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You searched for subject:(130306 Educational Technology AND Computing). Showing records 1 – 30 of 968 total matches.

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University of Canterbury

1. Snape PM. Soft skills in Technology Education.

Degree: 2017, University of Canterbury

Considering the incredible changes in the last twenty years: how have our schools responded and what is now the most important learning?

Subjects/Keywords: Field of Research::13 - Education::1303 - Specialist Studies in Education::130306 - Educational Technology and Computing

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

APA (6th Edition):

PM, S. (2017). Soft skills in Technology Education. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/15292

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):

PM, Snape. “Soft skills in Technology Education.” 2017. Thesis, University of Canterbury. Accessed October 14, 2019. http://hdl.handle.net/10092/15292.

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

MLA Handbook (7th Edition):

PM, Snape. “Soft skills in Technology Education.” 2017. Web. 14 Oct 2019.

Vancouver:

PM S. Soft skills in Technology Education. [Internet] [Thesis]. University of Canterbury; 2017. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10092/15292.

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

Council of Science Editors:

PM S. Soft skills in Technology Education. [Thesis]. University of Canterbury; 2017. Available from: http://hdl.handle.net/10092/15292

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


University of Canterbury

2. Cunningham, U. How to flip the language classroom.

Degree: School of Teacher Education, 2014, University of Canterbury

 Flipping the classroom means presenting new material digitally (e.g. as mini-­‐lectures, videos, hypertext or audio) for students to access before or after class and/or at… (more)

Subjects/Keywords: Field of Research::13 - Education::1303 - Specialist Studies in Education::130306 - Educational Technology and Computing

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APA (6th Edition):

Cunningham, U. (2014). How to flip the language classroom. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/10713

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):

Cunningham, U. “How to flip the language classroom.” 2014. Thesis, University of Canterbury. Accessed October 14, 2019. http://hdl.handle.net/10092/10713.

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

MLA Handbook (7th Edition):

Cunningham, U. “How to flip the language classroom.” 2014. Web. 14 Oct 2019.

Vancouver:

Cunningham U. How to flip the language classroom. [Internet] [Thesis]. University of Canterbury; 2014. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10092/10713.

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

Council of Science Editors:

Cunningham U. How to flip the language classroom. [Thesis]. University of Canterbury; 2014. Available from: http://hdl.handle.net/10092/10713

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


Unitec New Zealand

3. Eyre, Robin. Enabling school-wide eLearning practices in New Zealand secondary schools : strategies to overcome challenges.

Degree: 2015, Unitec New Zealand

 New Zealand schools are directed by the New Zealand Curriculum to explore how ICT can open up “new and different forms of learning”. This is… (more)

Subjects/Keywords: secondary schools; elearning; New Zealand; 130306 Educational Technology and Computing; 130106 Secondary Education

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APA (6th Edition):

Eyre, R. (2015). Enabling school-wide eLearning practices in New Zealand secondary schools : strategies to overcome challenges. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/3182

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):

Eyre, Robin. “Enabling school-wide eLearning practices in New Zealand secondary schools : strategies to overcome challenges.” 2015. Thesis, Unitec New Zealand. Accessed October 14, 2019. http://hdl.handle.net/10652/3182.

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

MLA Handbook (7th Edition):

Eyre, Robin. “Enabling school-wide eLearning practices in New Zealand secondary schools : strategies to overcome challenges.” 2015. Web. 14 Oct 2019.

Vancouver:

Eyre R. Enabling school-wide eLearning practices in New Zealand secondary schools : strategies to overcome challenges. [Internet] [Thesis]. Unitec New Zealand; 2015. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10652/3182.

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

Council of Science Editors:

Eyre R. Enabling school-wide eLearning practices in New Zealand secondary schools : strategies to overcome challenges. [Thesis]. Unitec New Zealand; 2015. Available from: http://hdl.handle.net/10652/3182

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


Unitec New Zealand

4. James, Sharon. Lecturers’ experiences and perceptions of using learning management systems.

Degree: 2010, Unitec New Zealand

 Learning management systems (LMSs) have now been in vogue for more than a decade. They have evolved into useful tools for both students and teachers.… (more)

Subjects/Keywords: Learning management systems; User perceptions; User experiences; 130306 Educational Technology and Computing

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APA (6th Edition):

James, S. (2010). Lecturers’ experiences and perceptions of using learning management systems. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/1554

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):

James, Sharon. “Lecturers’ experiences and perceptions of using learning management systems.” 2010. Thesis, Unitec New Zealand. Accessed October 14, 2019. http://hdl.handle.net/10652/1554.

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

MLA Handbook (7th Edition):

James, Sharon. “Lecturers’ experiences and perceptions of using learning management systems.” 2010. Web. 14 Oct 2019.

Vancouver:

James S. Lecturers’ experiences and perceptions of using learning management systems. [Internet] [Thesis]. Unitec New Zealand; 2010. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10652/1554.

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

Council of Science Editors:

James S. Lecturers’ experiences and perceptions of using learning management systems. [Thesis]. Unitec New Zealand; 2010. Available from: http://hdl.handle.net/10652/1554

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


Unitec New Zealand

5. Weijermars, Anthony. Leadership in digital technology: The challenge of decision making.

Degree: 2012, Unitec New Zealand

 This research investigated the perceptions of decision-making in the use of digital technologies by three secondary schools, leaders and teachers. In the use of digital… (more)

Subjects/Keywords: New Zealand secondary schools; digital technology; leadership; case studies; professional development; 130306 Educational Technology and Computing

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APA (6th Edition):

Weijermars, A. (2012). Leadership in digital technology: The challenge of decision making. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/1999

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):

Weijermars, Anthony. “Leadership in digital technology: The challenge of decision making.” 2012. Thesis, Unitec New Zealand. Accessed October 14, 2019. http://hdl.handle.net/10652/1999.

