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You searched for subject:(Blended learning). Showing records 1 – 30 of 534 total matches.

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Eastern Michigan University

1. Vandermolen, Richard Mark. The examination of the implementation of blended learning instruction on the teaching and learning environment in two west Michigan school districts.

Degree: Doctor of Education (EdD), Leadership and Counseling, 2010, Eastern Michigan University

Blended learning instruction is emerging as one of the most promising instructional practices in educational settings. Blended learning instruction combines two learning environments: traditional… (more)

Subjects/Keywords: blended learning; hybrid; blended instruction; Educational Methods

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

APA (6th Edition):

Vandermolen, R. M. (2010). The examination of the implementation of blended learning instruction on the teaching and learning environment in two west Michigan school districts. (Doctoral Dissertation). Eastern Michigan University. Retrieved from https://commons.emich.edu/theses/296

Chicago Manual of Style (16th Edition):

Vandermolen, Richard Mark. “The examination of the implementation of blended learning instruction on the teaching and learning environment in two west Michigan school districts.” 2010. Doctoral Dissertation, Eastern Michigan University. Accessed March 05, 2021. https://commons.emich.edu/theses/296.

MLA Handbook (7th Edition):

Vandermolen, Richard Mark. “The examination of the implementation of blended learning instruction on the teaching and learning environment in two west Michigan school districts.” 2010. Web. 05 Mar 2021.

Vancouver:

Vandermolen RM. The examination of the implementation of blended learning instruction on the teaching and learning environment in two west Michigan school districts. [Internet] [Doctoral dissertation]. Eastern Michigan University; 2010. [cited 2021 Mar 05]. Available from: https://commons.emich.edu/theses/296.

Council of Science Editors:

Vandermolen RM. The examination of the implementation of blended learning instruction on the teaching and learning environment in two west Michigan school districts. [Doctoral Dissertation]. Eastern Michigan University; 2010. Available from: https://commons.emich.edu/theses/296


Nelson Mandela Metropolitan University

2. Olamijulo, Christianah. An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom.

Degree: Faculty of Arts, 2012, Nelson Mandela Metropolitan University

 This study intends to explore how social media or social networking sites (SNSs) such as Facebook can facilitate communication channels or create dialogue spaces in… (more)

Subjects/Keywords: Online social networks; Blended learning

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APA (6th Edition):

Olamijulo, C. (2012). An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/d1020149

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):

Olamijulo, Christianah. “An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom.” 2012. Thesis, Nelson Mandela Metropolitan University. Accessed March 05, 2021. http://hdl.handle.net/10948/d1020149.

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

MLA Handbook (7th Edition):

Olamijulo, Christianah. “An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom.” 2012. Web. 05 Mar 2021.

Vancouver:

Olamijulo C. An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2012. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10948/d1020149.

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

Council of Science Editors:

Olamijulo C. An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom. [Thesis]. Nelson Mandela Metropolitan University; 2012. Available from: http://hdl.handle.net/10948/d1020149

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

3. Zulu, Tikambenji.F. E-learning:an evaluation on the implementation of the university of Zambia's graduate school of business blended programme and challenges faced by the student/administration.

Degree: 2019, University of Zimbabwe

 The University of Zambia introduced blended learning in various programmes under the Graduate School of Business in 2015. These programmes were scheduled to run for… (more)

Subjects/Keywords: E-learning blended program

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APA (6th Edition):

Zulu, T. F. (2019). E-learning:an evaluation on the implementation of the university of Zambia's graduate school of business blended programme and challenges faced by the student/administration. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/6302

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):

Zulu, Tikambenji F. “E-learning:an evaluation on the implementation of the university of Zambia's graduate school of business blended programme and challenges faced by the student/administration.” 2019. Thesis, University of Zimbabwe. Accessed March 05, 2021. http://dspace.unza.zm/handle/123456789/6302.

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

MLA Handbook (7th Edition):

Zulu, Tikambenji F. “E-learning:an evaluation on the implementation of the university of Zambia's graduate school of business blended programme and challenges faced by the student/administration.” 2019. Web. 05 Mar 2021.

Vancouver:

Zulu TF. E-learning:an evaluation on the implementation of the university of Zambia's graduate school of business blended programme and challenges faced by the student/administration. [Internet] [Thesis]. University of Zimbabwe; 2019. [cited 2021 Mar 05]. Available from: http://dspace.unza.zm/handle/123456789/6302.

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

Council of Science Editors:

Zulu TF. E-learning:an evaluation on the implementation of the university of Zambia's graduate school of business blended programme and challenges faced by the student/administration. [Thesis]. University of Zimbabwe; 2019. Available from: http://dspace.unza.zm/handle/123456789/6302

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


University of Houston

4. Yu, Chi-Liang 1976-. The Interaction Equivalency Theorem in a Multimodal Blended Course.

Degree: EdD, Curriculum and Instruction, 2013, University of Houston

 With the rapid development of instructional technology, it is conceivable that learning experiences in the future will be blended, a combination of face-to-face and computer-mediated… (more)

Subjects/Keywords: Blended learning; Interaction equivalency theorem

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APA (6th Edition):

Yu, C. 1. (2013). The Interaction Equivalency Theorem in a Multimodal Blended Course. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1211

Chicago Manual of Style (16th Edition):

Yu, Chi-Liang 1976-. “The Interaction Equivalency Theorem in a Multimodal Blended Course.” 2013. Doctoral Dissertation, University of Houston. Accessed March 05, 2021. http://hdl.handle.net/10657/1211.

