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You searched for subject:(Adaptive scaffolding). Showing records 1 – 6 of 6 total matches.

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NSYSU

1. Chang, Hao-Cheng. The effects of real-time anxiety-adaptive prompting strategies on English communication outcomes.

Degree: Master, Information Management, 2017, NSYSU

 The tide of globalization made English one of the most well-known languages in the world. Communicative Language Teaching (CLT) has been widely used and proven… (more)

Subjects/Keywords: Galvanic skin response; Anxiety-adaptive strategy; Augmented reality; Communicative language teaching; Adaptive scaffolding

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

APA (6th Edition):

Chang, H. (2017). The effects of real-time anxiety-adaptive prompting strategies on English communication outcomes. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0718117-122548

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):

Chang, Hao-Cheng. “The effects of real-time anxiety-adaptive prompting strategies on English communication outcomes.” 2017. Thesis, NSYSU. Accessed January 15, 2021. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0718117-122548.

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

MLA Handbook (7th Edition):

Chang, Hao-Cheng. “The effects of real-time anxiety-adaptive prompting strategies on English communication outcomes.” 2017. Web. 15 Jan 2021.

Vancouver:

Chang H. The effects of real-time anxiety-adaptive prompting strategies on English communication outcomes. [Internet] [Thesis]. NSYSU; 2017. [cited 2021 Jan 15]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0718117-122548.

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

Council of Science Editors:

Chang H. The effects of real-time anxiety-adaptive prompting strategies on English communication outcomes. [Thesis]. NSYSU; 2017. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0718117-122548

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


Vanderbilt University

2. Segedy, James René. Adaptive Scaffolds in Open-Ended Computer-Based Learning Environments.

Degree: PhD, Computer Science, 2014, Vanderbilt University

 Open-ended computer-based learning environments (OELEs) challenge learners to independently solve complex problems. These environments provide powerful opportunities for learners to develop and utilize strategies for… (more)

Subjects/Keywords: Scaffolding; Open-Ended Learning Environment; Learner Modeling; Adaptive Support; Learning Analytics

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APA (6th Edition):

Segedy, J. R. (2014). Adaptive Scaffolds in Open-Ended Computer-Based Learning Environments. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12486

Chicago Manual of Style (16th Edition):

Segedy, James René. “Adaptive Scaffolds in Open-Ended Computer-Based Learning Environments.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed January 15, 2021. http://hdl.handle.net/1803/12486.

MLA Handbook (7th Edition):

Segedy, James René. “Adaptive Scaffolds in Open-Ended Computer-Based Learning Environments.” 2014. Web. 15 Jan 2021.

Vancouver:

Segedy JR. Adaptive Scaffolds in Open-Ended Computer-Based Learning Environments. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/1803/12486.

Council of Science Editors:

Segedy JR. Adaptive Scaffolds in Open-Ended Computer-Based Learning Environments. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/12486


Open Universiteit Nederland

3. Van Mourik, Daniëlle. The effects of scaffolding and feedback adaptive to the characteristics of the learner on learning progress and performance for the purpose of personalized learning.

Degree: Master, Faculty of Educational Sciences, 2020, Open Universiteit Nederland

 Learners can differ in a number of ways. However, in current education differences are rarely taken into account, which means that courses are the same… (more)

Subjects/Keywords: personalized learning; learning strategies; scaffolding; feedback; adaptive learning environment; learner characteristics; learning analytics

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

APA (6th Edition):

Van Mourik, D. (2020). The effects of scaffolding and feedback adaptive to the characteristics of the learner on learning progress and performance for the purpose of personalized learning. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/5c31ee3d-b0c0-430a-a5a0-5f60479e7215

Chicago Manual of Style (16th Edition):

Van Mourik, Daniëlle. “The effects of scaffolding and feedback adaptive to the characteristics of the learner on learning progress and performance for the purpose of personalized learning.” 2020. Masters Thesis, Open Universiteit Nederland. Accessed January 15, 2021. http://hdl.handle.net/1820/5c31ee3d-b0c0-430a-a5a0-5f60479e7215.

MLA Handbook (7th Edition):

Van Mourik, Daniëlle. “The effects of scaffolding and feedback adaptive to the characteristics of the learner on learning progress and performance for the purpose of personalized learning.” 2020. Web. 15 Jan 2021.

Vancouver:

Van Mourik D. The effects of scaffolding and feedback adaptive to the characteristics of the learner on learning progress and performance for the purpose of personalized learning. [Internet] [Masters thesis]. Open Universiteit Nederland; 2020. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/1820/5c31ee3d-b0c0-430a-a5a0-5f60479e7215.

Council of Science Editors:

Van Mourik D. The effects of scaffolding and feedback adaptive to the characteristics of the learner on learning progress and performance for the purpose of personalized learning. [Masters Thesis]. Open Universiteit Nederland; 2020. Available from: http://hdl.handle.net/1820/5c31ee3d-b0c0-430a-a5a0-5f60479e7215


Vanderbilt University

4. Basu, Satabdi. Fostering Synergistic Learning of Computational Thinking and Middle School Science in Computer-based Intelligent Learning Environments.

