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You searched for subject:( Technology Enhanced Learning TEL ). Showing records 1 – 30 of 125639 total matches.

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1. Mota-Macías, José Miguel. Método para el diseño, despliegue y evaluación de escenarios educativos extendidos usando programación visual: A method for the design, deployment and evaluationof extended educational scenarios based on visualprogramming.

Degree: 2020, Universidad de Cádiz

 Adaptarse a las nuevas formas de crear, compartir ideas y contenidos digitales es uno de los mayores retos de nuestra sociedad. Las nuevas tecnologías informáticas… (more)

Subjects/Keywords: Realidad Aumentada; Lenguajes Visuales; Technology-enhanced learning (TEL)

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

APA (6th Edition):

Mota-Macías, J. M. (2020). Método para el diseño, despliegue y evaluación de escenarios educativos extendidos usando programación visual: A method for the design, deployment and evaluationof extended educational scenarios based on visualprogramming. (Thesis). Universidad de Cádiz. Retrieved from http://hdl.handle.net/10498/23639

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):

Mota-Macías, José Miguel. “Método para el diseño, despliegue y evaluación de escenarios educativos extendidos usando programación visual: A method for the design, deployment and evaluationof extended educational scenarios based on visualprogramming.” 2020. Thesis, Universidad de Cádiz. Accessed February 27, 2021. http://hdl.handle.net/10498/23639.

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

MLA Handbook (7th Edition):

Mota-Macías, José Miguel. “Método para el diseño, despliegue y evaluación de escenarios educativos extendidos usando programación visual: A method for the design, deployment and evaluationof extended educational scenarios based on visualprogramming.” 2020. Web. 27 Feb 2021.

Vancouver:

Mota-Macías JM. Método para el diseño, despliegue y evaluación de escenarios educativos extendidos usando programación visual: A method for the design, deployment and evaluationof extended educational scenarios based on visualprogramming. [Internet] [Thesis]. Universidad de Cádiz; 2020. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10498/23639.

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

Council of Science Editors:

Mota-Macías JM. Método para el diseño, despliegue y evaluación de escenarios educativos extendidos usando programación visual: A method for the design, deployment and evaluationof extended educational scenarios based on visualprogramming. [Thesis]. Universidad de Cádiz; 2020. Available from: http://hdl.handle.net/10498/23639

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


University of Technology, Sydney

2. Patel, Uma. A discourse history of technology enhanced learning research (1945-2012).

Degree: 2015, University of Technology, Sydney

 This thesis is an archival study which documents the discourse history of research that combines ‘technology’, ‘learning’ and the idea of ‘enhancement’. Over the years… (more)

Subjects/Keywords: Digital technologies.; ‘Learning Technologies’.; ‘E-learning’.; ‘Technology Enhanced Learning’ (TEL).; Discourse history.

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

APA (6th Edition):

Patel, U. (2015). A discourse history of technology enhanced learning research (1945-2012). (Thesis). University of Technology, Sydney. Retrieved from http://hdl.handle.net/10453/44208

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):

Patel, Uma. “A discourse history of technology enhanced learning research (1945-2012).” 2015. Thesis, University of Technology, Sydney. Accessed February 27, 2021. http://hdl.handle.net/10453/44208.

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

MLA Handbook (7th Edition):

Patel, Uma. “A discourse history of technology enhanced learning research (1945-2012).” 2015. Web. 27 Feb 2021.

Vancouver:

Patel U. A discourse history of technology enhanced learning research (1945-2012). [Internet] [Thesis]. University of Technology, Sydney; 2015. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10453/44208.

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

Council of Science Editors:

Patel U. A discourse history of technology enhanced learning research (1945-2012). [Thesis]. University of Technology, Sydney; 2015. Available from: http://hdl.handle.net/10453/44208

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


University of the Western Cape

3. Pillay, Roshini. Crafting a meso practice course using elements of authentic learning for undergraduate social work students in South Africa .

Degree: 2017, University of the Western Cape

 Many teaching and learning practices in higher education, including social work education in South Africa, tend to be characterised by a transmission mode of instruction,… (more)

Subjects/Keywords: Authentic learning (AL); Technology-enhanced learning (TEL); Social work education; Design-based research (DBR); Undergraduate students; South Africa

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APA (6th Edition):

Pillay, R. (2017). Crafting a meso practice course using elements of authentic learning for undergraduate social work students in South Africa . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/5555

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):

Pillay, Roshini. “Crafting a meso practice course using elements of authentic learning for undergraduate social work students in South Africa .” 2017. Thesis, University of the Western Cape. Accessed February 27, 2021. http://hdl.handle.net/11394/5555.

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

MLA Handbook (7th Edition):

Pillay, Roshini. “Crafting a meso practice course using elements of authentic learning for undergraduate social work students in South Africa .” 2017. Web. 27 Feb 2021.

Vancouver:

Pillay R. Crafting a meso practice course using elements of authentic learning for undergraduate social work students in South Africa . [Internet] [Thesis]. University of the Western Cape; 2017. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/11394/5555.

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

Council of Science Editors:

Pillay R. Crafting a meso practice course using elements of authentic learning for undergraduate social work students in South Africa . [Thesis]. University of the Western Cape; 2017. Available from: http://hdl.handle.net/11394/5555

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


North-West University

4. Bester, Maria Petronella. The academic use of Facebook™ to enhance affective learning of open distance learning teacher-students in the Eastern Cape / Maria Petronella Bester .

Degree: 2014, North-West University

 Challenges in the South African education system arise from inter alia inadequate training, social and environmental problems, parental inefficiency, insufficient professionalism among teachers, as well… (more)

Subjects/Keywords: Affective domain/learning; Coaching and scaffolding; Constructivism; Facilitated support; Guidelines; Open distance learning; Peer tutoring; Rural students; Social network sites (SNS); Technology enhanced learning (TEL)

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APA (6th Edition):

Bester, M. P. (2014). The academic use of Facebook™ to enhance affective learning of open distance learning teacher-students in the Eastern Cape / Maria Petronella Bester . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/12233

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):

Bester, Maria Petronella. “The academic use of Facebook™ to enhance affective learning of open distance learning teacher-students in the Eastern Cape / Maria Petronella Bester .” 2014. Thesis, North-West University. Accessed February 27, 2021. http://hdl.handle.net/10394/12233.

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

MLA Handbook (7th Edition):

Bester, Maria Petronella. “The academic use of Facebook™ to enhance affective learning of open distance learning teacher-students in the Eastern Cape / Maria Petronella Bester .” 2014. Web. 27 Feb 2021.

Vancouver:

Bester MP. The academic use of Facebook™ to enhance affective learning of open distance learning teacher-students in the Eastern Cape / Maria Petronella Bester . [Internet] [Thesis]. North-West University; 2014. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10394/12233.

