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You searched for +publisher:"University of North Texas" +contributor:("Jones, Greg"). Showing records 1 – 23 of 23 total matches.

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University of North Texas

1. Krumwiede, Kimberly A.H. Using Situated Learning, Community of Practice, and Guided Online Discourse in Healthcare Education for Learning Effective Interprofessional Communication.

Degree: 2016, University of North Texas

 The problem exists that there are no education initiatives focused on teaching and taking into practice the skills of effective interprofessional discourse in this online,… (more)

Subjects/Keywords: Situated Learning; Community of Practice; Guided Online Discourse; Healthcare Education; Interprofessional Communication; IPE; interprofessional education; electronic health record; EHR

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APA (6th Edition):

Krumwiede, K. A. H. (2016). Using Situated Learning, Community of Practice, and Guided Online Discourse in Healthcare Education for Learning Effective Interprofessional Communication. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc955043/

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):

Krumwiede, Kimberly A H. “Using Situated Learning, Community of Practice, and Guided Online Discourse in Healthcare Education for Learning Effective Interprofessional Communication.” 2016. Thesis, University of North Texas. Accessed April 04, 2020. https://digital.library.unt.edu/ark:/67531/metadc955043/.

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

MLA Handbook (7th Edition):

Krumwiede, Kimberly A H. “Using Situated Learning, Community of Practice, and Guided Online Discourse in Healthcare Education for Learning Effective Interprofessional Communication.” 2016. Web. 04 Apr 2020.

Vancouver:

Krumwiede KAH. Using Situated Learning, Community of Practice, and Guided Online Discourse in Healthcare Education for Learning Effective Interprofessional Communication. [Internet] [Thesis]. University of North Texas; 2016. [cited 2020 Apr 04]. Available from: https://digital.library.unt.edu/ark:/67531/metadc955043/.

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

Council of Science Editors:

Krumwiede KAH. Using Situated Learning, Community of Practice, and Guided Online Discourse in Healthcare Education for Learning Effective Interprofessional Communication. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc955043/

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


University of North Texas

2. Royal, Joy. Are They Ready? a Multi-case Study of Traditional and Innovative Texas Teacher’s Perceptions of 21St Century Skills in Teaching and Learning.

Degree: 2012, University of North Texas

 The 21st century is now in the second decade and the need for 21st century skills is discussed at all levels of education as necessary… (more)

Subjects/Keywords: Instructional technology; educational computing; 21st century skills; technology integration; teacher perception; education; curriculum; teacher

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APA (6th Edition):

Royal, J. (2012). Are They Ready? a Multi-case Study of Traditional and Innovative Texas Teacher’s Perceptions of 21St Century Skills in Teaching and Learning. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc115150/

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):

Royal, Joy. “Are They Ready? a Multi-case Study of Traditional and Innovative Texas Teacher’s Perceptions of 21St Century Skills in Teaching and Learning.” 2012. Thesis, University of North Texas. Accessed April 04, 2020. https://digital.library.unt.edu/ark:/67531/metadc115150/.

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

MLA Handbook (7th Edition):

Royal, Joy. “Are They Ready? a Multi-case Study of Traditional and Innovative Texas Teacher’s Perceptions of 21St Century Skills in Teaching and Learning.” 2012. Web. 04 Apr 2020.

Vancouver:

Royal J. Are They Ready? a Multi-case Study of Traditional and Innovative Texas Teacher’s Perceptions of 21St Century Skills in Teaching and Learning. [Internet] [Thesis]. University of North Texas; 2012. [cited 2020 Apr 04]. Available from: https://digital.library.unt.edu/ark:/67531/metadc115150/.

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

Council of Science Editors:

Royal J. Are They Ready? a Multi-case Study of Traditional and Innovative Texas Teacher’s Perceptions of 21St Century Skills in Teaching and Learning. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc115150/

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


University of North Texas

3. Dziorny, Mary Aileen. Online Course Design Elements to Better Meet the Academic Needs of Students with Dyslexia in Higher Education.

Degree: 2012, University of North Texas

 This study sought to determine if an online course designed and delivered in Second Life can meet the needs of higher education students with dyslexia.… (more)

Subjects/Keywords: Instructional design; Second Life; virtual environments; dyslexia

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APA (6th Edition):

Dziorny, M. A. (2012). Online Course Design Elements to Better Meet the Academic Needs of Students with Dyslexia in Higher Education. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc115072/

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):

Dziorny, Mary Aileen. “Online Course Design Elements to Better Meet the Academic Needs of Students with Dyslexia in Higher Education.” 2012. Thesis, University of North Texas. Accessed April 04, 2020. https://digital.library.unt.edu/ark:/67531/metadc115072/.

