores 2.0 en la universidad del siglo XXI. Criterios para la integración educativa de la web social en la universidad. (Thesis). Universitat Oberta de Catalunya. Retrieved from http://hdl.handle.net/10803/83342

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Rodera Bermúdez, Ana María. “Profesores 2.0 en la universidad del siglo XXI. Criterios para la integración educativa de la web social en la universidad.” 2012. Thesis, Universitat Oberta de Catalunya. Accessed April 17, 2021. http://hdl.handle.net/10803/83342.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Rodera Bermúdez, Ana María. “Profesores 2.0 en la universidad del siglo XXI. Criterios para la integración educativa de la web social en la universidad.” 2012. Web. 17 Apr 2021.

Vancouver:

Rodera Bermúdez AM. Profesores 2.0 en la universidad del siglo XXI. Criterios para la integración educativa de la web social en la universidad. [Internet] [Thesis]. Universitat Oberta de Catalunya; 2012. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10803/83342.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rodera Bermúdez AM. Profesores 2.0 en la universidad del siglo XXI. Criterios para la integración educativa de la web social en la universidad. [Thesis]. Universitat Oberta de Catalunya; 2012. Available from: http://hdl.handle.net/10803/83342

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

9. Cortés Ordóñez, Armando. Predicting International Critical Success Factors in e-learning: A comparison of four universities from China, Mexico, Spain and USA.

Degree: 2014, Universitat Oberta de Catalunya

 This study identifies factors that contribute to success in online learning in higher education from learners’ and teachers’ perspectives. A systemic and socio-constructivist based model… (more)

Subjects/Keywords: e-learning; factors crítics d'èxit; factores criticos de éxito; critical success factors; satisfacció de l'estudiant; stisfacción del estudiante; learner satisfaction; adquisició de coneixements; adquisición de conocimientos; knowledge acquisition; e-learning; 378

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cortés Ordóñez, A. (2014). Predicting International Critical Success Factors in e-learning: A comparison of four universities from China, Mexico, Spain and USA. (Thesis). Universitat Oberta de Catalunya. Retrieved from http://hdl.handle.net/10803/276198

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cortés Ordóñez, Armando. “Predicting International Critical Success Factors in e-learning: A comparison of four universities from China, Mexico, Spain and USA.” 2014. Thesis, Universitat Oberta de Catalunya. Accessed April 17, 2021. http://hdl.handle.net/10803/276198.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cortés Ordóñez, Armando. “Predicting International Critical Success Factors in e-learning: A comparison of four universities from China, Mexico, Spain and USA.” 2014. Web. 17 Apr 2021.

Vancouver:

Cortés Ordóñez A. Predicting International Critical Success Factors in e-learning: A comparison of four universities from China, Mexico, Spain and USA. [Internet] [Thesis]. Universitat Oberta de Catalunya; 2014. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10803/276198.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cortés Ordóñez A. Predicting International Critical Success Factors in e-learning: A comparison of four universities from China, Mexico, Spain and USA. [Thesis]. Universitat Oberta de Catalunya; 2014. Available from: http://hdl.handle.net/10803/276198

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

10. Llorens Cerdà, Francesc. Identificación y evaluación de la función docente de consultoría en la Universitat Oberta de Catalunya: el caso del ‘Máster Universitario en Educacion y TIC (e-learning)’.

Degree: 2014, Universitat Oberta de Catalunya

This thesis has analyzed the teaching profession at the Open University of Catalonia. Advisors/Committee Members: Universitat Oberta de Catalunya. eLearn Center, [email protected] (authoremail), true (authoremailshow), Sangrà Morer, Albert (director), true (authorsendemail).

