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You searched for subject:( Learning Theories). Showing records 1 – 30 of 181 total matches.

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Cornell University

1. Xu, Yang. Sub-Linear Algorithms For Non-Homogeneous Large Alphabet Source Classification .

Degree: 2015, Cornell University

 Suppose we have several unknown distributions the same discrete countable sample space, namely, {1, 2, 3, 4, ..., n}. and given sequences of samples generated… (more)

Subjects/Keywords: Classification; Large Alphabet; Learning Theories

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APA (6th Edition):

Xu, Y. (2015). Sub-Linear Algorithms For Non-Homogeneous Large Alphabet Source Classification . (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/41179

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):

Xu, Yang. “Sub-Linear Algorithms For Non-Homogeneous Large Alphabet Source Classification .” 2015. Thesis, Cornell University. Accessed July 07, 2020. http://hdl.handle.net/1813/41179.

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

MLA Handbook (7th Edition):

Xu, Yang. “Sub-Linear Algorithms For Non-Homogeneous Large Alphabet Source Classification .” 2015. Web. 07 Jul 2020.

Vancouver:

Xu Y. Sub-Linear Algorithms For Non-Homogeneous Large Alphabet Source Classification . [Internet] [Thesis]. Cornell University; 2015. [cited 2020 Jul 07]. Available from: http://hdl.handle.net/1813/41179.

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

Council of Science Editors:

Xu Y. Sub-Linear Algorithms For Non-Homogeneous Large Alphabet Source Classification . [Thesis]. Cornell University; 2015. Available from: http://hdl.handle.net/1813/41179

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


University of Leicester

2. Xiao, Yi. Learning nominal regular languages with binders.

Degree: PhD, 2020, University of Leicester

 The theories of formal language and automata are fundamental in several areas of computer science. During decades of development, these theories have been stretched out… (more)

Subjects/Keywords: Theories; language; automata; machine learning

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APA (6th Edition):

Xiao, Y. (2020). Learning nominal regular languages with binders. (Doctoral Dissertation). University of Leicester. Retrieved from https://doi.org/10.25392/leicester.data.11637948.v1 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.798214

Chicago Manual of Style (16th Edition):

Xiao, Yi. “Learning nominal regular languages with binders.” 2020. Doctoral Dissertation, University of Leicester. Accessed July 07, 2020. https://doi.org/10.25392/leicester.data.11637948.v1 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.798214.

MLA Handbook (7th Edition):

Xiao, Yi. “Learning nominal regular languages with binders.” 2020. Web. 07 Jul 2020.

Vancouver:

Xiao Y. Learning nominal regular languages with binders. [Internet] [Doctoral dissertation]. University of Leicester; 2020. [cited 2020 Jul 07]. Available from: https://doi.org/10.25392/leicester.data.11637948.v1 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.798214.

Council of Science Editors:

Xiao Y. Learning nominal regular languages with binders. [Doctoral Dissertation]. University of Leicester; 2020. Available from: https://doi.org/10.25392/leicester.data.11637948.v1 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.798214


University of Wolverhampton

3. Ojebode, Aderemi Abayomi. Learning in boards : a grounded theory study of UK boards of directors.

Degree: PhD, 2017, University of Wolverhampton

 Boards of directors have been described as an integral part of corporate governance research, being at "the apex of the internal control system" (Jensen, 1993,… (more)

Subjects/Keywords: BOARDS; DIRECTORS; GROUNDED THEORY; CORPORATE GOVERNANCE THEORIES; BOARD PROCESSES; LEARNING THEORIES

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APA (6th Edition):

Ojebode, A. A. (2017). Learning in boards : a grounded theory study of UK boards of directors. (Doctoral Dissertation). University of Wolverhampton. Retrieved from http://hdl.handle.net/2436/621209

Chicago Manual of Style (16th Edition):

Ojebode, Aderemi Abayomi. “Learning in boards : a grounded theory study of UK boards of directors.” 2017. Doctoral Dissertation, University of Wolverhampton. Accessed July 07, 2020. http://hdl.handle.net/2436/621209.

MLA Handbook (7th Edition):

Ojebode, Aderemi Abayomi. “Learning in boards : a grounded theory study of UK boards of directors.” 2017. Web. 07 Jul 2020.

Vancouver:

Ojebode AA. Learning in boards : a grounded theory study of UK boards of directors. [Internet] [Doctoral dissertation]. University of Wolverhampton; 2017. [cited 2020 Jul 07]. Available from: http://hdl.handle.net/2436/621209.

Council of Science Editors:

Ojebode AA. Learning in boards : a grounded theory study of UK boards of directors. [Doctoral Dissertation]. University of Wolverhampton; 2017. Available from: http://hdl.handle.net/2436/621209


Brigham Young University

4. Weibell, Christian J. Principles of Learning: A Conceptual Framework for Domain-Specific Theories of Learning.

Degree: PhD, 2011, Brigham Young University

  This study is predicated on the belief that there does not now exist, nor will there ever exist, any single theory of learning that… (more)

Subjects/Keywords: principles of learning; domain-specific theories of learning; learning framework; learning theories; learning theory; learning principles; learning; principles; theory; theories; Educational Psychology

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

APA (6th Edition):

Weibell, C. J. (2011). Principles of Learning: A Conceptual Framework for Domain-Specific Theories of Learning. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3758&context=etd

Chicago Manual of Style (16th Edition):

Weibell, Christian J. “Principles of Learning: A Conceptual Framework for Domain-Specific Theories of Learning.” 2011. Doctoral Dissertation, Brigham Young University. Accessed July 07, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3758&context=etd.

MLA Handbook (7th Edition):

Weibell, Christian J. “Principles of Learning: A Conceptual Framework for Domain-Specific Theories of Learning.” 2011. Web. 07 Jul 2020.

Vancouver:

Weibell CJ. Principles of Learning: A Conceptual Framework for Domain-Specific Theories of Learning. [Internet] [Doctoral dissertation]. Brigham Young University; 2011. [cited 2020 Jul 07]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3758&context=etd.

Council of Science Editors:

Weibell CJ. Principles of Learning: A Conceptual Framework for Domain-Specific Theories of Learning. [Doctoral Dissertation]. Brigham Young University; 2011. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3758&context=etd

5. George, Joseph. Operational Flexibility: A Model for Effective Project Management.

Degree: 2015, Cochin University of Science and Technology

 The aim of this study is to investigate the role of operational flexibility for effective project management in the construction industry. The specific objectives are… (more)

Subjects/Keywords: Operational Flexibility; Project Management; Contingency Theories; Organizational Learning Theory; Resource-Based Theories; Complexity Theory

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APA (6th Edition):

George, J. (2015). Operational Flexibility: A Model for Effective Project Management. (Thesis). Cochin University of Science and Technology. Retrieved from http://dyuthi.cusat.ac.in/purl/5015

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):

George, Joseph. “Operational Flexibility: A Model for Effective Project Management.” 2015. Thesis, Cochin University of Science and Technology. Accessed July 07, 2020. http://dyuthi.cusat.ac.in/purl/5015.