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

MLA Handbook (7th Edition):

Dziorny, Mary Aileen. “Online Course Design Elements to Better Meet the Academic Needs of Students with Dyslexia in Higher Education.” 2012. Web. 04 Apr 2020.

Vancouver:

Dziorny MA. Online Course Design Elements to Better Meet the Academic Needs of Students with Dyslexia in Higher Education. [Internet] [Thesis]. University of North Texas; 2012. [cited 2020 Apr 04]. Available from: https://digital.library.unt.edu/ark:/67531/metadc115072/.

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

Council of Science Editors:

Dziorny MA. Online Course Design Elements to Better Meet the Academic Needs of Students with Dyslexia in Higher Education. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc115072/

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


University of North Texas

4. Bigenho, Christopher William. Student reflections as artifacts of self-regulatory behaviors for learning: A tale of two courses.

Degree: 2011, University of North Texas

 The rapid growth of online and blended learning environments in both higher education and K-12, along with the development of innovative game based, narrative driven,… (more)

Subjects/Keywords: Self-regulation; metacognition; self-reflections; online learning; blended learning; e-learning; instructional design

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APA (6th Edition):

Bigenho, C. W. (2011). Student reflections as artifacts of self-regulatory behaviors for learning: A tale of two courses. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc103291/

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):

Bigenho, Christopher William. “Student reflections as artifacts of self-regulatory behaviors for learning: A tale of two courses.” 2011. Thesis, University of North Texas. Accessed April 04, 2020. https://digital.library.unt.edu/ark:/67531/metadc103291/.

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

MLA Handbook (7th Edition):

Bigenho, Christopher William. “Student reflections as artifacts of self-regulatory behaviors for learning: A tale of two courses.” 2011. Web. 04 Apr 2020.

Vancouver:

Bigenho CW. Student reflections as artifacts of self-regulatory behaviors for learning: A tale of two courses. [Internet] [Thesis]. University of North Texas; 2011. [cited 2020 Apr 04]. Available from: https://digital.library.unt.edu/ark:/67531/metadc103291/.

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

Council of Science Editors:

Bigenho CW. Student reflections as artifacts of self-regulatory behaviors for learning: A tale of two courses. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc103291/

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


University of North Texas

5. Piller, Yulia. Factors influencing parental attitudes toward digital game-based learning.

Degree: 2016, University of North Texas

 The purpose of this non-positivistic mixed-methods study is to examine parental attitudes towards the use of computer and video games in their child’s classroom and… (more)

Subjects/Keywords: DGBL; Game-based learning; Parental Attitudes; Social Norm; Attitude Theory

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APA (6th Edition):

Piller, Y. (2016). Factors influencing parental attitudes toward digital game-based learning. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc849636/

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):

Piller, Yulia. “Factors influencing parental attitudes toward digital game-based learning.” 2016. Thesis, University of North Texas. Accessed April 04, 2020. https://digital.library.unt.edu/ark:/67531/metadc849636/.

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

MLA Handbook (7th Edition):

Piller, Yulia. “Factors influencing parental attitudes toward digital game-based learning.” 2016. Web. 04 Apr 2020.

Vancouver:

Piller Y. Factors influencing parental attitudes toward digital game-based learning. [Internet] [Thesis]. University of North Texas; 2016. [cited 2020 Apr 04]. Available from: https://digital.library.unt.edu/ark:/67531/metadc849636/.

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

Council of Science Editors:

Piller Y. Factors influencing parental attitudes toward digital game-based learning. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc849636/

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


University of North Texas

6. Copeland, Matthew Blair. Learner Modal Preference and Content Delivery Method Predicting Learner Performance and Satisfaction.

Degree: 2016, University of North Texas

 The purpose of the study was to investigate how the online, computer-based learner's personal learning profile (Preference), the content delivery method supplemented with visual content… (more)

Subjects/Keywords: Learning Style; VARK; VAK; Distance Learning; Online; Performance; Satisfaction; Predicting; EFA; CFA; Item Analysis; Correlation; RM-ANOVA; Repeated Measures; Analysis of Variance

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APA (6th Edition):

Copeland, M. B. (2016). Learner Modal Preference and Content Delivery Method Predicting Learner Performance and Satisfaction. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc862858/

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):

Copeland, Matthew Blair. “Learner Modal Preference and Content Delivery Method Predicting Learner Performance and Satisfaction.” 2016. Thesis, University of North Texas. Accessed April 04, 2020. https://digital.library.unt.edu/ark:/67531/metadc862858/.

