You searched for subject:( Distance education Digital media accounting Sciences).
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1.
[No author].
Percep????es sobre o uso das m??dias digitais como recurso pedag??gico de professores que atuam em cursos de Ci??ncias Cont??beis oferecidos na modalidade a dist??ncia
.
Degree: 2015, Fundação Escola de Comércio Ãlvares Penteado
URL: http://tede.fecap.br:8080/jspui/handle/tede/665 
► Different ways of conceiving knowledge strengthen discussions on curriculum changes, active methods of teaching and learning and pedagogical innovations. Digital media are highlighted in this…
(more)
▼ Different ways of conceiving knowledge strengthen discussions on curriculum changes, active methods of teaching and learning and pedagogical innovations.
Digital media are highlighted in this context and, thus, new questions arise to the pedagogical debate at the university. This research aimed to know and analyze the perceptions about the use of
digital media as an educational resource for teachers who work in
accounting courses offered in
distance mode for two Higher
Education Institutions - IES - Brazil, seeking to identify achievements and difficulties that may impact the performance of teachers facing the challenges and requirements regarding the use of technology in higher
education. To this end, an exploratory research with a quantitative approach, in which data were collected through an online questionnaire and analyzed using descriptive statistics and content analysis was performed. It was found that the teaching practice is the main source of learning teaching 58 seconds questioned. As for the higher purpose of the internet stand out statements such as "seeking knowledge" and "doing research" with 63 responses (75%). The purpose of using the internet is presented as essential in the practice of teachers as 71 respondents claim to use it to "do research"; "Prepare lessons", 67 responses and "distributing materials via e-mail", 65 responses (77%). Stand out with lower average items "presentation classes", 51 responses (61%), and "develop forums, mailing lists and chats with students" with 42 responses (50%). As for the use of
media in teaching practice has been that 78% of teachers have sufficient regarding the use of forums, mailing lists, chats, blogs, etc., followed by 82% who say they used social networks and 66% of teachers who say "create, edit and use videos in their classrooms." This shows that teachers have a good level of knowledge of the use of interactive
digital media, as 95% of teachers say they use virtual environments in their classes. With regard to the perception of the field of knowledge on the use of
digital media as an educational resource it has to be above 70% of teachers claim to have Total Domain or almost total in relation to: 1. Use AVA, and other virtual spaces ; 2. Using
digital media as forums, mailing lists etc .; 3. Use social networks to create spaces of interaction and communication with students. For other
media, approximately 40% claim to have Domain Enough about attitudes as: 1. Create learning situations with the use of interactive tools; 2. Create spaces for the student to carry out research. We conclude, therefore, that teachers use
digital media more as teaching tools than as teaching resources. In many cases, teachers judge still has an insufficient mastery of the use of
digital media in higher
education. These limitations can be overcome, in the perception of teachers through training processes in which
digital media are understood beyond the instrumental use, but as potentiating the expression and cultural production.
Advisors/Committee Members: Slomski, Vilma Geni (advisor), http://lattes.cnpq.br/4037547425398159 (advisor).
Subjects/Keywords: Ensino a dist??ncia. M??dia digital. Ci??ncias cont??beis;
Distance education. Digital media. accounting Sciences
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APA (6th Edition):
author], [. (2015). Percep????es sobre o uso das m??dias digitais como recurso pedag??gico de professores que atuam em cursos de Ci??ncias Cont??beis oferecidos na modalidade a dist??ncia
. (Thesis). Fundação Escola de Comércio Ãlvares Penteado. Retrieved from http://tede.fecap.br:8080/jspui/handle/tede/665
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):
author], [No. “Percep????es sobre o uso das m??dias digitais como recurso pedag??gico de professores que atuam em cursos de Ci??ncias Cont??beis oferecidos na modalidade a dist??ncia
.” 2015. Thesis, Fundação Escola de Comércio Ãlvares Penteado. Accessed January 15, 2021.
http://tede.fecap.br:8080/jspui/handle/tede/665.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
author], [No. “Percep????es sobre o uso das m??dias digitais como recurso pedag??gico de professores que atuam em cursos de Ci??ncias Cont??beis oferecidos na modalidade a dist??ncia
.” 2015. Web. 15 Jan 2021.
Vancouver:
author] [. Percep????es sobre o uso das m??dias digitais como recurso pedag??gico de professores que atuam em cursos de Ci??ncias Cont??beis oferecidos na modalidade a dist??ncia
. [Internet] [Thesis]. Fundação Escola de Comércio Ãlvares Penteado; 2015. [cited 2021 Jan 15].
Available from: http://tede.fecap.br:8080/jspui/handle/tede/665.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
author] [. Percep????es sobre o uso das m??dias digitais como recurso pedag??gico de professores que atuam em cursos de Ci??ncias Cont??beis oferecidos na modalidade a dist??ncia
. [Thesis]. Fundação Escola de Comércio Ãlvares Penteado; 2015. Available from: http://tede.fecap.br:8080/jspui/handle/tede/665
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
2.
Rhodes, Vincent Anthony.
Microblogging as a Facilitator of Online Community in Graduate Education.
Degree: PhD, English, 2014, Old Dominion University
URL: 9781321316483
;
https://digitalcommons.odu.edu/english_etds/64
► Part-time and distance-learning students can experience a sense of isolation from their peers and the university. Concern about this isolation and resulting student attrition…
(more)
▼ Part-time and
distance-learning students can experience a sense of isolation from their peers and the university. Concern about this isolation and resulting student attrition has increased in the midst of explosive growth in online course enrollments. One possible solution: building a stronger sense of community within the online graduate classroom using microblogging technology such as Twitter. Unfortunately, scholars across disciplines define community in different ways with some rejecting the concept altogether in favor of other theoretical constructs. And, few scholars have examined the notion of online classroom community from an English Studies perspective exploring the rhetorical exigencies that underpin this concept. Scholars often write about online community in aspirational terms and fail to demonstrate its existence empirically (Kling and Courtright, 2003).
Through the application of two existing pedagogical theories (Rovai's (2002) concept of classroom community and the well-established Community of Inquiry framework) this dissertation empirically documents the existence of online classroom community in two cases studies of graduate
distance-learning summer sessions. This mixed-methods research study then demonstrates that microblogging technology is capable of both supporting and facilitating the growth of that sense of online classroom community. Because it stands at the convergence of a student's academic and personal interests, social
media software such as Twitter—whether used as a front- or backchannel to the course—is uniquely positioned to serve both as a virtual third place and as a venue for exercising Brooke's (1999) writing underlife activities and extending Mueller's (2009) notions of where and how these activities can be played out in a
digital context. Finally, this dissertation also offers a five-part alternative definition of online classroom community that strongly links the
digital space itself with the affective/emotional concerns addressed in some other theoretical constructions of community.
Advisors/Committee Members: Joyce Neff, Rochelle Rodrigo, Brian J. McNely.
Subjects/Keywords: Community; Digital backchannel; Digital underlife; Microblogs; Online classroom community; Communication Technology and New Media; Higher Education; Online and Distance Education; Rhetoric
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APA (6th Edition):
Rhodes, V. A. (2014). Microblogging as a Facilitator of Online Community in Graduate Education. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781321316483 ; https://digitalcommons.odu.edu/english_etds/64
Chicago Manual of Style (16th Edition):
Rhodes, Vincent Anthony. “Microblogging as a Facilitator of Online Community in Graduate Education.” 2014. Doctoral Dissertation, Old Dominion University. Accessed January 15, 2021.
9781321316483 ; https://digitalcommons.odu.edu/english_etds/64.
MLA Handbook (7th Edition):
Rhodes, Vincent Anthony. “Microblogging as a Facilitator of Online Community in Graduate Education.” 2014. Web. 15 Jan 2021.
Vancouver:
Rhodes VA. Microblogging as a Facilitator of Online Community in Graduate Education. [Internet] [Doctoral dissertation]. Old Dominion University; 2014. [cited 2021 Jan 15].
Available from: 9781321316483 ; https://digitalcommons.odu.edu/english_etds/64.
Council of Science Editors:
Rhodes VA. Microblogging as a Facilitator of Online Community in Graduate Education. [Doctoral Dissertation]. Old Dominion University; 2014. Available from: 9781321316483 ; https://digitalcommons.odu.edu/english_etds/64
University of South Africa
3.
Van Rooyen, Annelien Adriana.
Didactic conversation and transactional distance : a case study of retention and throughput of accounting students
.
Degree: 2015, University of South Africa
URL: http://hdl.handle.net/10500/19980
► The study was necessitated by the fact that the throughput rates of accounting students studying at distance learning institutions in South Africa are disturbingly low…
(more)
▼ The study was necessitated by the fact that the throughput rates of
accounting
students studying at
distance learning institutions in South Africa are disturbingly low
when compared to students studying at residential universities. Bearing in mind the
magnitude of the University of South Africa’s (Unisa’s) market share of
accounting
students in South Africa, it was pivotal to comprehend the unique challenges related
to retention and throughput of these students. This thesis reports on a case study of
the use of mobile phones in an
Accounting module by applying the theories of
didactic conversation and transactional
distance to understand the retention and
throughput rates of the
Accounting students in an open
distance learning (ODL)
environment. Considering the landscape of
accounting education in South Africa, the
specific challenges faced by
accounting students at Unisa and the recent scholarly
discourse on retention and throughput of
distance education students, this study
contributes to the limited theoretical understanding of students’ retention and
throughput rates in an
Accounting module at Unisa.
This theoretical understanding has been obtained through combining the
transactional
distance theory of Moore (1973) and the didactic conversation of Holmberg (1982) in a single conceptual framework. By applying this framework, this
thesis makes an original contribution to the deepening understanding of the retention
and throughput rates of
accounting students in an ODL environment. The study has
shown that retention and throughput rates can be improved through the lessening of
the transactional
distance between facilitator and student and by improving the
quality and extent of the two-way didactic conversation in the learning process.
To this effect, the study provided empirical evidence of the successful use of various
complementing technology interventions, suitable for
accounting students with time
constraints, to enhance the learning process.
Advisors/Committee Members: Wessels, J. S (advisor).
Subjects/Keywords: Accounting education;
Didactic conversation;
Distance education;
Financial accounting;
Mixed-method case study;
Mobile phones;
Open distance learning;
Transactional distance
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APA (6th Edition):
Van Rooyen, A. A. (2015). Didactic conversation and transactional distance : a case study of retention and throughput of accounting students
. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/19980
Chicago Manual of Style (16th Edition):
Van Rooyen, Annelien Adriana. “Didactic conversation and transactional distance : a case study of retention and throughput of accounting students
.” 2015. Doctoral Dissertation, University of South Africa. Accessed January 15, 2021.
http://hdl.handle.net/10500/19980.
MLA Handbook (7th Edition):
Van Rooyen, Annelien Adriana. “Didactic conversation and transactional distance : a case study of retention and throughput of accounting students
.” 2015. Web. 15 Jan 2021.
Vancouver:
Van Rooyen AA. Didactic conversation and transactional distance : a case study of retention and throughput of accounting students
. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10500/19980.
Council of Science Editors:
Van Rooyen AA. Didactic conversation and transactional distance : a case study of retention and throughput of accounting students
. [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/19980
University of South Africa
4.
Aboo, Fazana.
Non-academic factors contributing towards performance of postgraduate open distance learning accounting students
.