Subjects/Keywords: teoriás educativas; teories educatives; educational theories; elearning; diseño de investigación social; disseny d'investigació social; design of social research; Pedagogia; 00; 3; 37

…TIC (e-­‐learning) de la Universitat Oberta de Catalunya… …la Universitat Oberta de Catalunya (UOC). 2006-­‐2011… …en la Universitat Oberta de Catalunya 1 , tomando como… …1 En adelante, indistintamente la Universitat Oberta de Catalunya… …grupo [email protected] en el eLearn Center de la Universitat Oberta de… 

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APA (6th Edition):

Llorens Cerdà, F. (2014). Identificación y evaluación de la función docente de consultoría en la Universitat Oberta de Catalunya: el caso del ‘Máster Universitario en Educacion y TIC (e-learning)’. (Thesis). Universitat Oberta de Catalunya. Retrieved from http://hdl.handle.net/10803/305493

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Llorens Cerdà, Francesc. “Identificación y evaluación de la función docente de consultoría en la Universitat Oberta de Catalunya: el caso del ‘Máster Universitario en Educacion y TIC (e-learning)’.” 2014. Thesis, Universitat Oberta de Catalunya. Accessed April 17, 2021. http://hdl.handle.net/10803/305493.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Llorens Cerdà, Francesc. “Identificación y evaluación de la función docente de consultoría en la Universitat Oberta de Catalunya: el caso del ‘Máster Universitario en Educacion y TIC (e-learning)’.” 2014. Web. 17 Apr 2021.

Vancouver:

Llorens Cerdà F. Identificación y evaluación de la función docente de consultoría en la Universitat Oberta de Catalunya: el caso del ‘Máster Universitario en Educacion y TIC (e-learning)’. [Internet] [Thesis]. Universitat Oberta de Catalunya; 2014. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10803/305493.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Llorens Cerdà F. Identificación y evaluación de la función docente de consultoría en la Universitat Oberta de Catalunya: el caso del ‘Máster Universitario en Educacion y TIC (e-learning)’. [Thesis]. Universitat Oberta de Catalunya; 2014. Available from: http://hdl.handle.net/10803/305493

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

11. Barreto Farfán, Jorge Enrique. Estudio de los mecanismos que inciden en la autorregulación durante el proceso de aprendizaje colaborativo en entornos personales de aprendizaje.

Degree: 2020, Universitat Oberta de Catalunya

 The aim of this study is to identify and categorize the self-regulation mechanisms used by students on a master's degree programme in Didactics of Science… (more)

Subjects/Keywords: aprenentatge autoregulat; aprendizaje autorregulado; self-regulated learning; aprenentatge col·laboratiu; aprendizaje colaborativo; collaborative learning; entorns personals d'aprenentatge; entornos personales de aprendizaje; personal learning environments; aprenentatge en xarxa; aprendizaje en red; network learning; tecnologies de la informació i la comunicació; tecnologías de la información y la comunicación; information and communication technologies; Educación y TIC; 378

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APA (6th Edition):

Barreto Farfán, J. E. (2020). Estudio de los mecanismos que inciden en la autorregulación durante el proceso de aprendizaje colaborativo en entornos personales de aprendizaje. (Thesis). Universitat Oberta de Catalunya. Retrieved from http://hdl.handle.net/10803/669221

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Barreto Farfán, Jorge Enrique. “Estudio de los mecanismos que inciden en la autorregulación durante el proceso de aprendizaje colaborativo en entornos personales de aprendizaje.” 2020. Thesis, Universitat Oberta de Catalunya. Accessed April 17, 2021. http://hdl.handle.net/10803/669221.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Barreto Farfán, Jorge Enrique. “Estudio de los mecanismos que inciden en la autorregulación durante el proceso de aprendizaje colaborativo en entornos personales de aprendizaje.” 2020. Web. 17 Apr 2021.

Vancouver:

Barreto Farfán JE. Estudio de los mecanismos que inciden en la autorregulación durante el proceso de aprendizaje colaborativo en entornos personales de aprendizaje. [Internet] [Thesis]. Universitat Oberta de Catalunya; 2020. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10803/669221.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Barreto Farfán JE. Estudio de los mecanismos que inciden en la autorregulación durante el proceso de aprendizaje colaborativo en entornos personales de aprendizaje. [Thesis]. Universitat Oberta de Catalunya; 2020. Available from: http://hdl.handle.net/10803/669221

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

12. Alemán de la Garza, Lorena Yadira. Hacia un modelo de calidad para cursos en-línea, masivos y abiertos (MOOC): Caso de un MOOC para el desarrollo profesional docente.