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

MLA Handbook (7th Edition):

Weijermars, Anthony. “Leadership in digital technology: The challenge of decision making.” 2012. Web. 14 Oct 2019.

Vancouver:

Weijermars A. Leadership in digital technology: The challenge of decision making. [Internet] [Thesis]. Unitec New Zealand; 2012. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10652/1999.

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

Council of Science Editors:

Weijermars A. Leadership in digital technology: The challenge of decision making. [Thesis]. Unitec New Zealand; 2012. Available from: http://hdl.handle.net/10652/1999

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


University of Canterbury

6. Eickelmann, B. The restructuring of schooling with digital technologies and implications for policy makers and practitioners.

Degree: School of Educational Studies and Leadership; University of Canterbury. College Office (Education), 2014, University of Canterbury

 Traditional forms of schooling remain resistant to change because of the fit with their current ecologies. However, new forms of schooling that depend on communication… (more)

Subjects/Keywords: e-learning; Field of Research::13 - Education::1303 - Specialist Studies in Education::130306 - Educational Technology and Computing

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

APA (6th Edition):

Eickelmann, B. (2014). The restructuring of schooling with digital technologies and implications for policy makers and practitioners. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/9273

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):

Eickelmann, B. “The restructuring of schooling with digital technologies and implications for policy makers and practitioners.” 2014. Thesis, University of Canterbury. Accessed October 14, 2019. http://hdl.handle.net/10092/9273.

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

MLA Handbook (7th Edition):

Eickelmann, B. “The restructuring of schooling with digital technologies and implications for policy makers and practitioners.” 2014. Web. 14 Oct 2019.

Vancouver:

Eickelmann B. The restructuring of schooling with digital technologies and implications for policy makers and practitioners. [Internet] [Thesis]. University of Canterbury; 2014. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10092/9273.

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

Council of Science Editors:

Eickelmann B. The restructuring of schooling with digital technologies and implications for policy makers and practitioners. [Thesis]. University of Canterbury; 2014. Available from: http://hdl.handle.net/10092/9273

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


Unitec New Zealand

7. Whipp, Keir. Evaluating the implementation of an e-learning innovation in a South Auckland secondary school.

Degree: 2015, Unitec New Zealand

 Increasingly, schools across New Zealand are responding to a growing demand to implement modern learning practices, which include the adoption of a ‘bring your own… (more)

Subjects/Keywords: South Auckland; secondary schools; elearning; New Zealand; organisational change; change management; 130306 Educational Technology and Computing; 130106 Secondary Education

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APA (6th Edition):

Whipp, K. (2015). Evaluating the implementation of an e-learning innovation in a South Auckland secondary school. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/3276

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):

Whipp, Keir. “Evaluating the implementation of an e-learning innovation in a South Auckland secondary school.” 2015. Thesis, Unitec New Zealand. Accessed October 14, 2019. http://hdl.handle.net/10652/3276.

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

MLA Handbook (7th Edition):

Whipp, Keir. “Evaluating the implementation of an e-learning innovation in a South Auckland secondary school.” 2015. Web. 14 Oct 2019.

Vancouver:

Whipp K. Evaluating the implementation of an e-learning innovation in a South Auckland secondary school. [Internet] [Thesis]. Unitec New Zealand; 2015. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10652/3276.

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

Council of Science Editors:

Whipp K. Evaluating the implementation of an e-learning innovation in a South Auckland secondary school. [Thesis]. Unitec New Zealand; 2015. Available from: http://hdl.handle.net/10652/3276

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


Unitec New Zealand

8. Wei, Ning. An e-learning 2.0 model.

Degree: 2011, Unitec New Zealand

 It has been almost 6 years since the term “E-learning 2.0”was first introduced by Stephen Downes. In 2005, Downes announced a very important principle of… (more)

Subjects/Keywords: E-learning 2.0; learning content; student-directed learning; distribution; co-operation; openness; elearning; 130306 Educational Technology and Computing

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APA (6th Edition):

Wei, N. (2011). An e-learning 2.0 model. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/1747

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):

Wei, Ning. “An e-learning 2.0 model.” 2011. Thesis, Unitec New Zealand. Accessed October 14, 2019. http://hdl.handle.net/10652/1747.

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

MLA Handbook (7th Edition):

Wei, Ning. “An e-learning 2.0 model.” 2011. Web. 14 Oct 2019.

Vancouver:

Wei N. An e-learning 2.0 model. [Internet] [Thesis]. Unitec New Zealand; 2011. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10652/1747.

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

Council of Science Editors:

Wei N. An e-learning 2.0 model. [Thesis]. Unitec New Zealand; 2011. Available from: http://hdl.handle.net/10652/1747

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


Unitec New Zealand

9. Baker, Karen. Investigating the initiative of students bringing their own technology devices into New Zealand secondary schools.

Degree: 2014, Unitec New Zealand

 The paradigm shift in education towards equipping people to use knowledge in inventive ways, new contexts and combinations opened the door for technology to be… (more)

Subjects/Keywords: Bring Your Own Device (BYOD); secondary schools; student centred learning; 130306 Educational Technology and Computing; 130106 Secondary Education

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

APA (6th Edition):

Baker, K. (2014). Investigating the initiative of students bringing their own technology devices into New Zealand secondary schools. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/2578

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):

Baker, Karen. “Investigating the initiative of students bringing their own technology devices into New Zealand secondary schools.” 2014. Thesis, Unitec New Zealand. Accessed October 14, 2019. http://hdl.handle.net/10652/2578.

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

MLA Handbook (7th Edition):

Baker, Karen. “Investigating the initiative of students bringing their own technology devices into New Zealand secondary schools.” 2014. Web. 14 Oct 2019.