MLA Handbook (7th Edition):

Yu, Chi-Liang 1976-. “The Interaction Equivalency Theorem in a Multimodal Blended Course.” 2013. Web. 05 Mar 2021.

Vancouver:

Yu C1. The Interaction Equivalency Theorem in a Multimodal Blended Course. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10657/1211.

Council of Science Editors:

Yu C1. The Interaction Equivalency Theorem in a Multimodal Blended Course. [Doctoral Dissertation]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1211


Royal Roads University

5. Boyce, Christy M. An online pre-briefing for a blended learning neonatal resuscitation program simulation training course - learner perception and experience .

Degree: 2020, Royal Roads University

 This research is a qualitative case study on the use of an online pre-briefing module in an established healthcare simulation Neonatal Resuscitation Program (NRP) in… (more)

Subjects/Keywords: blended learning; healthcare; pre-briefing

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APA (6th Edition):

Boyce, C. M. (2020). An online pre-briefing for a blended learning neonatal resuscitation program simulation training course - learner perception and experience . (Thesis). Royal Roads University. Retrieved from https://viurrspace.ca/handle/10613/23363

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):

Boyce, Christy M. “An online pre-briefing for a blended learning neonatal resuscitation program simulation training course - learner perception and experience .” 2020. Thesis, Royal Roads University. Accessed March 05, 2021. https://viurrspace.ca/handle/10613/23363.

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

MLA Handbook (7th Edition):

Boyce, Christy M. “An online pre-briefing for a blended learning neonatal resuscitation program simulation training course - learner perception and experience .” 2020. Web. 05 Mar 2021.

Vancouver:

Boyce CM. An online pre-briefing for a blended learning neonatal resuscitation program simulation training course - learner perception and experience . [Internet] [Thesis]. Royal Roads University; 2020. [cited 2021 Mar 05]. Available from: https://viurrspace.ca/handle/10613/23363.

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

Council of Science Editors:

Boyce CM. An online pre-briefing for a blended learning neonatal resuscitation program simulation training course - learner perception and experience . [Thesis]. Royal Roads University; 2020. Available from: https://viurrspace.ca/handle/10613/23363

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

6. Markovich, Louise. Examining students??? attitudes toward blended learning in adult literacy and basic skills programs.

Degree: 2016, University of Ontario Institute of Technology

 Literacy and Basic Skills (LBS) programs offer adult learners, with low literacy and basic skills, opportunities to improve employment skills and pre-requisite courses for entrance… (more)

Subjects/Keywords: Blended learning; Success; Individual differences

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

APA (6th Edition):

Markovich, L. (2016). Examining students??? attitudes toward blended learning in adult literacy and basic skills programs. (Thesis). University of Ontario Institute of Technology. Retrieved from http://hdl.handle.net/10155/647

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):

Markovich, Louise. “Examining students??? attitudes toward blended learning in adult literacy and basic skills programs.” 2016. Thesis, University of Ontario Institute of Technology. Accessed March 05, 2021. http://hdl.handle.net/10155/647.

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

MLA Handbook (7th Edition):

Markovich, Louise. “Examining students??? attitudes toward blended learning in adult literacy and basic skills programs.” 2016. Web. 05 Mar 2021.

Vancouver:

Markovich L. Examining students??? attitudes toward blended learning in adult literacy and basic skills programs. [Internet] [Thesis]. University of Ontario Institute of Technology; 2016. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10155/647.

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

Council of Science Editors:

Markovich L. Examining students??? attitudes toward blended learning in adult literacy and basic skills programs. [Thesis]. University of Ontario Institute of Technology; 2016. Available from: http://hdl.handle.net/10155/647

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


University of Canterbury

7. Mackinven, Kathryn. Blended learning in tertiary education : a science perspective.

Degree: MEd, Education, 2015, University of Canterbury

Blended learning has been suggested as having the potential to transform tertiary education through its ability to provide flexible learning options, cost reductions and high… (more)

Subjects/Keywords: blended learning; science; tertiary

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

APA (6th Edition):

Mackinven, K. (2015). Blended learning in tertiary education : a science perspective. (Masters Thesis). University of Canterbury. Retrieved from http://dx.doi.org/10.26021/10074

Chicago Manual of Style (16th Edition):

Mackinven, Kathryn. “Blended learning in tertiary education : a science perspective.” 2015. Masters Thesis, University of Canterbury. Accessed March 05, 2021. http://dx.doi.org/10.26021/10074.

MLA Handbook (7th Edition):

Mackinven, