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You searched for subject:(Blended education ). Showing records 1 – 30 of 233 total matches.

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University of Limerick

1. Scanlon, Greg. Technology supported, self-directed learning: an investigation of blended learning and online assessment on a pre-service teacher education.

Degree: Education & Professional Studies, 2010, University of Limerick

non-peer-reviewed

This study aimed to explore the use of a blended learning course of study on an undergraduate teacher programme in the Republic of Ireland.… (more)

Subjects/Keywords: blended learning; education; Ireland

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

APA (6th Edition):

Scanlon, G. (2010). Technology supported, self-directed learning: an investigation of blended learning and online assessment on a pre-service teacher education. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/421

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):

Scanlon, Greg. “Technology supported, self-directed learning: an investigation of blended learning and online assessment on a pre-service teacher education.” 2010. Thesis, University of Limerick. Accessed August 24, 2019. http://hdl.handle.net/10344/421.

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

MLA Handbook (7th Edition):

Scanlon, Greg. “Technology supported, self-directed learning: an investigation of blended learning and online assessment on a pre-service teacher education.” 2010. Web. 24 Aug 2019.

Vancouver:

Scanlon G. Technology supported, self-directed learning: an investigation of blended learning and online assessment on a pre-service teacher education. [Internet] [Thesis]. University of Limerick; 2010. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10344/421.

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

Council of Science Editors:

Scanlon G. Technology supported, self-directed learning: an investigation of blended learning and online assessment on a pre-service teacher education. [Thesis]. University of Limerick; 2010. Available from: http://hdl.handle.net/10344/421

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


University of Southern California

2. Bond, Edd Clayton. Program elements for special needs students in a hybrid school setting.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 Public charter schools have become a bigger and bigger part of the public school landscape. Online education has also grown exponentially over the past decade.… (more)

Subjects/Keywords: special education; charter; hybrid; blended

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APA (6th Edition):

Bond, E. C. (2012). Program elements for special needs students in a hybrid school setting. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/14277/rec/5263

Chicago Manual of Style (16th Edition):

Bond, Edd Clayton. “Program elements for special needs students in a hybrid school setting.” 2012. Doctoral Dissertation, University of Southern California. Accessed August 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/14277/rec/5263.

MLA Handbook (7th Edition):

Bond, Edd Clayton. “Program elements for special needs students in a hybrid school setting.” 2012. Web. 24 Aug 2019.

Vancouver:

Bond EC. Program elements for special needs students in a hybrid school setting. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Aug 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/14277/rec/5263.

Council of Science Editors:

Bond EC. Program elements for special needs students in a hybrid school setting. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/14277/rec/5263


University of KwaZulu-Natal

3. Ayandiran, Emmanuel Olufemi. Facilitation of the development of blended e-learning model for nursing education in a resource-constrained educational setting in Nigeria.

Degree: 2016, University of KwaZulu-Natal

 Nursing education in Nigeria has passed through many waters. The purpose of the study was to facilitate the design, development and testing of a blended(more)

Subjects/Keywords: Nursing education.; Blended e-learning model.; Nurses.; Blended learning.; Nigeria.

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APA (6th Edition):

Ayandiran, E. O. (2016). Facilitation of the development of blended e-learning model for nursing education in a resource-constrained educational setting in Nigeria. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15661

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):

Ayandiran, Emmanuel Olufemi. “Facilitation of the development of blended e-learning model for nursing education in a resource-constrained educational setting in Nigeria.” 2016. Thesis, University of KwaZulu-Natal. Accessed August 24, 2019. http://hdl.handle.net/10413/15661.

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

MLA Handbook (7th Edition):

Ayandiran, Emmanuel Olufemi. “Facilitation of the development of blended e-learning model for nursing education in a resource-constrained educational setting in Nigeria.” 2016. Web. 24 Aug 2019.

Vancouver:

Ayandiran EO. Facilitation of the development of blended e-learning model for nursing education in a resource-constrained educational setting in Nigeria. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10413/15661.

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

Council of Science Editors:

Ayandiran EO. Facilitation of the development of blended e-learning model for nursing education in a resource-constrained educational setting in Nigeria. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/15661

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

4. Tiell, Lauren Renae. An Ethnographic Case Study on the Phenomena of Blended Learning Teachers.

Degree: Doctor of Education (EdD), Education, 2017, University of Findlay

 This study determined the teacher-perceived experiences within the blended learning environment to fill a void in previous data. The three research questions defined blended learning,… (more)

Subjects/Keywords: Education; Educational Technology; Educational Evaluation; Teacher Education; Teaching; Blended Teacher, Blended Learning, Blended Definition, Strengths and Challenges of Blended, Blended Teaching Programs

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

APA (6th Edition):

Tiell, L. R. (2017). An Ethnographic Case Study on the Phenomena of Blended Learning Teachers. (Doctoral Dissertation). University of Findlay. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=findlay150056494394115

Chicago Manual of Style (16th Edition):

Tiell, Lauren Renae. “An Ethnographic Case Study on the Phenomena of Blended Learning Teachers.” 2017. Doctoral Dissertation, University of Findlay. Accessed August 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay150056494394115.

MLA Handbook (7th Edition):

Tiell, Lauren Renae. “An Ethnographic Case Study on the Phenomena of Blended Learning Teachers.” 2017. Web. 24 Aug 2019.

Vancouver:

Tiell LR. An Ethnographic Case Study on the Phenomena of Blended Learning Teachers. [Internet] [Doctoral dissertation]. University of Findlay; 2017. [cited 2019 Aug 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=findlay150056494394115.

Council of Science Editors:

Tiell LR. An Ethnographic Case Study on the Phenomena of Blended Learning Teachers. [Doctoral Dissertation]. University of Findlay; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=findlay150056494394115


University of Vermont

5. Wolfe, Bethany Marie. One Parent's Journey to Discovering Her Self in a Blended Family: Implications for Parents, Educators and Advocates.