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

MLA Handbook (7th Edition):

Copeland, Matthew Blair. “Learner Modal Preference and Content Delivery Method Predicting Learner Performance and Satisfaction.” 2016. Web. 04 Apr 2020.

Vancouver:

Copeland MB. Learner Modal Preference and Content Delivery Method Predicting Learner Performance and Satisfaction. [Internet] [Thesis]. University of North Texas; 2016. [cited 2020 Apr 04]. Available from: https://digital.library.unt.edu/ark:/67531/metadc862858/.

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

Council of Science Editors:

Copeland MB. Learner Modal Preference and Content Delivery Method Predicting Learner Performance and Satisfaction. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc862858/

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


University of North Texas

7. Miller, Gary. Technology-enhanced Classroom Environments and English Language Acquisition Among Native Spanish-speaking, English Language Learners in the Preschool and Elementary Classroom.

Degree: 2013, University of North Texas

 This qualitative study addressed the question: What are the perceptions of preschool and elementary bilingual and ESL teachers on how technology-enhanced classroom environments support native… (more)

Subjects/Keywords: Emerging technologies; language acquisition; bilingual education

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APA (6th Edition):

Miller, G. (2013). Technology-enhanced Classroom Environments and English Language Acquisition Among Native Spanish-speaking, English Language Learners in the Preschool and Elementary Classroom. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500193/

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):

Miller, Gary. “Technology-enhanced Classroom Environments and English Language Acquisition Among Native Spanish-speaking, English Language Learners in the Preschool and Elementary Classroom.” 2013. Thesis, University of North Texas. Accessed April 04, 2020. https://digital.library.unt.edu/ark:/67531/metadc500193/.

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

MLA Handbook (7th Edition):

Miller, Gary. “Technology-enhanced Classroom Environments and English Language Acquisition Among Native Spanish-speaking, English Language Learners in the Preschool and Elementary Classroom.” 2013. Web. 04 Apr 2020.

Vancouver:

Miller G. Technology-enhanced Classroom Environments and English Language Acquisition Among Native Spanish-speaking, English Language Learners in the Preschool and Elementary Classroom. [Internet] [Thesis]. University of North Texas; 2013. [cited 2020 Apr 04]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500193/.

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

Council of Science Editors:

Miller G. Technology-enhanced Classroom Environments and English Language Acquisition Among Native Spanish-speaking, English Language Learners in the Preschool and Elementary Classroom. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc500193/

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


University of North Texas

8. Gardner, David. Motivating Pre-service Teachers to Incorporate Technology Into the Classroom.

Degree: 2013, University of North Texas

 Technology integration into the classroom is a multi-faceted and complex topic. One factor that can have an effect on a teacher's incorporation of technology into… (more)

Subjects/Keywords: Pre-service; teachers; technology; education

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APA (6th Edition):

Gardner, D. (2013). Motivating Pre-service Teachers to Incorporate Technology Into the Classroom. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500101/

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):

Gardner, David. “Motivating Pre-service Teachers to Incorporate Technology Into the Classroom.” 2013. Thesis, University of North Texas. Accessed April 04, 2020. https://digital.library.unt.edu/ark:/67531/metadc500101/.

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

MLA Handbook (7th Edition):

Gardner, David. “Motivating Pre-service Teachers to Incorporate Technology Into the Classroom.” 2013. Web. 04 Apr 2020.

Vancouver:

Gardner D. Motivating Pre-service Teachers to Incorporate Technology Into the Classroom. [Internet] [Thesis]. University of North Texas; 2013. [cited 2020 Apr 04]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500101/.

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

Council of Science Editors:

Gardner D. Motivating Pre-service Teachers to Incorporate Technology Into the Classroom. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc500101/

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


University of North Texas

9. Faulkner, Christopher G. Exploring the Relationships Between Faculty Beliefs and Technology Preferences.

Degree: 2015, University of North Texas

 All too often faculty are asked to implement technology into their teaching without the knowledge necessary to use the technology effectively. Due to the evolution… (more)

Subjects/Keywords: faculty beliefs; faculty development; technology adoption; Educational technology.; College teaching  – Aids and devices.; College teachers.

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APA (6th Edition):

Faulkner, C. G. (2015). Exploring the Relationships Between Faculty Beliefs and Technology Preferences. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc799481/

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):

Faulkner, Christopher G. “Exploring the Relationships Between Faculty Beliefs and Technology Preferences.” 2015. Thesis, University of North Texas. Accessed April 04, 2020. https://digital.library.unt.edu/ark:/67531/metadc799481/.