Degree: 2016, Universitat Oberta de Catalunya

 MOOC (Massive Open Online Courses) have sparked a global debate regarding to what extent they constitute quality teaching material. The aim of this research is… (more)

Subjects/Keywords: MOOC; MOOC; MOOC; capacitació docent; capacitación docente; teacher training; gestió educativa; gestión educativa; education management; qualitat; calidad; quality; lideratge; liderazgo; leadership; Tecnología Educativa; Desarrollo Profesional Docente: Gestión Educativa; 371

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APA (6th Edition):

Alemán de la Garza, L. Y. (2016). Hacia un modelo de calidad para cursos en-línea, masivos y abiertos (MOOC): Caso de un MOOC para el desarrollo profesional docente. (Thesis). Universitat Oberta de Catalunya. Retrieved from http://hdl.handle.net/10803/565505

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Alemán de la Garza, Lorena Yadira. “Hacia un modelo de calidad para cursos en-línea, masivos y abiertos (MOOC): Caso de un MOOC para el desarrollo profesional docente.” 2016. Thesis, Universitat Oberta de Catalunya. Accessed April 17, 2021. http://hdl.handle.net/10803/565505.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Alemán de la Garza, Lorena Yadira. “Hacia un modelo de calidad para cursos en-línea, masivos y abiertos (MOOC): Caso de un MOOC para el desarrollo profesional docente.” 2016. Web. 17 Apr 2021.

Vancouver:

Alemán de la Garza LY. Hacia un modelo de calidad para cursos en-línea, masivos y abiertos (MOOC): Caso de un MOOC para el desarrollo profesional docente. [Internet] [Thesis]. Universitat Oberta de Catalunya; 2016. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10803/565505.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Alemán de la Garza LY. Hacia un modelo de calidad para cursos en-línea, masivos y abiertos (MOOC): Caso de un MOOC para el desarrollo profesional docente. [Thesis]. Universitat Oberta de Catalunya; 2016. Available from: http://hdl.handle.net/10803/565505

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

13. Monguillot Hernando, Meritxell. Diseño, implementación y evaluación de situaciones de aprendizaje mediadas por TIC en Educación Física a través de la colaboración docente.

Degree: 2017, Universitat Oberta de Catalunya

 The research problem starts from the decontextualization between the educational practices in school, the characteristics and needs of the current society and the lack of… (more)

Subjects/Keywords: colaboración docente; TIC; educación física; teacher collaboration; ICT; physical education; col·laboració docent; TIC; educació física; Competències digitals; 378

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APA (6th Edition):

Monguillot Hernando, M. (2017). Diseño, implementación y evaluación de situaciones de aprendizaje mediadas por TIC en Educación Física a través de la colaboración docente. (Thesis). Universitat Oberta de Catalunya. Retrieved from http://hdl.handle.net/10803/404673

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Monguillot Hernando, Meritxell. “Diseño, implementación y evaluación de situaciones de aprendizaje mediadas por TIC en Educación Física a través de la colaboración docente.” 2017. Thesis, Universitat Oberta de Catalunya. Accessed April 17, 2021. http://hdl.handle.net/10803/404673.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Monguillot Hernando, Meritxell. “Diseño, implementación y evaluación de situaciones de aprendizaje mediadas por TIC en Educación Física a través de la colaboración docente.” 2017. Web. 17 Apr 2021.