Vancouver:

Baker K. Investigating the initiative of students bringing their own technology devices into New Zealand secondary schools. [Internet] [Thesis]. Unitec New Zealand; 2014. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10652/2578.

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

Council of Science Editors:

Baker K. Investigating the initiative of students bringing their own technology devices into New Zealand secondary schools. [Thesis]. Unitec New Zealand; 2014. Available from: http://hdl.handle.net/10652/2578

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


Unitec New Zealand

10. Young, Curtis. The use of eLearning, blended learning and digital literacy tools to improve student engagement at Cut Above Academy, increasing student retention and student success.

Degree: 2014, Unitec New Zealand

 The main purpose of this research has been to establish whether or not the adoption of blended learning and digital literacy tools may increase student… (more)

Subjects/Keywords: Cut Above Academy (Auckland); Auckland, New Zealand; hairdressing students; beauticians; elearning; educational technology; vocational learning; digital literacy; 130108 Technical, Further and Workplace Education; 130306 Educational Technology and Computing

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

APA (6th Edition):

Young, C. (2014). The use of eLearning, blended learning and digital literacy tools to improve student engagement at Cut Above Academy, increasing student retention and student success. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/2552

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):

Young, Curtis. “The use of eLearning, blended learning and digital literacy tools to improve student engagement at Cut Above Academy, increasing student retention and student success.” 2014. Thesis, Unitec New Zealand. Accessed October 14, 2019. http://hdl.handle.net/10652/2552.

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

MLA Handbook (7th Edition):

Young, Curtis. “The use of eLearning, blended learning and digital literacy tools to improve student engagement at Cut Above Academy, increasing student retention and student success.” 2014. Web. 14 Oct 2019.

Vancouver:

Young C. The use of eLearning, blended learning and digital literacy tools to improve student engagement at Cut Above Academy, increasing student retention and student success. [Internet] [Thesis]. Unitec New Zealand; 2014. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10652/2552.

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

Council of Science Editors:

Young C. The use of eLearning, blended learning and digital literacy tools to improve student engagement at Cut Above Academy, increasing student retention and student success. [Thesis]. Unitec New Zealand; 2014. Available from: http://hdl.handle.net/10652/2552

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


Unitec New Zealand

11. Williams, Rachel. Technology innovations that support technology enhanced teaching and learning and their evaluation in two Auckland secondary schools.

Degree: 2016, Unitec New Zealand

Technology innovations have been introduced into Auckland secondary schools to meet the needs of 21st Century learners. All secondary schools in New Zealand are required… (more)

Subjects/Keywords: Auckland, New Zealand; New Zealand; New Zealand secondary schools; digital technology; information and communications technology (ICT); ICT; evaluation; ICT implementation; 130306 Educational Technology and Computing

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

APA (6th Edition):

Williams, R. (2016). Technology innovations that support technology enhanced teaching and learning and their evaluation in two Auckland secondary schools. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/3653

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):

Williams, Rachel. “Technology innovations that support technology enhanced teaching and learning and their evaluation in two Auckland secondary schools.” 2016. Thesis, Unitec New Zealand. Accessed October 14, 2019. http://hdl.handle.net/10652/3653.

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

MLA Handbook (7th Edition):

Williams, Rachel. “Technology innovations that support technology enhanced teaching and learning and their evaluation in two Auckland secondary schools.” 2016. Web. 14 Oct 2019.

Vancouver:

Williams R. Technology innovations that support technology enhanced teaching and learning and their evaluation in two Auckland secondary schools. [Internet] [Thesis]. Unitec New Zealand; 2016. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10652/3653.

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

Council of Science Editors:

Williams R. Technology innovations that support technology enhanced teaching and learning and their evaluation in two Auckland secondary schools. [Thesis]. Unitec New Zealand; 2016. Available from: http://hdl.handle.net/10652/3653

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


University of Canterbury

12. Thompson, D. Computer Game or Traditional Lecture: The Effect of Delivery Mode on Experience Ratings for High and Low Achieving Students.

Degree: School of Educational Studies and Human Development, 2010, University of Canterbury

 A number of commentators promote the use of computer games for education (Prensky, 2001; DeHaan 2005; Lainema & Nurmi 2006) advocating their utility for being… (more)

Subjects/Keywords: Field of Research::08 - Information and Computing Sciences; Field of Research::13 - Education::1303 - Specialist Studies in Education::130306 - Educational Technology and Computing

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

APA (6th Edition):

Thompson, D. (2010). Computer Game or Traditional Lecture: The Effect of Delivery Mode on Experience Ratings for High and Low Achieving Students. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/4528

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):

Thompson, D. “Computer Game or Traditional Lecture: The Effect of Delivery Mode on Experience Ratings for High and Low Achieving Students.” 2010. Thesis, University of Canterbury. Accessed October 14, 2019. http://hdl.handle.net/10092/4528.

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

MLA Handbook (7th Edition):

Thompson, D. “Computer Game or Traditional Lecture: The Effect of Delivery Mode on Experience Ratings for High and Low Achieving Students.” 2010. Web. 14 Oct 2019.

Vancouver:

Thompson D. Computer Game or Traditional Lecture: The Effect of Delivery Mode on Experience Ratings for High and Low Achieving Students. [Internet] [Thesis]. University of Canterbury; 2010. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10092/4528.

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

Council of Science Editors:

Thompson D. Computer Game or Traditional Lecture: The Effect of Delivery Mode on Experience Ratings for High and Low Achieving Students. [Thesis]. University of Canterbury; 2010. Available from: http://hdl.handle.net/10092/4528

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


Unitec New Zealand

13. Kemp, Aaron. Expectations and reality : primary school principals’ experiences of change leadership in the transition to digital learning environments.

Degree: 2015, Unitec New Zealand

 Principals in New Zealand primary schools are aware of the expectations placed on them in their role as educational leaders. These expectations include being leaders… (more)

Subjects/Keywords: educational leadership; elearning; primary school principals; change management; New Zealand primary schools; Auckland, New Zealand; 130306 Educational Technology and Computing; 130105 Primary Education (excl. Māori)

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APA (6th Edition):

Kemp, A. (2015). Expectations and reality : primary school principals’ experiences of change leadership in the transition to digital learning environments. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/3253

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):

Kemp, Aaron. “Expectations and reality : primary school principals’ experiences of change leadership in the transition to digital learning environments.” 2015. Thesis, Unitec New Zealand. Accessed October 14, 2019. http://hdl.handle.net/10652/3253.

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

MLA Handbook (7th Edition):

Kemp, Aaron. “Expectations and reality : primary school principals’ experiences of change leadership in the transition to digital learning environments.” 2015. Web. 14 Oct 2019.

Vancouver:

Kemp A. Expectations and reality : primary school principals’ experiences of change leadership in the transition to digital learning environments. [Internet] [Thesis]. Unitec New Zealand; 2015. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10652/3253.

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

Council of Science Editors:

Kemp A. Expectations and reality : primary school principals’ experiences of change leadership in the transition to digital learning environments. [Thesis]. Unitec New Zealand; 2015. Available from: http://hdl.handle.net/10652/3253

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


Unitec New Zealand

14. Digweed, Alison. Action for e-learning in the classroom : a small study on a professional development initiative.

Degree: 2018, Unitec New Zealand

 RESEARCH QUESTIONS: 1. What are the current practices and perceptions of e-Learning for teachers at my school? 2. From a teacher perspective, can in-house professional… (more)

Subjects/Keywords: New Zealand; elearning; teachers; professional development; information and communications technology (ICT); 130306 Educational Technology and Computing; 130313 Teacher Education and Professional Development of Educators

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APA (6th Edition):

Digweed, A. (2018). Action for e-learning in the classroom : a small study on a professional development initiative. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/4377

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):

Digweed, Alison. “Action for e-learning in the classroom : a small study on a professional development initiative.” 2018. Thesis, Unitec New Zealand. Accessed October 14, 2019. http://hdl.handle.net/10652/4377.

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

MLA Handbook (7th Edition):

Digweed, Alison. “Action for e-learning in the classroom : a small study on a professional development initiative.” 2018. Web. 14 Oct 2019.

Vancouver:

Digweed A. Action for e-learning in the classroom : a small study on a professional development initiative. [Internet] [Thesis]. Unitec New Zealand; 2018. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10652/4377.

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

Council of Science Editors:

Digweed A. Action for e-learning in the classroom : a small study on a professional development initiative. [Thesis]. Unitec New Zealand; 2018. Available from: http://hdl.handle.net/10652/4377

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


University of Canterbury

15. Grimley, M. Digital leisure time activities, cognition, learning behaviour and information literacy: What are our children learning?.

Degree: School of Educational Studies and Human Development, 2011, University of Canterbury

 Recent developments in digital technology have resulted in the unprecedented uptake of digital technology engagement as a leisure time pursuit across the age span. This… (more)

Subjects/Keywords: cognition; reasoning; attention; learning behaviour; digital native; information literacy; Field of Research::13 - Education; Field of Research::13 - Education::1303 - Specialist Studies in Education::130306 - Educational Technology and Computing

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

APA (6th Edition):

Grimley, M. (2011). Digital leisure time activities, cognition, learning behaviour and information literacy: What are our children learning?. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/5374

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):

Grimley, M. “Digital leisure time activities, cognition, learning behaviour and information literacy: What are our children learning?.” 2011. Thesis, University of Canterbury. Accessed October 14, 2019. http://hdl.handle.net/10092/5374.

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

MLA Handbook (7th Edition):

Grimley, M. “Digital leisure time activities, cognition, learning behaviour and information literacy: What are our children learning?.” 2011. Web. 14 Oct 2019.

Vancouver:

Grimley M. Digital leisure time activities, cognition, learning behaviour and information literacy: What are our children learning?. [Internet] [Thesis]. University of Canterbury; 2011. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10092/5374.

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

Council of Science Editors:

Grimley M. Digital leisure time activities, cognition, learning behaviour and information literacy: What are our children learning?. [Thesis]. University of Canterbury; 2011. Available from: http://hdl.handle.net/10092/5374

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


University of Canterbury

16. Holland, J. The Effect of Interaction Granularity on Learning with a Data Normalization Tutor.

Degree: Computer Science and Software Engineering, 2013, University of Canterbury

 Intelligent Tutoring Systems (ITSs) have proven their effectiveness in many instructional domains, ranging in the complexity of domain theories and tasks students are to perform.… (more)

Subjects/Keywords: effectiveness of ITSs; interaction granularity hypothesis; empirical study; tutorial dialogues; NORMIT; Field of Research::13 - Education::1303 - Specialist Studies in Education::130306 - Educational Technology and Computing

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APA (6th Edition):

Holland, J. (2013). The Effect of Interaction Granularity on Learning with a Data Normalization Tutor. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/8471

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):

Holland, J. “The Effect of Interaction Granularity on Learning with a Data Normalization Tutor.” 2013. Thesis, University of Canterbury. Accessed October 14, 2019. http://hdl.handle.net/10092/8471.

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

MLA Handbook (7th Edition):

Holland, J. “The Effect of Interaction Granularity on Learning with a Data Normalization Tutor.” 2013. Web. 14 Oct 2019.