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

MLA Handbook (7th Edition):

Faulkner, Christopher G. “Exploring the Relationships Between Faculty Beliefs and Technology Preferences.” 2015. Web. 04 Apr 2020.

Vancouver:

Faulkner CG. Exploring the Relationships Between Faculty Beliefs and Technology Preferences. [Internet] [Thesis]. University of North Texas; 2015. [cited 2020 Apr 04]. Available from: https://digital.library.unt.edu/ark:/67531/metadc799481/.

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

Council of Science Editors:

Faulkner CG. Exploring the Relationships Between Faculty Beliefs and Technology Preferences. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc799481/

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


University of North Texas

10. Novacek, Paul F. The Implementation of a Confidence-based Assessment Tool Within an Aviation Training Program.

Degree: 2015, University of North Texas

 Traditional use of the multiple-choice question rewards a student for guessing. This technique encourages rote memorization of questions to pass a lengthy exam, and does… (more)

Subjects/Keywords: Confidence-based assessment; aviation training; learning efficiency

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APA (6th Edition):

Novacek, P. F. (2015). The Implementation of a Confidence-based Assessment Tool Within an Aviation Training Program. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc804869/

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):

Novacek, Paul F. “The Implementation of a Confidence-based Assessment Tool Within an Aviation Training Program.” 2015. Thesis, University of North Texas. Accessed April 04, 2020. https://digital.library.unt.edu/ark:/67531/metadc804869/.

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

MLA Handbook (7th Edition):

Novacek, Paul F. “The Implementation of a Confidence-based Assessment Tool Within an Aviation Training Program.” 2015. Web. 04 Apr 2020.

Vancouver:

Novacek PF. The Implementation of a Confidence-based Assessment Tool Within an Aviation Training Program. [Internet] [Thesis]. University of North Texas; 2015. [cited 2020 Apr 04]. Available from: https://digital.library.unt.edu/ark:/67531/metadc804869/.

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

Council of Science Editors:

Novacek PF. The Implementation of a Confidence-based Assessment Tool Within an Aviation Training Program. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc804869/

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


University of North Texas

11. Rose, Daniel Merritt. An Examination of Preferences for Social Presence in Online Courses with Regard to Personality Type.

Degree: 2012, University of North Texas

 The purpose of this research was to examine the connections between personality types as illustrated by the Myers Briggs Type Indicator and the desire for… (more)

Subjects/Keywords: Myers Briggs; social presence; online learning

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

APA (6th Edition):

Rose, D. M. (2012). An Examination of Preferences for Social Presence in Online Courses with Regard to Personality Type. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc177247/

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):

Rose, Daniel Merritt. “An Examination of Preferences for Social Presence in Online Courses with Regard to Personality Type.” 2012. Thesis, University of North Texas. Accessed April 04, 2020. https://digital.library.unt.edu/ark:/67531/metadc177247/.

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

MLA Handbook (7th Edition):

Rose, Daniel Merritt. “An Examination of Preferences for Social Presence in Online Courses with Regard to Personality Type.” 2012. Web. 04 Apr 2020.

Vancouver:

Rose DM. An Examination of Preferences for Social Presence in Online Courses with Regard to Personality Type. [Internet] [Thesis]. University of North Texas; 2012. [cited 2020 Apr 04]. Available from: https://digital.library.unt.edu/ark:/67531/metadc177247/.

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

Council of Science Editors:

Rose DM. An Examination of Preferences for Social Presence in Online Courses with Regard to Personality Type. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc177247/

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


University of North Texas

12. Shahzad, Erum H. First Amendment Constraints of Public School Administrators to Regulate Off-campus Students' Speech in the Technology Age.

Degree: 2013, University of North Texas

 In a world where students and teachers both rely on technology in the process of education, understanding the constraints of public school administrators to regulate… (more)

Subjects/Keywords: Contraints; administrators; off-campus

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APA (6th Edition):

Shahzad, E. H. (2013). First Amendment Constraints of Public School Administrators to Regulate Off-campus Students' Speech in the Technology Age. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc271894/

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):

Shahzad, Erum H. “First Amendment Constraints of Public School Administrators to Regulate Off-campus Students' Speech in the Technology Age.” 2013. Thesis, University of North Texas. Accessed April 04, 2020. https://digital.library.unt.edu/ark:/67531/metadc271894/.