Degree: MEd, Interdisciplinary, 2015, University of Vermont

  Self-discovery is an important process to the personal and social development of children and adults. Today's educators need to acknowledge and encourage the process… (more)

Subjects/Keywords: blended family; narrative; scholarly writing; Education

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APA (6th Edition):

Wolfe, B. M. (2015). One Parent's Journey to Discovering Her Self in a Blended Family: Implications for Parents, Educators and Advocates. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/graddis/347

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):

Wolfe, Bethany Marie. “One Parent's Journey to Discovering Her Self in a Blended Family: Implications for Parents, Educators and Advocates.” 2015. Thesis, University of Vermont. Accessed August 24, 2019. https://scholarworks.uvm.edu/graddis/347.

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

MLA Handbook (7th Edition):

Wolfe, Bethany Marie. “One Parent's Journey to Discovering Her Self in a Blended Family: Implications for Parents, Educators and Advocates.” 2015. Web. 24 Aug 2019.

Vancouver:

Wolfe BM. One Parent's Journey to Discovering Her Self in a Blended Family: Implications for Parents, Educators and Advocates. [Internet] [Thesis]. University of Vermont; 2015. [cited 2019 Aug 24]. Available from: https://scholarworks.uvm.edu/graddis/347.

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

Council of Science Editors:

Wolfe BM. One Parent's Journey to Discovering Her Self in a Blended Family: Implications for Parents, Educators and Advocates. [Thesis]. University of Vermont; 2015. Available from: https://scholarworks.uvm.edu/graddis/347

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


Nelson Mandela Metropolitan University

6. Van Heerden, Andale. Factors affecting blended learning acceptance and utilisation amongst academic staff at the Nelson Mandela Metropolitan University.

Degree: Faculty of Arts, 2014, Nelson Mandela Metropolitan University

Blended learning constitutes a key element of the NMMU’s Vision 2020; therefore, creating the expectation that academics from the NMMU will implement and utilise blended(more)

Subjects/Keywords: Blended learning; Education, Higher  – Computer-assisted instruction

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APA (6th Edition):

Van Heerden, A. (2014). Factors affecting blended learning acceptance and utilisation amongst academic staff at the Nelson Mandela Metropolitan University. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/5098

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):

Van Heerden, Andale. “Factors affecting blended learning acceptance and utilisation amongst academic staff at the Nelson Mandela Metropolitan University.” 2014. Thesis, Nelson Mandela Metropolitan University. Accessed August 24, 2019. http://hdl.handle.net/10948/5098.

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

MLA Handbook (7th Edition):

Van Heerden, Andale. “Factors affecting blended learning acceptance and utilisation amongst academic staff at the Nelson Mandela Metropolitan University.” 2014. Web. 24 Aug 2019.

Vancouver:

Van Heerden A. Factors affecting blended learning acceptance and utilisation amongst academic staff at the Nelson Mandela Metropolitan University. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2014. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10948/5098.

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

Council of Science Editors:

Van Heerden A. Factors affecting blended learning acceptance and utilisation amongst academic staff at the Nelson Mandela Metropolitan University. [Thesis]. Nelson Mandela Metropolitan University; 2014. Available from: http://hdl.handle.net/10948/5098

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


University of Exeter

7. Alebaikan, Reem A. Perceptions of blended learning in Saudi universities.

Degree: PhD, 2010, University of Exeter

 Saudi Higher Education has started to move with the international trend towards blending face-to-face with online instruction when developing new educational processes. As a contribution… (more)

Subjects/Keywords: 378; Blended learning : Higher education : exploratory research

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APA (6th Edition):

Alebaikan, R. A. (2010). Perceptions of blended learning in Saudi universities. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/117486

Chicago Manual of Style (16th Edition):

Alebaikan, Reem A. “Perceptions of blended learning in Saudi universities.” 2010. Doctoral Dissertation, University of Exeter. Accessed August 24, 2019. http://hdl.handle.net/10036/117486.

MLA Handbook (7th Edition):

Alebaikan, Reem A. “Perceptions of blended learning in Saudi universities.” 2010. Web. 24 Aug 2019.

Vancouver:

Alebaikan RA. Perceptions of blended learning in Saudi universities. [Internet] [Doctoral dissertation]. University of Exeter; 2010. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10036/117486.

Council of Science Editors:

Alebaikan RA. Perceptions of blended learning in Saudi universities. [Doctoral Dissertation]. University of Exeter; 2010. Available from: http://hdl.handle.net/10036/117486


University of Hong Kong

8. Natera, Karen Diane. The shift from face-to-face to blended learning in Philippine secondary schools: implications to pedagogyand policy.

Degree: MSin Information Technology in, 2013, University of Hong Kong

Selected Philippine high schools have decided to implement a blended learning program as part of its solution to address the problem of classroom shortage. This… (more)

Subjects/Keywords: Blended learning - Philippines.; Internet in education - Philippines.

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APA (6th Edition):

Natera, K. D. (2013). The shift from face-to-face to blended learning in Philippine secondary schools: implications to pedagogyand policy. (Masters Thesis). University of Hong Kong. Retrieved from Natera, K. D.. (2013). The shift from face-to-face to blended learning in Philippine secondary schools : implications to pedagogy and policy. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5055912 ; http://dx.doi.org/10.5353/th_b5055912 ; http://hdl.handle.net/10722/188317

Chicago Manual of Style (16th Edition):

Natera, Karen Diane. “The shift from face-to-face to blended learning in Philippine secondary schools: implications to pedagogyand policy.” 2013. Masters Thesis, University of Hong Kong. Accessed August 24, 2019. Natera, K. D.. (2013). The shift from face-to-face to blended learning in Philippine secondary schools : implications to pedagogy and policy. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5055912 ; http://dx.doi.org/10.5353/th_b5055912 ; http://hdl.handle.net/10722/188317.

MLA Handbook (7th Edition):

Natera, Karen Diane. “The shift from face-to-face to blended learning in Philippine secondary schools: implications to pedagogyand policy.” 2013. Web. 24 Aug 2019.