Vancouver:

Monguillot Hernando M. Diseño, implementación y evaluación de situaciones de aprendizaje mediadas por TIC en Educación Física a través de la colaboración docente. [Internet] [Thesis]. Universitat Oberta de Catalunya; 2017. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10803/404673.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Monguillot Hernando M. Diseño, implementación y evaluación de situaciones de aprendizaje mediadas por TIC en Educación Física a través de la colaboración docente. [Thesis]. Universitat Oberta de Catalunya; 2017. Available from: http://hdl.handle.net/10803/404673

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. Krull, Greig Emil. Supporting seamless learning: Students' use of multiple devices in open and distance learning universities.

Degree: 2018, Universitat Oberta de Catalunya

 The objective of this doctoral thesis is to understand the learning habits and behaviours of students using different devices in their learning in order to… (more)

Subjects/Keywords: aprenentatge obert i a distància; aprendizaje abierto y a distancia; open and distance learning; múltiples dispositius; dispositivos múltiples; multiple devices; suport per a l'aprenentatge; ayuda al aprendizaje; seamless learning; aprenentatge mòbil; aprendizaje móvil; mobile learning; e-learning; 378

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Krull, G. E. (2018). Supporting seamless learning: Students' use of multiple devices in open and distance learning universities. (Thesis). Universitat Oberta de Catalunya. Retrieved from http://hdl.handle.net/10803/460834

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Krull, Greig Emil. “Supporting seamless learning: Students' use of multiple devices in open and distance learning universities.” 2018. Thesis, Universitat Oberta de Catalunya. Accessed April 17, 2021. http://hdl.handle.net/10803/460834.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Krull, Greig Emil. “Supporting seamless learning: Students' use of multiple devices in open and distance learning universities.” 2018. Web. 17 Apr 2021.

Vancouver:

Krull GE. Supporting seamless learning: Students' use of multiple devices in open and distance learning universities. [Internet] [Thesis]. Universitat Oberta de Catalunya; 2018. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10803/460834.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Krull GE. Supporting seamless learning: Students' use of multiple devices in open and distance learning universities. [Thesis]. Universitat Oberta de Catalunya; 2018. Available from: http://hdl.handle.net/10803/460834

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

15. Martínez Cerdà, Juan Francisco. Socio-technical lifelong e-learning for the 21st Century: employability and empowerment.

Degree: 2018, Universitat Oberta de Catalunya

 This research studies the viability of empowerment-based online education as a way to improve employability in the 21st century. Specifically, through an implementation of human… (more)

Subjects/Keywords: educació online; educación online; online education; ocupabilitat; empleabilidad; employability; apoderament; empoderamiento; empowerment; tecnologies de la informació i la comunicació (TIC); tecnologías de la información y la comunicación (TIC); information and communication technologies (ICT); aprenentatge al llarg de la vida; aprendizaje a lo largo de la vida; lifelong learning; alfabetització mediàtica; alfabetización mediática; media literacy; e-learning; e-learning; e-learning; habilitats; habilidades; skills; Educación y TIC; 316; 33; 331; 37; 371; 378; 65

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APA (6th Edition):

Martínez Cerdà, J. F. (2018). Socio-technical lifelong e-learning for the 21st Century: employability and empowerment. (Thesis). Universitat Oberta de Catalunya. Retrieved from http://hdl.handle.net/10803/461584

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Martínez Cerdà, Juan Francisco. “Socio-technical lifelong e-learning for the 21st Century: employability and empowerment.” 2018. Thesis, Universitat Oberta de Catalunya. Accessed April 17, 2021. http://hdl.handle.net/10803/461584.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Martínez Cerdà, Juan Francisco. “Socio-technical lifelong e-learning for the 21st Century: employability and empowerment.” 2018. Web. 17 Apr 2021.

Vancouver:

Martínez Cerdà JF. Socio-technical lifelong e-learning for the 21st Century: employability and empowerment. [Internet] [Thesis]. Universitat Oberta de Catalunya; 2018. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10803/461584.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Martínez Cerdà JF. Socio-technical lifelong e-learning for the 21st Century: employability and empowerment. [Thesis]. Universitat Oberta de Catalunya; 2018. Available from: http://hdl.handle.net/10803/461584

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

16. Esposito, Antonella. The transition ‘from student to researcher’ in the digital age: Exploring the affordances of emerging ecologies of the PhD e-researchers.

Degree: 2014, Universitat Oberta de Catalunya

 This doctoral dissertation is concerned with an exploratory study on how emerging learning ecologies enabled by Web 2.0 and social web are affecting the self-organized… (more)

Subjects/Keywords: doctoral researchers; digital scholars; learning ecologies; chronotope; digital engagement; e-Learning; 378

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Esposito, A. (2014). The transition ‘from student to researcher’ in the digital age: Exploring the affordances of emerging ecologies of the PhD e-researchers. (Thesis). Universitat Oberta de Catalunya. Retrieved from http://hdl.handle.net/10803/290995

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Esposito, Antonella. “The transition ‘from student to researcher’ in the digital age: Exploring the affordances of emerging ecologies of the PhD e-researchers.” 2014. Thesis, Universitat Oberta de Catalunya. Accessed April 17, 2021. http://hdl.handle.net/10803/290995.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Esposito, Antonella. “The transition ‘from student to researcher’ in the digital age: Exploring the affordances of emerging ecologies of the PhD e-researchers.” 2014. Web. 17 Apr 2021.

Vancouver:

Esposito A. The transition ‘from student to researcher’ in the digital age: Exploring the affordances of emerging ecologies of the PhD e-researchers. [Internet] [Thesis]. Universitat Oberta de Catalunya; 2014. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10803/290995.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Esposito A. The transition ‘from student to researcher’ in the digital age: Exploring the affordances of emerging ecologies of the PhD e-researchers. [Thesis]. Universitat Oberta de Catalunya; 2014. Available from: http://hdl.handle.net/10803/290995

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

17. Knight, Janine. Learner agency in online task-based language learning for spoken interaction.

Degree: 2018, Universitat Oberta de Catalunya

 The present study aims to explore the relationship between learner agency, screen-based resources (such as navigational buttons and textual task instructions) and meaning making in… (more)

Subjects/Keywords: poder de decisió i d'acció de l'alumne; poder de decisión y acción del aprendiz; learner agency; recursos en pantalla; recursos basados en la pantalla; screen-based resources; torns multimodals; turnos multimodales; multimodal turn-taking; tasques d'interacció oral; tareas para interacción oral; spoken interaction tasks; comunicació sincrònica mitjançant ordinador (CSMO); CMC síncrona (SCMC); synchronous computer mediated comunication (SCMC); mediació semiòtica; mediación semiótica; semiotic mediation; Aprenentatge de Llengües; 8

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APA (6th Edition):

Knight, J. (2018). Learner agency in online task-based language learning for spoken interaction. (Thesis). Universitat Oberta de Catalunya. Retrieved from http://hdl.handle.net/10803/664231

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Knight, Janine. “Learner agency in online task-based language learning for spoken interaction.” 2018. Thesis, Universitat Oberta de Catalunya. Accessed April 17, 2021. http://hdl.handle.net/10803/664231.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Knight, Janine. “Learner agency in online task-based language learning for spoken interaction.” 2018. Web. 17 Apr 2021.

Vancouver:

Knight J. Learner agency in online task-based language learning for spoken interaction. [Internet] [Thesis]. Universitat Oberta de Catalunya; 2018. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10803/664231.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Knight J. Learner agency in online task-based language learning for spoken interaction. [Thesis]. Universitat Oberta de Catalunya; 2018. Available from: http://hdl.handle.net/10803/664231

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

18. Serarols Boada, Jordi. La implementació de les TIC en els centres d'ensenyament secundari de Catalunya: propostes d'organització i gestió a partir d'estudis de cas.