Vancouver:

Holland J. The Effect of Interaction Granularity on Learning with a Data Normalization Tutor. [Internet] [Thesis]. University of Canterbury; 2013. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10092/8471.

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

Council of Science Editors:

Holland J. The Effect of Interaction Granularity on Learning with a Data Normalization Tutor. [Thesis]. University of Canterbury; 2013. Available from: http://hdl.handle.net/10092/8471

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


University of Canterbury

17. Thomas, H. Evaluation of student engagement with a lecture capture system.

Degree: School of Educational Studies and Leadership; University of Canterbury. School of Literacies and Arts in Education; University of Canterbury. Mechanical Engineering; University of Canterbury. Educational Technology, 2012, University of Canterbury

 There are potential operational and strategic benefits to implementing lecture-capture systems but the issues are much deeper than simply the question of which technology system… (more)

Subjects/Keywords: engagement; lecture capture; Field of Research::13 - Education::1301 - Education Systems::130103 - Higher Education; Field of Research::13 - Education::1303 - Specialist Studies in Education::130306 - Educational Technology and Computing

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APA (6th Edition):

Thomas, H. (2012). Evaluation of student engagement with a lecture capture system. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/8802

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):

Thomas, H. “Evaluation of student engagement with a lecture capture system.” 2012. Thesis, University of Canterbury. Accessed October 14, 2019. http://hdl.handle.net/10092/8802.

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

MLA Handbook (7th Edition):

Thomas, H. “Evaluation of student engagement with a lecture capture system.” 2012. Web. 14 Oct 2019.

Vancouver:

Thomas H. Evaluation of student engagement with a lecture capture system. [Internet] [Thesis]. University of Canterbury; 2012. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10092/8802.

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

Council of Science Editors:

Thomas H. Evaluation of student engagement with a lecture capture system. [Thesis]. University of Canterbury; 2012. Available from: http://hdl.handle.net/10092/8802

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


Unitec New Zealand

18. Kaka, Tane Randell. What are the significant factors that have influenced the adoption of Moodle by staff in a Māori tertiary institution?.

Degree: 2013, Unitec New Zealand

 The purpose of this research is to get a clear understanding of the significant factors that are influencing the adoption of a Learning Management System… (more)

Subjects/Keywords: Moodle; elearning; Māori; Tainui; adoption; 130306 Educational Technology and Computing; 130310 Māori Education (excl. Early Childhood and Primary Education); 130103 Higher Education; Hangarau mōhiohio; Kura tuatoru; Kaiako

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

APA (6th Edition):

Kaka, T. R. (2013). What are the significant factors that have influenced the adoption of Moodle by staff in a Māori tertiary institution?. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/2514

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):

Kaka, Tane Randell. “What are the significant factors that have influenced the adoption of Moodle by staff in a Māori tertiary institution?.” 2013. Thesis, Unitec New Zealand. Accessed October 14, 2019. http://hdl.handle.net/10652/2514.

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

MLA Handbook (7th Edition):

Kaka, Tane Randell. “What are the significant factors that have influenced the adoption of Moodle by staff in a Māori tertiary institution?.” 2013. Web. 14 Oct 2019.

Vancouver:

Kaka TR. What are the significant factors that have influenced the adoption of Moodle by staff in a Māori tertiary institution?. [Internet] [Thesis]. Unitec New Zealand; 2013. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10652/2514.

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

Council of Science Editors:

Kaka TR. What are the significant factors that have influenced the adoption of Moodle by staff in a Māori tertiary institution?. [Thesis]. Unitec New Zealand; 2013. Available from: http://hdl.handle.net/10652/2514

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


Unitec New Zealand

19. Cochrane, Thomas Donald. Interactive QuickTime: Developing and evaluating multimedia learning objects.

Degree: 2004, Unitec New Zealand

 This thesis discusses the application of Learning Objects in supporting the teaching of principles of Audio Engineering – a subject traditionally taught face to face… (more)

Subjects/Keywords: Learning objects; QuickTime; Audio engineering; Learning environments; Multimedia; 130306 Educational Technology and Computing

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APA (6th Edition):

Cochrane, T. D. (2004). Interactive QuickTime: Developing and evaluating multimedia learning objects. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/1606

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):

Cochrane, Thomas Donald. “Interactive QuickTime: Developing and evaluating multimedia learning objects.” 2004. Thesis, Unitec New Zealand. Accessed October 14, 2019. http://hdl.handle.net/10652/1606.

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

MLA Handbook (7th Edition):

Cochrane, Thomas Donald. “Interactive QuickTime: Developing and evaluating multimedia learning objects.” 2004. Web. 14 Oct 2019.

Vancouver:

Cochrane TD. Interactive QuickTime: Developing and evaluating multimedia learning objects. [Internet] [Thesis]. Unitec New Zealand; 2004. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10652/1606.

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

Council of Science Editors:

Cochrane TD. Interactive QuickTime: Developing and evaluating multimedia learning objects. [Thesis]. Unitec New Zealand; 2004. Available from: http://hdl.handle.net/10652/1606

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


Unitec New Zealand

20. Haycock, Linda. Ways in which middle leaders support teachers in integrating digital technology.

Degree: 2017, Unitec New Zealand

 RESEARCH QUESTIONS: • What are teachers’ perceptions of how they are supported to implement pedagogies for integrating digital technology? • What are the challenges faced… (more)

Subjects/Keywords: Auckland, New Zealand; secondary teachers; digital literacy; teacher development; middle level leaders; perceptions; digital curriculum; 130313 Teacher Education and Professional Development of Educators; 130306 Educational Technology and Computing

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APA (6th Edition):

Haycock, L. (2017). Ways in which middle leaders support teachers in integrating digital technology. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/4688

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):

Haycock, Linda. “Ways in which middle leaders support teachers in integrating digital technology.” 2017. Thesis, Unitec New Zealand. Accessed October 14, 2019. http://hdl.handle.net/10652/4688.