Vancouver:

Natera KD. The shift from face-to-face to blended learning in Philippine secondary schools: implications to pedagogyand policy. [Internet] [Masters thesis]. University of Hong Kong; 2013. [cited 2019 Aug 24]. Available from: Natera, K. D.. (2013). The shift from face-to-face to blended learning in Philippine secondary schools : implications to pedagogy and policy. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5055912 ; http://dx.doi.org/10.5353/th_b5055912 ; http://hdl.handle.net/10722/188317.

Council of Science Editors:

Natera KD. The shift from face-to-face to blended learning in Philippine secondary schools: implications to pedagogyand policy. [Masters Thesis]. University of Hong Kong; 2013. Available from: Natera, K. D.. (2013). The shift from face-to-face to blended learning in Philippine secondary schools : implications to pedagogy and policy. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5055912 ; http://dx.doi.org/10.5353/th_b5055912 ; http://hdl.handle.net/10722/188317


The Ohio State University

9. Gebara, Tammy Teresa. Comparing A Blended Learning Environment To A Distance Learning Environment For Teaching A Learning And Motivation Strategies Course.

Degree: PhD, ED Policy and Leadership, 2010, The Ohio State University

  This dissertation is a comparative study, using a criterion-group design, examining the effectiveness of a blended instructional model and a distance instructional model in… (more)

Subjects/Keywords: Education; Educational Psychology; Higher Education; Blended Instruction; Distance Instruction; Instructional Methods; Blended Learning, Distance Learning

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APA (6th Edition):

Gebara, T. T. (2010). Comparing A Blended Learning Environment To A Distance Learning Environment For Teaching A Learning And Motivation Strategies Course. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1274276353

Chicago Manual of Style (16th Edition):

Gebara, Tammy Teresa. “Comparing A Blended Learning Environment To A Distance Learning Environment For Teaching A Learning And Motivation Strategies Course.” 2010. Doctoral Dissertation, The Ohio State University. Accessed August 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274276353.

MLA Handbook (7th Edition):

Gebara, Tammy Teresa. “Comparing A Blended Learning Environment To A Distance Learning Environment For Teaching A Learning And Motivation Strategies Course.” 2010. Web. 24 Aug 2019.

Vancouver:

Gebara TT. Comparing A Blended Learning Environment To A Distance Learning Environment For Teaching A Learning And Motivation Strategies Course. [Internet] [Doctoral dissertation]. The Ohio State University; 2010. [cited 2019 Aug 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1274276353.

Council of Science Editors:

Gebara TT. Comparing A Blended Learning Environment To A Distance Learning Environment For Teaching A Learning And Motivation Strategies Course. [Doctoral Dissertation]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1274276353


Wayne State University

10. Ustun, Ahmet B. Moving Toward Blended Learning: A Multiple Case Design Based Research Study In Higher Education.

Degree: PhD, Instructional Technology, 2018, Wayne State University

  The purpose of this multiple case design-based research study was to determine what elements were needed to assist two higher education instructors inexperienced in… (more)

Subjects/Keywords: Design-based Research; Designing Blended Learning; Higher Education; Teaching Blended Learning; Other Education

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APA (6th Edition):

Ustun, A. B. (2018). Moving Toward Blended Learning: A Multiple Case Design Based Research Study In Higher Education. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1973

Chicago Manual of Style (16th Edition):

Ustun, Ahmet B. “Moving Toward Blended Learning: A Multiple Case Design Based Research Study In Higher Education.” 2018. Doctoral Dissertation, Wayne State University. Accessed August 24, 2019. https://digitalcommons.wayne.edu/oa_dissertations/1973.

MLA Handbook (7th Edition):

Ustun, Ahmet B. “Moving Toward Blended Learning: A Multiple Case Design Based Research Study In Higher Education.” 2018. Web. 24 Aug 2019.

Vancouver:

Ustun AB. Moving Toward Blended Learning: A Multiple Case Design Based Research Study In Higher Education. [Internet] [Doctoral dissertation]. Wayne State University; 2018. [cited 2019 Aug 24]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1973.

Council of Science Editors:

Ustun AB. Moving Toward Blended Learning: A Multiple Case Design Based Research Study In Higher Education. [Doctoral Dissertation]. Wayne State University; 2018. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1973


Kennesaw State University

11. Gagnon, Daniel A. Perceptions of Blended Learning: A Case Study on Student Experiences in an Advanced Placement Macroeconomics Course.

Degree: Doctor of Education in Instructional Technology (EdD), Education, 2014, Kennesaw State University

  The purpose of this study was to use a case study design to examine the impact of a blended learning instructional model on students… (more)

Subjects/Keywords: blended learning; flipped classroom; instructional time; blended learning framework; student experience; Education; Instructional Media Design

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APA (6th Edition):

Gagnon, D. A. (2014). Perceptions of Blended Learning: A Case Study on Student Experiences in an Advanced Placement Macroeconomics Course. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/instruceddoc_etd/1

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):

Gagnon, Daniel A. “Perceptions of Blended Learning: A Case Study on Student Experiences in an Advanced Placement Macroeconomics Course.” 2014. Thesis, Kennesaw State University. Accessed August 24, 2019. https://digitalcommons.kennesaw.edu/instruceddoc_etd/1.

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

MLA Handbook (7th Edition):

Gagnon, Daniel A. “Perceptions of Blended Learning: A Case Study on Student Experiences in an Advanced Placement Macroeconomics Course.” 2014. Web. 24 Aug 2019.

Vancouver:

Gagnon DA. Perceptions of Blended Learning: A Case Study on Student Experiences in an Advanced Placement Macroeconomics Course. [Internet] [Thesis]. Kennesaw State University; 2014. [cited 2019 Aug 24]. Available from: https://digitalcommons.kennesaw.edu/instruceddoc_etd/1.