Degree: 2019, Universitat Oberta de Catalunya

 This doctoral thesis aims to improve our understanding of the organization, management and role of school administrators in the implementation of ICT in digitally mature… (more)

Subjects/Keywords: avaluació de centre; evaluación de centro; school evaluation; organització de centre; organización de centro; school organization; tecnologies digitals; tecnologías digitales; digital tecnologies; aprenentatge virtual; e-learning; e-learning; educació i TIC; educación y TIC; education & ICT; Educació i TIC; 371

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APA (6th Edition):

Serarols Boada, J. (2019). La implementació de les TIC en els centres d'ensenyament secundari de Catalunya: propostes d'organització i gestió a partir d'estudis de cas. (Thesis). Universitat Oberta de Catalunya. Retrieved from http://hdl.handle.net/10803/667316

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Serarols Boada, Jordi. “La implementació de les TIC en els centres d'ensenyament secundari de Catalunya: propostes d'organització i gestió a partir d'estudis de cas.” 2019. Thesis, Universitat Oberta de Catalunya. Accessed April 17, 2021. http://hdl.handle.net/10803/667316.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Serarols Boada, Jordi. “La implementació de les TIC en els centres d'ensenyament secundari de Catalunya: propostes d'organització i gestió a partir d'estudis de cas.” 2019. Web. 17 Apr 2021.

Vancouver:

Serarols Boada J. La implementació de les TIC en els centres d'ensenyament secundari de Catalunya: propostes d'organització i gestió a partir d'estudis de cas. [Internet] [Thesis]. Universitat Oberta de Catalunya; 2019. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10803/667316.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Serarols Boada J. La implementació de les TIC en els centres d'ensenyament secundari de Catalunya: propostes d'organització i gestió a partir d'estudis de cas. [Thesis]. Universitat Oberta de Catalunya; 2019. Available from: http://hdl.handle.net/10803/667316

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

19. Rocosa Alsina, Balbina. El desenvolupament de la competència d'aprendre a aprendre amb el suport de les TIC. Estudi de cas múltiple a centres d'ensenyament secundari de Catalunya.

Degree: 2019, Universitat Oberta de Catalunya

 This thesis looks, from a strategic and methodological perspective, at the development of the Learning to Learn Competency (LLC), how it is implemented and the… (more)

Subjects/Keywords: competència d'aprendre a aprendre; competencia de aprender a aprender; learning to learn comptency; aprenentatge estratègic; aprendizaje estratégico; strategic learning; metacognició; metacognición; metacognition; tecnologia avançada de l'aprenentatge; tecnología avanzada del aprendizaje; advanced learning technology; TIC; TIC; ICT; Educació i TIC; 373

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APA (6th Edition):

Rocosa Alsina, B. (2019). El desenvolupament de la competència d'aprendre a aprendre amb el suport de les TIC. Estudi de cas múltiple a centres d'ensenyament secundari de Catalunya. (Thesis). Universitat Oberta de Catalunya. Retrieved from http://hdl.handle.net/10803/668437

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Rocosa Alsina, Balbina. “El desenvolupament de la competència d'aprendre a aprendre amb el suport de les TIC. Estudi de cas múltiple a centres d'ensenyament secundari de Catalunya.” 2019. Thesis, Universitat Oberta de Catalunya. Accessed April 17, 2021. http://hdl.handle.net/10803/668437.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Rocosa Alsina, Balbina. “El desenvolupament de la competència d'aprendre a aprendre amb el suport de les TIC. Estudi de cas múltiple a centres d'ensenyament secundari de Catalunya.” 2019. Web. 17 Apr 2021.

Vancouver:

Rocosa Alsina B. El desenvolupament de la competència d'aprendre a aprendre amb el suport de les TIC. Estudi de cas múltiple a centres d'ensenyament secundari de Catalunya. [Internet] [Thesis]. Universitat Oberta de Catalunya; 2019. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10803/668437.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rocosa Alsina B. El desenvolupament de la competència d'aprendre a aprendre amb el suport de les TIC. Estudi de cas múltiple a centres d'ensenyament secundari de Catalunya. [Thesis]. Universitat Oberta de Catalunya; 2019. Available from: http://hdl.handle.net/10803/668437

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

20. Peters, Mitchell Joseph. The contribution of lifelong learning ecologies in online higher education: graduate student learning across contexts.