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

Council of Science Editors:

Bester MP. The academic use of Facebook™ to enhance affective learning of open distance learning teacher-students in the Eastern Cape / Maria Petronella Bester . [Thesis]. North-West University; 2014. Available from: http://hdl.handle.net/10394/12233

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

5. Kartaloglou, Elissavet. Improving the Interaction and Communication through the LMS Open eClass in Blended Learning.

Degree: Informatics, 2015, Linnaeus University

Learning Management Systems (LMSs), in a blended learning educational environment, support face to face education and enable enhanced communication and interaction among instructors and… (more)

Subjects/Keywords: Soft Systems Methodology (SSM); Blended Learning; Learning Management System (LMS); Technology-Enhanced Learning (TEL); Learning Theories; Interaction; Communication; Computer-Supported Collaborative Learning (CSCL); Open eClass; Greece; Information Systems; Systemvetenskap, informationssystem och informatik

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

APA (6th Edition):

Kartaloglou, E. (2015). Improving the Interaction and Communication through the LMS Open eClass in Blended Learning. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45286

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):

Kartaloglou, Elissavet. “Improving the Interaction and Communication through the LMS Open eClass in Blended Learning.” 2015. Thesis, Linnaeus University. Accessed February 27, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45286.

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

MLA Handbook (7th Edition):

Kartaloglou, Elissavet. “Improving the Interaction and Communication through the LMS Open eClass in Blended Learning.” 2015. Web. 27 Feb 2021.

Vancouver:

Kartaloglou E. Improving the Interaction and Communication through the LMS Open eClass in Blended Learning. [Internet] [Thesis]. Linnaeus University; 2015. [cited 2021 Feb 27]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45286.

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

Council of Science Editors:

Kartaloglou E. Improving the Interaction and Communication through the LMS Open eClass in Blended Learning. [Thesis]. Linnaeus University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45286

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

6. Brooks, Christopher. A data-assisted approach to supporting instructional interventions in technology enhanced learning environments.

Degree: 2012, University of Saskatchewan

 The design of intelligent learning environments requires significant up-front resources and expertise. These environments generally maintain complex and comprehensive knowledge bases describing pedagogical approaches, learner… (more)

Subjects/Keywords: e-learning; educational technology; technology enhanced learning; tel; supervised machine learning; information visualization; data-assisted approach

…learners. In technology enhanced learning situations the interaction is generally between the… …enables him or her to react to these insights from technology enhanced learning environments… …improving personalized learning experiences in technology enhanced learning environments is to… …instructional interventions in technology enhanced learning environments is that both the insights and… …assisted approach to supporting instructional interventions in technology enhanced learning… 

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APA (6th Edition):

Brooks, C. (2012). A data-assisted approach to supporting instructional interventions in technology enhanced learning environments. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2012-12-814

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):

Brooks, Christopher. “A data-assisted approach to supporting instructional interventions in technology enhanced learning environments.” 2012. Thesis, University of Saskatchewan. Accessed February 27, 2021. http://hdl.handle.net/10388/ETD-2012-12-814.

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

MLA Handbook (7th Edition):

Brooks, Christopher. “A data-assisted approach to supporting instructional interventions in technology enhanced learning environments.” 2012. Web. 27 Feb 2021.

Vancouver:

Brooks C. A data-assisted approach to supporting instructional interventions in technology enhanced learning environments. [Internet] [Thesis]. University of Saskatchewan; 2012. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10388/ETD-2012-12-814.

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

Council of Science Editors:

Brooks C. A data-assisted approach to supporting instructional interventions in technology enhanced learning environments. [Thesis]. University of Saskatchewan; 2012. Available from: http://hdl.handle.net/10388/ETD-2012-12-814

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


University College Cork

7. O'Sullivan, Owen. A comprehensive description of the competencies required for the performance of an ultrasound-guided axillary brachial plexus blockade.

Degree: 2014, University College Cork

 We addressed four research questions, each relating to the training and assessment of the competencies associated with the performance of ultrasound-guided axillary brachial plexus blockade… (more)

Subjects/Keywords: Anaesthesia; Technology enhanced learning

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APA (6th Edition):

O'Sullivan, O. (2014). A comprehensive description of the competencies required for the performance of an ultrasound-guided axillary brachial plexus blockade. (Thesis). University College Cork. Retrieved from http://hdl.handle.net/10468/1906

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):

O'Sullivan, Owen. “A comprehensive description of the competencies required for the performance of an ultrasound-guided axillary brachial plexus blockade.” 2014. Thesis, University College Cork. Accessed February 27, 2021. http://hdl.handle.net/10468/1906.

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

MLA Handbook (7th Edition):

O'Sullivan, Owen. “A comprehensive description of the competencies required for the performance of an ultrasound-guided axillary brachial plexus blockade.” 2014. Web. 27 Feb 2021.

Vancouver:

O'Sullivan O. A comprehensive description of the competencies required for the performance of an ultrasound-guided axillary brachial plexus blockade. [Internet] [Thesis]. University College Cork; 2014. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10468/1906.

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

Council of Science Editors:

O'Sullivan O. A comprehensive description of the competencies required for the performance of an ultrasound-guided axillary brachial plexus blockade. [Thesis]. University College Cork; 2014. Available from: http://hdl.handle.net/10468/1906

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

8. Chaabouni, Mariem. Assistance à la réutilisation de scénarios d’apprentissage : une approche guidée par l’évaluation du contexte d’usage à base d’indicateurs : Assistance in the reuse of educational scenarios : an approach guided by the evaluation of the usage context based on indicators.

Degree: Docteur es, Informatique, 2017, Le Mans; Université de la Manouba (Tunisie)

Les travaux de thèse s'inscrivent dans le domaine des Environnements Informatiques pour l'Apprentissage Humain (EIAH). Ils portent sur la proposition de processus, méthodes et outils… (more)

Subjects/Keywords: Environnements Informatiques pour l'Apprentissage Humain (EIAH); Ingénierie pédagogique; Scénarios d'apprentissage; Contexte; Réutilisation; Indexation; Recommandation; Indicateurs pédagogiques; Technology Enhanced Learning (TEL); Educational engineering; Learning scenarios; Context; Reuse; Indexing; Recommendation; Pedagogical indicators; 371.334

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

APA (6th Edition):

Chaabouni, M. (2017). Assistance à la réutilisation de scénarios d’apprentissage : une approche guidée par l’évaluation du contexte d’usage à base d’indicateurs : Assistance in the reuse of educational scenarios : an approach guided by the evaluation of the usage context based on indicators. (Doctoral Dissertation). Le Mans; Université de la Manouba (Tunisie). Retrieved from http://www.theses.fr/2017LEMA1007

Chicago Manual of Style (16th Edition):

Chaabouni, Mariem. “Assistance à la réutilisation de scénarios d’apprentissage : une approche guidée par l’évaluation du contexte d’usage à base d’indicateurs : Assistance in the reuse of educational scenarios : an approach guided by the evaluation of the usage context based on indicators.” 2017. Doctoral Dissertation, Le Mans; Université de la Manouba (Tunisie). Accessed February 27, 2021. http://www.theses.fr/2017LEMA1007.

MLA Handbook (7th Edition):

Chaabouni, Mariem. “Assistance à la réutilisation de scénarios d’apprentissage : une approche guidée par l’évaluation du contexte d’usage à base d’indicateurs : Assistance in the reuse of educational scenarios : an approach guided by the evaluation of the usage context based on indicators.” 2017. Web. 27 Feb 2021.