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

MLA Handbook (7th Edition):

George, Joseph. “Operational Flexibility: A Model for Effective Project Management.” 2015. Web. 07 Jul 2020.

Vancouver:

George J. Operational Flexibility: A Model for Effective Project Management. [Internet] [Thesis]. Cochin University of Science and Technology; 2015. [cited 2020 Jul 07]. Available from: http://dyuthi.cusat.ac.in/purl/5015.

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

Council of Science Editors:

George J. Operational Flexibility: A Model for Effective Project Management. [Thesis]. Cochin University of Science and Technology; 2015. Available from: http://dyuthi.cusat.ac.in/purl/5015

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


AUT University

6. Tengku Kasim, Tengku Sarina Aini. Teaching and learning experiences in Malaysian higher education: a case study of a teacher education programme .

Degree: 2012, AUT University

 In line with its Vision 2020, the Malaysian education system is undergoing a significant pedagogical transition from a traditional teacher-centred to student-centred approach to teaching… (more)

Subjects/Keywords: Malaysian higher education; Teacher education programme; Qualitative study; Islamic learning theories; Constructivist learning theories; Student-centred learning

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

APA (6th Edition):

Tengku Kasim, T. S. A. (2012). Teaching and learning experiences in Malaysian higher education: a case study of a teacher education programme . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/4562

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):

Tengku Kasim, Tengku Sarina Aini. “Teaching and learning experiences in Malaysian higher education: a case study of a teacher education programme .” 2012. Thesis, AUT University. Accessed July 07, 2020. http://hdl.handle.net/10292/4562.

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

MLA Handbook (7th Edition):

Tengku Kasim, Tengku Sarina Aini. “Teaching and learning experiences in Malaysian higher education: a case study of a teacher education programme .” 2012. Web. 07 Jul 2020.

Vancouver:

Tengku Kasim TSA. Teaching and learning experiences in Malaysian higher education: a case study of a teacher education programme . [Internet] [Thesis]. AUT University; 2012. [cited 2020 Jul 07]. Available from: http://hdl.handle.net/10292/4562.

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

Council of Science Editors:

Tengku Kasim TSA. Teaching and learning experiences in Malaysian higher education: a case study of a teacher education programme . [Thesis]. AUT University; 2012. Available from: http://hdl.handle.net/10292/4562

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


University of Newcastle

7. Proudfoot, Katherine Alison. An integrated framework for clinical education: situating practice in the classroom.

Degree: PhD, 2012, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

In a departure from traditional approaches to learning which often heighten the divide between theory and practice, this… (more)

Subjects/Keywords: speech pathology; clinical education; learning theories; professional artistry; learning framework

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APA (6th Edition):

Proudfoot, K. A. (2012). An integrated framework for clinical education: situating practice in the classroom. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/934249

Chicago Manual of Style (16th Edition):

Proudfoot, Katherine Alison. “An integrated framework for clinical education: situating practice in the classroom.” 2012. Doctoral Dissertation, University of Newcastle. Accessed July 07, 2020. http://hdl.handle.net/1959.13/934249.

MLA Handbook (7th Edition):

Proudfoot, Katherine Alison. “An integrated framework for clinical education: situating practice in the classroom.” 2012. Web. 07 Jul 2020.

Vancouver:

Proudfoot KA. An integrated framework for clinical education: situating practice in the classroom. [Internet] [Doctoral dissertation]. University of Newcastle; 2012. [cited 2020 Jul 07]. Available from: http://hdl.handle.net/1959.13/934249.

Council of Science Editors:

Proudfoot KA. An integrated framework for clinical education: situating practice in the classroom. [Doctoral Dissertation]. University of Newcastle; 2012. Available from: http://hdl.handle.net/1959.13/934249


University of South Carolina

8. McFarlan, Regina Alicia. A Qualitative Study of the Perceptions and Beliefs of Elementary Teachers' Value of and Responses to Their Professional Development.

Degree: EdD, Educational Studies, 2012, University of South Carolina

  A challenge that professional development coordinators and instructional leaders face is designing and implementing professional development that is the most effective for improving teaching… (more)

Subjects/Keywords: adult learning; beliefs; elementary teachers; learning theories; Professional development; Teacher perception

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APA (6th Edition):

McFarlan, R. A. (2012). A Qualitative Study of the Perceptions and Beliefs of Elementary Teachers' Value of and Responses to Their Professional Development. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/2739

Chicago Manual of Style (16th Edition):

McFarlan, Regina Alicia. “A Qualitative Study of the Perceptions and Beliefs of Elementary Teachers' Value of and Responses to Their Professional Development.” 2012. Doctoral Dissertation, University of South Carolina. Accessed July 07, 2020. https://scholarcommons.sc.edu/etd/2739.

MLA Handbook (7th Edition):

McFarlan, Regina Alicia. “A Qualitative Study of the Perceptions and Beliefs of Elementary Teachers' Value of and Responses to Their Professional Development.” 2012. Web. 07 Jul 2020.

Vancouver:

McFarlan RA. A Qualitative Study of the Perceptions and Beliefs of Elementary Teachers' Value of and Responses to Their Professional Development. [Internet] [Doctoral dissertation]. University of South Carolina; 2012. [cited 2020 Jul 07]. Available from: https://scholarcommons.sc.edu/etd/2739.

Council of Science Editors:

McFarlan RA. A Qualitative Study of the Perceptions and Beliefs of Elementary Teachers' Value of and Responses to Their Professional Development. [Doctoral Dissertation]. University of South Carolina; 2012. Available from: https://scholarcommons.sc.edu/etd/2739


Stellenbosch University

9. Basson, Magdalene. Die ontwikkeling van 'n geletterdheidsintervensieprogram ter bevordering van woordeskat en leesbegrip by Xhosa-moedertaalsprekers in graad 4-6 Afrikaansmediumklasse.

Degree: MEd, 2013, Stellenbosch University

 ENGLISH ABSTRACT: The increasing number of isiXhosa learners in Afrikaans medium schools gave rise to this investigation. According to our Constitution, all citizens have the… (more)

Subjects/Keywords: Literacy intervention programs; Reading comprehension; Afrikaans medium schools; Cognitive learning theories; Piaget's theories; Vygotsky's theories; Social development theories; Language acquisition; Vocabulary development

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APA (6th Edition):

Basson, M. (2013). Die ontwikkeling van 'n geletterdheidsintervensieprogram ter bevordering van woordeskat en leesbegrip by Xhosa-moedertaalsprekers in graad 4-6 Afrikaansmediumklasse. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/79797

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):

Basson, Magdalene. “Die ontwikkeling van 'n geletterdheidsintervensieprogram ter bevordering van woordeskat en leesbegrip by Xhosa-moedertaalsprekers in graad 4-6 Afrikaansmediumklasse.” 2013. Thesis, Stellenbosch University. Accessed July 07, 2020. http://hdl.handle.net/10019.1/79797.