Degree: 2020, Universitat Oberta de Catalunya

 Higher Education institutions have increasingly had to adapt to both the digitalization of education and a broad global demographic of students re-entering formal education at… (more)

Subjects/Keywords: ecologies d'aprenentatge al llarg de la vida; ecologías de aprendizaje a lo largo de la vida; lifelong learning ecologies; experiències d'aprenentatge dels estudiants; experiencias de aprendizaje de los estudiantes; students experiences of learning; continuo de aprendizaje formal e informal; continu d'aprenentatge formal i informal; continuum of formal and informal learning; Educació i TIC; 37; 377; 378

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APA (6th Edition):

Peters, M. J. (2020). The contribution of lifelong learning ecologies in online higher education: graduate student learning across contexts. (Thesis). Universitat Oberta de Catalunya. Retrieved from http://hdl.handle.net/10803/670302

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Peters, Mitchell Joseph. “The contribution of lifelong learning ecologies in online higher education: graduate student learning across contexts.” 2020. Thesis, Universitat Oberta de Catalunya. Accessed April 17, 2021. http://hdl.handle.net/10803/670302.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Peters, Mitchell Joseph. “The contribution of lifelong learning ecologies in online higher education: graduate student learning across contexts.” 2020. Web. 17 Apr 2021.

Vancouver:

Peters MJ. The contribution of lifelong learning ecologies in online higher education: graduate student learning across contexts. [Internet] [Thesis]. Universitat Oberta de Catalunya; 2020. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10803/670302.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Peters MJ. The contribution of lifelong learning ecologies in online higher education: graduate student learning across contexts. [Thesis]. Universitat Oberta de Catalunya; 2020. Available from: http://hdl.handle.net/10803/670302

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

21. Marco Galindo, Maria Jesús. Enginyeria curricular del sistema d’ensenyament-aprenentatge de la competència comunicativa escrita en els plans d’estudi TIC de la UOC.

Degree: 2013, Universitat Oberta de Catalunya

 The importance of written communication skills for professionals in the field of ICT is widely referred to in the literature, which also mentions the shortcomings… (more)

Subjects/Keywords: competència comunicativa escrita; enginyeria curricular; avaluació per competències; competències transversals; competencia comunicativa escrita; ingeniería curricular; evaluación por competencias; competencias transversales; written communication skills; engineering curriculum; evaluation skills; transversal competences; elearning; 378

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Marco Galindo, M. J. (2013). Enginyeria curricular del sistema d’ensenyament-aprenentatge de la competència comunicativa escrita en els plans d’estudi TIC de la UOC. (Thesis). Universitat Oberta de Catalunya. Retrieved from http://hdl.handle.net/10803/145070

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Marco Galindo, Maria Jesús. “Enginyeria curricular del sistema d’ensenyament-aprenentatge de la competència comunicativa escrita en els plans d’estudi TIC de la UOC.” 2013. Thesis, Universitat Oberta de Catalunya. Accessed April 17, 2021. http://hdl.handle.net/10803/145070.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Marco Galindo, Maria Jesús. “Enginyeria curricular del sistema d’ensenyament-aprenentatge de la competència comunicativa escrita en els plans d’estudi TIC de la UOC.” 2013. Web. 17 Apr 2021.

Vancouver:

Marco Galindo MJ. Enginyeria curricular del sistema d’ensenyament-aprenentatge de la competència comunicativa escrita en els plans d’estudi TIC de la UOC. [Internet] [Thesis]. Universitat Oberta de Catalunya; 2013. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10803/145070.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Marco Galindo MJ. Enginyeria curricular del sistema d’ensenyament-aprenentatge de la competència comunicativa escrita en els plans d’estudi TIC de la UOC. [Thesis]. Universitat Oberta de Catalunya; 2013. Available from: http://hdl.handle.net/10803/145070

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

22. Ferran Biera, Neus. Canvis en l'organització i la metodologia educativa lligats a la integració de les TIC a l'aula: el cas de les escoles Pies de Catalunya.