Vancouver:

Chaabouni M. Assistance à la réutilisation de scénarios d’apprentissage : une approche guidée par l’évaluation du contexte d’usage à base d’indicateurs : Assistance in the reuse of educational scenarios : an approach guided by the evaluation of the usage context based on indicators. [Internet] [Doctoral dissertation]. Le Mans; Université de la Manouba (Tunisie); 2017. [cited 2021 Feb 27]. Available from: http://www.theses.fr/2017LEMA1007.

Council of Science Editors:

Chaabouni M. Assistance à la réutilisation de scénarios d’apprentissage : une approche guidée par l’évaluation du contexte d’usage à base d’indicateurs : Assistance in the reuse of educational scenarios : an approach guided by the evaluation of the usage context based on indicators. [Doctoral Dissertation]. Le Mans; Université de la Manouba (Tunisie); 2017. Available from: http://www.theses.fr/2017LEMA1007

9. Gracia-Moreno, Carolina. Rôle d'un espace de travail numérique privé dans une activité d'édition collaborative de cartes conceptuelles : Cas d'étude en lycée : El rol de un espacio de trabajo digital privado en una actividad de edición colaborativa de mapas conceptuales : Estudio de caso en instituto.

Degree: Docteur es, Sciences de l'information et de la communication, 2017, Poitiers

 L'utilisation des artefacts numériques pour la réalisation d'activités d'apprentissage reste le plus souvent individuelle, faute de disposer d'environnements adaptés, tant du point de vue du… (more)

Subjects/Keywords: Espace privé; Espace public; Dispositif techno-Pédagogique; Cartes mentales; Cartes conceptuelles; Collaboration; Confrontation cognitive; CMC (computer-Mediated collaboration); TEL (technology enhanced learning); Apprentissage social; Médiation instrumentale; Culture affective; Private space; Public space; Techno-Pedagogical device; Mental maps; Concept maps; Collaboration; Cognitive confrontation; Computer-Mediated collaboration (CMC); Technology enhanced learning (TEL); Social learning; Instrumental mediation; Affective culture; Espacio privado; Espacio público; Dispositivo tecnopedagógico; Mapas mentales; Mapas conceptuales; Colaboración; Confrontación cognitiva; CMC (colaboración mediada por ordenador); TEL (tecnología para la mejor del aprendizaje); Aprendizaje social; Mediación instrumental; Cultura afectiva; 100; 370

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

APA (6th Edition):

Gracia-Moreno, C. (2017). Rôle d'un espace de travail numérique privé dans une activité d'édition collaborative de cartes conceptuelles : Cas d'étude en lycée : El rol de un espacio de trabajo digital privado en una actividad de edición colaborativa de mapas conceptuales : Estudio de caso en instituto. (Doctoral Dissertation). Poitiers. Retrieved from http://www.theses.fr/2017POIT5012

Chicago Manual of Style (16th Edition):

Gracia-Moreno, Carolina. “Rôle d'un espace de travail numérique privé dans une activité d'édition collaborative de cartes conceptuelles : Cas d'étude en lycée : El rol de un espacio de trabajo digital privado en una actividad de edición colaborativa de mapas conceptuales : Estudio de caso en instituto.” 2017. Doctoral Dissertation, Poitiers. Accessed February 27, 2021. http://www.theses.fr/2017POIT5012.

MLA Handbook (7th Edition):

Gracia-Moreno, Carolina. “Rôle d'un espace de travail numérique privé dans une activité d'édition collaborative de cartes conceptuelles : Cas d'étude en lycée : El rol de un espacio de trabajo digital privado en una actividad de edición colaborativa de mapas conceptuales : Estudio de caso en instituto.” 2017. Web. 27 Feb 2021.

Vancouver:

Gracia-Moreno C. Rôle d'un espace de travail numérique privé dans une activité d'édition collaborative de cartes conceptuelles : Cas d'étude en lycée : El rol de un espacio de trabajo digital privado en una actividad de edición colaborativa de mapas conceptuales : Estudio de caso en instituto. [Internet] [Doctoral dissertation]. Poitiers; 2017. [cited 2021 Feb 27]. Available from: http://www.theses.fr/2017POIT5012.

Council of Science Editors:

Gracia-Moreno C. Rôle d'un espace de travail numérique privé dans une activité d'édition collaborative de cartes conceptuelles : Cas d'étude en lycée : El rol de un espacio de trabajo digital privado en una actividad de edición colaborativa de mapas conceptuales : Estudio de caso en instituto. [Doctoral Dissertation]. Poitiers; 2017. Available from: http://www.theses.fr/2017POIT5012

10. Settouti, Lotfi. Systèmes à base de traces modélisées : modèles et langages pour l'exploitation des traces d'interactions : Modelled trace-based systems : models and languages for exploiting interactions traces.

Degree: Docteur es, Informatique, 2011, Université Claude Bernard – Lyon I

Ce travail de thèse s'inscrit dans le cadre du projet < personnalisation des environnements informatiques pour l'apprentissage humain (EIAH) > financé par la Région Rhône-Alpes.… (more)

Subjects/Keywords: Trace d’interactions; Personnalisation des EIAH; Langages de représentation de connaissances; Langages d’interrogation de données; Sémantique déclarative; Sémantique formelle; Ingénierie des connaissances; Interaction traces; Personalisation of Technology-Enhanced Learning (TEL) Systems; Knowledge representation languages; Data query languages; Semantics declarative; Semantics formal; Engineering of the knowledge; 001.2

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APA (6th Edition):

Settouti, L. (2011). Systèmes à base de traces modélisées : modèles et langages pour l'exploitation des traces d'interactions : Modelled trace-based systems : models and languages for exploiting interactions traces. (Doctoral Dissertation). Université Claude Bernard – Lyon I. Retrieved from http://www.theses.fr/2011LYO10019

Chicago Manual of Style (16th Edition):

Settouti, Lotfi. “Systèmes à base de traces modélisées : modèles et langages pour l'exploitation des traces d'interactions : Modelled trace-based systems : models and languages for exploiting interactions traces.” 2011. Doctoral Dissertation, Université Claude Bernard – Lyon I. Accessed February 27, 2021. http://www.theses.fr/2011LYO10019.

MLA Handbook (7th Edition):

Settouti, Lotfi. “Systèmes à base de traces modélisées : modèles et langages pour l'exploitation des traces d'interactions : Modelled trace-based systems : models and languages for exploiting interactions traces.” 2011. Web. 27 Feb 2021.

Vancouver:

Settouti L. Systèmes à base de traces modélisées : modèles et langages pour l'exploitation des traces d'interactions : Modelled trace-based systems : models and languages for exploiting interactions traces. [Internet] [Doctoral dissertation]. Université Claude Bernard – Lyon I; 2011. [cited 2021 Feb 27]. Available from: http://www.theses.fr/2011LYO10019.