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

MLA Handbook (7th Edition):

Basson, Magdalene. “Die ontwikkeling van 'n geletterdheidsintervensieprogram ter bevordering van woordeskat en leesbegrip by Xhosa-moedertaalsprekers in graad 4-6 Afrikaansmediumklasse.” 2013. Web. 07 Jul 2020.

Vancouver:

Basson M. Die ontwikkeling van 'n geletterdheidsintervensieprogram ter bevordering van woordeskat en leesbegrip by Xhosa-moedertaalsprekers in graad 4-6 Afrikaansmediumklasse. [Internet] [Thesis]. Stellenbosch University; 2013. [cited 2020 Jul 07]. Available from: http://hdl.handle.net/10019.1/79797.

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

Council of Science Editors:

Basson M. Die ontwikkeling van 'n geletterdheidsintervensieprogram ter bevordering van woordeskat en leesbegrip by Xhosa-moedertaalsprekers in graad 4-6 Afrikaansmediumklasse. [Thesis]. Stellenbosch University; 2013. Available from: http://hdl.handle.net/10019.1/79797

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


University of Utah

10. Chiang, Mei-Tzu. How does preservice teachers' learning about learning theories influence their beliefs about learning?.

Degree: PhD, Educational Psychology;, 2010, University of Utah

 To date, there has not been much research that examines the relationship between a learning theory course and preservice teachers’ beliefs about learning. Thus, the… (more)

Subjects/Keywords: Beliefs about learning; Educational Psychology; course; Learning theories course; Preservice teachers' beliefs; Preservice teachers' learning

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

APA (6th Edition):

Chiang, M. (2010). How does preservice teachers' learning about learning theories influence their beliefs about learning?. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/444/rec/590

Chicago Manual of Style (16th Edition):

Chiang, Mei-Tzu. “How does preservice teachers' learning about learning theories influence their beliefs about learning?.” 2010. Doctoral Dissertation, University of Utah. Accessed July 07, 2020. http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/444/rec/590.

MLA Handbook (7th Edition):

Chiang, Mei-Tzu. “How does preservice teachers' learning about learning theories influence their beliefs about learning?.” 2010. Web. 07 Jul 2020.

Vancouver:

Chiang M. How does preservice teachers' learning about learning theories influence their beliefs about learning?. [Internet] [Doctoral dissertation]. University of Utah; 2010. [cited 2020 Jul 07]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/444/rec/590.

Council of Science Editors:

Chiang M. How does preservice teachers' learning about learning theories influence their beliefs about learning?. [Doctoral Dissertation]. University of Utah; 2010. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/444/rec/590

11. Ardiles Cruz, Erika G. Modeling Social Learning: An Agent-Based Approach.

Degree: PhD, Modeling Simul & Visual Engineering, 2019, Old Dominion University

Learning is the process of acquiring or modifying knowledge, behavior, or skills. The ability to learn is inherent to humans, animals, and plants, and… (more)

Subjects/Keywords: Social learning models; Learning processes; Social learning theories; Computer Engineering; Social Psychology

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APA (6th Edition):

Ardiles Cruz, E. G. (2019). Modeling Social Learning: An Agent-Based Approach. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781392734704 ; https://digitalcommons.odu.edu/msve_etds/53

Chicago Manual of Style (16th Edition):

Ardiles Cruz, Erika G. “Modeling Social Learning: An Agent-Based Approach.” 2019. Doctoral Dissertation, Old Dominion University. Accessed July 07, 2020. 9781392734704 ; https://digitalcommons.odu.edu/msve_etds/53.

MLA Handbook (7th Edition):

Ardiles Cruz, Erika G. “Modeling Social Learning: An Agent-Based Approach.” 2019. Web. 07 Jul 2020.

Vancouver:

Ardiles Cruz EG. Modeling Social Learning: An Agent-Based Approach. [Internet] [Doctoral dissertation]. Old Dominion University; 2019. [cited 2020 Jul 07]. Available from: 9781392734704 ; https://digitalcommons.odu.edu/msve_etds/53.

Council of Science Editors:

Ardiles Cruz EG. Modeling Social Learning: An Agent-Based Approach. [Doctoral Dissertation]. Old Dominion University; 2019. Available from: 9781392734704 ; https://digitalcommons.odu.edu/msve_etds/53


University of Utah

12. Holden, Kathryn Irene. A Model for problem solving using computer-assisted instruction.

Degree: MS;, Biomedical Informatics;, 1980, University of Utah

 The purpose of this study was to design a model of an educationally sound instructional, unit that would assist students in medical laboratory science to… (more)

Subjects/Keywords: Learning Theories; Instructional Design

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APA (6th Edition):

Holden, K. I. (1980). A Model for problem solving using computer-assisted instruction. (Masters Thesis). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1591/rec/28

Chicago Manual of Style (16th Edition):

Holden, Kathryn Irene. “A Model for problem solving using computer-assisted instruction.” 1980. Masters Thesis, University of Utah. Accessed July 07, 2020. http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1591/rec/28.

MLA Handbook (7th Edition):

Holden, Kathryn Irene. “A Model for problem solving using computer-assisted instruction.” 1980. Web. 07 Jul 2020.

Vancouver:

Holden KI. A Model for problem solving using computer-assisted instruction. [Internet] [Masters thesis]. University of Utah; 1980. [cited 2020 Jul 07]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1591/rec/28.

Council of Science Editors:

Holden KI. A Model for problem solving using computer-assisted instruction. [Masters Thesis]. University of Utah; 1980. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1591/rec/28


University of Sydney

13. Lee Cheong Lem, Valérie Annabelle. The Perruchet Effect in Speeded Response Tasks .

Degree: 2017, University of Sydney

 The Perruchet effect refers to the dissociation between the conscious expectation of an outcome and the strength or speed of responding in anticipation of that… (more)

Subjects/Keywords: Perruchet effect; Associative learning; cognitive control; repetition priming; dual-process theories

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APA (6th Edition):

Lee Cheong Lem, V. A. (2017). The Perruchet Effect in Speeded Response Tasks . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/17695

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):

Lee Cheong Lem, Valérie Annabelle. “The Perruchet Effect in Speeded Response Tasks .” 2017. Thesis, University of Sydney. Accessed July 07, 2020. http://hdl.handle.net/2123/17695.