Degree: PhD, Computer Science, 2016, Vanderbilt University

 Recent advances in computing are transforming our lives at an astonishing pace. Computational Thinking (CT) is a term used to describe the representational practices and… (more)

Subjects/Keywords: Adaptive scaffolding; Agent based Modeling; Learning by Modeling; Science Education; Computational Thinking; Open ended Learning Environments; Learning Analytics

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

APA (6th Edition):

Basu, S. (2016). Fostering Synergistic Learning of Computational Thinking and Middle School Science in Computer-based Intelligent Learning Environments. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11338

Chicago Manual of Style (16th Edition):

Basu, Satabdi. “Fostering Synergistic Learning of Computational Thinking and Middle School Science in Computer-based Intelligent Learning Environments.” 2016. Doctoral Dissertation, Vanderbilt University. Accessed January 15, 2021. http://hdl.handle.net/1803/11338.

MLA Handbook (7th Edition):

Basu, Satabdi. “Fostering Synergistic Learning of Computational Thinking and Middle School Science in Computer-based Intelligent Learning Environments.” 2016. Web. 15 Jan 2021.

Vancouver:

Basu S. Fostering Synergistic Learning of Computational Thinking and Middle School Science in Computer-based Intelligent Learning Environments. [Internet] [Doctoral dissertation]. Vanderbilt University; 2016. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/1803/11338.

Council of Science Editors:

Basu S. Fostering Synergistic Learning of Computational Thinking and Middle School Science in Computer-based Intelligent Learning Environments. [Doctoral Dissertation]. Vanderbilt University; 2016. Available from: http://hdl.handle.net/1803/11338

5. Thieme, Mikael. Intelligence without hesitation.

Degree: Computer Science, 2002, University of Skövde

  This thesis aims to evaluate four artificial neural network architectures, each of which implements the sensory-motor mapping in an embodied, situated, and autonomous agent… (more)

Subjects/Keywords: Adaptive behavior; Scaffolding; Interactivist representations; Self-organization; Virtual modularity; Information Systems; Systemvetenskap, informationssystem och informatik

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

APA (6th Edition):

Thieme, M. (2002). Intelligence without hesitation. (Thesis). University of Skövde. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-730

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):

Thieme, Mikael. “Intelligence without hesitation.” 2002. Thesis, University of Skövde. Accessed January 15, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-730.

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

MLA Handbook (7th Edition):

Thieme, Mikael. “Intelligence without hesitation.” 2002. Web. 15 Jan 2021.

Vancouver:

Thieme M. Intelligence without hesitation. [Internet] [Thesis]. University of Skövde; 2002. [cited 2021 Jan 15]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-730.

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

Council of Science Editors:

Thieme M. Intelligence without hesitation. [Thesis]. University of Skövde; 2002. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-730

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


University of Cambridge

6. Torres Núñez, Pablo Enrique. The culturally adaptive functionality of self-regulation : explorations of children's behavioural strategies and motivational attitudes.

Degree: PhD, 2017, University of Cambridge

 The present study aimed to explore the culture specificity of student self-regulation and its supporting motivational attitudes. Specifically, it enquired about similarities and differences between… (more)

Subjects/Keywords: 372.01; Culture; Self-regulation; Motivational attitudes; Achievement goal orientations; Children; Teacher discourse; Teacher talk; Teaching; Chile; England; UK; Culture of education; Scaffolding; Directiveness; Internalization; Cultural affordances; Culturally adaptive functionality; Regulatory talk; Socio-motivational talk; Metacognition; Help-seeking; Collaboration; Teacher-to-student communication; Classroom observation; Experimental tasks; Children's interviews; Mixed methods; Planning; Monitoring; Control; Evaluation; Strategic behaviour

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

APA (6th Edition):

Torres Núñez, P. E. (2017). The culturally adaptive functionality of self-regulation : explorations of children's behavioural strategies and motivational attitudes. (Doctoral Dissertation). University of Cambridge. Retrieved from https://doi.org/10.17863/CAM.22920 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745045

Chicago Manual of Style (16th Edition):

Torres Núñez, Pablo Enrique. “The culturally adaptive functionality of self-regulation : explorations of children's behavioural strategies and motivational attitudes.” 2017. Doctoral Dissertation, University of Cambridge. Accessed January 15, 2021. https://doi.org/10.17863/CAM.22920 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745045.

MLA Handbook (7th Edition):

Torres Núñez, Pablo Enrique. “The culturally adaptive functionality of self-regulation : explorations of children's behavioural strategies and motivational attitudes.” 2017. Web. 15 Jan 2021.

Vancouver:

Torres Núñez PE. The culturally adaptive functionality of self-regulation : explorations of children's behavioural strategies and motivational attitudes. [Internet] [Doctoral dissertation]. University of Cambridge; 2017. [cited 2021 Jan 15]. Available from: https://doi.org/10.17863/CAM.22920 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745045.

Council of Science Editors:

Torres Núñez PE. The culturally adaptive functionality of self-regulation : explorations of children's behavioural strategies and motivational attitudes. [Doctoral Dissertation]. University of Cambridge; 2017. Available from: https://doi.org/10.17863/CAM.22920 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745045

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