Council of Science Editors:

Settouti L. Systèmes à base de traces modélisées : modèles et langages pour l'exploitation des traces d'interactions : Modelled trace-based systems : models and languages for exploiting interactions traces. [Doctoral Dissertation]. Université Claude Bernard – Lyon I; 2011. Available from: http://www.theses.fr/2011LYO10019

11. Logan, Greg. A system for creating lecture video clipshows.

Degree: 2013, University of Saskatchewan

 This research achieves two main goals: First it proposes a set of extensions to the existing Opencast Matterhorn lecture video capture system, which should enhance… (more)

Subjects/Keywords: clipshow; mashup; video; video clip; video mashup; e-learning; educational technology; technology enhanced learning; tel; lecture capture; video capture

…lecture capture and the field of advanced learning technology. For lecture capture these… …containing portions of the original source(s). While very few existing learning systems… …clipshows. As will be shown shortly, learning systems benefit from the inclusion of annotation… …notes to learning objects, and these notes can be shared between learners as well as… …learning. The first hypothesis is simple: Learners who consume clipshows are more interested and… 

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

APA (6th Edition):

Logan, G. (2013). A system for creating lecture video clipshows. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2013-08-1213

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):

Logan, Greg. “A system for creating lecture video clipshows.” 2013. Thesis, University of Saskatchewan. Accessed February 27, 2021. http://hdl.handle.net/10388/ETD-2013-08-1213.

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

MLA Handbook (7th Edition):

Logan, Greg. “A system for creating lecture video clipshows.” 2013. Web. 27 Feb 2021.

Vancouver:

Logan G. A system for creating lecture video clipshows. [Internet] [Thesis]. University of Saskatchewan; 2013. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10388/ETD-2013-08-1213.

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

Council of Science Editors:

Logan G. A system for creating lecture video clipshows. [Thesis]. University of Saskatchewan; 2013. Available from: http://hdl.handle.net/10388/ETD-2013-08-1213

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


University of Melbourne

12. Pors, Sidonie. Introducing and implementing an online learning environment in a Cambodian academic program: Impacts, enabling factors and constraints.

Degree: 2016, University of Melbourne

 The integration of information and communication technology (ICT) into education is widely perceived as an essential aspect of teaching and learning in contemporary society and… (more)

Subjects/Keywords: Cambodia; ICT integration; technology adoption; online learning environment; technology-enhanced learning

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

APA (6th Edition):

Pors, S. (2016). Introducing and implementing an online learning environment in a Cambodian academic program: Impacts, enabling factors and constraints. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/92341

Chicago Manual of Style (16th Edition):

Pors, Sidonie. “Introducing and implementing an online learning environment in a Cambodian academic program: Impacts, enabling factors and constraints.” 2016. Doctoral Dissertation, University of Melbourne. Accessed February 27, 2021. http://hdl.handle.net/11343/92341.

MLA Handbook (7th Edition):

Pors, Sidonie. “Introducing and implementing an online learning environment in a Cambodian academic program: Impacts, enabling factors and constraints.” 2016. Web. 27 Feb 2021.

Vancouver:

Pors S. Introducing and implementing an online learning environment in a Cambodian academic program: Impacts, enabling factors and constraints. [Internet] [Doctoral dissertation]. University of Melbourne; 2016. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/11343/92341.

Council of Science Editors:

Pors S. Introducing and implementing an online learning environment in a Cambodian academic program: Impacts, enabling factors and constraints. [Doctoral Dissertation]. University of Melbourne; 2016. Available from: http://hdl.handle.net/11343/92341


Univerzitet u Beogradu

13. Milikić, Nikola, 1986-. Softverski sistem za samoregulisano učenje na Vebu.

Degree: Fakultet organizacionih nauka, 2020, Univerzitet u Beogradu

Tehničke nauke - Softversko inženjerstvo / Technical sciences - Software Engineering

Samoregulisano učenje predstavlja formu učenja koja stavlja akcenat na samog učenika i pruža mu… (more)

Subjects/Keywords: Software System; Learning Platform; Self-regulated Learning; Learning Interventions; Technology Enhanced Learning

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

APA (6th Edition):

Milikić, Nikola, 1. (2020). Softverski sistem za samoregulisano učenje na Vebu. (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:20959/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):

Milikić, Nikola, 1986-. “Softverski sistem za samoregulisano učenje na Vebu.” 2020. Thesis, Univerzitet u Beogradu. Accessed February 27, 2021. https://fedorabg.bg.ac.rs/fedora/get/o:20959/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):

Milikić, Nikola, 1986-. “Softverski sistem za samoregulisano učenje na Vebu.” 2020. Web. 27 Feb 2021.

Vancouver:

Milikić, Nikola 1. Softverski sistem za samoregulisano učenje na Vebu. [Internet] [Thesis]. Univerzitet u Beogradu; 2020. [cited 2021 Feb 27]. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:20959/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:

Milikić, Nikola 1. Softverski sistem za samoregulisano učenje na Vebu. [Thesis]. Univerzitet u Beogradu; 2020. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:20959/bdef:Content/get

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


University of KwaZulu-Natal

14. Johnson, Clay Christopher. Digital game based learning : an exploratory analysis of perceived educational benefits at a junior high school level.

Degree: 2019, University of KwaZulu-Natal

 Digital Game Based Learning (DGBL) incorporates innovative tools that are widely recognized as having considerable potential to foster and support active learning, problem-solving and communication… (more)

Subjects/Keywords: Digital Game Based Learning (DGBL).; Gamification.; Information technology.; Learning enhancement.; Technology Acceptance Model (TAM).; Active learning.; Technology enhanced learning.

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

APA (6th Edition):

Johnson, C. C. (2019). Digital game based learning : an exploratory analysis of perceived educational benefits at a junior high school level. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/18393

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):

Johnson, Clay Christopher. “Digital game based learning : an exploratory analysis of perceived educational benefits at a junior high school level.” 2019. Thesis, University of KwaZulu-Natal. Accessed February 27, 2021. https://researchspace.ukzn.ac.za/handle/10413/18393.

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

MLA Handbook (7th Edition):

Johnson, Clay Christopher. “Digital game based learning : an exploratory analysis of perceived educational benefits at a junior high school level.” 2019. Web. 27 Feb 2021.

Vancouver:

Johnson CC. Digital game based learning : an exploratory analysis of perceived educational benefits at a junior high school level. [Internet] [Thesis]. University of KwaZulu-Natal; 2019. [cited 2021 Feb 27]. Available from: https://researchspace.ukzn.ac.za/handle/10413/18393.

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

Council of Science Editors:

Johnson CC. Digital game based learning : an exploratory analysis of perceived educational benefits at a junior high school level. [Thesis]. University of KwaZulu-Natal; 2019. Available from: https://researchspace.ukzn.ac.za/handle/10413/18393

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


University of South Carolina

15. Haynes, Aisha Shawana. A Study of The Differences in Learning Styles Between Students Who Select A Traditional Versus A Technology-enhanced Course Delivery Method.

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

  Students possess various learning styles and do not respond equally to the same instructional methods. College students today are often uninterested in their current… (more)

Subjects/Keywords: Education; GRSLSS; instructional design; instructional technology; learning styles; online learning; technology-enhanced

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

APA (6th Edition):

Haynes, A. S. (2012). A Study of The Differences in Learning Styles Between Students Who Select A Traditional Versus A Technology-enhanced Course Delivery Method. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/936

Chicago Manual of Style (16th Edition):

Haynes, Aisha Shawana. “A Study of The Differences in Learning Styles Between Students Who Select A Traditional Versus A Technology-enhanced Course Delivery Method.” 2012. Doctoral Dissertation, University of South Carolina. Accessed February 27, 2021. https://scholarcommons.sc.edu/etd/936.