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

MLA Handbook (7th Edition):

Lee Cheong Lem, Valérie Annabelle. “The Perruchet Effect in Speeded Response Tasks .” 2017. Web. 07 Jul 2020.

Vancouver:

Lee Cheong Lem VA. The Perruchet Effect in Speeded Response Tasks . [Internet] [Thesis]. University of Sydney; 2017. [cited 2020 Jul 07]. Available from: http://hdl.handle.net/2123/17695.

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

Council of Science Editors:

Lee Cheong Lem VA. The Perruchet Effect in Speeded Response Tasks . [Thesis]. University of Sydney; 2017. Available from: http://hdl.handle.net/2123/17695

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

14. Αποστολοπούλου, Δήμητρα. Οι θεωρίες μάθησης και η ενσωμάτωσή τους στο εκπαιδευτικό λογισμικό.

Degree: 2012, University of Patras

Στην παρούσα Διπλωματική Εργασία μελετώνται οι Θεωρίες Μάθησης συσχετιζόμενες με την ενσωμάτωση τους στο Εκπαιδευτικό Λογισμικό. Η διαπραγμάτευση των Θεωριών Μάθησης γίνεται σύμφωνα με την… (more)

Subjects/Keywords: Θεωρίες μάθησης; Εκπαιδευτικό λογισμικό; Learning theories; Educational software

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APA (6th Edition):

Αποστολοπούλου, . (2012). Οι θεωρίες μάθησης και η ενσωμάτωσή τους στο εκπαιδευτικό λογισμικό. (Masters Thesis). University of Patras. Retrieved from http://hdl.handle.net/10889/5309

Chicago Manual of Style (16th Edition):

Αποστολοπούλου, Δήμητρα. “Οι θεωρίες μάθησης και η ενσωμάτωσή τους στο εκπαιδευτικό λογισμικό.” 2012. Masters Thesis, University of Patras. Accessed July 07, 2020. http://hdl.handle.net/10889/5309.

MLA Handbook (7th Edition):

Αποστολοπούλου, Δήμητρα. “Οι θεωρίες μάθησης και η ενσωμάτωσή τους στο εκπαιδευτικό λογισμικό.” 2012. Web. 07 Jul 2020.

Vancouver:

Αποστολοπούλου . Οι θεωρίες μάθησης και η ενσωμάτωσή τους στο εκπαιδευτικό λογισμικό. [Internet] [Masters thesis]. University of Patras; 2012. [cited 2020 Jul 07]. Available from: http://hdl.handle.net/10889/5309.

Council of Science Editors:

Αποστολοπούλου . Οι θεωρίες μάθησης και η ενσωμάτωσή τους στο εκπαιδευτικό λογισμικό. [Masters Thesis]. University of Patras; 2012. Available from: http://hdl.handle.net/10889/5309


University of Tasmania

15. Purton, TF. The effect of naïve theories of intelligence on metacognitive monitoring accuracy.

Degree: 2016, University of Tasmania

 Research suggests that individuals who believe their intelligence has the capacity to incrementally grow may make less accurate judgements of learning (JOLs) than those who… (more)

Subjects/Keywords: Memory; metacognition; self-theories; judgements of learning (JOLs); delayed-JOL effect

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

APA (6th Edition):

Purton, T. (2016). The effect of naïve theories of intelligence on metacognitive monitoring accuracy. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/23525/1/Purton_whole_thesis.pdf

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):

Purton, TF. “The effect of naïve theories of intelligence on metacognitive monitoring accuracy.” 2016. Thesis, University of Tasmania. Accessed July 07, 2020. https://eprints.utas.edu.au/23525/1/Purton_whole_thesis.pdf.

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

MLA Handbook (7th Edition):

Purton, TF. “The effect of naïve theories of intelligence on metacognitive monitoring accuracy.” 2016. Web. 07 Jul 2020.

Vancouver:

Purton T. The effect of naïve theories of intelligence on metacognitive monitoring accuracy. [Internet] [Thesis]. University of Tasmania; 2016. [cited 2020 Jul 07]. Available from: https://eprints.utas.edu.au/23525/1/Purton_whole_thesis.pdf.

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

Council of Science Editors:

Purton T. The effect of naïve theories of intelligence on metacognitive monitoring accuracy. [Thesis]. University of Tasmania; 2016. Available from: https://eprints.utas.edu.au/23525/1/Purton_whole_thesis.pdf

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


University of Tasmania

16. Brumby, LE. The metacognitive monitoring and study decisions of incremental theorists.

Degree: 2016, University of Tasmania

 The present study investigated incremental theorists’ metacognitive monitoring and study behaviours during a word-pair learning task. Sixty-five participants (38 female; aged 18-64 years, M =… (more)

Subjects/Keywords: theories of intelligence; judgments of learning; metacognition; study behaviours; optimal study

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APA (6th Edition):

Brumby, L. (2016). The metacognitive monitoring and study decisions of incremental theorists. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/23527/1/Brumby_whole_thesis.pdf

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):

Brumby, LE. “The metacognitive monitoring and study decisions of incremental theorists.” 2016. Thesis, University of Tasmania. Accessed July 07, 2020. https://eprints.utas.edu.au/23527/1/Brumby_whole_thesis.pdf.

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

MLA Handbook (7th Edition):

Brumby, LE. “The metacognitive monitoring and study decisions of incremental theorists.” 2016. Web. 07 Jul 2020.

Vancouver:

Brumby L. The metacognitive monitoring and study decisions of incremental theorists. [Internet] [Thesis]. University of Tasmania; 2016. [cited 2020 Jul 07]. Available from: https://eprints.utas.edu.au/23527/1/Brumby_whole_thesis.pdf.

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

Council of Science Editors:

Brumby L. The metacognitive monitoring and study decisions of incremental theorists. [Thesis]. University of Tasmania; 2016. Available from: https://eprints.utas.edu.au/23527/1/Brumby_whole_thesis.pdf

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

17. Brown, Helen. MacVenture: An iPad Application Design for Social Constructivist E-Learning.

Degree: MSc, 2016, McMaster University

Several countries are beginning to introduce computer science education at an elementary school level in response to the increasing demand of technologically skilled workers. In… (more)

Subjects/Keywords: educational technology; iPad education; social constructivism; learning theories; iPad application design

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APA (6th Edition):

Brown, H. (2016). MacVenture: An iPad Application Design for Social Constructivist E-Learning. (Masters Thesis). McMaster University. Retrieved from http://hdl.handle.net/11375/20478

Chicago Manual of Style (16th Edition):

Brown, Helen. “MacVenture: An iPad Application Design for Social Constructivist E-Learning.” 2016. Masters Thesis, McMaster University. Accessed July 07, 2020. http://hdl.handle.net/11375/20478.