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

MLA Handbook (7th Edition):

Shahzad, Erum H. “First Amendment Constraints of Public School Administrators to Regulate Off-campus Students' Speech in the Technology Age.” 2013. Web. 04 Apr 2020.

Vancouver:

Shahzad EH. First Amendment Constraints of Public School Administrators to Regulate Off-campus Students' Speech in the Technology Age. [Internet] [Thesis]. University of North Texas; 2013. [cited 2020 Apr 04]. Available from: https://digital.library.unt.edu/ark:/67531/metadc271894/.

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

Council of Science Editors:

Shahzad EH. First Amendment Constraints of Public School Administrators to Regulate Off-campus Students' Speech in the Technology Age. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc271894/

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


University of North Texas

13. Laurent, Mark A. The Use of a Real Life Simulated Problem Based Learning Activity in a Corporate Environment.

Degree: 2013, University of North Texas

 This narrative study examines using a real life simulated problem base learning activity during education of clinical staff, which is expected to design and develop… (more)

Subjects/Keywords: Learning activity; corporate; environment; simulated; real life

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APA (6th Edition):

Laurent, M. A. (2013). The Use of a Real Life Simulated Problem Based Learning Activity in a Corporate Environment. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc271852/

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):

Laurent, Mark A. “The Use of a Real Life Simulated Problem Based Learning Activity in a Corporate Environment.” 2013. Thesis, University of North Texas. Accessed April 04, 2020. https://digital.library.unt.edu/ark:/67531/metadc271852/.

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

MLA Handbook (7th Edition):

Laurent, Mark A. “The Use of a Real Life Simulated Problem Based Learning Activity in a Corporate Environment.” 2013. Web. 04 Apr 2020.

Vancouver:

Laurent MA. The Use of a Real Life Simulated Problem Based Learning Activity in a Corporate Environment. [Internet] [Thesis]. University of North Texas; 2013. [cited 2020 Apr 04]. Available from: https://digital.library.unt.edu/ark:/67531/metadc271852/.

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

Council of Science Editors:

Laurent MA. The Use of a Real Life Simulated Problem Based Learning Activity in a Corporate Environment. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc271852/

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


University of North Texas

14. Marmon, Michael, 1983-. Student Preferences for Technology-Based Learning Environment Interfaces as Influenced by Social Presence.

Degree: 2016, University of North Texas

 The purpose of this research was to investigate the preferences of online students for technology-based learning environments (TBLEs) as influenced by the level of social… (more)

Subjects/Keywords: Social Presence; Technology-Based Learning Environments; Student Satisfaction; Educational technology.; Web-based instruction.; Computer-assisted instruction.

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APA (6th Edition):

Marmon, Michael, 1. (2016). Student Preferences for Technology-Based Learning Environment Interfaces as Influenced by Social Presence. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc849687/

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):

Marmon, Michael, 1983-. “Student Preferences for Technology-Based Learning Environment Interfaces as Influenced by Social Presence.” 2016. Thesis, University of North Texas. Accessed April 04, 2020. https://digital.library.unt.edu/ark:/67531/metadc849687/.

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

MLA Handbook (7th Edition):

Marmon, Michael, 1983-. “Student Preferences for Technology-Based Learning Environment Interfaces as Influenced by Social Presence.” 2016. Web. 04 Apr 2020.

Vancouver:

Marmon, Michael 1. Student Preferences for Technology-Based Learning Environment Interfaces as Influenced by Social Presence. [Internet] [Thesis]. University of North Texas; 2016. [cited 2020 Apr 04]. Available from: https://digital.library.unt.edu/ark:/67531/metadc849687/.

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

Council of Science Editors:

Marmon, Michael 1. Student Preferences for Technology-Based Learning Environment Interfaces as Influenced by Social Presence. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc849687/

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


University of North Texas

15. Mayes, Garry W. Factors Impacting the Accuracy of Self-report Perceptions of Expertise in Technology Integration.

Degree: 2014, University of North Texas

 The focus of this study is to determine how closely self-report perceptions of technology integration skills align with the observations of an external evaluator. Participants… (more)

Subjects/Keywords: Technology integration; self-report; mixed methods; teacher observation; ACOT; technology integration matrix; Educational technology.; Computer-assisted instruction.; Teachers  – Rating of.; Self-evaluation.

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APA (6th Edition):

Mayes, G. W. (2014). Factors Impacting the Accuracy of Self-report Perceptions of Expertise in Technology Integration. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc699870/

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):

Mayes, Garry W. “Factors Impacting the Accuracy of Self-report Perceptions of Expertise in Technology Integration.” 2014. Thesis, University of North Texas. Accessed April 04, 2020. https://digital.library.unt.edu/ark:/67531/metadc699870/.

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

MLA Handbook (7th Edition):

Mayes, Garry W. “Factors Impacting the Accuracy of Self-report Perceptions of Expertise in Technology Integration.” 2014. Web. 04 Apr 2020.

Vancouver:

Mayes GW. Factors Impacting the Accuracy of Self-report Perceptions of Expertise in Technology Integration. [Internet] [Thesis]. University of North Texas; 2014. [cited 2020 Apr 04]. Available from: https://digital.library.unt.edu/ark:/67531/metadc699870/.

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

Council of Science Editors:

Mayes GW. Factors Impacting the Accuracy of Self-report Perceptions of Expertise in Technology Integration. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc699870/

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


University of North Texas

16. Schellen, Julie K. An Examination of How 4-8 Preservice Teachers Understand and Implement Multicultural Concepts.

Degree: 2013, University of North Texas

 Preparing teachers to teach in the diverse classroom has become one of the most important goals for universities and teacher training programs. The main purposes… (more)

Subjects/Keywords: Preservice teachers; multicultural concepts; diversity

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APA (6th Edition):

Schellen, J. K. (2013). An Examination of How 4-8 Preservice Teachers Understand and Implement Multicultural Concepts. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc271892/

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):

Schellen, Julie K. “An Examination of How 4-8 Preservice Teachers Understand and Implement Multicultural Concepts.” 2013. Thesis, University of North Texas. Accessed April 04, 2020. https://digital.library.unt.edu/ark:/67531/metadc271892/.

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

MLA Handbook (7th Edition):

Schellen, Julie K. “An Examination of How 4-8 Preservice Teachers Understand and Implement Multicultural Concepts.” 2013. Web. 04 Apr 2020.

Vancouver:

Schellen JK. An Examination of How 4-8 Preservice Teachers Understand and Implement Multicultural Concepts. [Internet] [Thesis]. University of North Texas; 2013. [cited 2020 Apr 04]. Available from: https://digital.library.unt.edu/ark:/67531/metadc271892/.

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

Council of Science Editors:

Schellen JK. An Examination of How 4-8 Preservice Teachers Understand and Implement Multicultural Concepts. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc271892/

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


University of North Texas

17. Kaiser, Robert Cresswell. Adult Learning: Evaluation of Preferences for Technology and Learning Sources for Workplace Learning.

Degree: 2016, University of North Texas

 The purpose of this research was to provide an initial investigation of the preferences for both technology and learning sources that are available today in… (more)

Subjects/Keywords: learning organization; technology technology; Adult learning.; Organizational learning.; Educational technology.; Learning strategies.

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APA (6th Edition):

Kaiser, R. C. (2016). Adult Learning: Evaluation of Preferences for Technology and Learning Sources for Workplace Learning. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc955033/

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):

Kaiser, Robert Cresswell. “Adult Learning: Evaluation of Preferences for Technology and Learning Sources for Workplace Learning.” 2016. Thesis, University of North Texas. Accessed April 04, 2020. https://digital.library.unt.edu/ark:/67531/metadc955033/.

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

MLA Handbook (7th Edition):

Kaiser, Robert Cresswell. “Adult Learning: Evaluation of Preferences for Technology and Learning Sources for Workplace Learning.” 2016. Web. 04 Apr 2020.

Vancouver:

Kaiser RC. Adult Learning: Evaluation of Preferences for Technology and Learning Sources for Workplace Learning. [Internet] [Thesis]. University of North Texas; 2016. [cited 2020 Apr 04]. Available from: https://digital.library.unt.edu/ark:/67531/metadc955033/.

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

Council of Science Editors:

Kaiser RC. Adult Learning: Evaluation of Preferences for Technology and Learning Sources for Workplace Learning. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc955033/

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


University of North Texas

18. Zintgraff, Alfred Clifton. STEM Professional Volunteers in K-12 Competition Programs: Educator Practices and Impact on Pedagogy.

Degree: 2016, University of North Texas

 This mixed methods dissertation study explored how secondary school educators in specific K-12 competition programs recruited and deployed STEM professional volunteers. The study explored which… (more)

Subjects/Keywords: STEM; mentors; constructivist pedagogy; K-12 education; K-12 competition programs; constructivist learning; Volunteer workers in education.; Constructivism (Education); Science  – Study and teaching.; Technology  – Study and teaching.; Engineering  – Study and teaching.; Mathematics  – Study and teaching.