MLA Handbook (7th Edition):

Haynes, Aisha Shawana. “A Study of The Differences in Learning Styles Between Students Who Select A Traditional Versus A Technology-enhanced Course Delivery Method.” 2012. Web. 27 Feb 2021.

Vancouver:

Haynes AS. A Study of The Differences in Learning Styles Between Students Who Select A Traditional Versus A Technology-enhanced Course Delivery Method. [Internet] [Doctoral dissertation]. University of South Carolina; 2012. [cited 2021 Feb 27]. Available from: https://scholarcommons.sc.edu/etd/936.

Council of Science Editors:

Haynes AS. A Study of The Differences in Learning Styles Between Students Who Select A Traditional Versus A Technology-enhanced Course Delivery Method. [Doctoral Dissertation]. University of South Carolina; 2012. Available from: https://scholarcommons.sc.edu/etd/936


NSYSU

16. Chen, Jen-jun. An Action Research of Developing a Normalized E-learning Instructional Design in a Junior High School English Class.

Degree: PhD, Education, 2016, NSYSU

 This action research developed a normalized e-learning curriculum in a junior high school English class, aiming to improve English teaching and provide authentic language learning.… (more)

Subjects/Keywords: e-learning; technology-enhanced language learning; blended learning; action research; flipped classroom; intercultural project

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APA (6th Edition):

Chen, J. (2016). An Action Research of Developing a Normalized E-learning Instructional Design in a Junior High School English Class. (Doctoral Dissertation). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0424116-194717

Chicago Manual of Style (16th Edition):

Chen, Jen-jun. “An Action Research of Developing a Normalized E-learning Instructional Design in a Junior High School English Class.” 2016. Doctoral Dissertation, NSYSU. Accessed February 27, 2021. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0424116-194717.

MLA Handbook (7th Edition):

Chen, Jen-jun. “An Action Research of Developing a Normalized E-learning Instructional Design in a Junior High School English Class.” 2016. Web. 27 Feb 2021.

Vancouver:

Chen J. An Action Research of Developing a Normalized E-learning Instructional Design in a Junior High School English Class. [Internet] [Doctoral dissertation]. NSYSU; 2016. [cited 2021 Feb 27]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0424116-194717.

Council of Science Editors:

Chen J. An Action Research of Developing a Normalized E-learning Instructional Design in a Junior High School English Class. [Doctoral Dissertation]. NSYSU; 2016. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0424116-194717


University of Leicester

17. Churchill, Tony John. The impact of collaborative technology-enhanced learning on concepts of teaching (or developing eCompetent professionals).

Degree: 2011, University of Leicester

 Much has been written about the way in which e-learning has changed learning in higher education without transforming it to meet the changing needs and… (more)

Subjects/Keywords: 378; Activity theory collaboration e-learning learning communities professional development social constructivism technology-enhanced learning

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

APA (6th Edition):

Churchill, T. J. (2011). The impact of collaborative technology-enhanced learning on concepts of teaching (or developing eCompetent professionals). (Doctoral Dissertation). University of Leicester. Retrieved from https://figshare.com/articles/The_impact_of_collaborative_technology-enhanced_learning_on_concepts_of_teaching_or_Developing_eCompetent_professionals_/10102184 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539806

Chicago Manual of Style (16th Edition):

Churchill, Tony John. “The impact of collaborative technology-enhanced learning on concepts of teaching (or developing eCompetent professionals).” 2011. Doctoral Dissertation, University of Leicester. Accessed February 27, 2021. https://figshare.com/articles/The_impact_of_collaborative_technology-enhanced_learning_on_concepts_of_teaching_or_Developing_eCompetent_professionals_/10102184 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539806.

MLA Handbook (7th Edition):

Churchill, Tony John. “The impact of collaborative technology-enhanced learning on concepts of teaching (or developing eCompetent professionals).” 2011. Web. 27 Feb 2021.

Vancouver:

Churchill TJ. The impact of collaborative technology-enhanced learning on concepts of teaching (or developing eCompetent professionals). [Internet] [Doctoral dissertation]. University of Leicester; 2011. [cited 2021 Feb 27]. Available from: https://figshare.com/articles/The_impact_of_collaborative_technology-enhanced_learning_on_concepts_of_teaching_or_Developing_eCompetent_professionals_/10102184 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539806.

Council of Science Editors:

Churchill TJ. The impact of collaborative technology-enhanced learning on concepts of teaching (or developing eCompetent professionals). [Doctoral Dissertation]. University of Leicester; 2011. Available from: https://figshare.com/articles/The_impact_of_collaborative_technology-enhanced_learning_on_concepts_of_teaching_or_Developing_eCompetent_professionals_/10102184 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539806

18. Mazzola, Luca. Learner models in online personalized educational experiences: an infrastructure and some experim.

Degree: 2014, Università della Svizzera italiana

 Technologies are changing the world around us, and education is not immune from its influence: the field of teaching and learning supported by the use… (more)

Subjects/Keywords: technology enhanced learning

…13 2.2 Technology Enhanced Learning (TEL)… …in the field of Technology Enhanced Learning (TEL). The latter is aggravated by… …Representing Open Learner Models. ”Sustaining TEL: From Innovation to Learning and Practice” Lecture… …Education, forming the basic bricks for, and enabling a wider definition of Technology Enhanced… …Learning (TEL) as the evolving virtual place for formal, semi-formal, and informal… 

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

APA (6th Edition):

Mazzola, L. (2014). Learner models in online personalized educational experiences: an infrastructure and some experim. (Thesis). Università della Svizzera italiana. Retrieved from http://doc.rero.ch/record/210109

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):

Mazzola, Luca. “Learner models in online personalized educational experiences: an infrastructure and some experim.” 2014. Thesis, Università della Svizzera italiana. Accessed February 27, 2021. http://doc.rero.ch/record/210109.

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

MLA Handbook (7th Edition):

Mazzola, Luca. “Learner models in online personalized educational experiences: an infrastructure and some experim.” 2014. Web. 27 Feb 2021.

Vancouver:

Mazzola L. Learner models in online personalized educational experiences: an infrastructure and some experim. [Internet] [Thesis]. Università della Svizzera italiana; 2014. [cited 2021 Feb 27]. Available from: http://doc.rero.ch/record/210109.

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

Council of Science Editors:

Mazzola L. Learner models in online personalized educational experiences: an infrastructure and some experim. [Thesis]. Università della Svizzera italiana; 2014. Available from: http://doc.rero.ch/record/210109

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


Curtin University of Technology

19. Snell-Siddle, Catherine. Tertiary students' perceptions of mobile technology enhanced learning environments and associations with outcomes in New Zealand .