MLA Handbook (7th Edition):

Brown, Helen. “MacVenture: An iPad Application Design for Social Constructivist E-Learning.” 2016. Web. 07 Jul 2020.

Vancouver:

Brown H. MacVenture: An iPad Application Design for Social Constructivist E-Learning. [Internet] [Masters thesis]. McMaster University; 2016. [cited 2020 Jul 07]. Available from: http://hdl.handle.net/11375/20478.

Council of Science Editors:

Brown H. MacVenture: An iPad Application Design for Social Constructivist E-Learning. [Masters Thesis]. McMaster University; 2016. Available from: http://hdl.handle.net/11375/20478


Univerzitet u Beogradu

18. Maksimović, Maja M., 1983-. Epistemološke pretpostavke i odnosi moći u obrazovanju odraslih.

Degree: Filozofski fakultet, 2016, Univerzitet u Beogradu

Pedagoške i andragoške nauke - Andragogija / Pedagogical and Andragogical Sciences - Andragogy

U andragoškim istraživanjima se nisu u velikoj meri postavljala pitanja koja se… (more)

Subjects/Keywords: power relations; epistemological bias; adult education; learning theories; critical discourse analysis

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APA (6th Edition):

Maksimović, Maja M., 1. (2016). Epistemološke pretpostavke i odnosi moći u obrazovanju odraslih. (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:10654/bdef:Content/get

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):

Maksimović, Maja M., 1983-. “Epistemološke pretpostavke i odnosi moći u obrazovanju odraslih.” 2016. Thesis, Univerzitet u Beogradu. Accessed July 07, 2020. https://fedorabg.bg.ac.rs/fedora/get/o:10654/bdef:Content/get.

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

MLA Handbook (7th Edition):

Maksimović, Maja M., 1983-. “Epistemološke pretpostavke i odnosi moći u obrazovanju odraslih.” 2016. Web. 07 Jul 2020.

Vancouver:

Maksimović, Maja M. 1. Epistemološke pretpostavke i odnosi moći u obrazovanju odraslih. [Internet] [Thesis]. Univerzitet u Beogradu; 2016. [cited 2020 Jul 07]. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:10654/bdef:Content/get.

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

Council of Science Editors:

Maksimović, Maja M. 1. Epistemološke pretpostavke i odnosi moći u obrazovanju odraslih. [Thesis]. Univerzitet u Beogradu; 2016. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:10654/bdef:Content/get

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


University of Plymouth

19. Alzahrani, Bandar. The use of the Personal Response System (PRS) at King Khalid University for learning development.

Degree: PhD, 2019, University of Plymouth

 This study will evaluate the use of the Personal Response System (PRS) to increase interactivity in the classroom and change the form of learning from… (more)

Subjects/Keywords: Presonal Respons System; Activity Theory; Grounded Theory; Scoial Learning Theories

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

APA (6th Edition):

Alzahrani, B. (2019). The use of the Personal Response System (PRS) at King Khalid University for learning development. (Doctoral Dissertation). University of Plymouth. Retrieved from http://hdl.handle.net/10026.1/15138

Chicago Manual of Style (16th Edition):

Alzahrani, Bandar. “The use of the Personal Response System (PRS) at King Khalid University for learning development.” 2019. Doctoral Dissertation, University of Plymouth. Accessed July 07, 2020. http://hdl.handle.net/10026.1/15138.

MLA Handbook (7th Edition):

Alzahrani, Bandar. “The use of the Personal Response System (PRS) at King Khalid University for learning development.” 2019. Web. 07 Jul 2020.

Vancouver:

Alzahrani B. The use of the Personal Response System (PRS) at King Khalid University for learning development. [Internet] [Doctoral dissertation]. University of Plymouth; 2019. [cited 2020 Jul 07]. Available from: http://hdl.handle.net/10026.1/15138.

Council of Science Editors:

Alzahrani B. The use of the Personal Response System (PRS) at King Khalid University for learning development. [Doctoral Dissertation]. University of Plymouth; 2019. Available from: http://hdl.handle.net/10026.1/15138


Rice University

20. Torres, Jackie. Course Participation, Performance, and Completion by Adult Learners in a Massive Open Online Course (MOOC): Trait Complexes, Interest, and Non-Ability Determinants.

Degree: MA, Social Sciences, 2016, Rice University

 The current study examines determinants of course engagement for adult learners registered in a Massive Open Online Course (MOOC). It is framed under investment theories(more)

Subjects/Keywords: adult; intelligence; lifelong learning; online courses; investment theories

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

APA (6th Edition):

Torres, J. (2016). Course Participation, Performance, and Completion by Adult Learners in a Massive Open Online Course (MOOC): Trait Complexes, Interest, and Non-Ability Determinants. (Masters Thesis). Rice University. Retrieved from http://hdl.handle.net/1911/95975

Chicago Manual of Style (16th Edition):

Torres, Jackie. “Course Participation, Performance, and Completion by Adult Learners in a Massive Open Online Course (MOOC): Trait Complexes, Interest, and Non-Ability Determinants.” 2016. Masters Thesis, Rice University. Accessed July 07, 2020. http://hdl.handle.net/1911/95975.

MLA Handbook (7th Edition):

Torres, Jackie. “Course Participation, Performance, and Completion by Adult Learners in a Massive Open Online Course (MOOC): Trait Complexes, Interest, and Non-Ability Determinants.” 2016. Web. 07 Jul 2020.

Vancouver:

Torres J. Course Participation, Performance, and Completion by Adult Learners in a Massive Open Online Course (MOOC): Trait Complexes, Interest, and Non-Ability Determinants. [Internet] [Masters thesis]. Rice University; 2016. [cited 2020 Jul 07]. Available from: http://hdl.handle.net/1911/95975.

Council of Science Editors:

Torres J. Course Participation, Performance, and Completion by Adult Learners in a Massive Open Online Course (MOOC): Trait Complexes, Interest, and Non-Ability Determinants. [Masters Thesis]. Rice University; 2016. Available from: http://hdl.handle.net/1911/95975

21. Kreamer, Adelaide K. Beyond a mere lack of support: evidence against learning style theories from inconsistent recall scores under multiple presentation modes .