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

Council of Science Editors:

Gagnon DA. Perceptions of Blended Learning: A Case Study on Student Experiences in an Advanced Placement Macroeconomics Course. [Thesis]. Kennesaw State University; 2014. Available from: https://digitalcommons.kennesaw.edu/instruceddoc_etd/1

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


University of Kansas

12. Brogdon, Laura Christine. Implementation of the Flipped Classroom: How is the in-class time used?.

Degree: EdD, Educational Leadership and Policy Studies, 2018, University of Kansas

 The purpose of this study was to examine the design and structure of the flipped classroom instructional model in three mathematics classrooms in the Shawnee… (more)

Subjects/Keywords: Education; Instructional design; Application; Blended Instruction; Blended Learning; Differentiation; Flipped Classroom; Technology

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APA (6th Edition):

Brogdon, L. C. (2018). Implementation of the Flipped Classroom: How is the in-class time used?. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/27981

Chicago Manual of Style (16th Edition):

Brogdon, Laura Christine. “Implementation of the Flipped Classroom: How is the in-class time used?.” 2018. Doctoral Dissertation, University of Kansas. Accessed August 24, 2019. http://hdl.handle.net/1808/27981.

MLA Handbook (7th Edition):

Brogdon, Laura Christine. “Implementation of the Flipped Classroom: How is the in-class time used?.” 2018. Web. 24 Aug 2019.

Vancouver:

Brogdon LC. Implementation of the Flipped Classroom: How is the in-class time used?. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1808/27981.

Council of Science Editors:

Brogdon LC. Implementation of the Flipped Classroom: How is the in-class time used?. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/27981


University of KwaZulu-Natal

13. [No author]. Exploring higher education engagement in computer programming within a blended learning environment : an action research approach .

Degree: 2016, University of KwaZulu-Natal

 Many novice programmers in higher education find computer programming particularly difficult due to its problem solving nature. High dropout rates have been observed both internationally… (more)

Subjects/Keywords: Blended learning.; Education, Higher  – Computer programs.; Computer-assisted instruction  – Design.; Education.

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APA (6th Edition):

author], [. (2016). Exploring higher education engagement in computer programming within a blended learning environment : an action research approach . (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/12877

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

Chicago Manual of Style (16th Edition):

author], [No. “Exploring higher education engagement in computer programming within a blended learning environment : an action research approach .” 2016. Thesis, University of KwaZulu-Natal. Accessed August 24, 2019. http://hdl.handle.net/10413/12877.

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

MLA Handbook (7th Edition):

author], [No. “Exploring higher education engagement in computer programming within a blended learning environment : an action research approach .” 2016. Web. 24 Aug 2019.

Vancouver:

author] [. Exploring higher education engagement in computer programming within a blended learning environment : an action research approach . [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10413/12877.

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

Council of Science Editors:

author] [. Exploring higher education engagement in computer programming within a blended learning environment : an action research approach . [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/12877

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


Drexel University

14. Mercanti-Anthony, Samantha C. An intrinsic exploratory case study: instructors’ and graduate students’ perceptions of community engagement quality factors within a selected hybrid program at a private university.

Degree: 2014, Drexel University

This mixed methods exploratory single case study examined instructors' and graduate students' perceptions of the factors that support high quality student engagement in hybrid learning… (more)

Subjects/Keywords: Education; Distance education; Blended learning; Educational leadership and management

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APA (6th Edition):

Mercanti-Anthony, S. C. (2014). An intrinsic exploratory case study: instructors’ and graduate students’ perceptions of community engagement quality factors within a selected hybrid program at a private university. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:6044

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):

Mercanti-Anthony, Samantha C. “An intrinsic exploratory case study: instructors’ and graduate students’ perceptions of community engagement quality factors within a selected hybrid program at a private university.” 2014. Thesis, Drexel University. Accessed August 24, 2019. http://hdl.handle.net/1860/idea:6044.

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

MLA Handbook (7th Edition):

Mercanti-Anthony, Samantha C. “An intrinsic exploratory case study: instructors’ and graduate students’ perceptions of community engagement quality factors within a selected hybrid program at a private university.” 2014. Web. 24 Aug 2019.

Vancouver:

Mercanti-Anthony SC. An intrinsic exploratory case study: instructors’ and graduate students’ perceptions of community engagement quality factors within a selected hybrid program at a private university. [Internet] [Thesis]. Drexel University; 2014. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1860/idea:6044.

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

Council of Science Editors:

Mercanti-Anthony SC. An intrinsic exploratory case study: instructors’ and graduate students’ perceptions of community engagement quality factors within a selected hybrid program at a private university. [Thesis]. Drexel University; 2014. Available from: http://hdl.handle.net/1860/idea:6044

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


Boston College

15. Whalen, Martha Anne. Is Time on Their Side? : Exploring Faculty Time Management in Online and Blended/Hybrid Higher Education.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2009, Boston College

 Time management in faculty online and blended/hybrid higher education is becoming a major concern  – one that is likely complicated by recent growth in demand… (more)

Subjects/Keywords: blended higher education; faculty time management; hybrid higher education; online higher education; technology in education

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

APA (6th Edition):

Whalen, M. A. (2009). Is Time on Their Side? : Exploring Faculty Time Management in Online and Blended/Hybrid Higher Education. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101308

Chicago Manual of Style (16th Edition):

Whalen, Martha Anne. “Is Time on Their Side? : Exploring Faculty Time Management in Online and Blended/Hybrid Higher Education.” 2009. Doctoral Dissertation, Boston College. Accessed August 24, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101308.

MLA Handbook (7th Edition):

Whalen, Martha Anne. “Is Time on Their Side? : Exploring Faculty Time Management in Online and Blended/Hybrid Higher Education.” 2009. Web. 24 Aug 2019.

Vancouver:

Whalen MA. Is Time on Their Side? : Exploring Faculty Time Management in Online and Blended/Hybrid Higher Education. [Internet] [Doctoral dissertation]. Boston College; 2009. [cited 2019 Aug 24]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101308.