Degree: 2012, Curtin University of Technology

 This thesis describes research that investigated associations between students’ perceptions of mobile technology enhanced learning environments and tertiary students’ outcomes. A review of the literature… (more)

Subjects/Keywords: enhanced learning environments; tertiary students; mobile technology; New Zealand

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

APA (6th Edition):

Snell-Siddle, C. (2012). Tertiary students' perceptions of mobile technology enhanced learning environments and associations with outcomes in New Zealand . (Thesis). Curtin University of Technology. Retrieved from http://hdl.handle.net/20.500.11937/1606

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):

Snell-Siddle, Catherine. “Tertiary students' perceptions of mobile technology enhanced learning environments and associations with outcomes in New Zealand .” 2012. Thesis, Curtin University of Technology. Accessed February 27, 2021. http://hdl.handle.net/20.500.11937/1606.

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

MLA Handbook (7th Edition):

Snell-Siddle, Catherine. “Tertiary students' perceptions of mobile technology enhanced learning environments and associations with outcomes in New Zealand .” 2012. Web. 27 Feb 2021.

Vancouver:

Snell-Siddle C. Tertiary students' perceptions of mobile technology enhanced learning environments and associations with outcomes in New Zealand . [Internet] [Thesis]. Curtin University of Technology; 2012. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/20.500.11937/1606.

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

Council of Science Editors:

Snell-Siddle C. Tertiary students' perceptions of mobile technology enhanced learning environments and associations with outcomes in New Zealand . [Thesis]. Curtin University of Technology; 2012. Available from: http://hdl.handle.net/20.500.11937/1606

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

20. Shrestha, Sujan. Exploring mobile learning opportunities and challenges in Nepal : the potential of open-source platforms.

Degree: PhD, 2016, University of West London

 With the increasing access to mobile devices in developing countries, the number of pilots and projects embracing mobile devices as learning tools is also growing.… (more)

Subjects/Keywords: 371.33; Innovation and user experience; Technology-enhanced learning; Computing

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

APA (6th Edition):

Shrestha, S. (2016). Exploring mobile learning opportunities and challenges in Nepal : the potential of open-source platforms. (Doctoral Dissertation). University of West London. Retrieved from https://repository.uwl.ac.uk/id/eprint/2962/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.698779

Chicago Manual of Style (16th Edition):

Shrestha, Sujan. “Exploring mobile learning opportunities and challenges in Nepal : the potential of open-source platforms.” 2016. Doctoral Dissertation, University of West London. Accessed February 27, 2021. https://repository.uwl.ac.uk/id/eprint/2962/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.698779.

MLA Handbook (7th Edition):

Shrestha, Sujan. “Exploring mobile learning opportunities and challenges in Nepal : the potential of open-source platforms.” 2016. Web. 27 Feb 2021.

Vancouver:

Shrestha S. Exploring mobile learning opportunities and challenges in Nepal : the potential of open-source platforms. [Internet] [Doctoral dissertation]. University of West London; 2016. [cited 2021 Feb 27]. Available from: https://repository.uwl.ac.uk/id/eprint/2962/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.698779.

Council of Science Editors:

Shrestha S. Exploring mobile learning opportunities and challenges in Nepal : the potential of open-source platforms. [Doctoral Dissertation]. University of West London; 2016. Available from: https://repository.uwl.ac.uk/id/eprint/2962/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.698779


University of Leicester

21. Nichols, Jennifer S. Technology enhanced learning and simulation in orthopaedic post-graduate training.

Degree: Thesis (M.D.), 2020, University of Leicester

 Recent developments in health service delivery have had a profound effect on Postgraduate medical training. Professional Specialist training programmes for doctors at Registrar level within… (more)

Subjects/Keywords: Technology Enhanced Learning; Orthopaedic Post-Graduate Training; medical training

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APA (6th Edition):

Nichols, J. S. (2020). Technology enhanced learning and simulation in orthopaedic post-graduate training. (Doctoral Dissertation). University of Leicester. Retrieved from https://doi.org/10.25392/leicester.data.12702377.v1 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.811467

Chicago Manual of Style (16th Edition):

Nichols, Jennifer S. “Technology enhanced learning and simulation in orthopaedic post-graduate training.” 2020. Doctoral Dissertation, University of Leicester. Accessed February 27, 2021. https://doi.org/10.25392/leicester.data.12702377.v1 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.811467.

MLA Handbook (7th Edition):

Nichols, Jennifer S. “Technology enhanced learning and simulation in orthopaedic post-graduate training.” 2020. Web. 27 Feb 2021.

Vancouver:

Nichols JS. Technology enhanced learning and simulation in orthopaedic post-graduate training. [Internet] [Doctoral dissertation]. University of Leicester; 2020. [cited 2021 Feb 27]. Available from: https://doi.org/10.25392/leicester.data.12702377.v1 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.811467.

Council of Science Editors:

Nichols JS. Technology enhanced learning and simulation in orthopaedic post-graduate training. [Doctoral Dissertation]. University of Leicester; 2020. Available from: https://doi.org/10.25392/leicester.data.12702377.v1 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.811467


University of Georgia

22. Kim, Minchi C. Scaffolding middle school students' problem-solving in Web-enhanced learning environments.

Degree: 2014, University of Georgia

 The study of technologyÕs role in problem solving has proven both intriguing and elusive. This has been evident in attempts to reconcile the instructional technology(more)

Subjects/Keywords: Web-enhanced learning environments (WELEs); technology-enhanced learning environments (TELEs); scaffolding; scientific inquiry; problemsolving; middle school students

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

APA (6th Edition):

Kim, M. C. (2014). Scaffolding middle school students' problem-solving in Web-enhanced learning environments. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/23159

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):

Kim, Minchi C. “Scaffolding middle school students' problem-solving in Web-enhanced learning environments.” 2014. Thesis, University of Georgia. Accessed February 27, 2021. http://hdl.handle.net/10724/23159.

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

MLA Handbook (7th Edition):

Kim, Minchi C. “Scaffolding middle school students' problem-solving in Web-enhanced learning environments.” 2014. Web. 27 Feb 2021.

Vancouver:

Kim MC. Scaffolding middle school students' problem-solving in Web-enhanced learning environments. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10724/23159.

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

Council of Science Editors:

Kim MC. Scaffolding middle school students' problem-solving in Web-enhanced learning environments. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/23159

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


University of South Africa

23. Twabu, Khanyisile Yanela. Screencast as a technology enhanced teaching tool at an open distance learning university in South Africa .

Degree: 2018, University of South Africa

 The incorporation of information and communications technology into every sphere of life can neither be denied nor remain unnoticed. Be it for education, government, corporate… (more)

Subjects/Keywords: Open distance learning; E-learning; Screencasts; Case study; Technology-enhanced teaching; Accounting

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

APA (6th Edition):

Twabu, K. Y. (2018). Screencast as a technology enhanced teaching tool at an open distance learning university in South Africa . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/24937

Chicago Manual of Style (16th Edition):

Twabu, Khanyisile Yanela. “Screencast as a technology enhanced teaching tool at an open distance learning university in South Africa .” 2018. Masters Thesis, University of South Africa. Accessed February 27, 2021. http://hdl.handle.net/10500/24937.