Degree: 2013, California State University – Chico

 Proponents of perceptual Learning Style theories claim that there are individual differences in the modalities through which people learn best. In contrast, critics argue that… (more)

Subjects/Keywords: learning style theories

…Spring 2013 Proponents of perceptual Learning Style theories claim that there are individual… …insufficient to refute Learning Style theories. In an attempt to clarify this issue, we predicted… …Armstrong, 2009), however, there are numerous definitions and theories of Learning Styles… …Learning Style theories hold to the Learning Styles Hypothesis (Pashler, McDaniel, Rohrer… …reconstruction of the classroom. The claims of Learning Style theories have a high impact on teachers… 

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APA (6th Edition):

Kreamer, A. K. (2013). Beyond a mere lack of support: evidence against learning style theories from inconsistent recall scores under multiple presentation modes . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/565

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):

Kreamer, Adelaide K. “Beyond a mere lack of support: evidence against learning style theories from inconsistent recall scores under multiple presentation modes .” 2013. Thesis, California State University – Chico. Accessed July 07, 2020. http://hdl.handle.net/10211.4/565.

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

MLA Handbook (7th Edition):

Kreamer, Adelaide K. “Beyond a mere lack of support: evidence against learning style theories from inconsistent recall scores under multiple presentation modes .” 2013. Web. 07 Jul 2020.

Vancouver:

Kreamer AK. Beyond a mere lack of support: evidence against learning style theories from inconsistent recall scores under multiple presentation modes . [Internet] [Thesis]. California State University – Chico; 2013. [cited 2020 Jul 07]. Available from: http://hdl.handle.net/10211.4/565.

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

Council of Science Editors:

Kreamer AK. Beyond a mere lack of support: evidence against learning style theories from inconsistent recall scores under multiple presentation modes . [Thesis]. California State University – Chico; 2013. Available from: http://hdl.handle.net/10211.4/565

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

22. Xanthopoulou, Panagiota. Η διδασκαλία της επιχειρηματικότητας μέσω e-learning σε σχολές κοινωνικών και πολιτικών επιστημών: εμπειρική μελέτη και σχεδιασμός πλατφόρμας εξ' αποστάσεως εκπαίδευσης στο Πάντειο Πανεπιστήμιο Κοινωνικών και Πολιτικών Επιστημών.

Degree: 2016, Panteion University of Social and Political Sciences; Πάντειο Πανεπιστήμιο Κοινωνικών και Πολιτικών Επιστημών

Since unemployment is growing and the labor market gets more pretentious, people obtain more diplomas to become more competitive and appropriate for market's needs. Additionally,… (more)

Subjects/Keywords: Εξ' αποστάσεως εκπαίδευση; Τριτοβάθμια εκπαίδευση; Θεωρίες μάθησης; Επιχειρηματικότητα; E-learning; Higher education; Learning theories; Entrepreneurship

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

APA (6th Edition):

Xanthopoulou, P. (2016). Η διδασκαλία της επιχειρηματικότητας μέσω e-learning σε σχολές κοινωνικών και πολιτικών επιστημών: εμπειρική μελέτη και σχεδιασμός πλατφόρμας εξ' αποστάσεως εκπαίδευσης στο Πάντειο Πανεπιστήμιο Κοινωνικών και Πολιτικών Επιστημών. (Thesis). Panteion University of Social and Political Sciences; Πάντειο Πανεπιστήμιο Κοινωνικών και Πολιτικών Επιστημών. Retrieved from http://hdl.handle.net/10442/hedi/40310

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):

Xanthopoulou, Panagiota. “Η διδασκαλία της επιχειρηματικότητας μέσω e-learning σε σχολές κοινωνικών και πολιτικών επιστημών: εμπειρική μελέτη και σχεδιασμός πλατφόρμας εξ' αποστάσεως εκπαίδευσης στο Πάντειο Πανεπιστήμιο Κοινωνικών και Πολιτικών Επιστημών.” 2016. Thesis, Panteion University of Social and Political Sciences; Πάντειο Πανεπιστήμιο Κοινωνικών και Πολιτικών Επιστημών. Accessed July 07, 2020. http://hdl.handle.net/10442/hedi/40310.

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

MLA Handbook (7th Edition):

Xanthopoulou, Panagiota. “Η διδασκαλία της επιχειρηματικότητας μέσω e-learning σε σχολές κοινωνικών και πολιτικών επιστημών: εμπειρική μελέτη και σχεδιασμός πλατφόρμας εξ' αποστάσεως εκπαίδευσης στο Πάντειο Πανεπιστήμιο Κοινωνικών και Πολιτικών Επιστημών.” 2016. Web. 07 Jul 2020.

Vancouver:

Xanthopoulou P. Η διδασκαλία της επιχειρηματικότητας μέσω e-learning σε σχολές κοινωνικών και πολιτικών επιστημών: εμπειρική μελέτη και σχεδιασμός πλατφόρμας εξ' αποστάσεως εκπαίδευσης στο Πάντειο Πανεπιστήμιο Κοινωνικών και Πολιτικών Επιστημών. [Internet] [Thesis]. Panteion University of Social and Political Sciences; Πάντειο Πανεπιστήμιο Κοινωνικών και Πολιτικών Επιστημών; 2016. [cited 2020 Jul 07]. Available from: http://hdl.handle.net/10442/hedi/40310.

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

Council of Science Editors:

Xanthopoulou P. Η διδασκαλία της επιχειρηματικότητας μέσω e-learning σε σχολές κοινωνικών και πολιτικών επιστημών: εμπειρική μελέτη και σχεδιασμός πλατφόρμας εξ' αποστάσεως εκπαίδευσης στο Πάντειο Πανεπιστήμιο Κοινωνικών και Πολιτικών Επιστημών. [Thesis]. Panteion University of Social and Political Sciences; Πάντειο Πανεπιστήμιο Κοινωνικών και Πολιτικών Επιστημών; 2016. Available from: http://hdl.handle.net/10442/hedi/40310

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


Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

23. Nikita, Venetia. Η βιοπαιδαγωγική-διδακτική αρχή της εμπέδωσης στο μάθημα της βιολογίας: θεωρητική και εμπειρική προσέγγιση.

Degree: 2015, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

 Our research focuses on the theoretical review of the relationship of the biological background of a pupil with his/her learning capacity, as well as on… (more)

Subjects/Keywords: Μάθηση; Βιοπαιδαγωγισμός; Θεωρίες μάθησης; Διδακτική βιολογίας; Learning; Biopedagogism; Learning theories; Teaching of biology; Didactic

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

APA (6th Edition):

Nikita, V. (2015). Η βιοπαιδαγωγική-διδακτική αρχή της εμπέδωσης στο μάθημα της βιολογίας: θεωρητική και εμπειρική προσέγγιση. (Thesis). Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Retrieved from http://hdl.handle.net/10442/hedi/36833

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):

Nikita, Venetia. “Η βιοπαιδαγωγική-διδακτική αρχή της εμπέδωσης στο μάθημα της βιολογίας: θεωρητική και εμπειρική προσέγγιση.” 2015. Thesis, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Accessed July 07, 2020. http://hdl.handle.net/10442/hedi/36833.

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

MLA Handbook (7th Edition):

Nikita, Venetia. “Η βιοπαιδαγωγική-διδακτική αρχή της εμπέδωσης στο μάθημα της βιολογίας: θεωρητική και εμπειρική προσέγγιση.” 2015. Web. 07 Jul 2020.

Vancouver:

Nikita V. Η βιοπαιδαγωγική-διδακτική αρχή της εμπέδωσης στο μάθημα της βιολογίας: θεωρητική και εμπειρική προσέγγιση. [Internet] [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2015. [cited 2020 Jul 07]. Available from: http://hdl.handle.net/10442/hedi/36833.

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

Council of Science Editors:

Nikita V. Η βιοπαιδαγωγική-διδακτική αρχή της εμπέδωσης στο μάθημα της βιολογίας: θεωρητική και εμπειρική προσέγγιση. [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2015. Available from: http://hdl.handle.net/10442/hedi/36833

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


Queensland University of Technology

24. Ho, Thi Nhat. An exploratory investigation of the practice of assessment for learning in Vietnamese higher education: Three case studies of lecturers' practice.

Degree: 2015, Queensland University of Technology

 In response to limited research conducted on the practice of assessment for learning (AfL) in higher education and in Asian educational settings, this qualitative study,… (more)

Subjects/Keywords: Assessment for Learning; Formative assessment; Vietnamese higher education; Case study; Sociocultural theories of learning

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

APA (6th Edition):

Ho, T. N. (2015). An exploratory investigation of the practice of assessment for learning in Vietnamese higher education: Three case studies of lecturers' practice. (Thesis). Queensland University of Technology. Retrieved from http://eprints.qut.edu.au/91545/

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):

Ho, Thi Nhat. “An exploratory investigation of the practice of assessment for learning in Vietnamese higher education: Three case studies of lecturers' practice.” 2015. Thesis, Queensland University of Technology. Accessed July 07, 2020. http://eprints.qut.edu.au/91545/.

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

MLA Handbook (7th Edition):

Ho, Thi Nhat. “An exploratory investigation of the practice of assessment for learning in Vietnamese higher education: Three case studies of lecturers' practice.” 2015. Web. 07 Jul 2020.

Vancouver:

Ho TN. An exploratory investigation of the practice of assessment for learning in Vietnamese higher education: Three case studies of lecturers' practice. [Internet] [Thesis]. Queensland University of Technology; 2015. [cited 2020 Jul 07]. Available from: http://eprints.qut.edu.au/91545/.

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

Council of Science Editors:

Ho TN. An exploratory investigation of the practice of assessment for learning in Vietnamese higher education: Three case studies of lecturers' practice. [Thesis]. Queensland University of Technology; 2015. Available from: http://eprints.qut.edu.au/91545/

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


University of Tasmania

25. Lu, J. An investigation of university students' views about teaching and learning English through their own experiences in high schools and university of mainland China.

Degree: 2014, University of Tasmania

 English has become one of the most important subjects after the restoration of the College Entrance Examination in 1978 in mainland China. With the development… (more)

Subjects/Keywords: English language teaching and learning; teaching and learning theories; learning autonomy; second language learning and teaching

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

APA (6th Edition):

Lu, J. (2014). An investigation of university students' views about teaching and learning English through their own experiences in high schools and university of mainland China. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/18699/2/Whole-Lu%2C_Jinjin-thesis.pdf ; https://eprints.utas.edu.au/18699/3/front-Lu%2C_Jinjin-thesis.pdf

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):

Lu, J. “An investigation of university students' views about teaching and learning English through their own experiences in high schools and university of mainland China.” 2014. Thesis, University of Tasmania. Accessed July 07, 2020. https://eprints.utas.edu.au/18699/2/Whole-Lu%2C_Jinjin-thesis.pdf ; https://eprints.utas.edu.au/18699/3/front-Lu%2C_Jinjin-thesis.pdf.

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

MLA Handbook (7th Edition):

Lu, J. “An investigation of university students' views about teaching and learning English through their own experiences in high schools and university of mainland China.” 2014. Web. 07 Jul 2020.

Vancouver:

Lu J. An investigation of university students' views about teaching and learning English through their own experiences in high schools and university of mainland China. [Internet] [Thesis]. University of Tasmania; 2014. [cited 2020 Jul 07]. Available from: https://eprints.utas.edu.au/18699/2/Whole-Lu%2C_Jinjin-thesis.pdf ; https://eprints.utas.edu.au/18699/3/front-Lu%2C_Jinjin-thesis.pdf.

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

Council of Science Editors:

Lu J. An investigation of university students' views about teaching and learning English through their own experiences in high schools and university of mainland China. [Thesis]. University of Tasmania; 2014. Available from: https://eprints.utas.edu.au/18699/2/Whole-Lu%2C_Jinjin-thesis.pdf ; https://eprints.utas.edu.au/18699/3/front-Lu%2C_Jinjin-thesis.pdf

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


Universidade do Minho

26. Pereira, Ana Paula Raupp. Escolarização na educação infantil: concepções e crenças pessoais sobre aprendizagem e dificuldades de aprendizagem .

Degree: 2017, Universidade do Minho

 Esta investigação teve por finalidade identificar as concepções pessoais sobre o conhecimento, o processo de aprendizagem e dificuldades na aprendizagem. A amostra foi constituída por… (more)

Subjects/Keywords: Dificuldades de aprendizagem; Educação infantil; Conhecimento; Aprendizagem; Teorias da aprendizagem; Learning disabilities; Early childhood education; Knowledge; Learning; Learning theories

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

APA (6th Edition):

Pereira, A. P. R. (2017). Escolarização na educação infantil: concepções e crenças pessoais sobre aprendizagem e dificuldades de aprendizagem . (Masters Thesis). Universidade do Minho. Retrieved from http://hdl.handle.net/1822/45683

Chicago Manual of Style (16th Edition):

Pereira, Ana Paula Raupp. “Escolarização na educação infantil: concepções e crenças pessoais sobre aprendizagem e dificuldades de aprendizagem .” 2017. Masters Thesis, Universidade do Minho. Accessed July 07, 2020. http://hdl.handle.net/1822/45683.

MLA Handbook (7th Edition):

Pereira, Ana Paula Raupp. “Escolarização na educação infantil: concepções e crenças pessoais sobre aprendizagem e dificuldades de aprendizagem .” 2017. Web. 07 Jul 2020.

Vancouver:

Pereira APR. Escolarização na educação infantil: concepções e crenças pessoais sobre aprendizagem e dificuldades de aprendizagem . [Internet] [Masters thesis]. Universidade do Minho; 2017. [cited 2020 Jul 07]. Available from: http://hdl.handle.net/1822/45683.