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

MLA Handbook (7th Edition):

Haycock, Linda. “Ways in which middle leaders support teachers in integrating digital technology.” 2017. Web. 14 Oct 2019.

Vancouver:

Haycock L. Ways in which middle leaders support teachers in integrating digital technology. [Internet] [Thesis]. Unitec New Zealand; 2017. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10652/4688.

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

Council of Science Editors:

Haycock L. Ways in which middle leaders support teachers in integrating digital technology. [Thesis]. Unitec New Zealand; 2017. Available from: http://hdl.handle.net/10652/4688

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


Unitec New Zealand

21. Nguyen, Xuan Thi Thanh. Switching on to digital literacy? : a case study of English language teachers at a Vietnamese university.

Degree: 2014, Unitec New Zealand

 Digital technology has significantly contributed to the shaping of an increasingly digitalised landscape of English language teaching (ELT) today. Recently, Vietnam has experienced initial development… (more)

Subjects/Keywords: Vietnam; ELT teachers; National Foreign Language Project; Vietnamese universities; EFL; educational technology in language learning; teacher professional development; 130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Māori); 130306 Educational Technology and Computing

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

APA (6th Edition):

Nguyen, X. T. T. (2014). Switching on to digital literacy? : a case study of English language teachers at a Vietnamese university. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/2531

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):

Nguyen, Xuan Thi Thanh. “Switching on to digital literacy? : a case study of English language teachers at a Vietnamese university.” 2014. Thesis, Unitec New Zealand. Accessed October 14, 2019. http://hdl.handle.net/10652/2531.

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

MLA Handbook (7th Edition):

Nguyen, Xuan Thi Thanh. “Switching on to digital literacy? : a case study of English language teachers at a Vietnamese university.” 2014. Web. 14 Oct 2019.

Vancouver:

Nguyen XTT. Switching on to digital literacy? : a case study of English language teachers at a Vietnamese university. [Internet] [Thesis]. Unitec New Zealand; 2014. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10652/2531.

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

Council of Science Editors:

Nguyen XTT. Switching on to digital literacy? : a case study of English language teachers at a Vietnamese university. [Thesis]. Unitec New Zealand; 2014. Available from: http://hdl.handle.net/10652/2531

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


University of Canterbury

22. Davis, N.E. The Network for Learning and Initial Teacher Education. Paper presented to TEFANZ SIG in November 2012 and the Tertiary e-Learning Reference Group, Ako Aotearoa/Ministry of Education, Wellington, December 2012.

Degree: School of Literacies and Arts in Education, 2012, University of Canterbury

 This paper aims to guide implementation and development of education in New Zealand with the Network for Learning (NfL) and Ultrafast Broadband in Schools (UFBiS)… (more)

Subjects/Keywords: education; e-learning; initial teacher education; N4L; UFB; Field of Research::13 - Education::1303 - Specialist Studies in Education::130306 - Educational Technology and Computing; Field of Research::10 - Technology::1005 - Communications Technologies::100502 - Broadband and Modem Technology

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APA (6th Edition):

Davis, N. E. (2012). The Network for Learning and Initial Teacher Education. Paper presented to TEFANZ SIG in November 2012 and the Tertiary e-Learning Reference Group, Ako Aotearoa/Ministry of Education, Wellington, December 2012. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/8837

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):

Davis, N E. “The Network for Learning and Initial Teacher Education. Paper presented to TEFANZ SIG in November 2012 and the Tertiary e-Learning Reference Group, Ako Aotearoa/Ministry of Education, Wellington, December 2012.” 2012. Thesis, University of Canterbury. Accessed October 14, 2019. http://hdl.handle.net/10092/8837.

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

MLA Handbook (7th Edition):

Davis, N E. “The Network for Learning and Initial Teacher Education. Paper presented to TEFANZ SIG in November 2012 and the Tertiary e-Learning Reference Group, Ako Aotearoa/Ministry of Education, Wellington, December 2012.” 2012. Web. 14 Oct 2019.

Vancouver:

Davis NE. The Network for Learning and Initial Teacher Education. Paper presented to TEFANZ SIG in November 2012 and the Tertiary e-Learning Reference Group, Ako Aotearoa/Ministry of Education, Wellington, December 2012. [Internet] [Thesis]. University of Canterbury; 2012. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10092/8837.

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

Council of Science Editors:

Davis NE. The Network for Learning and Initial Teacher Education. Paper presented to TEFANZ SIG in November 2012 and the Tertiary e-Learning Reference Group, Ako Aotearoa/Ministry of Education, Wellington, December 2012. [Thesis]. University of Canterbury; 2012. Available from: http://hdl.handle.net/10092/8837

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


University of Canterbury

23. Suraweera, P. Teaching Database Design with Constraint-Based Tutors.

Degree: Computer Science and Software Engineering, 2016, University of Canterbury

 Design tasks are difficult to teach, due to large, unstructured solution spaces, underspecified problems, non-existent problem solving algorithms and stopping criteria. In this paper, we… (more)

Subjects/Keywords: KERMIT; EER-Tutor; teaching design tasks; ill-defined task; Field of Research::08 - Information and Computing Sciences::0801 - Artificial Intelligence and Image Processing::080101 - Adaptive Agents and Intelligent Robotics; Field of Research::13 - Education::1303 - Specialist Studies in Education::130306 - Educational Technology and Computing

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

APA (6th Edition):

Suraweera, P. (2016). Teaching Database Design with Constraint-Based Tutors. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/13120

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):

Suraweera, P. “Teaching Database Design with Constraint-Based Tutors.” 2016. Thesis, University of Canterbury. Accessed October 14, 2019. http://hdl.handle.net/10092/13120.