MLA Handbook (7th Edition):

Twabu, Khanyisile Yanela. “Screencast as a technology enhanced teaching tool at an open distance learning university in South Africa .” 2018. Web. 27 Feb 2021.

Vancouver:

Twabu KY. Screencast as a technology enhanced teaching tool at an open distance learning university in South Africa . [Internet] [Masters thesis]. University of South Africa; 2018. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10500/24937.

Council of Science Editors:

Twabu KY. Screencast as a technology enhanced teaching tool at an open distance learning university in South Africa . [Masters Thesis]. University of South Africa; 2018. Available from: http://hdl.handle.net/10500/24937

24. Hammad, Rawad. A hybrid e-learning framework : process-based, semantically-enriched and service-oriented.

Degree: PhD, 2018, University of the West of England, Bristol

 Despite the recent innovations in e-Learning, much development is needed to ensure better learning experience for everyone and bridge the research gap in the current… (more)

Subjects/Keywords: 004.6; e-learning; technology-enhanced learning; business process; semantics; Service oriented architecture

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

APA (6th Edition):

Hammad, R. (2018). A hybrid e-learning framework : process-based, semantically-enriched and service-oriented. (Doctoral Dissertation). University of the West of England, Bristol. Retrieved from https://uwe-repository.worktribe.com/output/874271 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.737801

Chicago Manual of Style (16th Edition):

Hammad, Rawad. “A hybrid e-learning framework : process-based, semantically-enriched and service-oriented.” 2018. Doctoral Dissertation, University of the West of England, Bristol. Accessed February 27, 2021. https://uwe-repository.worktribe.com/output/874271 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.737801.

MLA Handbook (7th Edition):

Hammad, Rawad. “A hybrid e-learning framework : process-based, semantically-enriched and service-oriented.” 2018. Web. 27 Feb 2021.

Vancouver:

Hammad R. A hybrid e-learning framework : process-based, semantically-enriched and service-oriented. [Internet] [Doctoral dissertation]. University of the West of England, Bristol; 2018. [cited 2021 Feb 27]. Available from: https://uwe-repository.worktribe.com/output/874271 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.737801.

Council of Science Editors:

Hammad R. A hybrid e-learning framework : process-based, semantically-enriched and service-oriented. [Doctoral Dissertation]. University of the West of England, Bristol; 2018. Available from: https://uwe-repository.worktribe.com/output/874271 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.737801


University of Newcastle

25. Alharbi, Nada Muhaya. A CSCL script-based technological environment to support in project-based learning.

Degree: PhD, 2018, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

Project-Based Learning (PBL) is an instructional teaching and learning approach that many higher education institutions have embedded into… (more)

Subjects/Keywords: project based learning; technology enhanced learning; CSCL scripts; design based research; collaboration

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APA (6th Edition):

Alharbi, N. M. (2018). A CSCL script-based technological environment to support in project-based learning. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1389331

Chicago Manual of Style (16th Edition):

Alharbi, Nada Muhaya. “A CSCL script-based technological environment to support in project-based learning.” 2018. Doctoral Dissertation, University of Newcastle. Accessed February 27, 2021. http://hdl.handle.net/1959.13/1389331.

MLA Handbook (7th Edition):

Alharbi, Nada Muhaya. “A CSCL script-based technological environment to support in project-based learning.” 2018. Web. 27 Feb 2021.

Vancouver:

Alharbi NM. A CSCL script-based technological environment to support in project-based learning. [Internet] [Doctoral dissertation]. University of Newcastle; 2018. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1959.13/1389331.

Council of Science Editors:

Alharbi NM. A CSCL script-based technological environment to support in project-based learning. [Doctoral Dissertation]. University of Newcastle; 2018. Available from: http://hdl.handle.net/1959.13/1389331


National University of Ireland – Galway

26. Flanagan, Eilis. Digital ensemble: exploring the design of technology-enhanced learning to mobilise and augment students' engagement with English literature .

Degree: 2015, National University of Ireland – Galway

 Students are disengaging from learning and literature learning in post primary education in Ireland due to an over-emphasis on rote learning practices and the constraints… (more)

Subjects/Keywords: Digital ensemble; Technology enhanced learning; English; Education; Educational technology; School of Education

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

APA (6th Edition):

Flanagan, E. (2015). Digital ensemble: exploring the design of technology-enhanced learning to mobilise and augment students' engagement with English literature . (Thesis). National University of Ireland – Galway. Retrieved from http://hdl.handle.net/10379/5314

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):

Flanagan, Eilis. “Digital ensemble: exploring the design of technology-enhanced learning to mobilise and augment students' engagement with English literature .” 2015. Thesis, National University of Ireland – Galway. Accessed February 27, 2021. http://hdl.handle.net/10379/5314.

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

MLA Handbook (7th Edition):

Flanagan, Eilis. “Digital ensemble: exploring the design of technology-enhanced learning to mobilise and augment students' engagement with English literature .” 2015. Web. 27 Feb 2021.

Vancouver:

Flanagan E. Digital ensemble: exploring the design of technology-enhanced learning to mobilise and augment students' engagement with English literature . [Internet] [Thesis]. National University of Ireland – Galway; 2015. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10379/5314.

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

Council of Science Editors:

Flanagan E. Digital ensemble: exploring the design of technology-enhanced learning to mobilise and augment students' engagement with English literature . [Thesis]. National University of Ireland – Galway; 2015. Available from: http://hdl.handle.net/10379/5314

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

27. Flandin, Simon. Analyse de l’activité d’enseignants stagiaires du second degré en situation de vidéoformation autonome : contribution à un programme de recherche technologique en formation : Analysis of the activity of secondary school trainee teachers in autonomous videoforming situation.

Degree: Docteur es, Sciences de l'education, 2015, Université Blaise-Pascale, Clermont-Ferrand II

 Cette thèse rend compte d’une recherche inscrite dans le programme empirique et technologique du « cours d’action », un programme d’anthropologie cognitive poursuivant conjointement (i)… (more)

Subjects/Keywords: Vidéoformation; Enseignants Débutants; Environnements Numériques d’Apprentissages; Analyse de l’Activité; Technologie de la Formation; Video-Enhanced Development; Beginning Teachers; Digital Environments for Learning; Activity Analysis; Educational Technology

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APA (6th Edition):

Flandin, S. (2015). Analyse de l’activité d’enseignants stagiaires du second degré en situation de vidéoformation autonome : contribution à un programme de recherche technologique en formation : Analysis of the activity of secondary school trainee teachers in autonomous videoforming situation. (Doctoral Dissertation). Université Blaise-Pascale, Clermont-Ferrand II. Retrieved from http://www.theses.fr/2015CLF20013

Chicago Manual of Style (16th Edition):

Flandin, Simon. “Analyse de l’activité d’enseignants stagiaires du second degré en situation de vidéoformation autonome : contribution à un programme de recherche technologique en formation : Analysis of the activity of secondary school trainee teachers in autonomous videoforming situation.” 2015. Doctoral Dissertation, Université Blaise-Pascale, Clermont-Ferrand II. Accessed February 27, 2021. http://www.theses.fr/2015CLF20013.