Council of Science Editors:

Pereira APR. Escolarização na educação infantil: concepções e crenças pessoais sobre aprendizagem e dificuldades de aprendizagem . [Masters Thesis]. Universidade do Minho; 2017. Available from: http://hdl.handle.net/1822/45683


University of South Africa

27. Bosman, Anne. The relationship between student academic achievement and student learning styles in a multicultural senior school.

Degree: 2015, University of South Africa

 Since 1994 South African classrooms have become more culturally diverse. In order to teach effectively in such an environment, teachers need to use strategies which… (more)

Subjects/Keywords: Learning; Learning styles; Learning theories; Academic achievement; VARK model; Multicultural independent school; North West Province, South Africa; Mixed methods inquiry

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

APA (6th Edition):

Bosman, A. (2015). The relationship between student academic achievement and student learning styles in a multicultural senior school. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/20187

Chicago Manual of Style (16th Edition):

Bosman, Anne. “The relationship between student academic achievement and student learning styles in a multicultural senior school.” 2015. Doctoral Dissertation, University of South Africa. Accessed July 07, 2020. http://hdl.handle.net/10500/20187.

MLA Handbook (7th Edition):

Bosman, Anne. “The relationship between student academic achievement and student learning styles in a multicultural senior school.” 2015. Web. 07 Jul 2020.

Vancouver:

Bosman A. The relationship between student academic achievement and student learning styles in a multicultural senior school. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2020 Jul 07]. Available from: http://hdl.handle.net/10500/20187.

Council of Science Editors:

Bosman A. The relationship between student academic achievement and student learning styles in a multicultural senior school. [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/20187


University of South Africa

28. Faleye, Sunday. The effect of introducing animated computer instructional aid in the learning of fluid mechanics .

Degree: 2011, University of South Africa

 This study was carried out to investigate the effect of introducing animated computer instructional aid (ACIA) in the learning of fluid mechanics. It was also… (more)

Subjects/Keywords: Engineering education; Undergraduate; Fluid mechanics; Teaching approach; Learning method; Mechanical engineering; Mixed method design; CCAIML learning approach; Instructional aid; Learning theories

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

APA (6th Edition):

Faleye, S. (2011). The effect of introducing animated computer instructional aid in the learning of fluid mechanics . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/4742

Chicago Manual of Style (16th Edition):

Faleye, Sunday. “The effect of introducing animated computer instructional aid in the learning of fluid mechanics .” 2011. Doctoral Dissertation, University of South Africa. Accessed July 07, 2020. http://hdl.handle.net/10500/4742.

MLA Handbook (7th Edition):

Faleye, Sunday. “The effect of introducing animated computer instructional aid in the learning of fluid mechanics .” 2011. Web. 07 Jul 2020.

Vancouver:

Faleye S. The effect of introducing animated computer instructional aid in the learning of fluid mechanics . [Internet] [Doctoral dissertation]. University of South Africa; 2011. [cited 2020 Jul 07]. Available from: http://hdl.handle.net/10500/4742.

Council of Science Editors:

Faleye S. The effect of introducing animated computer instructional aid in the learning of fluid mechanics . [Doctoral Dissertation]. University of South Africa; 2011. Available from: http://hdl.handle.net/10500/4742


North-West University

29. Geduld, Bernadette Winefrede. 'n Model vir die ontwikkeling van die selfgereguleerde leervaardighede van afstandsleerders / B.W. Geduld .

Degree: 2011, North-West University

 Die doel met hierdie navorsing was om ‘n analise van die selfgereguleerde leervaardighede van leerders in die BEd Honneurs Oopafstandsleerprogram te doen en ‘n onderrigmodel… (more)

Subjects/Keywords: Learning theories; Distance education; Self-regulated learning; Strategic planning; Self-evaluation; Self-directed learning; Self-monitoring

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

APA (6th Edition):

Geduld, B. W. (2011). 'n Model vir die ontwikkeling van die selfgereguleerde leervaardighede van afstandsleerders / B.W. Geduld . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/4709

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):

Geduld, Bernadette Winefrede. “'n Model vir die ontwikkeling van die selfgereguleerde leervaardighede van afstandsleerders / B.W. Geduld .” 2011. Thesis, North-West University. Accessed July 07, 2020. http://hdl.handle.net/10394/4709.

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

MLA Handbook (7th Edition):

Geduld, Bernadette Winefrede. “'n Model vir die ontwikkeling van die selfgereguleerde leervaardighede van afstandsleerders / B.W. Geduld .” 2011. Web. 07 Jul 2020.

Vancouver:

Geduld BW. 'n Model vir die ontwikkeling van die selfgereguleerde leervaardighede van afstandsleerders / B.W. Geduld . [Internet] [Thesis]. North-West University; 2011. [cited 2020 Jul 07]. Available from: http://hdl.handle.net/10394/4709.

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

Council of Science Editors:

Geduld BW. 'n Model vir die ontwikkeling van die selfgereguleerde leervaardighede van afstandsleerders / B.W. Geduld . [Thesis]. North-West University; 2011. Available from: http://hdl.handle.net/10394/4709

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

30. Khan, Md. Mahmudul Hasan; Rahman, Muhammad Atiqur. Introducing a tentative framework for adopting e-learning systems in developing countries.

Degree: Business and IT, 2011, University of Borås

In order to develop quality and excellence in e-Learning environment, many initiatives have been carried out in developing countries. In Bangladesh Information and communication… (more)

Subjects/Keywords: e‐learning; learning theories; framework; constructive learning; developing countries; bangladesh; factors; motivation; Engineering and Technology; Teknik och teknologier

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

APA (6th Edition):

Khan, Md. Mahmudul Hasan; Rahman, M. A. (2011). Introducing a tentative framework for adopting e-learning systems in developing countries. (Thesis). University of Borås. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-20384

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):

Khan, Md. Mahmudul Hasan; Rahman, Muhammad Atiqur. “Introducing a tentative framework for adopting e-learning systems in developing countries.” 2011. Thesis, University of Borås. Accessed July 07, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-20384.

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

MLA Handbook (7th Edition):

Khan, Md. Mahmudul Hasan; Rahman, Muhammad Atiqur. “Introducing a tentative framework for adopting e-learning systems in developing countries.” 2011. Web. 07 Jul 2020.

Vancouver:

Khan, Md. Mahmudul Hasan; Rahman MA. Introducing a tentative framework for adopting e-learning systems in developing countries. [Internet] [Thesis]. University of Borås; 2011. [cited 2020 Jul 07]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-20384.

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

Council of Science Editors:

Khan, Md. Mahmudul Hasan; Rahman MA. Introducing a tentative framework for adopting e-learning systems in developing countries. [Thesis]. University of Borås; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-20384

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

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