Degree: 2015, Universitat Oberta de Catalunya

 La investigación se centra en la idea de cambio como consecuencia de la integración de las TIC en las aulas escolares en un conjunto de(more)

Subjects/Keywords: TIC; Organització; metodologies; factors; canvi; TIC; organización; metodologías; factores; cambio; ICT; organization; methodology; factors; change; Educació; 371

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ferran Biera, N. (2015). Canvis en l'organització i la metodologia educativa lligats a la integració de les TIC a l'aula: el cas de les escoles Pies de Catalunya. (Thesis). Universitat Oberta de Catalunya. Retrieved from http://hdl.handle.net/10803/306600

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ferran Biera, Neus. “Canvis en l'organització i la metodologia educativa lligats a la integració de les TIC a l'aula: el cas de les escoles Pies de Catalunya.” 2015. Thesis, Universitat Oberta de Catalunya. Accessed April 17, 2021. http://hdl.handle.net/10803/306600.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ferran Biera, Neus. “Canvis en l'organització i la metodologia educativa lligats a la integració de les TIC a l'aula: el cas de les escoles Pies de Catalunya.” 2015. Web. 17 Apr 2021.

Vancouver:

Ferran Biera N. Canvis en l'organització i la metodologia educativa lligats a la integració de les TIC a l'aula: el cas de les escoles Pies de Catalunya. [Internet] [Thesis]. Universitat Oberta de Catalunya; 2015. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10803/306600.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ferran Biera N. Canvis en l'organització i la metodologia educativa lligats a la integració de les TIC a l'aula: el cas de les escoles Pies de Catalunya. [Thesis]. Universitat Oberta de Catalunya; 2015. Available from: http://hdl.handle.net/10803/306600

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

23. Ferreras i Garcia, Raquel. Les competències emprenedores en entorns virtuals d’aprenentatge: anàlisi de la seva eficàcia en els plans d’empresa de la UOC.

Degree: 2017, Universitat Oberta de Catalunya

 The aim of the study is to evaluate the effects of the creation of business plans on the development of entrepreneurial competences of students. One… (more)

Subjects/Keywords: e-learning; plan de empresa; emprendeduría; competencias; e-learning; business plan; entrepreneurship; competences; e-learning; pla d’empresa; emprenedoria; competències; E-learning; 37

…Administració i Direcció d'empreses (ADE) a la Universitat Oberta de Catalunya (… …la Universitat Oberta de Catalunya. Des del quart apartat fins al vuitè estudiem les… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ferreras i Garcia, R. (2017). Les competències emprenedores en entorns virtuals d’aprenentatge: anàlisi de la seva eficàcia en els plans d’empresa de la UOC. (Thesis). Universitat Oberta de Catalunya. Retrieved from http://hdl.handle.net/10803/404670

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ferreras i Garcia, Raquel. “Les competències emprenedores en entorns virtuals d’aprenentatge: anàlisi de la seva eficàcia en els plans d’empresa de la UOC.” 2017. Thesis, Universitat Oberta de Catalunya. Accessed April 17, 2021. http://hdl.handle.net/10803/404670.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ferreras i Garcia, Raquel. “Les competències emprenedores en entorns virtuals d’aprenentatge: anàlisi de la seva eficàcia en els plans d’empresa de la UOC.” 2017. Web. 17 Apr 2021.

Vancouver:

Ferreras i Garcia R. Les competències emprenedores en entorns virtuals d’aprenentatge: anàlisi de la seva eficàcia en els plans d’empresa de la UOC. [Internet] [Thesis]. Universitat Oberta de Catalunya; 2017. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10803/404670.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ferreras i Garcia R. Les competències emprenedores en entorns virtuals d’aprenentatge: anàlisi de la seva eficàcia en els plans d’empresa de la UOC. [Thesis]. Universitat Oberta de Catalunya; 2017. Available from: http://hdl.handle.net/10803/404670

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.