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

MLA Handbook (7th Edition):

Suraweera, P. “Teaching Database Design with Constraint-Based Tutors.” 2016. Web. 14 Oct 2019.

Vancouver:

Suraweera P. Teaching Database Design with Constraint-Based Tutors. [Internet] [Thesis]. University of Canterbury; 2016. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10092/13120.

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

Council of Science Editors:

Suraweera P. Teaching Database Design with Constraint-Based Tutors. [Thesis]. University of Canterbury; 2016. Available from: http://hdl.handle.net/10092/13120

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


University of Canterbury

24. Weerasinghe A. Using Learning Analytics to Devise Interactive Personalised Nudges for Active Video Watching.

Degree: 2017, University of Canterbury

 Videos can be a powerful medium for acquiring soft skills, where learning requires contextualisation in personal experience and ability to see different perspectives. However, to… (more)

Subjects/Keywords: video-based learning; soft-skills; personalised nudges; analytics; Field of Research::13 - Education::1303 - Specialist Studies in Education::130306 - Educational Technology and Computing; Fields of Research::280000 Information, Computing and Communication Sciences

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APA (6th Edition):

A, W. (2017). Using Learning Analytics to Devise Interactive Personalised Nudges for Active Video Watching. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/14529

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):

A, Weerasinghe. “Using Learning Analytics to Devise Interactive Personalised Nudges for Active Video Watching.” 2017. Thesis, University of Canterbury. Accessed October 14, 2019. http://hdl.handle.net/10092/14529.

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

MLA Handbook (7th Edition):

A, Weerasinghe. “Using Learning Analytics to Devise Interactive Personalised Nudges for Active Video Watching.” 2017. Web. 14 Oct 2019.

Vancouver:

A W. Using Learning Analytics to Devise Interactive Personalised Nudges for Active Video Watching. [Internet] [Thesis]. University of Canterbury; 2017. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10092/14529.

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

Council of Science Editors:

A W. Using Learning Analytics to Devise Interactive Personalised Nudges for Active Video Watching. [Thesis]. University of Canterbury; 2017. Available from: http://hdl.handle.net/10092/14529

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


University of Canterbury

25. Holland, J. Thermo-Tutor: An Intelligent Tutoring System for Thermodynamics.

Degree: Computer Science and Software Engineering, 2011, University of Canterbury

 We present the design and an evaluation of Thermo-Tutor, an Intelligent Tutoring System (ITS) that teaches thermodynamic cycles in closed systems. Thermo-Tutor provides opportunities for… (more)

Subjects/Keywords: Artificial Intelligence in Education; teaching thermodynamics; intelligent tutoring systems; Field of Research::08 - Information and Computing Sciences::0801 - Artificial Intelligence and Image Processing; Field of Research::09 - Engineering::0913 - Mechanical Engineering; Field of Research::13 - Education::1303 - Specialist Studies in Education::130306 - Educational Technology and Computing

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APA (6th Edition):

Holland, J. (2011). Thermo-Tutor: An Intelligent Tutoring System for Thermodynamics. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/5839

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):

Holland, J. “Thermo-Tutor: An Intelligent Tutoring System for Thermodynamics.” 2011. Thesis, University of Canterbury. Accessed October 14, 2019. http://hdl.handle.net/10092/5839.

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

MLA Handbook (7th Edition):

Holland, J. “Thermo-Tutor: An Intelligent Tutoring System for Thermodynamics.” 2011. Web. 14 Oct 2019.

Vancouver:

Holland J. Thermo-Tutor: An Intelligent Tutoring System for Thermodynamics. [Internet] [Thesis]. University of Canterbury; 2011. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10092/5839.

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

Council of Science Editors:

Holland J. Thermo-Tutor: An Intelligent Tutoring System for Thermodynamics. [Thesis]. University of Canterbury; 2011. Available from: http://hdl.handle.net/10092/5839

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


University of Canterbury

26. Mitrovic, A. Concept tagging in Moodle.

Degree: Computer Science and Software Engineering, 2012, University of Canterbury

 The Moodle learning management system (LMS) is becoming increasingly widespread due to its adoption by education providers at all levels. The system however does not… (more)

Subjects/Keywords: concept tagging; Moodle plug-in; metadata; Field of Research::13 - Education::1303 - Specialist Studies in Education::130306 - Educational Technology and Computing; Field of Research::08 - Information and Computing Sciences::0806 - Information Systems::080609 - Information Systems Management

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

APA (6th Edition):

Mitrovic, A. (2012). Concept tagging in Moodle. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/7377

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):

Mitrovic, A. “Concept tagging in Moodle.” 2012. Thesis, University of Canterbury. Accessed October 14, 2019. http://hdl.handle.net/10092/7377.

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

MLA Handbook (7th Edition):

Mitrovic, A. “Concept tagging in Moodle.” 2012. Web. 14 Oct 2019.

Vancouver:

Mitrovic A. Concept tagging in Moodle. [Internet] [Thesis]. University of Canterbury; 2012. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10092/7377.

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

Council of Science Editors:

Mitrovic A. Concept tagging in Moodle. [Thesis]. University of Canterbury; 2012. Available from: http://hdl.handle.net/10092/7377

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


University of Canterbury

27. Mitrovic, A. Should we use examples in intelligent tutors?.

Degree: Computer Science and Software Engineering, 2012, University of Canterbury

 Although examples are frequently used by human tutors, they are not common in Intelligent Tutoring Systems (ITS). Previous research studies over the last three decades… (more)

Subjects/Keywords: learning from examples; problem solving; self-explanation; Field of Research::08 - Information and Computing Sciences::0801 - Artificial Intelligence and Image Processing; Field of Research::13 - Education::1303 - Specialist Studies in Education::130306 - Educational Technology and Computing

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

APA (6th Edition):

Mitrovic, A. (2012). Should we use examples in intelligent tutors?. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/7412

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):

Mitrovic, A. “Should we use examples in intelligent tutors?.” 2012. Thesis, University of Canterbury. Accessed October 14, 2019. http://hdl.handle.net/10092/7412.