Degree: 2017, University of South Africa
URL: http://hdl.handle.net/10500/23393
► South Africa has a low throughput rate in the public higher education sector which leads to severe skill shortages that are urgently required by the…
(more)
▼ South Africa has a low throughput rate in the public higher
education sector which leads to severe skill shortages that are urgently required by the country. In particular, the financial skills shortages are severe, especially those of accountants and chartered accountants. Keeping in mind the vastness of the University of South Africa’s (Unisa’s) market share of
accounting students in South Africa, it is important to understand the distinct challenges related to retention and throughput of students pursuing an
accounting qualification at an open
distance learning institution such as Unisa. If one considers the landscape of
accounting education in South Africa, the unique challenges faced by
accounting students at Unisa and the recent scholarly addresses on retention and throughput of
distance education students, as well as the disadvantaging factors with which Unisa students are faced, this study contributes to the theoretical comprehension of students’ retention and throughput rates in
accounting education at postgraduate level. The focus of the current study was mainly on non-academic factors affecting the performance of
accounting students at postgraduate level, since much research has already been done on academic factors that affect the performance of
accounting students. Many studies are focussed on students at undergraduate level; therefore, in this study, postgraduate students studying towards becoming a chartered accountant were chosen.
Advisors/Committee Members: van Rooyen, Annelien (advisor), Papageorgiou, K (advisor).
Subjects/Keywords: Accounting education;
Distance education;
Open distance learning;
Non-academic factors;
Financial Accounting;
Postgraduate accounting students;
Academic performance
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APA ·
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Manager
APA (6th Edition):
Aboo, F. (2017). Non-academic factors contributing towards performance of postgraduate open distance learning accounting students
. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/23393
Chicago Manual of Style (16th Edition):
Aboo, Fazana. “Non-academic factors contributing towards performance of postgraduate open distance learning accounting students
.” 2017. Masters Thesis, University of South Africa. Accessed January 15, 2021.
http://hdl.handle.net/10500/23393.
MLA Handbook (7th Edition):
Aboo, Fazana. “Non-academic factors contributing towards performance of postgraduate open distance learning accounting students
.” 2017. Web. 15 Jan 2021.
Vancouver:
Aboo F. Non-academic factors contributing towards performance of postgraduate open distance learning accounting students
. [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10500/23393.
Council of Science Editors:
Aboo F. Non-academic factors contributing towards performance of postgraduate open distance learning accounting students
. [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/23393
5.
VALERIA CALIPO.
MÍDIAS DIGITAIS SOCIAIS NO AUXÍLIO AO EAD: As Novas Tecnologias da Informação e da Comunicação como processo facilitador na relação de ensino-aprendizagem.
Degree: 2013, Universidade Metodista de São Paulo
URL: http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=3352
► No presente trabalho investigou-se a adoção por parte das instituições educacionais dos recursos e ferramentas disponíveis nas mídias digitais sociais, que permitem a comunicação síncrona…
(more)
▼ No presente trabalho investigou-se a adoção por parte das instituições educacionais dos recursos e ferramentas disponíveis nas mídias digitais sociais, que permitem a comunicação síncrona e assíncrona, estimula a comunicação para maior interatividade, dialogicidade e colaboração entre os atores envolvidos no processo ensino-aprendizagem da educação a distância. Para tanto, verificou-se como os alunos que estudam na EAD reagem às novas possibilidades oferecidas com o advento das novas tecnologias da informação e comunicação - NTICs. O estudo focou os alunos que estavam, no momento da pesquisa, cursando os segundos bimestres dos Cursos de Tecnólogos em: Marketing, Logística, Recursos Humanos e Gestão Comercial em EAD, das universidades Anhanguera e Metodista, dos pólos de São Caetano do Sul e Mauá. Na seleção da amostra, optou-se pelo modelo não probabilístico do tipo intencional, adotando-se o critério de que os alunos selecionados conheciam os recursos e as ferramentas utilizadas nas mídias digitais sociais das instituições. Como instrumento de medida, utilizou-se um questionário tipo Likert composto por 7 dimensões e 32 assertivas, além da técnica de entrevista de grupo focal, totalizando 5 encontros. Resgatou-se historicamente alguns pontos sobre o movimento das novas tecnologias, sobretudo as digitais, bem como a educação na modalidade a distância, desde o século passado até a atualidade. Além disso, procurou-se entender o quanto as ações governamentais têm apoiado as transformações tecnológicas que impactam direta e indiretamente nos aspectos educacionais. Outro tema abordado para a discussão desse trabalho foi a Sociedade do Conhecimento, que tem papel de suma importância para o desenvolvimento e avanço das Novas Tecnologias da Comunicação e Informação. As discussões para as análises dos resultados foram norteadas pela Teoria da Ação Comunicativa de Habermas que ajudou a compreender e indicar a importância dos conceitos vistos sobre o mundo da Vida e o mundo do Sistema, dentro da realidade atual da EAD e das NTCs. Os dados apontaram que os alunos que estudam nessas duas Universidades são em sua maioria, casados, possuidores de filhos e pretendem com seus estudos dar um salto qualitativo em suas carreiras, acessam a internet de suas residências, local de trabalho e nas universidades que estudam. São conhecedores e aproveitam as Mídias Digitais Sociais - MDS oferecidas por suas universidades e as utilizam para se comunicarem com seus colegas e seus professores, mas, interagem melhor com as ferramentas oferecidas pelo mercado, que estão disponíveis na Internet e fazem uso de forma bastante significativa do mensageiro e-mail para a comunicação entre seus colegas. A pesquisa também assinalou que, o público pesquisado pertencente à geração de imigrantes digitais se adapta e utiliza relativamente bem as ferramentas oferecidas por ambas as Universidades. Entretanto, também indicou que, os recursos e as ferramentas digitais oferecidas pela instituição de ensino que podem facilitar o processo comunicacional dentro das…
Advisors/Committee Members: José Luiz Proença, Almir Martins Vieira, Sidnei Barreto Nogueira, Sebastião Carlos de Morais Squirra, Dagmar Silva Pinto de Castro.
Subjects/Keywords: Mídias Digitais Sociais; Educacao a distancia; Sociedade do Conhecimento; Comunicação; COMUNICACAO; Digital Media Social; Distance Education; Communication; Society of Knowledge
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APA (6th Edition):
CALIPO, V. (2013). MÍDIAS DIGITAIS SOCIAIS NO AUXÍLIO AO EAD: As Novas Tecnologias da Informação e da Comunicação como processo facilitador na relação de ensino-aprendizagem. (Thesis). Universidade Metodista de São Paulo. Retrieved from http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=3352
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):
CALIPO, VALERIA. “MÍDIAS DIGITAIS SOCIAIS NO AUXÍLIO AO EAD: As Novas Tecnologias da Informação e da Comunicação como processo facilitador na relação de ensino-aprendizagem.” 2013. Thesis, Universidade Metodista de São Paulo. Accessed January 15, 2021.
http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=3352.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
CALIPO, VALERIA. “MÍDIAS DIGITAIS SOCIAIS NO AUXÍLIO AO EAD: As Novas Tecnologias da Informação e da Comunicação como processo facilitador na relação de ensino-aprendizagem.” 2013. Web. 15 Jan 2021.
Vancouver:
CALIPO V. MÍDIAS DIGITAIS SOCIAIS NO AUXÍLIO AO EAD: As Novas Tecnologias da Informação e da Comunicação como processo facilitador na relação de ensino-aprendizagem. [Internet] [Thesis]. Universidade Metodista de São Paulo; 2013. [cited 2021 Jan 15].
Available from: http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=3352.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
CALIPO V. MÍDIAS DIGITAIS SOCIAIS NO AUXÍLIO AO EAD: As Novas Tecnologias da Informação e da Comunicação como processo facilitador na relação de ensino-aprendizagem. [Thesis]. Universidade Metodista de São Paulo; 2013. Available from: http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=3352
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Purdue University
6.
Cox, Perry L.
Lightcraft Previzion in distance education.
Degree: MS, Computer Graphics Technology, 2016, Purdue University
URL: https://docs.lib.purdue.edu/open_access_theses/842
► Visual Effects has continued to progress at an astonishing rate and green screen technology can be seen in all aspects of the video industry…
(more)
▼ Visual Effects has continued to progress at an astonishing rate and green screen technology can be seen in all aspects of the video industry from Hollywood blockbusters down to training videos and
distance education.
As video technology has increased, so has the quality and capability of
distance education. Purdue University has set itself to be at the forefront of
distance education. This study looked to evaluate Purdue's investment in the Lightcraft Technology's Previzion system and its impact on
distance education at Purdue. There were 65 initial participants and this study compared the impact of two separate videos on their learning. Participants were given a pre- and post-test to determine how much they learned from the video they watched. Their scores were run in an independent T-test and found that there was no significant impact on participant learning.
Advisors/Committee Members: Carlos Morales, Carlos Morales, David M. Whittinghill, James E. Dietz.
Subjects/Keywords: Communication and the arts; Applied sciences; Education; Distance; Education; Jitt; Lightcraft Previzion; Video; Computer Sciences; Film and Media Studies; Higher Education
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APA (6th Edition):
Cox, P. L. (2016). Lightcraft Previzion in distance education. (Thesis). Purdue University. Retrieved from https://docs.lib.purdue.edu/open_access_theses/842
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):
Cox, Perry L. “Lightcraft Previzion in distance education.” 2016. Thesis, Purdue University. Accessed January 15, 2021.
https://docs.lib.purdue.edu/open_access_theses/842.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Cox, Perry L. “Lightcraft Previzion in distance education.” 2016. Web. 15 Jan 2021.
Vancouver:
Cox PL. Lightcraft Previzion in distance education. [Internet] [Thesis]. Purdue University; 2016. [cited 2021 Jan 15].
Available from: https://docs.lib.purdue.edu/open_access_theses/842.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Cox PL. Lightcraft Previzion in distance education. [Thesis]. Purdue University; 2016. Available from: https://docs.lib.purdue.edu/open_access_theses/842
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Limerick
7.
Purcell, Vivienne.
An exploration of the adaptation of the dimensions of learning framework to promote thinking skills in a 21st century adult learning environment through the development of digital media narrative. A case study.
Degree: 2013, University of Limerick
URL: http://hdl.handle.net/10344/3578
► non-peer-reviewed
The worlds of education and learning in the 21st century are being shaped by rapidly changing environments of digital medias and new technologies which…
(more)
▼ non-peer-reviewed
The worlds of education and learning in the 21st century are being shaped by rapidly changing environments of digital medias and new technologies which require new learning and communication skills.
The aim of this exploratory and descriptive study is to examine and foster the 21st century thinking skills of critical thinking, communication, collaboration and creativity (4Cs) through the creation of digital narrative against the backdrop of the Dimensions of Learning framework. Based on research into the cognitive process, the framework proposes that five dimensions of “thinking” (learning) are inherent in the learning process and should be considered in curriculum design, teaching and assessment: Dimension 1: Positive attitudes and perceptions about learning. Dimension 2: Thinking used to acquire and integrate knowledge. Dimension 3: Thinking used to extend and refine knowledge. Dimension 4: Thinking involved in using knowledge meaningfully. Dimension 5: Productive habits of mind.
Each dimension links to and supports the other dimensions. Learner centered instruction in a constructivist manner is promoted in which the learner takes responsibility for their own learning. The methodological approach to the research was multimodal. Adult learners on a VTOS programme participated in the research process. A pre survey was conducted to explore Adult Learner’s attitudes and perceptions to IT, digital media and learning. The creation of digital narrative fostered an opportunity to apply the Dimensions of Learning framework. A post research e-survey enabled an evaluative review of the process to reflect on the application of this framework in the adult learning environment.
The research findings indicate that it is eminently feasible to introduce the strategies of the Dimensions of Learning framework to an adult learning environment to support learning. On analysis of the empirical evidence and digital narrative, thinking skills were demonstrated by the learners to varying degrees. However, it cannot be deduced that this is as a direct result of strategies introduced to the learners as part of the Dimensions of Learning framework. It may be that the learners have developed the thinking skills based on their own life experiences and as part of lifelong learning.
Advisors/Committee Members: Lane, Catriona.
Subjects/Keywords: education; learning; digital media
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Manager
APA (6th Edition):
Purcell, V. (2013). An exploration of the adaptation of the dimensions of learning framework to promote thinking skills in a 21st century adult learning environment through the development of digital media narrative. A case study. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/3578
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):
Purcell, Vivienne. “An exploration of the adaptation of the dimensions of learning framework to promote thinking skills in a 21st century adult learning environment through the development of digital media narrative. A case study.” 2013. Thesis, University of Limerick. Accessed January 15, 2021.
http://hdl.handle.net/10344/3578.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Purcell, Vivienne. “An exploration of the adaptation of the dimensions of learning framework to promote thinking skills in a 21st century adult learning environment through the development of digital media narrative. A case study.” 2013. Web. 15 Jan 2021.
Vancouver:
Purcell V. An exploration of the adaptation of the dimensions of learning framework to promote thinking skills in a 21st century adult learning environment through the development of digital media narrative. A case study. [Internet] [Thesis]. University of Limerick; 2013. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10344/3578.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Purcell V. An exploration of the adaptation of the dimensions of learning framework to promote thinking skills in a 21st century adult learning environment through the development of digital media narrative. A case study. [Thesis]. University of Limerick; 2013. Available from: http://hdl.handle.net/10344/3578
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
8.
[No author].
Doc??ncia no ensino superior: o uso das m??dias digitais como estrat??gia pedag??gica
.
Degree: 2011, Fundação Escola de Comércio Ãlvares Penteado
URL: http://132.0.0.61:8080/tede/handle/tede/494
► The traditional ways of conceiving knowledge are reinvigorating the discussion on interdisciplinary curriculum and active methods in teaching and learning. Digital technologies are highlighted in…
(more)
▼ The traditional ways of conceiving knowledge are reinvigorating the discussion on interdisciplinary curriculum and active methods in teaching and learning.
Digital technologies are highlighted in this context, expanding around the virtual culture. The objective of this research was to investigate how teachers in a university in the state of S??o Paulo are using
digital media in their classes. For this purpose, we performed an exploratory and qualitative research. Data were collected through questionnaires and interviews. It was found that new technologies are present in the classroom, however, have not provided major advances to traditional teaching methods, because, as a tool for pedagogical mediation, are still not sufficiently assimilated by teachers.
Digital technologies have not yet optimized the process of teaching and learning, effectively approaching the student and teaching contents. The acquisition and manipulation of information through new technologies alone are not sufficient, as technique by technique does not ensure the optimization of the process of knowledge construction by students. The intervention by the educator is crucial in view of creating a link between the life experiences of students and academic content. For the integration of new technologies in teaching practice is effective and consistent with the current curriculum guidelines, it is necessary a policy of continuous training in order to provide not only a technical mastery of each technology or software and its capabilities, but also a pedagogical mastery and how these tools can be used in the classroom to create conditions of its effective use in the higher
education institutions. These organizational and operational conditions involve both logistics (equipment, maintenance, space, condition of access by teachers and students) as formative processes of educators to guide their use and help detecting problems and opportunities for innovation. It follows therefore that the gains in student learning are related to familiarity with
digital technologies and the trust regarding their use in the classroom. Regardless to the generation that the teacher belongs and the technological context in which he lived, he is able to learn and deal with the new, being enough that he is open to learning and find in the higher
education institutions support to their experiences and the opportunity to develop their skills in the use of new technologies.
Advisors/Committee Members: Slomski, Vilma Geni (advisor), CPF:55203418934 (advisor), http://lattes.cnpq.br/4037547425398159 (advisor).
Subjects/Keywords: Ensino superior - Metodologia;
Pr??tica de ensino - M??dia digital;
Contabilidade - Estudo e ensino (Superior);
Professores universit??rios - Forma????o;
Digital media;
Accounting education;
Didactic and teaching practice;
Teather training
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Manager
APA (6th Edition):
author], [. (2011). Doc??ncia no ensino superior: o uso das m??dias digitais como estrat??gia pedag??gica
. (Thesis). Fundação Escola de Comércio Ãlvares Penteado. Retrieved from http://132.0.0.61:8080/tede/handle/tede/494
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):
author], [No. “Doc??ncia no ensino superior: o uso das m??dias digitais como estrat??gia pedag??gica
.” 2011. Thesis, Fundação Escola de Comércio Ãlvares Penteado. Accessed January 15, 2021.
http://132.0.0.61:8080/tede/handle/tede/494.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
author], [No. “Doc??ncia no ensino superior: o uso das m??dias digitais como estrat??gia pedag??gica
.” 2011. Web. 15 Jan 2021.
Vancouver:
author] [. Doc??ncia no ensino superior: o uso das m??dias digitais como estrat??gia pedag??gica
. [Internet] [Thesis]. Fundação Escola de Comércio Ãlvares Penteado; 2011. [cited 2021 Jan 15].
Available from: http://132.0.0.61:8080/tede/handle/tede/494.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
author] [. Doc??ncia no ensino superior: o uso das m??dias digitais como estrat??gia pedag??gica
. [Thesis]. Fundação Escola de Comércio Ãlvares Penteado; 2011. Available from: http://132.0.0.61:8080/tede/handle/tede/494
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Pretoria
9.
Brits, Lorena.
The perceived
motivational impact of voice-over-powerpoint™ on part-time adult
learners' in a distance learning environment.
Degree: MCom, Taxation, 2016, University of Pretoria
URL: http://hdl.handle.net/2263/60523
► The primary purpose of this study was to determine whether external conditions, in the form of an e-learning tool, impact the learning motivation of adult…
(more)
▼ The primary purpose of this study was to determine
whether external conditions, in the form of an e-learning tool,
impact the learning motivation of adult learners in a
distance
education environment. This study also tested the use of
Voice-over-PowerPoint™ technology as a suitable medium to deliver
motivational instruction as supplementary content to the course
curriculum. This empirical study was conducted over a period of
approximately two months on a sample of 57 adult learners who were
enrolled for a
distance education course for non-degree purposes at
a tertiary
education institution.
Quantitative research methods
were applied and data was collected using two motivation measuring
surveys: (1) The Course Interest Survey, and (2) The Instructional
Materials Motivation Survey, which were both developed by Keller.
Motivational strategies were designed for the chosen educational
technology, Voice-over-PowerPoint™ (VoP) videos, using Keller's
Attention, Relevance, Confidence and Satisfaction (ARCS) model of
motivation. These strategies were then delivered via the learner
management system for learners to use at their convenience. This
research suggests that overall, learner motivation can be affected
by external conditions (VoP videos), and further supports the ARCS
model. Furthermore, the use of VoP videos as a viable medium for
delivering motivational strategies in a
distance learning
environment was validated.
Advisors/Committee Members: Van Oordt, Theresa (advisor).
Subjects/Keywords: UCTD; Distance
education; Adult
learning; ARCS
Model; Accounting
education
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Export
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Manager
APA (6th Edition):
Brits, L. (2016). The perceived
motivational impact of voice-over-powerpoint™ on part-time adult
learners' in a distance learning environment. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/60523
Chicago Manual of Style (16th Edition):
Brits, Lorena. “The perceived
motivational impact of voice-over-powerpoint™ on part-time adult
learners' in a distance learning environment.” 2016. Masters Thesis, University of Pretoria. Accessed January 15, 2021.
http://hdl.handle.net/2263/60523.
MLA Handbook (7th Edition):
Brits, Lorena. “The perceived
motivational impact of voice-over-powerpoint™ on part-time adult
learners' in a distance learning environment.” 2016. Web. 15 Jan 2021.
Vancouver:
Brits L. The perceived
motivational impact of voice-over-powerpoint™ on part-time adult
learners' in a distance learning environment. [Internet] [Masters thesis]. University of Pretoria; 2016. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/2263/60523.
Council of Science Editors:
Brits L. The perceived
motivational impact of voice-over-powerpoint™ on part-time adult
learners' in a distance learning environment. [Masters Thesis]. University of Pretoria; 2016. Available from: http://hdl.handle.net/2263/60523
Ohio University
10.
Hajjar, David J.
Supporting Individuals with Complex Communication Needs to
Capture and Share Active Recreational Experiences.
Degree: PhD, Speech-Language Pathology (Health Sciences and
Professions), 2017, Ohio University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1497455571213095
► Adaptive sport and recreational programs provide rich opportunities for communication and participation while also providing enjoyable and meaningful experiences for people with significant physical and…
(more)
▼ Adaptive sport and recreational programs provide rich
opportunities for communication and participation while also
providing enjoyable and meaningful experiences for people with
significant physical and communication disabilities. Programs rely
on the skills, support, and dedication from community-based
volunteers. Active recreation typically occurs in natural outdoor
settings which can provide ideal contexts for capturing photos and
videos that may be shared with others. The research project
employed a
distance training called the CAPTURE & Share
program. The program provided instruction to volunteers about how
to support people with disabilities to effectively collect and
share
digital artifacts (e.g., photos, videos) during an adaptive
sport activity (i.e., kayaking). The first objective was to
implement and evaluate the effectiveness of the
distance training
program for the volunteers. The second objective was to gather the
perspectives of volunteers, participants with complex communication
needs (CCN), and their caregivers before and after implementation
of the CAPTURE & Share program. The project was divided into
two studies: (a) implementation of the
distance training program;
and (b) use and application of the program during a series of
recreational activities. An experimental single-
subject research
design with multiple baselines was used to investigate the training
program in study 1 and Participatory Action Research (PAR) provided
a framework for the application phase in study 2. During a series
of three kayaking lessons, the volunteers implemented their plans
and had an opportunity to engage in feedback sessions to share
ideas, reflect, and revise their plans. Caregivers and participants
with CCN provided their perspectives before and after lessons to
better understand their activity patterns relative to capturing and
sharing
digital media. Results indicated that all volunteers were
successful in learning the program as they effectively demonstrated
their ability to apply new knowledge to a series of hypothetical
probes. Additionally, a thematic analysis of the volunteer feedback
sessions revealed five primary themes: (a) the steps of the
program, (b) feedback, (c) barriers, (d) supports, and (e)
benefits. Lastly, a descriptive analysis of participant and
caregiver interviews provided information about benefits and
general experiences relative to collecting and sharing
digital
artifacts during recreational activities. Implications are
discussed for volunteers, active recreational programs,
speech-language pathologists and related professionals, and
caregivers and participants with CCN.
Advisors/Committee Members: McCarthy, John (Advisor).
Subjects/Keywords: Communication; Education; Educational Technology; Recreation; Speech Therapy; Teaching; Augmentative and alternative communication; complex communication needs; individuals with disabilities; active recreation; communication partners; distance training; digital media; social media
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Manager
APA (6th Edition):
Hajjar, D. J. (2017). Supporting Individuals with Complex Communication Needs to
Capture and Share Active Recreational Experiences. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1497455571213095
Chicago Manual of Style (16th Edition):
Hajjar, David J. “Supporting Individuals with Complex Communication Needs to
Capture and Share Active Recreational Experiences.” 2017. Doctoral Dissertation, Ohio University. Accessed January 15, 2021.
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1497455571213095.
MLA Handbook (7th Edition):
Hajjar, David J. “Supporting Individuals with Complex Communication Needs to
Capture and Share Active Recreational Experiences.” 2017. Web. 15 Jan 2021.
Vancouver:
Hajjar DJ. Supporting Individuals with Complex Communication Needs to
Capture and Share Active Recreational Experiences. [Internet] [Doctoral dissertation]. Ohio University; 2017. [cited 2021 Jan 15].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1497455571213095.
Council of Science Editors:
Hajjar DJ. Supporting Individuals with Complex Communication Needs to
Capture and Share Active Recreational Experiences. [Doctoral Dissertation]. Ohio University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1497455571213095
11.
Oliveira, Lilian Simão.
Estudo de tecnologias aplicadas a educação a distância.
Degree: Mestrado, Ciências de Computação e Matemática Computacional, 2011, University of São Paulo
URL: http://www.teses.usp.br/teses/disponiveis/55/55134/tde-29072011-095343/
;
► A educação a distância é uma realidade bem vista por muitas instituições de ensino e pelo Ministério da Educação, sendo, portanto, fortemente incentivada. Essa modalidade…
(more)
▼ A educação a distância é uma realidade bem vista por muitas instituições de ensino e pelo Ministério da Educação, sendo, portanto, fortemente incentivada. Essa modalidade vai muito além da alternativa de oferecer cursos de maneira confortável para alunos que não têm disponibilidade de tempo em horário comercial. Em alguns casos, esse é o único meio de atingir uma parcela da população que, apesar de encontrar-se isolada geograficamente, tem direito à educação básica de qualidade e gratuita como forma de garantir os seus direitos de cidadão. Este trabalho teve como objetivo investigar alternativas de software que visam oferecer apoio para a oferta de cursos na modalidade a distância. Como estudo de caso, foi delimitado um cenário real: o do estado do Amazonas, que conta com diversos esforços bem sucedidos no uso de educação a distância como alternativas para reduzir o isolamento geográfico. Para auxiliar os alunos e professores foi escolhido o ambiente Tidia-Ae, sendo que o maior enfoque foi dado à ferramenta DigaE e suas extensões, por possibilitarem a autoria de documentos multimídia interativos
Distance education is a education model that was recommend by many educational institutions and by the Education Ministry. This model goes beyond of offering courses in a comfortable way for students who do not have time available during business hours. In some cases, this is the only way to offer for a population that, although is geographically isolated, has the right to quality basic education and free as a way to guarantee their rights as citizens. This study aimed to investigate alternatives to the use of software tools aimed at providing support for the provision of courses in the distance. As a particular case, was delimited a real scenario: the Amazon state, which has several successful efforts in using distance education as alternatives to reduce the geographic isolation. To assist students and teachers were chosen environment Tidia-Ae, with the main focus was given to the DigaE tool and its extensions, for making possible the interactive multimedia document authoring
Advisors/Committee Members: Pimentel, Maria da Graça Campos.
Subjects/Keywords: Digital TV; Distance education; Educação à distância; LMS; LMS; TV digital
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Manager
APA (6th Edition):
Oliveira, L. S. (2011). Estudo de tecnologias aplicadas a educação a distância. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/55/55134/tde-29072011-095343/ ;
Chicago Manual of Style (16th Edition):
Oliveira, Lilian Simão. “Estudo de tecnologias aplicadas a educação a distância.” 2011. Masters Thesis, University of São Paulo. Accessed January 15, 2021.
http://www.teses.usp.br/teses/disponiveis/55/55134/tde-29072011-095343/ ;.
MLA Handbook (7th Edition):
Oliveira, Lilian Simão. “Estudo de tecnologias aplicadas a educação a distância.” 2011. Web. 15 Jan 2021.
Vancouver:
Oliveira LS. Estudo de tecnologias aplicadas a educação a distância. [Internet] [Masters thesis]. University of São Paulo; 2011. [cited 2021 Jan 15].
Available from: http://www.teses.usp.br/teses/disponiveis/55/55134/tde-29072011-095343/ ;.
Council of Science Editors:
Oliveira LS. Estudo de tecnologias aplicadas a educação a distância. [Masters Thesis]. University of São Paulo; 2011. Available from: http://www.teses.usp.br/teses/disponiveis/55/55134/tde-29072011-095343/ ;
University of Toronto
12.
Resch, Gabriel.
Vision-based Augmented Reality for Formal and Informal Science Learning.
Degree: 2013, University of Toronto
URL: http://hdl.handle.net/1807/35137
► This thesis explores the application of vision-based augmented reality in formal and informal educational environments. It focuses on the common practices, concerns, and priorities that…
(more)
▼ This thesis explores the application of vision-based augmented reality in formal and informal educational environments. It focuses on the common practices, concerns, and priorities that developers and content creators in each environment frequently encounter, offering insights into how these experiences are changing with the incorporation of new digital media technologies and the hardware platforms that support them. The research outlined in this thesis uses qualitative methods, assembled around a series of twelve hour-long interviews with highly-experienced educators, developers, researchers, and designers, and analyzed using a grounded theory approach. This thesis introduces original research about the role of computer vision-based augmented reality as an educational medium, a topical discussion in information studies, museum studies, learning sciences, and a number of other fields, and makes a theoretical commitment to addressing the ways that material and virtual objects come to interact meaningfully in a variety of learning environments.
MAST
Advisors/Committee Members: Krmpotich, Cara, Information Studies.
Subjects/Keywords: Digital Media; Learning Sciences; Augmented Reality; Museology; Education; Informal Learning; Information Science; Qualitative Methodology; 0723
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Manager
APA (6th Edition):
Resch, G. (2013). Vision-based Augmented Reality for Formal and Informal Science Learning. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/35137
Chicago Manual of Style (16th Edition):
Resch, Gabriel. “Vision-based Augmented Reality for Formal and Informal Science Learning.” 2013. Masters Thesis, University of Toronto. Accessed January 15, 2021.
http://hdl.handle.net/1807/35137.
MLA Handbook (7th Edition):
Resch, Gabriel. “Vision-based Augmented Reality for Formal and Informal Science Learning.” 2013. Web. 15 Jan 2021.
Vancouver:
Resch G. Vision-based Augmented Reality for Formal and Informal Science Learning. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/1807/35137.
Council of Science Editors:
Resch G. Vision-based Augmented Reality for Formal and Informal Science Learning. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/35137
Portland State University
13.
Thomas, Domanic.
Perception of the Online Degree by Accounting Hiring Gatekeepers of Mid-Size Firms in the Northwestern U.S.
Degree: Doctor of Education (EdD) in Educational Leadership: Postsecondary Education, Educational Leadership and Policy, 2018, Portland State University
URL: https://pdxscholar.library.pdx.edu/open_access_etds/4398
► The latest research shows over 2.8 million higher education students or one-in-seven are enrolled in fully online programs. In fields such as accounting, students…
(more)
▼ The latest research shows over 2.8 million higher
education students or one-in-seven are enrolled in fully online programs. In fields such as
accounting, students are able to complete their degree, pass a standardized exam, and enter the workforce with little to no work experience.
Accounting firm human resources managers are primarily responsible for the recruitment and selection of candidates. Prior studies conducted show that these hiring gatekeepers prefer candidates with earned degrees in a traditional classroom environment when holding constant for all other factors. While many students invest in online degrees as an ideal pathway to employment, career advancement, and increased earnings, the perception of their degree by hiring gatekeepers may limit these aspirations. Existing research is limited in descriptive analysis as to why these perceptions are held and what can be done to change them.
The purpose of this qualitative study was to investigate the perception of the online degree by
accounting hiring gatekeepers of mid-size firms in the northwestern U.S. and their recommendations for changes to online programs. Findings support prior research with a disinclination by hiring gatekeepers for candidates with earned online degrees and identified several reasons including a diminished view of interpersonal skills, ability to work as part of a team, faculty interaction and professional mentorship, and negative institutional perceptions. Additionally, gatekeepers recommended changes to online programs that included a focus on technical skills, soft skills, required internships, increasing in-person or hybrid structures, and revising institutional marketing strategies.
Advisors/Committee Members: Karen Haley.
Subjects/Keywords: Distance education – Public opinion; Accounting firms – Personnel management; Employee selection; Employees – Recruiting; Higher Education; Human Resources Management; Online and Distance Education
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APA ·
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Manager
APA (6th Edition):
Thomas, D. (2018). Perception of the Online Degree by Accounting Hiring Gatekeepers of Mid-Size Firms in the Northwestern U.S. (Doctoral Dissertation). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/4398
Chicago Manual of Style (16th Edition):
Thomas, Domanic. “Perception of the Online Degree by Accounting Hiring Gatekeepers of Mid-Size Firms in the Northwestern U.S.” 2018. Doctoral Dissertation, Portland State University. Accessed January 15, 2021.
https://pdxscholar.library.pdx.edu/open_access_etds/4398.
MLA Handbook (7th Edition):
Thomas, Domanic. “Perception of the Online Degree by Accounting Hiring Gatekeepers of Mid-Size Firms in the Northwestern U.S.” 2018. Web. 15 Jan 2021.
Vancouver:
Thomas D. Perception of the Online Degree by Accounting Hiring Gatekeepers of Mid-Size Firms in the Northwestern U.S. [Internet] [Doctoral dissertation]. Portland State University; 2018. [cited 2021 Jan 15].
Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4398.
Council of Science Editors:
Thomas D. Perception of the Online Degree by Accounting Hiring Gatekeepers of Mid-Size Firms in the Northwestern U.S. [Doctoral Dissertation]. Portland State University; 2018. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4398
University of South Africa
14.
Reyneke, Yolande.
The use of case studies for pervasive skills training in ODL accounting education
.
Degree: 2016, University of South Africa
URL: http://hdl.handle.net/10500/22193
► Studies relating to recent curriculum changes implemented by SAICA and CIMA with an increased focus on pervasive skills are limited. The problem addressed in this…
(more)
▼ Studies relating to recent curriculum changes implemented by SAICA and CIMA with an increased focus on pervasive skills are limited. The problem addressed in this study related to the challenge faced by ODL
accounting education institutions to deliver practice-ready
accounting graduates.
This study explored
accounting educators’ and students’ perception of whether pervasive skills can be developed effectively through the use of case studies in an ODL environment. The study aimed to determine whether ODL
accounting departments should introduce a dedicated case study-based module as part of their curriculum. The perceived level at which case studies should be introduced, challenges and the benefits of case studies in light of their pervasive skills development potential were considered in an ODL environment.
The study revealed that the case study-based approach is effective and that a staggered approach to introducing case studies in existing
accounting-related modules tailored for different difficulty levels, would be appropriate.
Advisors/Committee Members: Shuttleworth, Christina Cornelia (advisor).
Subjects/Keywords: Accounting education;
Case studies;
Case study-based examination;
Case study-based module;
CIMA;
Distance education;
Management accounting;
ODL;
ODL accounting education;
Pervasive skills;
Professional accounting qualification;
SAICA
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APA ·
Chicago ·
MLA ·
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Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Reyneke, Y. (2016). The use of case studies for pervasive skills training in ODL accounting education
. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/22193
Chicago Manual of Style (16th Edition):
Reyneke, Yolande. “The use of case studies for pervasive skills training in ODL accounting education
.” 2016. Masters Thesis, University of South Africa. Accessed January 15, 2021.
http://hdl.handle.net/10500/22193.
MLA Handbook (7th Edition):
Reyneke, Yolande. “The use of case studies for pervasive skills training in ODL accounting education
.” 2016. Web. 15 Jan 2021.
Vancouver:
Reyneke Y. The use of case studies for pervasive skills training in ODL accounting education
. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10500/22193.
Council of Science Editors:
Reyneke Y. The use of case studies for pervasive skills training in ODL accounting education
. [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/22193
University of Johannesburg
15.
Freysen, Johan Bach.
Die klankkasset as onderwysmedium in tersiêre afstandsonderrig.
Degree: 2014, University of Johannesburg
URL: http://hdl.handle.net/10210/10194
► M.Ed. (Media Studies)
As man is a dynamic being living in a 'world where "information (including knowledge) is accumulating in many fields at rates far…
(more)
▼ M.Ed. (Media Studies)
As man is a dynamic being living in a 'world where "information (including knowledge) is accumulating in many fields at rates far exceeding a worker's capacity to absorb it" (Hawkridge, 1983:5) his initial training will always be insufficient and should be supplemented by means of in-service and further training. It appears that, because of financial and other reasons, further training will increasingly take place by means of tele-tuition. In the past few years, the sound cassette has been used more and more in tele-tuition owing to features such as its convenience, availability, inexpensiveness and effectiveness . Among the problems identified is that very few lecturers are familiar with the special didactic demands of tele-tuition and especially the use of the sound cassette as educational medium in the tele-tuition situation. Structured directions on the use of sound cassettes, to assist the lecturer, could not be found in the literature. This situation can easily lead to a haphazard and ineffective use of the sound cassette. The objective of this study, therefore, is to provide the lecturer with guidelines regarding the planning, production and use of sound cassettes in tele-tuition. In order to accomplish this objective, it was necessary to study existing literature and to talk with people who are authorities in their separate fields. With the information gathered, a frame of reference regarding tele-tuition at tertiary level was structured as basis for further discussion. Thereafter the potential of the cassette and the criteria that should be taken into consideration when planning, producing and using the sound cassette, were discussed. This led to some suggestions regarding the lecturer's preparation, the production, indexing, dispatch and evaluation of sound cassettes, and briefing the student on the use thereof. This study does not see the sound cassette as a panacea, but as an under-exploited educational medium with great potential in the tele-tuition situation
Subjects/Keywords: Audiotapes in education; Media programs (Education); Distance education
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APA (6th Edition):
Freysen, J. B. (2014). Die klankkasset as onderwysmedium in tersiêre afstandsonderrig. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10194
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):
Freysen, Johan Bach. “Die klankkasset as onderwysmedium in tersiêre afstandsonderrig.” 2014. Thesis, University of Johannesburg. Accessed January 15, 2021.
http://hdl.handle.net/10210/10194.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Freysen, Johan Bach. “Die klankkasset as onderwysmedium in tersiêre afstandsonderrig.” 2014. Web. 15 Jan 2021.
Vancouver:
Freysen JB. Die klankkasset as onderwysmedium in tersiêre afstandsonderrig. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10210/10194.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Freysen JB. Die klankkasset as onderwysmedium in tersiêre afstandsonderrig. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/10194
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Universidade do Minho
16.
Cardoso, Berta Flora Silva.
A importância do programa "Nativos Digitais" na sociedade contemporânea
.
Degree: 2011, Universidade do Minho
URL: http://hdl.handle.net/1822/18090
► Os media são canais que são usados para transmitir informação a um público. Os media tornaram-se, ao longo dos anos, instrumentos cada vez mais utilizados…
(more)
▼ Os
media são canais que são usados para transmitir informação a um público. Os
media
tornaram-se, ao longo dos anos, instrumentos cada vez mais utilizados pelos indivíduos de uma
comunidade. Com esta vulgarização e utilização frequente dos
media pelos indivíduos, os meios
de comunicação sentiram necessidade de se expandir e devido à evolução das tecnologias,
conseguem hoje chegar a um público muito mais vasto e com serviços mais diversificados.
Os
media tornaram-se num elemento importante da sociedade contemporânea, pois é através
destes meios que os indivíduos obtêm informações sobre o mundo actual mas também podem
adquirir outro tipo de conhecimentos.
O objetivo deste trabalho é tentar demonstrar a importância que os
media têm na sociedade
contemporânea e para fazer essa análise recorri ao programa de televisão “Nativos Digitais”,
exibido na RTP2. Queria perceber se um programa sobre os
media poderia ajudar o público a
perceber melhor como o mundo dos meios de comunicação funcionam, se um programa sobre
os
media seria uma mais valia para o público. Debrucei-me essencialmente sobre as questões
da educação para os
media, uma vez que este é o principal enfoque assim como sobre a
importância que esta área de investigação deve ter para o quotidiano dos cidadãos.
Advisors/Committee Members: Zagalo, Nelson (advisor).
Subjects/Keywords: Nativos digitais;
Media;
Educação para os media;
Digital native;
Media education
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Export
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Manager
APA (6th Edition):
Cardoso, B. F. S. (2011). A importância do programa "Nativos Digitais" na sociedade contemporânea
. (Masters Thesis). Universidade do Minho. Retrieved from http://hdl.handle.net/1822/18090
Chicago Manual of Style (16th Edition):
Cardoso, Berta Flora Silva. “A importância do programa "Nativos Digitais" na sociedade contemporânea
.” 2011. Masters Thesis, Universidade do Minho. Accessed January 15, 2021.
http://hdl.handle.net/1822/18090.
MLA Handbook (7th Edition):
Cardoso, Berta Flora Silva. “A importância do programa "Nativos Digitais" na sociedade contemporânea
.” 2011. Web. 15 Jan 2021.
Vancouver:
Cardoso BFS. A importância do programa "Nativos Digitais" na sociedade contemporânea
. [Internet] [Masters thesis]. Universidade do Minho; 2011. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/1822/18090.
Council of Science Editors:
Cardoso BFS. A importância do programa "Nativos Digitais" na sociedade contemporânea
. [Masters Thesis]. Universidade do Minho; 2011. Available from: http://hdl.handle.net/1822/18090
Southern Illinois University
17.
Turnage, Shane Alexander.
Virtual Civics - Digital Media in the Classroom.
Degree: MA, Political Science, 2011, Southern Illinois University
URL: https://opensiuc.lib.siu.edu/theses/712
► In an age where technology is advancing rapidly, young people are often the technology "natives" who understand and utilize its capabilities better than any…
(more)
▼ In an age where technology is advancing rapidly, young people are often the technology "natives" who understand and utilize its capabilities better than any other group in our society. Along with changing interaction models, youth are learning to "socialize" differently than any other generation has, absent face-to-face contact via
digital interface. These types of connections are affecting America's political and social landscape by changing the way youth are orientated into our culture. Many adults complain about the "distractions" of texting, Facebook, and computer games. Yet, these "distractions" might also be a means to engage young people in civic life. Current research shows the power of these technologies to encourage and foster civic activity outside the traditional venues of schools and civic associations. Technology is also being explored in the classroom for its impact on student interest and performance, both academically and civically. Thus, incorporation of technologies into the classroom may be part of the answer to the declining youth participation in our democracy. This study examines the relationship between in-class use of
digital media and measures of civic and political engagement. It utilizes logistic regression to interpret data from an assessment given to the 2008 graduating class at Central City High School (pseudonym). Analysis of this data shows that
digital media use in the classroom has a positive effect on overall political knowledge, but leaves questions about its ability to affect students' civic capacity or civic commitment.
Advisors/Committee Members: Hildreth, Roudy.
Subjects/Keywords: Civic Education; Digital Media; Youth Participation
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APA (6th Edition):
Turnage, S. A. (2011). Virtual Civics - Digital Media in the Classroom. (Masters Thesis). Southern Illinois University. Retrieved from https://opensiuc.lib.siu.edu/theses/712
Chicago Manual of Style (16th Edition):
Turnage, Shane Alexander. “Virtual Civics - Digital Media in the Classroom.” 2011. Masters Thesis, Southern Illinois University. Accessed January 15, 2021.
https://opensiuc.lib.siu.edu/theses/712.
MLA Handbook (7th Edition):
Turnage, Shane Alexander. “Virtual Civics - Digital Media in the Classroom.” 2011. Web. 15 Jan 2021.
Vancouver:
Turnage SA. Virtual Civics - Digital Media in the Classroom. [Internet] [Masters thesis]. Southern Illinois University; 2011. [cited 2021 Jan 15].
Available from: https://opensiuc.lib.siu.edu/theses/712.
Council of Science Editors:
Turnage SA. Virtual Civics - Digital Media in the Classroom. [Masters Thesis]. Southern Illinois University; 2011. Available from: https://opensiuc.lib.siu.edu/theses/712
Eastern Illinois University
18.
Idowu, Oyindamola.
Internet Accessible Remote Real-Time Laboratory for Computer Networking Curriculum.
Degree: MS, School of Technology, 2013, Eastern Illinois University
URL: https://thekeep.eiu.edu/theses/1124
► Despite the availability of equipment required to teach hands-on laboratory practices in a computer networking curriculum, educators are faced with the challenge of extending…
(more)
▼ Despite the availability of equipment required to teach hands-on laboratory practices in a computer networking curriculum, educators are faced with the challenge of extending such practices to students in remote locations.
Distance learning has become a substantial part of the current
education system, requiring institutes of learning adjusting from traditional face-to-face courses to content that can be carried out over the internet so that students can complete part or all the requirements for certain courses in an online modality. Unfortunately, traditional networking laboratories were designed with the assumption students will be physically present. This research is aimed to provide at least three feasible solutions to access a typical networking laboratory from remote locations. Specifically, this research proposes the network architecture and equipment required to provide remote access to the physical networking laboratory at Eastern Illinois University (EIU) so that students can log in to the laboratory remotely. Once implemented students will be able to securely authenticate in to the network and complete their laboratory practices. The proposed internet accessible remote laboratory, once implemented, could be adopted almost immediately to shift the face-to-face course "Networking and Advanced Data Telecommunications" TEC 5313 to an online format or at least to a minimum face-to-face requirement.
Advisors/Committee Members: Rigoberto Chinchilla, Peter Ping Liu, Rendong Bai.
Subjects/Keywords: Computer Sciences; Online and Distance Education
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APA (6th Edition):
Idowu, O. (2013). Internet Accessible Remote Real-Time Laboratory for Computer Networking Curriculum. (Masters Thesis). Eastern Illinois University. Retrieved from https://thekeep.eiu.edu/theses/1124
Chicago Manual of Style (16th Edition):
Idowu, Oyindamola. “Internet Accessible Remote Real-Time Laboratory for Computer Networking Curriculum.” 2013. Masters Thesis, Eastern Illinois University. Accessed January 15, 2021.
https://thekeep.eiu.edu/theses/1124.
MLA Handbook (7th Edition):
Idowu, Oyindamola. “Internet Accessible Remote Real-Time Laboratory for Computer Networking Curriculum.” 2013. Web. 15 Jan 2021.
Vancouver:
Idowu O. Internet Accessible Remote Real-Time Laboratory for Computer Networking Curriculum. [Internet] [Masters thesis]. Eastern Illinois University; 2013. [cited 2021 Jan 15].
Available from: https://thekeep.eiu.edu/theses/1124.
Council of Science Editors:
Idowu O. Internet Accessible Remote Real-Time Laboratory for Computer Networking Curriculum. [Masters Thesis]. Eastern Illinois University; 2013. Available from: https://thekeep.eiu.edu/theses/1124
19.
Vlieghe, Joachim.
Literacy in a social media culture : an ethnographic study of literary communication pratices.
Degree: 2014, Ghent University
URL: http://hdl.handle.net/1854/LU-5758458
► Literacy is often considered a cornerstone of education that empowers people to participate in economic, social and cultural life. But what does it mean ―to…
(more)
▼ Literacy is often considered a cornerstone of
education that empowers people to participate in economic, social and cultural life. But what does it mean ―to be literate‖? Educational researchers, policy makers and teachers often feel tempted to present literacy as a fixed and universal set of skills, knowledge and attitudes (Livingstone, Bober, & Helsper, 2005; Buckingham, Banaji, Carr, Cranmer, & Willett, 2005). This conceptualization facilitates the construction of tests, benchmarks and teaching materials. However, scholars have demonstrated that literacy is not fixed or universal, but always situated in a social and cultural context (Street, 1993; Barton & Hamilton, 1998; Barton, Hamilton, & Ivanič, 2005). Based on this insight, they have questioned the dominant ―skills and benchmarks‖ approach in
education which conceives literacy as neutral, monolithic and measurable (e.g. The New London Group, 1996; Gee, 2004). Scholars within New Literacies Studies2 have convincingly argued for an alternative approach to literacy in research, theory and
education (see Street, 2003; Coiro, Knobel, Lankshear, & Leu, 2014).
In the following sections of this introduction I will first present a brief overview of the empirical and theoretical insights that have contributed to the conception and development of New Literacies Studies. This analysis will also include a discussion of the two main questions that underlie much of the research from the New Literacies Studies tradition. In addition, I will focus more thoroughly on the historical connections between of literacy and
media in general, and between literacy and literature in particular. In light of this discussion I will argue that the increasing ubiquity of social
media presents a new opportunity for studying the transformations of literary culture and traditional print literacy. Finally, I will outline the research questions and focus of my research as well as the structure and argumentation of this dissertation.
Advisors/Committee Members: Soetaert, Ronald.
Subjects/Keywords: Social Sciences; culture; digital media; cultural participation; literacy; sociale media; geletterdheid; meervoudige geletterdheid; multiliteracies; literacies; reading; writing; mediation; empowerment; education; school; literature; literatuur; books; social media; boeken
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Manager
APA (6th Edition):
Vlieghe, J. (2014). Literacy in a social media culture : an ethnographic study of literary communication pratices. (Thesis). Ghent University. Retrieved from http://hdl.handle.net/1854/LU-5758458
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):
Vlieghe, Joachim. “Literacy in a social media culture : an ethnographic study of literary communication pratices.” 2014. Thesis, Ghent University. Accessed January 15, 2021.
http://hdl.handle.net/1854/LU-5758458.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Vlieghe, Joachim. “Literacy in a social media culture : an ethnographic study of literary communication pratices.” 2014. Web. 15 Jan 2021.
Vancouver:
Vlieghe J. Literacy in a social media culture : an ethnographic study of literary communication pratices. [Internet] [Thesis]. Ghent University; 2014. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/1854/LU-5758458.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Vlieghe J. Literacy in a social media culture : an ethnographic study of literary communication pratices. [Thesis]. Ghent University; 2014. Available from: http://hdl.handle.net/1854/LU-5758458
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
20.
Julien, Quentin.
Conception et développement d'ateliers d'éducation aux médias : une approche archéo-médiatique. : Design and development of media education workshops : a mediarchaeological approach.
Degree: Docteur es, Lettres et arts spécialité Arts du spectacle -, 2019, Université Grenoble Alpes (ComUE)
URL: http://www.theses.fr/2019GREAL005
► La recherche documentée dans ce mémoire de thèse de doctorat entend proposer une voie complémentaire à l'éducation aux médias telle qu'elle se pratique actuellement dans…
(more)
▼ La recherche documentée dans ce mémoire de thèse de doctorat entend proposer une voie complémentaire à l'éducation aux médias telle qu'elle se pratique actuellement dans les établissements d'enseignement du secondaire et du supérieur. Pour ce faire, nous avons exploré la piste d'un champ théorique et pratique, d'origine anglo-saxonne et germanique, que l'on nomme Archéologie des media. Il s'est agi de proposer un cadre théorique interdisciplinaire incluant cette discipline afin d'en proposer une première transposition didactique, mise en œuvre à travers des ateliers et des dispositifs originaux. Leur conception et leur évaluation, appuyées sur une méthodologie de recherche orientée par la conception, ont été au cœur de ce travail.
This research aims to explore alternative ways to practice media education as we do in middle school, hight school and university. It explores an original field, recently discovered in France, called media archaeology. In this work, we have built a theorical and multidisciplinary frame including media archaeology in order to propose, for the first time, its didactic transposition for secondary education. Thus, we conveived and evaluated workshops, helped by a design-based research methodology.
Advisors/Committee Members: Citton, Yves (thesis director).
Subjects/Keywords: Archéologie des media; Numérique; Éducations aux médias; Médias; Media; Media archaeology; Digital; Media education; 070
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APA (6th Edition):
Julien, Q. (2019). Conception et développement d'ateliers d'éducation aux médias : une approche archéo-médiatique. : Design and development of media education workshops : a mediarchaeological approach. (Doctoral Dissertation). Université Grenoble Alpes (ComUE). Retrieved from http://www.theses.fr/2019GREAL005
Chicago Manual of Style (16th Edition):
Julien, Quentin. “Conception et développement d'ateliers d'éducation aux médias : une approche archéo-médiatique. : Design and development of media education workshops : a mediarchaeological approach.” 2019. Doctoral Dissertation, Université Grenoble Alpes (ComUE). Accessed January 15, 2021.
http://www.theses.fr/2019GREAL005.
MLA Handbook (7th Edition):
Julien, Quentin. “Conception et développement d'ateliers d'éducation aux médias : une approche archéo-médiatique. : Design and development of media education workshops : a mediarchaeological approach.” 2019. Web. 15 Jan 2021.
Vancouver:
Julien Q. Conception et développement d'ateliers d'éducation aux médias : une approche archéo-médiatique. : Design and development of media education workshops : a mediarchaeological approach. [Internet] [Doctoral dissertation]. Université Grenoble Alpes (ComUE); 2019. [cited 2021 Jan 15].
Available from: http://www.theses.fr/2019GREAL005.
Council of Science Editors:
Julien Q. Conception et développement d'ateliers d'éducation aux médias : une approche archéo-médiatique. : Design and development of media education workshops : a mediarchaeological approach. [Doctoral Dissertation]. Université Grenoble Alpes (ComUE); 2019. Available from: http://www.theses.fr/2019GREAL005
Liberty University
21.
Williams, Dustin Lee.
Predicting Student Success Using Digital Textbook Analytics in Online Courses.
Degree: 2019, Liberty University
URL: https://digitalcommons.liberty.edu/doctoral/2084
► In the digital era, students are generating and institutions are collecting more data than ever before. With the constant change in technology, new data points…
(more)
▼ In the digital era, students are generating and institutions are collecting more data than ever before. With the constant change in technology, new data points are being created. Digital textbooks are becoming more popular, and textbook publishers are shifting more of their efforts to creating digital content. This shift creates new data points that have the potential to show how students are engaging with course material. The purpose of this correlational study is to determine if digital textbook usage data, pages read, number of days, reading sessions, highlights, bookmarks, notes, searches, downloads and prints can predict student success. This study used a multiple regression to determine if digital textbook usage data is a predictor of course or quiz success in five online undergraduate courses at a private liberal arts university. The analysis used digital textbook data from VitalSource and consisted of 1,602 students that were enrolled in an eight-week online course at a private liberal arts university. The analysis showed that there is a significant relationship between digital textbook usage data and total points earned and average quiz grade. This study contributes to the limited knowledge on digital textbook analytics and provides valuable insight into how students engage with digital textbooks in online courses.
Subjects/Keywords: Digital Textbooks; Learning Analytics; Student Success; Education; Higher Education; Online and Distance Education
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APA (6th Edition):
Williams, D. L. (2019). Predicting Student Success Using Digital Textbook Analytics in Online Courses. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2084
Chicago Manual of Style (16th Edition):
Williams, Dustin Lee. “Predicting Student Success Using Digital Textbook Analytics in Online Courses.” 2019. Doctoral Dissertation, Liberty University. Accessed January 15, 2021.
https://digitalcommons.liberty.edu/doctoral/2084.
MLA Handbook (7th Edition):
Williams, Dustin Lee. “Predicting Student Success Using Digital Textbook Analytics in Online Courses.” 2019. Web. 15 Jan 2021.
Vancouver:
Williams DL. Predicting Student Success Using Digital Textbook Analytics in Online Courses. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2021 Jan 15].
Available from: https://digitalcommons.liberty.edu/doctoral/2084.
Council of Science Editors:
Williams DL. Predicting Student Success Using Digital Textbook Analytics in Online Courses. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2084
22.
Berntsson, Lisa.
Hur kan digitala resurser stärka undervisningen vid distansutbildning i biologi?.
Degree: Faculty of Education and Society (LS), 2020, Malmö University
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32656
► Today more and more courses at both universities and at the municipal adult educations (Komvux) are given as distance courses. Therefore, the need for…
(more)
▼ Today more and more courses at both universities and at the municipal adult educations (Komvux) are given as distance courses. Therefore, the need for good digital resources is ever growing, to provide the same standard of education at the distance courses as it is on the regular courses. The following study is an investigation of some of the digital resources available for both aid in information intake and subject understanding, and also on the resources available for social interactions with other students as well as teachers during the courses. The study is conducted as a systematic literature study with a thematic analysis. The resources studied are LMS, virtual classrooms, the flipped classroom model and digital textbooks and libraries. Also, the importance of adaptive digital resources as well as how digital resources are best implemented are studied. Conclusions made shows that much can be improved in the distance courses and that a combination of flipped classroom presentations together with a program for social interactions (such as Edmodo) could be a better solution. For the parts of the courses in Biology where a more in depth understanding of processes is necessary, special model building programs would be favorable. Since the possibilities for individual adaptions is very limited in distance courses it would also be advantageous with adaptive digital resources, to increase the possibilities for a student to pass the course.
Subjects/Keywords: biologi; digitala resurser; distansutbildning; LMS; sociala interaktioner; undervisning; virtuella klassrum; ämnesförståelse; Biology; Distance education; Social interactions; Teaching; Virtual classrooms; Subject Comprehension; Digital resources; Social Sciences; Samhällsvetenskap
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to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Berntsson, L. (2020). Hur kan digitala resurser stärka undervisningen vid distansutbildning i biologi?. (Thesis). Malmö University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32656
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):
Berntsson, Lisa. “Hur kan digitala resurser stärka undervisningen vid distansutbildning i biologi?.” 2020. Thesis, Malmö University. Accessed January 15, 2021.
http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32656.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Berntsson, Lisa. “Hur kan digitala resurser stärka undervisningen vid distansutbildning i biologi?.” 2020. Web. 15 Jan 2021.
Vancouver:
Berntsson L. Hur kan digitala resurser stärka undervisningen vid distansutbildning i biologi?. [Internet] [Thesis]. Malmö University; 2020. [cited 2021 Jan 15].
Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32656.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Berntsson L. Hur kan digitala resurser stärka undervisningen vid distansutbildning i biologi?. [Thesis]. Malmö University; 2020. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32656
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Maryland
23.
Gibbins, Thor.
Digital Alchemy: A Hermeneutic Phenomenological Investigation of Digital Storytelling for Peace and Justice.
Degree: Curriculum and Instruction, 2013, University of Maryland
URL: http://hdl.handle.net/1903/14450
► This study explores the experiences of undergraduate students enrolled in an education I-Series (University of Maryland undergraduate courses designed to inspire innovation, imagination, and intellect)…
(more)
▼ This study explores the experiences of undergraduate students enrolled in an
education I-Series (University of Maryland undergraduate courses designed to inspire innovation, imagination, and intellect) course, Good Stories: Teaching Stories for Peace and Justice. In this course students are asked to produce
digital stories that project themes of peace and justice. The locus of this study focuses on the essential question: In what ways do participants world their experiences producing
digital stories for peace and justice?
The methodology of hermeneutic phenomenology is employed in order to elucidate interpretive understandings about
digital storytelling for peace and justice in the experiences of nine undergraduates over the course of one semester. The metaphor of alchemy is used since the practice of alchemy entailed amalgamating base metals in the hopes of transmuting them into gold. Jung (1968) likens this process to our experience of becoming individuated, whole, and healthy human beings.
Digital media amalgamates image sound and written text in order to enhance narrative, making it an apt metaphor since it captures the synergism inherent in both the metaphor of alchemy and the multimodality inherent in
digital stories. The methodological practices for this inquiry employ van Manen's (1997) human science research.
This inquiry elucidates the participants' experiences on being students of
digital media in addition becoming agentive knowers capable of projecting
digital stories for the purposes of peace and justice. The conspicuousness of developing the technological know-how of producing
digital media also takes particular precedent in this study. Themes of the ways in which students are concerned by being students, producing
digital stories the "right" way, and developing particular stances on their understandings of peace and justice are disclosed.
Additionally, the pedagogical implications for designing teaching and learning of
digital media are discussed. These implications focus on ways educators may develop pedagogical tact in engaging and apprenticing students in
digital media. These pedagogical understandings may open possible opportunities for classrooms to be transformed into
digital media studios where students develop critical stances through the practice of digitally designing narratives for the purposes of extending care, caring, and caring for others to possible global audiences.
Advisors/Committee Members: Hultgren, Francine (advisor), McCaleb, Joseph (advisor).
Subjects/Keywords: Education; Educational technology; Language arts; digital media; digital storytelling; phenomenology
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APA (6th Edition):
Gibbins, T. (2013). Digital Alchemy: A Hermeneutic Phenomenological Investigation of Digital Storytelling for Peace and Justice. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/14450
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):
Gibbins, Thor. “Digital Alchemy: A Hermeneutic Phenomenological Investigation of Digital Storytelling for Peace and Justice.” 2013. Thesis, University of Maryland. Accessed January 15, 2021.
http://hdl.handle.net/1903/14450.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Gibbins, Thor. “Digital Alchemy: A Hermeneutic Phenomenological Investigation of Digital Storytelling for Peace and Justice.” 2013. Web. 15 Jan 2021.
Vancouver:
Gibbins T. Digital Alchemy: A Hermeneutic Phenomenological Investigation of Digital Storytelling for Peace and Justice. [Internet] [Thesis]. University of Maryland; 2013. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/1903/14450.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Gibbins T. Digital Alchemy: A Hermeneutic Phenomenological Investigation of Digital Storytelling for Peace and Justice. [Thesis]. University of Maryland; 2013. Available from: http://hdl.handle.net/1903/14450
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Utah State University
24.
Aghababyan, Ani.
E3: Emotions, Engagement, and Educational Digital Games.
Degree: PhD, Instructional Technology and Learning Sciences, 2014, Utah State University
URL: https://digitalcommons.usu.edu/etd/4031
► The use of educational digital games as a method of instruction for science, technology, engineering, and mathematics has increased in the past decade. While…
(more)
▼ The use of educational
digital games as a method of instruction for science, technology, engineering, and mathematics has increased in the past decade. While these games provide successfully implemented interactive and fun interfaces, they are not designed to respond or remedy students’ negative affect towards the game dynamics or their educational content. Therefore, this exploratory study investigated the frequent patterns of student emotional and behavioral response to educational
digital games.
To unveil the sequential occurrence of these affective states, students were assigned to play the game for nine class sessions. During these sessions, their affective and behavioral response was recorded to uncover possible underlying patterns of affect (particularly confusion, frustration, and boredom) and behavior (disengagement). In addition, these affect and behavior frequency pattern data were combined with students’ gameplay data in order to identify patterns of emotions that led to a better performance in the game.
The results provide information on possible affect and behavior patterns that could be used in further research on affect and behavior detection in such open-ended
digital game environments. Particularly, the findings show that students experience a considerable amount of confusion, frustration, and boredom. Another finding highlights the need for remediation via embedded help, as the students referred to peer help often during their gameplay. However, possibly because of the low quality of the received help, students seemed to become frustrated or disengaged with the environment. Finally, the findings suggest the importance of the decay rate of confusion; students’ gameplay performance was associated with the length of time students remained confused or frustrated. Overall, these findings show that there are interesting patterns related to students who experience relatively negative emotions during their gameplay.
Advisors/Committee Members: Taylor Martin, ;.
Subjects/Keywords: Emotions; Engagement; Educational Digital Games; Digital Games; Education; Instructional Media Design
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APA (6th Edition):
Aghababyan, A. (2014). E3: Emotions, Engagement, and Educational Digital Games. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/4031
Chicago Manual of Style (16th Edition):
Aghababyan, Ani. “E3: Emotions, Engagement, and Educational Digital Games.” 2014. Doctoral Dissertation, Utah State University. Accessed January 15, 2021.
https://digitalcommons.usu.edu/etd/4031.
MLA Handbook (7th Edition):
Aghababyan, Ani. “E3: Emotions, Engagement, and Educational Digital Games.” 2014. Web. 15 Jan 2021.
Vancouver:
Aghababyan A. E3: Emotions, Engagement, and Educational Digital Games. [Internet] [Doctoral dissertation]. Utah State University; 2014. [cited 2021 Jan 15].
Available from: https://digitalcommons.usu.edu/etd/4031.
Council of Science Editors:
Aghababyan A. E3: Emotions, Engagement, and Educational Digital Games. [Doctoral Dissertation]. Utah State University; 2014. Available from: https://digitalcommons.usu.edu/etd/4031
25.
Boizot, Jéromine O.
Feminism and media, opportunities and limitations of digital practices.
Degree: Faculty of Culture and Society (KS), 2019, Malmö University
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23372
► Researches done on social movements and media are often conducted at a micro-level, focusing on the individual activity (Klandermans 1997), or the macro level,…
(more)
▼ Researches done on social movements and media are often conducted at a micro-level, focusing on the individual activity (Klandermans 1997), or the macro level, excluding the meso level, linking the two first levels together. Furthermore, studies focusing on the relation between feminism as a social movement and media often neglect to identify the opportunities and the limitations of such an intersection. The aim of this research is to increase knowledge in this gap, offering a comprehensive conceptual framework that focuses on the three levels of interaction between media and feminist activism. Attention will also be paid to the intersection between offline and online as it ‘helps us question the bias towards online and always connected forms of activism’ . (Fotopoulou 2014) The research questions of this thesis are: How women in Great-Britain perceive the limitations and opportunities in media, to connect with the feminist movement? And How can we understand these experiences through the role of ICT linked to macro-processes such as mediatization?
The findings are that the relatively new online platforms and media practices of digital and networked media are changing the landscape of how feminist activists think and fight for gender equality. They both carry the opportunities and the limitations of such a relation. Indeed, the assumption that social network and online media are a central in women’s organization is correct, however, they are not the only way of doing so and they should remain complementary. The concept of ‘digital sisterhood’ helps us to understand that complex balance and it allows us to question the different levels of activism that are being reconsidered.
Subjects/Keywords: Feminism; media; Digital Practice; Digital Sisterhoods; Feminist media; Intersectionality; Social Sciences; Samhällsvetenskap
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APA (6th Edition):
Boizot, J. O. (2019). Feminism and media, opportunities and limitations of digital practices. (Thesis). Malmö University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23372
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):
Boizot, Jéromine O. “Feminism and media, opportunities and limitations of digital practices.” 2019. Thesis, Malmö University. Accessed January 15, 2021.
http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23372.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Boizot, Jéromine O. “Feminism and media, opportunities and limitations of digital practices.” 2019. Web. 15 Jan 2021.
Vancouver:
Boizot JO. Feminism and media, opportunities and limitations of digital practices. [Internet] [Thesis]. Malmö University; 2019. [cited 2021 Jan 15].
Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23372.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Boizot JO. Feminism and media, opportunities and limitations of digital practices. [Thesis]. Malmö University; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23372
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Rochester Institute of Technology
26.
Bodine, Kelly M.
College Students’ Use of Digital and Traditional Media: Uses and Gratifications Approach.
Degree: MS, School of Communication (CLA), 2018, Rochester Institute of Technology
URL: https://scholarworks.rit.edu/theses/9762
► In the higher education field marketers need to better understand how to keep abreast with the trends of their current and future audiences. With…
(more)
▼ In the higher
education field marketers need to better understand how to keep abreast with the trends of their current and future audiences. With ever-evolving technologies, students’ have multiple methods in which to acquire campus related information. The aims of this study were to discover what communication methodologies students employ when learning about campus information and what methodologies they employ when actively searching. Based on a uses and gratifications framework, this study involved conducting an online survey to compare college students’ use and level of influence from traditional or
digital media marketing. The findings of this study show that both past and present methods of marketing communications’ are utilized to search for information, with different intentions on each. This survey specifically explored the use of
media among the student population at the Rochester Institute of Technology.
Advisors/Committee Members: Andrea Hickerson.
Subjects/Keywords: Digital media; Higher education; Marketing; Traditional media; Uses and gratifications
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APA (6th Edition):
Bodine, K. M. (2018). College Students’ Use of Digital and Traditional Media: Uses and Gratifications Approach. (Masters Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/9762
Chicago Manual of Style (16th Edition):
Bodine, Kelly M. “College Students’ Use of Digital and Traditional Media: Uses and Gratifications Approach.” 2018. Masters Thesis, Rochester Institute of Technology. Accessed January 15, 2021.
https://scholarworks.rit.edu/theses/9762.
MLA Handbook (7th Edition):
Bodine, Kelly M. “College Students’ Use of Digital and Traditional Media: Uses and Gratifications Approach.” 2018. Web. 15 Jan 2021.
Vancouver:
Bodine KM. College Students’ Use of Digital and Traditional Media: Uses and Gratifications Approach. [Internet] [Masters thesis]. Rochester Institute of Technology; 2018. [cited 2021 Jan 15].
Available from: https://scholarworks.rit.edu/theses/9762.
Council of Science Editors:
Bodine KM. College Students’ Use of Digital and Traditional Media: Uses and Gratifications Approach. [Masters Thesis]. Rochester Institute of Technology; 2018. Available from: https://scholarworks.rit.edu/theses/9762
Liberty University
27.
Eaton, Gary C.
Is Utilization of University-Sponsored Social Media Associated with Increased Social Integration and Retention among Online Students?.
Degree: 2019, Liberty University
URL: https://digitalcommons.liberty.edu/doctoral/2069
► Despite the growth of online higher education, online student retention remains a problem for many colleges and universities. The seminal higher education retention models developed…
(more)
▼ Despite the growth of online higher education, online student retention remains a problem for many colleges and universities. The seminal higher education retention models developed for residential students also explain the contribution to retention resulting from connecting online students with other students, faculty, staff, and connecting with the daily life of the university in order to create a sense of belonging and community. The difficulty for the university is that online students may live at such distances from the school that participation in on-campus activities or even a singular campus visit is impractical. Further, online students are often non-traditional students with the effect that the actions and tactics used by the residential university to evoke a sense of belonging may not work for online students. Social media has been proposed as a technology that may be deployed by the university to engage its online students and create a sense of belonging and social community that may contribute to better student retention. This quantitative study assessed the association between actual online student usage of university-sponsored social media with the Classroom and School Community Indicator (CSCI), a scale developed to quantify the online or residential students’ sense of academic and social community, and the association with subsequent retention at a southeastern U.S. university with a large online student population. While the effect was small, student engagement with university-sponsored social media was significantly associated with both higher scores on the CSCI and with higher reenrollment rates.
Subjects/Keywords: Social Media; Online Higher Education; Retention; CSCI; Business; Higher Education; Marketing; Online and Distance Education
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APA (6th Edition):
Eaton, G. C. (2019). Is Utilization of University-Sponsored Social Media Associated with Increased Social Integration and Retention among Online Students?. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2069
Chicago Manual of Style (16th Edition):
Eaton, Gary C. “Is Utilization of University-Sponsored Social Media Associated with Increased Social Integration and Retention among Online Students?.” 2019. Doctoral Dissertation, Liberty University. Accessed January 15, 2021.
https://digitalcommons.liberty.edu/doctoral/2069.
MLA Handbook (7th Edition):
Eaton, Gary C. “Is Utilization of University-Sponsored Social Media Associated with Increased Social Integration and Retention among Online Students?.” 2019. Web. 15 Jan 2021.
Vancouver:
Eaton GC. Is Utilization of University-Sponsored Social Media Associated with Increased Social Integration and Retention among Online Students?. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2021 Jan 15].
Available from: https://digitalcommons.liberty.edu/doctoral/2069.
Council of Science Editors:
Eaton GC. Is Utilization of University-Sponsored Social Media Associated with Increased Social Integration and Retention among Online Students?. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2069
28.
Nobles, Susanne Lee.
Leveraging Digital Communities of Practice: How Asynchronous Digital Collaboration Afforded a Complex Reading/Writing Dialogue for Secondary School Students.
Degree: PhD, English, 2016, Old Dominion University
URL: 9781339787831
;
https://digitalcommons.odu.edu/english_etds/11
► This dissertation examines a case study of a research unit taught to secondary school students with the inclusion of an asynchronous digital collaboration with…
(more)
▼ This dissertation examines a case study of a research unit taught to secondary school students with the inclusion of an asynchronous
digital collaboration with college students. Over consecutive school years, two classes of high school seniors and two classes of college students, despite being geographically separated by more than 90 miles, worked together in multiple reading and writing exchanges within an online community as they read a primary text and as the secondary school students wrote research papers. This study seeks to understand the effects of this unit on the secondary school students’ thinking, reading, and writing skills, focusing specifically on the inclusion of an authentic, responsive audience and the affordances of pedagogically-driven technology integration in the classroom.
Advisors/Committee Members: Louise W. Phelps, Kevin DePew, Michele Fowler-Amato, Katie Dredger.
Subjects/Keywords: Collaboration; Communities of practice; Composition; Digital; reflection; Writing; Education; Online and Distance Education; Rhetoric
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APA (6th Edition):
Nobles, S. L. (2016). Leveraging Digital Communities of Practice: How Asynchronous Digital Collaboration Afforded a Complex Reading/Writing Dialogue for Secondary School Students. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781339787831 ; https://digitalcommons.odu.edu/english_etds/11
Chicago Manual of Style (16th Edition):
Nobles, Susanne Lee. “Leveraging Digital Communities of Practice: How Asynchronous Digital Collaboration Afforded a Complex Reading/Writing Dialogue for Secondary School Students.” 2016. Doctoral Dissertation, Old Dominion University. Accessed January 15, 2021.
9781339787831 ; https://digitalcommons.odu.edu/english_etds/11.
MLA Handbook (7th Edition):
Nobles, Susanne Lee. “Leveraging Digital Communities of Practice: How Asynchronous Digital Collaboration Afforded a Complex Reading/Writing Dialogue for Secondary School Students.” 2016. Web. 15 Jan 2021.
Vancouver:
Nobles SL. Leveraging Digital Communities of Practice: How Asynchronous Digital Collaboration Afforded a Complex Reading/Writing Dialogue for Secondary School Students. [Internet] [Doctoral dissertation]. Old Dominion University; 2016. [cited 2021 Jan 15].
Available from: 9781339787831 ; https://digitalcommons.odu.edu/english_etds/11.
Council of Science Editors:
Nobles SL. Leveraging Digital Communities of Practice: How Asynchronous Digital Collaboration Afforded a Complex Reading/Writing Dialogue for Secondary School Students. [Doctoral Dissertation]. Old Dominion University; 2016. Available from: 9781339787831 ; https://digitalcommons.odu.edu/english_etds/11
Iowa State University
29.
Alotibi, Yahya S.
Perceived distance and instructional design in online agriculture and life science courses.
Degree: 2018, Iowa State University
URL: https://lib.dr.iastate.edu/etd/16781
► ABSTRACT The purpose of this study was to describe relationships between factors that influence perceived transactional distance (course structure, course interaction, and learner autonomy) and…
(more)
▼ ABSTRACT
The purpose of this study was to describe relationships between factors that influence perceived transactional distance (course structure, course interaction, and learner autonomy) and instructional design aspects that help to reduce transactional distance from the learner's perspective. Using Transactional Distance Theory. Specifically, the study sought to identify the extent to which learners felt they were distant from their online course and describe relationships between online students’ perceived distance and factors of transactional distance (course structure, interactions, and learner autonomy).
An online survey was disseminated to 271 students who enrolled in online courses in the College of Agriculture and Life Sciences at Iowa State University during the fall of 2017. A final response rate of 26% (n=70) was obtained.
The perceived distance to the other online learners was the highest comparing to the perceived distance from instructor, course content, course website, and course overall. The perceived distance from the online instructor was higher than the perceived distance from the course website and course content.
The students’ perceptions regarding the course structure items were positive. Participants considered their online courses as highly structured courses. In general, the students’ perceived distance to the course overall was significantly and negatively correlated with all course structure components.
In terms of course interaction, participants considered the student-website and the student-content interactions in their online courses very high compared to student-instructor and student-student interactions. In general, the results showed that the perceived distance from the course website, course content, instructor, and other online students negatively correlated with the frequency of interaction with the course website, course content, instructor, and other online students.
These results showed that online students in this study possessed a high level of autonomy. Also, the findings revealed the independent and self-directed learners who can learn without much guidance and can develop a personal learning plan perceived distance to the course content and the course website less than other students.
The squared multiple correlation coefficient (Rïÿý) revealed that 38% of the variance in the overall transactional distance can be predicted from the combination of course structure, course dialogue, and learner autonomy.
Regarding the instructional design practices that help to reduce transactional distance, the online students indicated a well-organized syllabus, clear learning objectives, the instructor contact information, and printable materials are very important items in their online course. Also, the online students in this study indicated instructional design items which were of little importance included: online chat or videoconferences, group assignments, and group projects. These instructional design items are related to interaction.
Subjects/Keywords: Distance Education; Instructional Design; Online Courses; Transactional Distance; Agricultural Education; Curriculum and Instruction; Instructional Media Design
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APA (6th Edition):
Alotibi, Y. S. (2018). Perceived distance and instructional design in online agriculture and life science courses. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/16781
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):
Alotibi, Yahya S. “Perceived distance and instructional design in online agriculture and life science courses.” 2018. Thesis, Iowa State University. Accessed January 15, 2021.
https://lib.dr.iastate.edu/etd/16781.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Alotibi, Yahya S. “Perceived distance and instructional design in online agriculture and life science courses.” 2018. Web. 15 Jan 2021.
Vancouver:
Alotibi YS. Perceived distance and instructional design in online agriculture and life science courses. [Internet] [Thesis]. Iowa State University; 2018. [cited 2021 Jan 15].
Available from: https://lib.dr.iastate.edu/etd/16781.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Alotibi YS. Perceived distance and instructional design in online agriculture and life science courses. [Thesis]. Iowa State University; 2018. Available from: https://lib.dr.iastate.edu/etd/16781
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
30.
Arnaldo de Carvalho Filho.
Educação a Distância: a Experiência em uma Organização Militar com Sede no Rio de Janeiro.
Degree: 2006, Universidade Federal Rural do Rio de Janeiro
URL: http://bdtd.ufrrj.br//tde_busca/arquivo.php?codArquivo=569
► As novas Tecnologias de Informação e Comunicação (TIC) aliadas à educação têm favorecido o processo de ensino-aprendizagem. Nesse contexto, o Centro de Estudo de Pessoal…
(more)
▼ As novas Tecnologias de Informação e Comunicação (TIC) aliadas à educação têm favorecido o processo de ensino-aprendizagem. Nesse contexto, o Centro de Estudo de Pessoal (CEP), visando adequar-se a tal realidade, reestruturou a área pedagógica e de informática, para atender a sua força de trabalho e a sociedade, ofertando cursos semipresenciais e a distância. O presente estudo de caso, com base no método Yin (2001), focalizou o CEP, tendo por objetivo contribuir para EaD como um meio de educação democrática através do estudo de uma organização militar com tradição e excelência na condução desse tipo de ensino-aprendizagem. A metodologia utilizada foi quantitativa para identificar as dificuldades, processos, cuidados e procedimentos e qualitativa para identificar as razões que levam a bom termo a democratização do ensino-aprendizagem através da EaD, num país de dimensões continentais como o Brasil. Propõe-se como metodologia de estudo pesquisa bibliográfica e descritiva, questionários e entrevistas. As respostas abertas respondidas durante as entrevistas e por meio dos questionários foram analisadas de acordo com o método de análise de conteúdo de GRACE (1978) e BARDIN (1979). As perguntas fechadas foram examinadas através de percentagens. Por fim, os principais resultados revelados pela pesquisa foram: que a EaD é uma modalidade inclusiva e democrática, de grande alcance, mas que não substitui o ensino presencial, tem a tecnologia de informação e comunicação como a maior aliada, bem como é a educação do futuro por atender as exigências do mundo moderno, onde educar transformando pessoas constitui-se em um diferencial competitivo.
New Information and Communication Technologies (ICT) allied to the education have favoured the teaching-learning process. In this context, the Personnel Studying Centre (CEP, as it is called in Brazil) aimed at adapting itself to such a reality, and attending both the work force and the society as a whole. O CEP has restructured its pedagogical and computer science areas, and offered distance teaching, without ignoring its face-toface learning-teaching courses. This study has focused upon the CEP, for it has already tradition and excellence in providing distance education courses. Its methodological approaches were quantitative and qualitative. The former has identified the difficulties, processes and pedagogical procedures used, and the latter has identified the main reasons which have lead to an effective democratization of teaching-learning through distance education, especially in a large country such as Brazil. Bibliographical and descriptive researches have been carried out by using the Yin Method. Also, questionnaires and interviews have been applied, whose answers to the open questions were analysed by using the technique of content analysis (GRACE, 1978; BARDIN 1979). Closed questions were analysed by means of percentages. The main findings were: distance education is an inclusive and democratic approach, being of a great range, however, it does not yet substitute the…
Advisors/Committee Members: Silvestre Prado de Souza Neto.
Subjects/Keywords: democratização da educação; tecnologias de informação e comunicação; inclusão digital.; ADMINISTRACAO; distance education; information and communication technologies; democratic education; digital inclusion
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APA (6th Edition):
Filho, A. d. C. (2006). Educação a Distância: a Experiência em uma Organização Militar com Sede no Rio de Janeiro. (Thesis). Universidade Federal Rural do Rio de Janeiro. Retrieved from http://bdtd.ufrrj.br//tde_busca/arquivo.php?codArquivo=569
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):
Filho, Arnaldo de Carvalho. “Educação a Distância: a Experiência em uma Organização Militar com Sede no Rio de Janeiro.” 2006. Thesis, Universidade Federal Rural do Rio de Janeiro. Accessed January 15, 2021.
http://bdtd.ufrrj.br//tde_busca/arquivo.php?codArquivo=569.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Filho, Arnaldo de Carvalho. “Educação a Distância: a Experiência em uma Organização Militar com Sede no Rio de Janeiro.” 2006. Web. 15 Jan 2021.
Vancouver:
Filho AdC. Educação a Distância: a Experiência em uma Organização Militar com Sede no Rio de Janeiro. [Internet] [Thesis]. Universidade Federal Rural do Rio de Janeiro; 2006. [cited 2021 Jan 15].
Available from: http://bdtd.ufrrj.br//tde_busca/arquivo.php?codArquivo=569.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Filho AdC. Educação a Distância: a Experiência em uma Organização Militar com Sede no Rio de Janeiro. [Thesis]. Universidade Federal Rural do Rio de Janeiro; 2006. Available from: http://bdtd.ufrrj.br//tde_busca/arquivo.php?codArquivo=569
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
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Open Access Theses and Dissertations