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

APA (6th Edition):

Zintgraff, A. C. (2016). STEM Professional Volunteers in K-12 Competition Programs: Educator Practices and Impact on Pedagogy. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc955031/

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):

Zintgraff, Alfred Clifton. “STEM Professional Volunteers in K-12 Competition Programs: Educator Practices and Impact on Pedagogy.” 2016. Thesis, University of North Texas. Accessed April 04, 2020. https://digital.library.unt.edu/ark:/67531/metadc955031/.

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

MLA Handbook (7th Edition):

Zintgraff, Alfred Clifton. “STEM Professional Volunteers in K-12 Competition Programs: Educator Practices and Impact on Pedagogy.” 2016. Web. 04 Apr 2020.

Vancouver:

Zintgraff AC. STEM Professional Volunteers in K-12 Competition Programs: Educator Practices and Impact on Pedagogy. [Internet] [Thesis]. University of North Texas; 2016. [cited 2020 Apr 04]. Available from: https://digital.library.unt.edu/ark:/67531/metadc955031/.

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

Council of Science Editors:

Zintgraff AC. STEM Professional Volunteers in K-12 Competition Programs: Educator Practices and Impact on Pedagogy. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc955031/

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


University of North Texas

19. Winter, Jessica L. The Big Five Personality Characteristics of World of Warcraft Players.

Degree: 2009, University of North Texas

 This study is a comparative analysis of the personality characteristics of a sample of World of Warcraft players (n = 147) and a large normative… (more)

Subjects/Keywords: World of Warcraft; Personality; five factor model; IPIP; Fantasy gamers  – Psychology.; Video gamers  – Psychology.; World of Warcraft.

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APA (6th Edition):

Winter, J. L. (2009). The Big Five Personality Characteristics of World of Warcraft Players. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc9910/

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):

Winter, Jessica L. “The Big Five Personality Characteristics of World of Warcraft Players.” 2009. Thesis, University of North Texas. Accessed April 04, 2020. https://digital.library.unt.edu/ark:/67531/metadc9910/.

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

MLA Handbook (7th Edition):

Winter, Jessica L. “The Big Five Personality Characteristics of World of Warcraft Players.” 2009. Web. 04 Apr 2020.

Vancouver:

Winter JL. The Big Five Personality Characteristics of World of Warcraft Players. [Internet] [Thesis]. University of North Texas; 2009. [cited 2020 Apr 04]. Available from: https://digital.library.unt.edu/ark:/67531/metadc9910/.

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

Council of Science Editors:

Winter JL. The Big Five Personality Characteristics of World of Warcraft Players. [Thesis]. University of North Texas; 2009. Available from: https://digital.library.unt.edu/ark:/67531/metadc9910/

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


University of North Texas

20. Deranger, Brant. Blurring the Lines Between Instructor-Led and Online Learning: an Evaluation of an Online Composition Curriculum on the Bleeding Edge.

Degree: 2007, University of North Texas

 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… (more)

Subjects/Keywords: Online learning; blended learning; pedagogy; computer-assisted learning; composition; rhetoric; computers and writing; Web-based instruction  – Case studies.; Computer-assisted instruction  – Case studies.; Blended learning  – Case studies.; English language  – Composition and exercises  – Study and teaching (Higher)  – Case studies.

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

APA (6th Edition):

Deranger, B. (2007). 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. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc3980/

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):

Deranger, Brant. “Blurring the Lines Between Instructor-Led and Online Learning: an Evaluation of an Online Composition Curriculum on the Bleeding Edge.” 2007. Thesis, University of North Texas. Accessed April 04, 2020. https://digital.library.unt.edu/ark:/67531/metadc3980/.

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

MLA Handbook (7th Edition):

Deranger, Brant. “Blurring the Lines Between Instructor-Led and Online Learning: an Evaluation of an Online Composition Curriculum on the Bleeding Edge.” 2007. Web. 04 Apr 2020.

Vancouver:

Deranger B. Blurring the Lines Between Instructor-Led and Online Learning: an Evaluation of an Online Composition Curriculum on the Bleeding Edge. [Internet] [Thesis]. University of North Texas; 2007. [cited 2020 Apr 04]. Available from: https://digital.library.unt.edu/ark:/67531/metadc3980/.