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

MLA Handbook (7th Edition):

Mitrovic, A. “Should we use examples in intelligent tutors?.” 2012. Web. 14 Oct 2019.

Vancouver:

Mitrovic A. Should we use examples in intelligent tutors?. [Internet] [Thesis]. University of Canterbury; 2012. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10092/7412.

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

Council of Science Editors:

Mitrovic A. Should we use examples in intelligent tutors?. [Thesis]. University of Canterbury; 2012. Available from: http://hdl.handle.net/10092/7412

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


University of Canterbury

28. Ravan, S. Decision-making tutor: Providing on-the-job training for oil palm plantation managers.

Degree: Computer Science and Software Engineering, 2012, University of Canterbury

 Over the years many Intelligent Tutoring Systems (ITSs) have been used successfully as teaching and training tools. Although many studies have proven the effectiveness of… (more)

Subjects/Keywords: embedded intelligent tutoring system; oil palm plantation management; evaluation; Field of Research::13 - Education::1303 - Specialist Studies in Education::130306 - Educational Technology and Computing; Field of Research::08 - Information and Computing Sciences::0801 - Artificial Intelligence and Image Processing::080105 - Expert Systems

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

APA (6th Edition):

Ravan, S. (2012). Decision-making tutor: Providing on-the-job training for oil palm plantation managers. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/7795

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):

Ravan, S. “Decision-making tutor: Providing on-the-job training for oil palm plantation managers.” 2012. Thesis, University of Canterbury. Accessed October 14, 2019. http://hdl.handle.net/10092/7795.

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

MLA Handbook (7th Edition):

Ravan, S. “Decision-making tutor: Providing on-the-job training for oil palm plantation managers.” 2012. Web. 14 Oct 2019.

Vancouver:

Ravan S. Decision-making tutor: Providing on-the-job training for oil palm plantation managers. [Internet] [Thesis]. University of Canterbury; 2012. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10092/7795.

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

Council of Science Editors:

Ravan S. Decision-making tutor: Providing on-the-job training for oil palm plantation managers. [Thesis]. University of Canterbury; 2012. Available from: http://hdl.handle.net/10092/7795

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


University of Canterbury

29. Nozaki, H. A longitudinal study of mathematical word problem solving in children using a computer-based metacognitive strategy.

Degree: Psychology, 2016, University of Canterbury

 The purpose of the study was to examine the efficacy of self-explanation for helping elementary school children solve mathematical word problems through computer-based support over… (more)

Subjects/Keywords: Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130208 - Mathematics and Numeracy Curriculum and Pedagogy; Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170103 - Educational Psychology; Field of Research::13 - Education::1303 - Specialist Studies in Education::130306 - Educational Technology and Computing

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

APA (6th Edition):

Nozaki, H. (2016). A longitudinal study of mathematical word problem solving in children using a computer-based metacognitive strategy. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/13185

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):

Nozaki, H. “A longitudinal study of mathematical word problem solving in children using a computer-based metacognitive strategy.” 2016. Thesis, University of Canterbury. Accessed October 14, 2019. http://hdl.handle.net/10092/13185.

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

MLA Handbook (7th Edition):

Nozaki, H. “A longitudinal study of mathematical word problem solving in children using a computer-based metacognitive strategy.” 2016. Web. 14 Oct 2019.

Vancouver:

Nozaki H. A longitudinal study of mathematical word problem solving in children using a computer-based metacognitive strategy. [Internet] [Thesis]. University of Canterbury; 2016. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10092/13185.

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

Council of Science Editors:

Nozaki H. A longitudinal study of mathematical word problem solving in children using a computer-based metacognitive strategy. [Thesis]. University of Canterbury; 2016. Available from: http://hdl.handle.net/10092/13185

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


University of Canterbury

30. Cochrane, T.A. Implementing a Virtual Presentation Program in ESL Classrooms.

Degree: Civil and Natural Resources Engineering, 2012, University of Canterbury

 One of the skills that graduates today need to acquire is being able to present their ideas in front of an audience. However, it is… (more)

Subjects/Keywords: learning technology; oral presentation skills; Virtual-i Presenter (ViP) software; Field of Research::13 - Education::1303 - Specialist Studies in Education::130306 - Educational Technology and Computing; Field of Research::13 - Education::1303 - Specialist Studies in Education::130313 - Teacher Education and Professional Development of Educators

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

APA (6th Edition):

Cochrane, T. A. (2012). Implementing a Virtual Presentation Program in ESL Classrooms. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/6922

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):

Cochrane, T A. “Implementing a Virtual Presentation Program in ESL Classrooms.” 2012. Thesis, University of Canterbury. Accessed October 14, 2019. http://hdl.handle.net/10092/6922.

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

MLA Handbook (7th Edition):

Cochrane, T A. “Implementing a Virtual Presentation Program in ESL Classrooms.” 2012. Web. 14 Oct 2019.

Vancouver:

Cochrane TA. Implementing a Virtual Presentation Program in ESL Classrooms. [Internet] [Thesis]. University of Canterbury; 2012. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10092/6922.

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

Council of Science Editors:

Cochrane TA. Implementing a Virtual Presentation Program in ESL Classrooms. [Thesis]. University of Canterbury; 2012. Available from: http://hdl.handle.net/10092/6922

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

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