MLA Handbook (7th Edition):

Flandin, Simon. “Analyse de l’activité d’enseignants stagiaires du second degré en situation de vidéoformation autonome : contribution à un programme de recherche technologique en formation : Analysis of the activity of secondary school trainee teachers in autonomous videoforming situation.” 2015. Web. 27 Feb 2021.

Vancouver:

Flandin S. Analyse de l’activité d’enseignants stagiaires du second degré en situation de vidéoformation autonome : contribution à un programme de recherche technologique en formation : Analysis of the activity of secondary school trainee teachers in autonomous videoforming situation. [Internet] [Doctoral dissertation]. Université Blaise-Pascale, Clermont-Ferrand II; 2015. [cited 2021 Feb 27]. Available from: http://www.theses.fr/2015CLF20013.

Council of Science Editors:

Flandin S. Analyse de l’activité d’enseignants stagiaires du second degré en situation de vidéoformation autonome : contribution à un programme de recherche technologique en formation : Analysis of the activity of secondary school trainee teachers in autonomous videoforming situation. [Doctoral Dissertation]. Université Blaise-Pascale, Clermont-Ferrand II; 2015. Available from: http://www.theses.fr/2015CLF20013

28. Dreyer, Hermina Hendrina. Design integration of interactive whiteboards in an open distance mathematics programme / Hermina Hendrina Dreyer .

Degree: 2015, North-West University

 Worldwide, people who are unable to study full-time at residential higher education institutions choose distance education as their mode of study. Such students who are… (more)

Subjects/Keywords: Mathematics education; Open distance learning; Technology-enhanced learning; Learning with technology; Interactive whiteboard; Scaffolding; Constructivism; Teaching strategy; Kirkpatrick evaluation

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

APA (6th Edition):

Dreyer, H. H. (2015). Design integration of interactive whiteboards in an open distance mathematics programme / Hermina Hendrina Dreyer . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/15193

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):

Dreyer, Hermina Hendrina. “Design integration of interactive whiteboards in an open distance mathematics programme / Hermina Hendrina Dreyer .” 2015. Thesis, North-West University. Accessed February 27, 2021. http://hdl.handle.net/10394/15193.

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

MLA Handbook (7th Edition):

Dreyer, Hermina Hendrina. “Design integration of interactive whiteboards in an open distance mathematics programme / Hermina Hendrina Dreyer .” 2015. Web. 27 Feb 2021.

Vancouver:

Dreyer HH. Design integration of interactive whiteboards in an open distance mathematics programme / Hermina Hendrina Dreyer . [Internet] [Thesis]. North-West University; 2015. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10394/15193.

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

Council of Science Editors:

Dreyer HH. Design integration of interactive whiteboards in an open distance mathematics programme / Hermina Hendrina Dreyer . [Thesis]. North-West University; 2015. Available from: http://hdl.handle.net/10394/15193

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

29. Marques, João Carlos Ramos. Boas práticas para a promoção de uma plataforma de objetos de aprendizagem.

Degree: 2016, Universidade Aberta

 This research is within the area of Technology Enhanced Learning (TEL) and has the platform VemAprender as its base of study, set on the system… (more)

Subjects/Keywords: Plataformas digitais; Aprendizagem; Objeto de aprendizagem; Boas práticas; Tecnologia da informação e comunicação; Learning objects; Technology enhanced learning; Information systems adoption; Good practices; Collaborative platforms

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

APA (6th Edition):

Marques, J. C. R. (2016). Boas práticas para a promoção de uma plataforma de objetos de aprendizagem. (Masters Thesis). Universidade Aberta. Retrieved from http://hdl.handle.net/10400.2/5718

Chicago Manual of Style (16th Edition):

Marques, João Carlos Ramos. “Boas práticas para a promoção de uma plataforma de objetos de aprendizagem.” 2016. Masters Thesis, Universidade Aberta. Accessed February 27, 2021. http://hdl.handle.net/10400.2/5718.

MLA Handbook (7th Edition):

Marques, João Carlos Ramos. “Boas práticas para a promoção de uma plataforma de objetos de aprendizagem.” 2016. Web. 27 Feb 2021.

Vancouver:

Marques JCR. Boas práticas para a promoção de uma plataforma de objetos de aprendizagem. [Internet] [Masters thesis]. Universidade Aberta; 2016. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10400.2/5718.

Council of Science Editors:

Marques JCR. Boas práticas para a promoção de uma plataforma de objetos de aprendizagem. [Masters Thesis]. Universidade Aberta; 2016. Available from: http://hdl.handle.net/10400.2/5718

30. Lefèvre, Marie. Processus unifié pour la personnalisation des activités pédagogiques : méta-modèle, modèles et outils : Unified process for personalization of pedagocal activities : meta-model, models and tools.

Degree: Docteur es, Informatique, 2009, Université Claude Bernard – Lyon I

 Cette thèse en informatique se situe dans le domaine des Environnements Informatiques pour l’Apprentissage Humain (EIAH). Dans ce cadre, nous avons abordé la question de… (more)

Subjects/Keywords: Environnements Informatiques pour l’Apprentissage Humain (EIAH); Processus unifié de personnalisation des activités pédagogiques; Méta-modèles et modèles de connaissances; Outil d’assistance pour l’enseignant; Interactive Learning Environments (ILE); Technology Enhanced Learning (TEL); Unified process for personalization of learning activities; Meta-models and models of knowledge; Assistance tool for teachers.

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

APA (6th Edition):

Lefèvre, M. (2009). Processus unifié pour la personnalisation des activités pédagogiques : méta-modèle, modèles et outils : Unified process for personalization of pedagocal activities : meta-model, models and tools. (Doctoral Dissertation). Université Claude Bernard – Lyon I. Retrieved from http://www.theses.fr/2009LYO10262

Chicago Manual of Style (16th Edition):

Lefèvre, Marie. “Processus unifié pour la personnalisation des activités pédagogiques : méta-modèle, modèles et outils : Unified process for personalization of pedagocal activities : meta-model, models and tools.” 2009. Doctoral Dissertation, Université Claude Bernard – Lyon I. Accessed February 27, 2021. http://www.theses.fr/2009LYO10262.

MLA Handbook (7th Edition):

Lefèvre, Marie. “Processus unifié pour la personnalisation des activités pédagogiques : méta-modèle, modèles et outils : Unified process for personalization of pedagocal activities : meta-model, models and tools.” 2009. Web. 27 Feb 2021.

Vancouver:

Lefèvre M. Processus unifié pour la personnalisation des activités pédagogiques : méta-modèle, modèles et outils : Unified process for personalization of pedagocal activities : meta-model, models and tools. [Internet] [Doctoral dissertation]. Université Claude Bernard – Lyon I; 2009. [cited 2021 Feb 27]. Available from: http://www.theses.fr/2009LYO10262.

Council of Science Editors:

Lefèvre M. Processus unifié pour la personnalisation des activités pédagogiques : méta-modèle, modèles et outils : Unified process for personalization of pedagocal activities : meta-model, models and tools. [Doctoral Dissertation]. Université Claude Bernard – Lyon I; 2009. Available from: http://www.theses.fr/2009LYO10262

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