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

Council of Science Editors:

Deranger B. 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. Available from: https://digital.library.unt.edu/ark:/67531/metadc3980/

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


University of North Texas

21. Hall, Heather Leigh. Knowledge management in times of change: Tacit and explicit knowledge transfers.

Degree: 2005, University of North Texas

 This study proposed a look at the importance and challenges of knowledge management in times of great change. In order to understand the information phenomena… (more)

Subjects/Keywords: Knowledge management  – Texas  – Case studies.; Organizational change  – Texas  – Case studies.; Texas Health and Human Services Commission.; knowledge management; information; science; project management; tacit knowledge

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APA (6th Edition):

Hall, H. L. (2005). Knowledge management in times of change: Tacit and explicit knowledge transfers. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc4963/

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):

Hall, Heather Leigh. “Knowledge management in times of change: Tacit and explicit knowledge transfers.” 2005. Thesis, University of North Texas. Accessed April 04, 2020. https://digital.library.unt.edu/ark:/67531/metadc4963/.

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

MLA Handbook (7th Edition):

Hall, Heather Leigh. “Knowledge management in times of change: Tacit and explicit knowledge transfers.” 2005. Web. 04 Apr 2020.

Vancouver:

Hall HL. Knowledge management in times of change: Tacit and explicit knowledge transfers. [Internet] [Thesis]. University of North Texas; 2005. [cited 2020 Apr 04]. Available from: https://digital.library.unt.edu/ark:/67531/metadc4963/.

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

Council of Science Editors:

Hall HL. Knowledge management in times of change: Tacit and explicit knowledge transfers. [Thesis]. University of North Texas; 2005. Available from: https://digital.library.unt.edu/ark:/67531/metadc4963/

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


University of North Texas

22. Holder, David E. Heard but not seen: Instructor-led video and its effect on learning.

Degree: 2008, University of North Texas

 Educators and instructional designers are seeking ways to increase levels of learning. One of the ways this is being done is through cognitive load theory… (more)

Subjects/Keywords: Working memory; multimedia learning; personalization principle; Video tapes in education.; Educational technology.; Audio-visual education.; Instructional systems  – Design.

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

APA (6th Edition):

Holder, D. E. (2008). Heard but not seen: Instructor-led video and its effect on learning. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc9090/

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):

Holder, David E. “Heard but not seen: Instructor-led video and its effect on learning.” 2008. Thesis, University of North Texas. Accessed April 04, 2020. https://digital.library.unt.edu/ark:/67531/metadc9090/.

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

MLA Handbook (7th Edition):

Holder, David E. “Heard but not seen: Instructor-led video and its effect on learning.” 2008. Web. 04 Apr 2020.

Vancouver:

Holder DE. Heard but not seen: Instructor-led video and its effect on learning. [Internet] [Thesis]. University of North Texas; 2008. [cited 2020 Apr 04]. Available from: https://digital.library.unt.edu/ark:/67531/metadc9090/.

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

Council of Science Editors:

Holder DE. Heard but not seen: Instructor-led video and its effect on learning. [Thesis]. University of North Texas; 2008. Available from: https://digital.library.unt.edu/ark:/67531/metadc9090/

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


University of North Texas

23. Parton, Becky Sue. Technology adoption and integration levels: A comparison study between technology-minded general educators and technology-minded deaf educators.

Degree: 2006, University of North Texas

 The purpose of this study was to determine whether working in the field of deaf education, as opposed to general education, results in a higher… (more)

Subjects/Keywords: Teachers of the deaf.; Deaf  – Education.; Educational technology.; Deaf.; Teachers.; technology integration; educational computing; LoTi Profile; deaf education

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

APA (6th Edition):

Parton, B. S. (2006). Technology adoption and integration levels: A comparison study between technology-minded general educators and technology-minded deaf educators. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc5352/

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):

Parton, Becky Sue. “Technology adoption and integration levels: A comparison study between technology-minded general educators and technology-minded deaf educators.” 2006. Thesis, University of North Texas. Accessed April 04, 2020. https://digital.library.unt.edu/ark:/67531/metadc5352/.

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

MLA Handbook (7th Edition):

Parton, Becky Sue. “Technology adoption and integration levels: A comparison study between technology-minded general educators and technology-minded deaf educators.” 2006. Web. 04 Apr 2020.

Vancouver:

Parton BS. Technology adoption and integration levels: A comparison study between technology-minded general educators and technology-minded deaf educators. [Internet] [Thesis]. University of North Texas; 2006. [cited 2020 Apr 04]. Available from: https://digital.library.unt.edu/ark:/67531/metadc5352/.

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

Council of Science Editors:

Parton BS. Technology adoption and integration levels: A comparison study between technology-minded general educators and technology-minded deaf educators. [Thesis]. University of North Texas; 2006. Available from: https://digital.library.unt.edu/ark:/67531/metadc5352/

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

.