Council of Science Editors:

Whalen MA. Is Time on Their Side? : Exploring Faculty Time Management in Online and Blended/Hybrid Higher Education. [Doctoral Dissertation]. Boston College; 2009. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101308


University of KwaZulu-Natal

16. Harerimana, Alexis. An analysis of the utilisation of e-learning platform at a selected nursing school in Rwanda : a participatory action research study.

Degree: 2017, University of KwaZulu-Natal

 Background: E-learning is a commonplace in nursing and healthcare professional education, and generally the importance of Information and Communication Technology (ICT) and the internet in… (more)

Subjects/Keywords: Blended learning.; Web-based learning.; Blended e-learning model.; Distance learning.; ICT in education.; Nursing school.

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

APA (6th Edition):

Harerimana, A. (2017). An analysis of the utilisation of e-learning platform at a selected nursing school in Rwanda : a participatory action research study. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15754

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):

Harerimana, Alexis. “An analysis of the utilisation of e-learning platform at a selected nursing school in Rwanda : a participatory action research study.” 2017. Thesis, University of KwaZulu-Natal. Accessed August 24, 2019. http://hdl.handle.net/10413/15754.

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

MLA Handbook (7th Edition):

Harerimana, Alexis. “An analysis of the utilisation of e-learning platform at a selected nursing school in Rwanda : a participatory action research study.” 2017. Web. 24 Aug 2019.

Vancouver:

Harerimana A. An analysis of the utilisation of e-learning platform at a selected nursing school in Rwanda : a participatory action research study. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10413/15754.

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

Council of Science Editors:

Harerimana A. An analysis of the utilisation of e-learning platform at a selected nursing school in Rwanda : a participatory action research study. [Thesis]. University of KwaZulu-Natal; 2017. Available from: http://hdl.handle.net/10413/15754

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


Universitat Ramon Llull

17. Sans Antolí, Xavier. Anàlisi de la necessitat d'un canvi del model educatiu presencial cap a un model b-learning en l'àmbit del batxillerat a Catalunya, segons les percepcions dels principals agents educatius vinculats a l'etapa. Estudi de casos múltiple.

Degree: 2018, Universitat Ramon Llull

 All research responds to a question called bursting, which gave rise to this is: It is necessary in the field of secondary education in Catalonia,… (more)

Subjects/Keywords: Blended-learning; Educación; Education; Educació; Bachillerato; High school; Batxillerat; Educació; 37

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APA (6th Edition):

Sans Antolí, X. (2018). Anàlisi de la necessitat d'un canvi del model educatiu presencial cap a un model b-learning en l'àmbit del batxillerat a Catalunya, segons les percepcions dels principals agents educatius vinculats a l'etapa. Estudi de casos múltiple. (Thesis). Universitat Ramon Llull. Retrieved from http://hdl.handle.net/10803/471518

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):

Sans Antolí, Xavier. “Anàlisi de la necessitat d'un canvi del model educatiu presencial cap a un model b-learning en l'àmbit del batxillerat a Catalunya, segons les percepcions dels principals agents educatius vinculats a l'etapa. Estudi de casos múltiple.” 2018. Thesis, Universitat Ramon Llull. Accessed August 24, 2019. http://hdl.handle.net/10803/471518.

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

MLA Handbook (7th Edition):

Sans Antolí, Xavier. “Anàlisi de la necessitat d'un canvi del model educatiu presencial cap a un model b-learning en l'àmbit del batxillerat a Catalunya, segons les percepcions dels principals agents educatius vinculats a l'etapa. Estudi de casos múltiple.” 2018. Web. 24 Aug 2019.

Vancouver:

Sans Antolí X. Anàlisi de la necessitat d'un canvi del model educatiu presencial cap a un model b-learning en l'àmbit del batxillerat a Catalunya, segons les percepcions dels principals agents educatius vinculats a l'etapa. Estudi de casos múltiple. [Internet] [Thesis]. Universitat Ramon Llull; 2018. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10803/471518.

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

Council of Science Editors:

Sans Antolí X. Anàlisi de la necessitat d'un canvi del model educatiu presencial cap a un model b-learning en l'àmbit del batxillerat a Catalunya, segons les percepcions dels principals agents educatius vinculats a l'etapa. Estudi de casos múltiple. [Thesis]. Universitat Ramon Llull; 2018. Available from: http://hdl.handle.net/10803/471518

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


University of Ontario Institute of Technology

18. MacDonald, William-Thomas F. Exploring the flipped classroom in a community college setting.

Degree: 2015, University of Ontario Institute of Technology

 The purpose of this study was to explore the flipped classroom approach in a community college setting and assess its impact on students??? learning experience… (more)

Subjects/Keywords: Flipped classroom; Inverted teaching; Blended learning; Community college; Postsecondary education

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

APA (6th Edition):

MacDonald, W. F. (2015). Exploring the flipped classroom in a community college setting. (Thesis). University of Ontario Institute of Technology. Retrieved from http://hdl.handle.net/10155/602

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):

MacDonald, William-Thomas F. “Exploring the flipped classroom in a community college setting.” 2015. Thesis, University of Ontario Institute of Technology. Accessed August 24, 2019. http://hdl.handle.net/10155/602.

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

MLA Handbook (7th Edition):

MacDonald, William-Thomas F. “Exploring the flipped classroom in a community college setting.” 2015. Web. 24 Aug 2019.

Vancouver:

MacDonald WF. Exploring the flipped classroom in a community college setting. [Internet] [Thesis]. University of Ontario Institute of Technology; 2015. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10155/602.

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

Council of Science Editors:

MacDonald WF. Exploring the flipped classroom in a community college setting. [Thesis]. University of Ontario Institute of Technology; 2015. Available from: http://hdl.handle.net/10155/602

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

19. Prince, Flavian Josiah. Program Evaluation: Metacognition in a Blended Learning Environment.

Degree: EdD Doctor of Education, Educational Leadership, 2016, National-Louis University

  Students across the country are deciding to leave school at an early age, not enroll in college, and have limited opportunities in regards to… (more)

Subjects/Keywords: at-risk students; drop out recidivism; blended learning; Education; Educational Leadership

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

APA (6th Edition):

Prince, F. J. (2016). Program Evaluation: Metacognition in a Blended Learning Environment. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/160

Chicago Manual of Style (16th Edition):

Prince, Flavian Josiah. “Program Evaluation: Metacognition in a Blended Learning Environment.” 2016. Doctoral Dissertation, National-Louis University. Accessed August 24, 2019. http://digitalcommons.nl.edu/diss/160.

MLA Handbook (7th Edition):

Prince, Flavian Josiah. “Program Evaluation: Metacognition in a Blended Learning Environment.” 2016. Web. 24 Aug 2019.

Vancouver:

Prince FJ. Program Evaluation: Metacognition in a Blended Learning Environment. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2019 Aug 24]. Available from: http://digitalcommons.nl.edu/diss/160.

Council of Science Editors:

Prince FJ. Program Evaluation: Metacognition in a Blended Learning Environment. [Doctoral Dissertation]. National-Louis University; 2016. Available from: http://digitalcommons.nl.edu/diss/160


University of Kansas

20. McClain, Elizabeth Kim. The Effects of the Use of a Self-monitoring Form on Achievement and Self-regulated Learning in a Developmental Mathematics Course.

Degree: PhD, Curriculum and Teaching, 2015, University of Kansas

 For most undergraduate degrees, students are required to fulfill a baseline of mathematics requirements. However, some students are not prepared to begin in a college-level… (more)

Subjects/Keywords: Mathematics education; blended learning; developmental mathematics; self-monitoring; self-regulated learning

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

APA (6th Edition):

McClain, E. K. (2015). The Effects of the Use of a Self-monitoring Form on Achievement and Self-regulated Learning in a Developmental Mathematics Course. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/19508

Chicago Manual of Style (16th Edition):

McClain, Elizabeth Kim. “The Effects of the Use of a Self-monitoring Form on Achievement and Self-regulated Learning in a Developmental Mathematics Course.” 2015. Doctoral Dissertation, University of Kansas. Accessed August 24, 2019. http://hdl.handle.net/1808/19508.

MLA Handbook (7th Edition):

McClain, Elizabeth Kim. “The Effects of the Use of a Self-monitoring Form on Achievement and Self-regulated Learning in a Developmental Mathematics Course.” 2015. Web. 24 Aug 2019.

Vancouver:

McClain EK. The Effects of the Use of a Self-monitoring Form on Achievement and Self-regulated Learning in a Developmental Mathematics Course. [Internet] [Doctoral dissertation]. University of Kansas; 2015. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1808/19508.

Council of Science Editors:

McClain EK. The Effects of the Use of a Self-monitoring Form on Achievement and Self-regulated Learning in a Developmental Mathematics Course. [Doctoral Dissertation]. University of Kansas; 2015. Available from: http://hdl.handle.net/1808/19508


Temple University

21. Selfridge, Stephen Mark. THE EFFECT OF VIDEO INSTRUCTION ON THE PERFORMANCE ACHIEVEMENT OF FIFTH GRADE INSTRUMENTAL STUDENTS.

Degree: PhD, 2018, Temple University

Music Education

The purpose of this study was to examine the effect of instructional videos on the performance achievement of fifth grade instrumental students. The… (more)

Subjects/Keywords: Music education;

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APA (6th Edition):

Selfridge, S. M. (2018). THE EFFECT OF VIDEO INSTRUCTION ON THE PERFORMANCE ACHIEVEMENT OF FIFTH GRADE INSTRUMENTAL STUDENTS. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,499562

Chicago Manual of Style (16th Edition):

Selfridge, Stephen Mark. “THE EFFECT OF VIDEO INSTRUCTION ON THE PERFORMANCE ACHIEVEMENT OF FIFTH GRADE INSTRUMENTAL STUDENTS.” 2018. Doctoral Dissertation, Temple University. Accessed August 24, 2019. http://digital.library.temple.edu/u?/p245801coll10,499562.

MLA Handbook (7th Edition):

Selfridge, Stephen Mark. “THE EFFECT OF VIDEO INSTRUCTION ON THE PERFORMANCE ACHIEVEMENT OF FIFTH GRADE INSTRUMENTAL STUDENTS.” 2018. Web. 24 Aug 2019.

Vancouver:

Selfridge SM. THE EFFECT OF VIDEO INSTRUCTION ON THE PERFORMANCE ACHIEVEMENT OF FIFTH GRADE INSTRUMENTAL STUDENTS. [Internet] [Doctoral dissertation]. Temple University; 2018. [cited 2019 Aug 24]. Available from: http://digital.library.temple.edu/u?/p245801coll10,499562.

Council of Science Editors:

Selfridge SM. THE EFFECT OF VIDEO INSTRUCTION ON THE PERFORMANCE ACHIEVEMENT OF FIFTH GRADE INSTRUMENTAL STUDENTS. [Doctoral Dissertation]. Temple University; 2018. Available from: http://digital.library.temple.edu/u?/p245801coll10,499562


UCLA

22. Ingersoll, George. A Comparison of Online Instructional Strategies Across Key Student Outcomes.

Degree: Education, 2015, UCLA

 The purpose of this study is to compare student outcomes associated with alternate strategies of delivering online instruction in higher education. More so than traditional… (more)

Subjects/Keywords: Educational technology; Blended; College; Education; Hybrid; Online; University

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APA (6th Edition):

Ingersoll, G. (2015). A Comparison of Online Instructional Strategies Across Key Student Outcomes. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/0m7827w2

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):

Ingersoll, George. “A Comparison of Online Instructional Strategies Across Key Student Outcomes.” 2015. Thesis, UCLA. Accessed August 24, 2019. http://www.escholarship.org/uc/item/0m7827w2.

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

MLA Handbook (7th Edition):

Ingersoll, George. “A Comparison of Online Instructional Strategies Across Key Student Outcomes.” 2015. Web. 24 Aug 2019.

Vancouver:

Ingersoll G. A Comparison of Online Instructional Strategies Across Key Student Outcomes. [Internet] [Thesis]. UCLA; 2015. [cited 2019 Aug 24]. Available from: http://www.escholarship.org/uc/item/0m7827w2.

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

Council of Science Editors:

Ingersoll G. A Comparison of Online Instructional Strategies Across Key Student Outcomes. [Thesis]. UCLA; 2015. Available from: http://www.escholarship.org/uc/item/0m7827w2

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


University of Southern California

23. Zaker, Sara Behani. Instructional delivery as more than just a vehicle: A comparison of social, cognitive, and affective constructs across traditional oncampus and synchronous online social work graduate programs.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 Much of the research literature on learning technologies and distance education has concentrated on achievement, with little to no emphasis on factors pertaining to motivation.… (more)

Subjects/Keywords: distance learning; belonging; self-efficacy; goal orientation; higher education; blended learning

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APA (6th Edition):

Zaker, S. B. (2012). Instructional delivery as more than just a vehicle: A comparison of social, cognitive, and affective constructs across traditional oncampus and synchronous online social work graduate programs. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/95739/rec/3519

Chicago Manual of Style (16th Edition):

Zaker, Sara Behani. “Instructional delivery as more than just a vehicle: A comparison of social, cognitive, and affective constructs across traditional oncampus and synchronous online social work graduate programs.” 2012. Doctoral Dissertation, University of Southern California. Accessed August 24, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/95739/rec/3519.

MLA Handbook (7th Edition):

Zaker, Sara Behani. “Instructional delivery as more than just a vehicle: A comparison of social, cognitive, and affective constructs across traditional oncampus and synchronous online social work graduate programs.” 2012. Web. 24 Aug 2019.

Vancouver:

Zaker SB. Instructional delivery as more than just a vehicle: A comparison of social, cognitive, and affective constructs across traditional oncampus and synchronous online social work graduate programs. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Aug 24]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/95739/rec/3519.

Council of Science Editors:

Zaker SB. Instructional delivery as more than just a vehicle: A comparison of social, cognitive, and affective constructs across traditional oncampus and synchronous online social work graduate programs. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/95739/rec/3519


University of Canterbury

24. Buckley P. Blended learning for academic resilience in times of disaster or crisis.

Degree: 2012, University of Canterbury

Blended learning can provide academic resilience in times of natural disaster, civil emergency, and crisis. While blended pedagogies are widely used in tertiary settings, very… (more)

Subjects/Keywords: blended learning; disaster planning; emergency response; Field of Research::13 - Education

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APA (6th Edition):

P, B. (2012). Blended learning for academic resilience in times of disaster or crisis. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/16294

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):

P, Buckley. “Blended learning for academic resilience in times of disaster or crisis.” 2012. Thesis, University of Canterbury. Accessed August 24, 2019. http://hdl.handle.net/10092/16294.

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

MLA Handbook (7th Edition):

P, Buckley. “Blended learning for academic resilience in times of disaster or crisis.” 2012. Web. 24 Aug 2019.

Vancouver:

P B. Blended learning for academic resilience in times of disaster or crisis. [Internet] [Thesis]. University of Canterbury; 2012. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10092/16294.

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

Council of Science Editors:

P B. Blended learning for academic resilience in times of disaster or crisis. [Thesis]. University of Canterbury; 2012. Available from: http://hdl.handle.net/10092/16294

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


Montana State University

25. Otruba, Sherry Ann. The effects of screencasting on the mastery of high school chemistry concepts and differentiation of instruction.

Degree: Graduate School, 2014, Montana State University

 The purpose of this study was to examine the effects of using screencasting of video lessons as homework followed by active learning strategies in class,… (more)

Subjects/Keywords: Chemistry.; Blended education.; High school students.; Flipped classroom.

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APA (6th Edition):

Otruba, S. A. (2014). The effects of screencasting on the mastery of high school chemistry concepts and differentiation of instruction. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3584

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):

Otruba, Sherry Ann. “The effects of screencasting on the mastery of high school chemistry concepts and differentiation of instruction.” 2014. Thesis, Montana State University. Accessed August 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3584.

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

MLA Handbook (7th Edition):

Otruba, Sherry Ann. “The effects of screencasting on the mastery of high school chemistry concepts and differentiation of instruction.” 2014. Web. 24 Aug 2019.

Vancouver:

Otruba SA. The effects of screencasting on the mastery of high school chemistry concepts and differentiation of instruction. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Aug 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3584.

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

Council of Science Editors:

Otruba SA. The effects of screencasting on the mastery of high school chemistry concepts and differentiation of instruction. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3584

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


Montana State University

26. Noblejas, Jeffrey J. The effectiveness of conceptual and quantitative formative assessments in the high school physics curriculum.

Degree: Graduate School, 2014, Montana State University

 This study attempted to determine the effects of formative assessments in a flipped curriculum physics classroom. It looked at the effects on student achievement, student… (more)

Subjects/Keywords: Physics.; Blended education.; Students Rating of.; High school students.; Flipped classroom.

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

APA (6th Edition):

Noblejas, J. J. (2014). The effectiveness of conceptual and quantitative formative assessments in the high school physics curriculum. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3582

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):

Noblejas, Jeffrey J. “The effectiveness of conceptual and quantitative formative assessments in the high school physics curriculum.” 2014. Thesis, Montana State University. Accessed August 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3582.

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

MLA Handbook (7th Edition):

Noblejas, Jeffrey J. “The effectiveness of conceptual and quantitative formative assessments in the high school physics curriculum.” 2014. Web. 24 Aug 2019.

Vancouver:

Noblejas JJ. The effectiveness of conceptual and quantitative formative assessments in the high school physics curriculum. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Aug 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3582.

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

Council of Science Editors:

Noblejas JJ. The effectiveness of conceptual and quantitative formative assessments in the high school physics curriculum. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3582

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


Montana State University

27. Vandehey, Amelia Margiree. How formative assessment supports student centered learning in a flipped science classroom.

Degree: Graduate School, 2015, Montana State University

 Students in a flipped classroom environment use a variety of technology to access content information outside of the classroom and develop the skills while in… (more)

Subjects/Keywords: Science Study and teaching.; Blended learning.; Education, Primary.; Flipped classroom.

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APA (6th Edition):

Vandehey, A. M. (2015). How formative assessment supports student centered learning in a flipped science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/9298

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):

Vandehey, Amelia Margiree. “How formative assessment supports student centered learning in a flipped science classroom.” 2015. Thesis, Montana State University. Accessed August 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/9298.

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

MLA Handbook (7th Edition):

Vandehey, Amelia Margiree. “How formative assessment supports student centered learning in a flipped science classroom.” 2015. Web. 24 Aug 2019.

Vancouver:

Vandehey AM. How formative assessment supports student centered learning in a flipped science classroom. [Internet] [Thesis]. Montana State University; 2015. [cited 2019 Aug 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9298.

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

Council of Science Editors:

Vandehey AM. How formative assessment supports student centered learning in a flipped science classroom. [Thesis]. Montana State University; 2015. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9298

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


University of Florida

28. Sommer, Max D. Flipped Classroom and Its Impact on Learner Achievement and Learner Satisfaction in an Undergraduate Technology Literacy Course.

Degree: MA, Curriculum and Instruction - Teaching and Learning, 2017, University of Florida

 The blended learning environment, which combines the strengths of the online learning environment and the face-to-face learning environment, is becoming more prominent than ever in… (more)

Subjects/Keywords: achievement  – blended  – classroom  – education  – flipped  – higher  – learner  – learning  – literacy  – satisfaction  – technology

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

APA (6th Edition):

Sommer, M. D. (2017). Flipped Classroom and Its Impact on Learner Achievement and Learner Satisfaction in an Undergraduate Technology Literacy Course. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0051964

Chicago Manual of Style (16th Edition):

Sommer, Max D. “Flipped Classroom and Its Impact on Learner Achievement and Learner Satisfaction in an Undergraduate Technology Literacy Course.” 2017. Masters Thesis, University of Florida. Accessed August 24, 2019. http://ufdc.ufl.edu/UFE0051964.

MLA Handbook (7th Edition):

Sommer, Max D. “Flipped Classroom and Its Impact on Learner Achievement and Learner Satisfaction in an Undergraduate Technology Literacy Course.” 2017. Web. 24 Aug 2019.

Vancouver:

Sommer MD. Flipped Classroom and Its Impact on Learner Achievement and Learner Satisfaction in an Undergraduate Technology Literacy Course. [Internet] [Masters thesis]. University of Florida; 2017. [cited 2019 Aug 24]. Available from: http://ufdc.ufl.edu/UFE0051964.

Council of Science Editors:

Sommer MD. Flipped Classroom and Its Impact on Learner Achievement and Learner Satisfaction in an Undergraduate Technology Literacy Course. [Masters Thesis]. University of Florida; 2017. Available from: http://ufdc.ufl.edu/UFE0051964


University of Kansas

29. Carter, Richard Allen, Jr. NEW HORIZONS: DESIGNING AND MEASURING FOR MODERN LEARNING.

Degree: PhD, Special Education, 2017, University of Kansas

 This dissertation consists of five chapters. The first chapter serves to introduce the Modern Learning Environment (MLE) by discussing the challenges of designing and measuring… (more)

Subjects/Keywords: Special education; Blended Learning; Planned Sampling; Self-Regulated Learning

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

APA (6th Edition):

Carter, Richard Allen, J. (2017). NEW HORIZONS: DESIGNING AND MEASURING FOR MODERN LEARNING. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/26137

Chicago Manual of Style (16th Edition):

Carter, Richard Allen, Jr. “NEW HORIZONS: DESIGNING AND MEASURING FOR MODERN LEARNING.” 2017. Doctoral Dissertation, University of Kansas. Accessed August 24, 2019. http://hdl.handle.net/1808/26137.

MLA Handbook (7th Edition):

Carter, Richard Allen, Jr. “NEW HORIZONS: DESIGNING AND MEASURING FOR MODERN LEARNING.” 2017. Web. 24 Aug 2019.

Vancouver:

Carter, Richard Allen J. NEW HORIZONS: DESIGNING AND MEASURING FOR MODERN LEARNING. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1808/26137.

Council of Science Editors:

Carter, Richard Allen J. NEW HORIZONS: DESIGNING AND MEASURING FOR MODERN LEARNING. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/26137


University of the Western Cape

30. Rowe, Michael. Blended learning in physiotherapy education: designing and evaluating a technology-integrated approach .

Degree: 2012, University of the Western Cape

 Background: Practice knowledge exists as a complex relationship between questions and answers in a context of meaning that is often intuitive and hidden from the… (more)

Subjects/Keywords: Physiotherapy; Clinical reasoning; Clinical education; Blended learning; Educational technology

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

APA (6th Edition):

Rowe, M. (2012). Blended learning in physiotherapy education: designing and evaluating a technology-integrated approach . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/2928

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):

Rowe, Michael. “Blended learning in physiotherapy education: designing and evaluating a technology-integrated approach .” 2012. Thesis, University of the Western Cape. Accessed August 24, 2019. http://hdl.handle.net/11394/2928.

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

MLA Handbook (7th Edition):

Rowe, Michael. “Blended learning in physiotherapy education: designing and evaluating a technology-integrated approach .” 2012. Web. 24 Aug 2019.

Vancouver:

Rowe M. Blended learning in physiotherapy education: designing and evaluating a technology-integrated approach . [Internet] [Thesis]. University of the Western Cape; 2012. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/11394/2928.

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

Council of Science Editors:

Rowe M. Blended learning in physiotherapy education: designing and evaluating a technology-integrated approach . [Thesis]. University of the Western Cape; 2012. Available from: http://hdl.handle.net/11394/2928

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

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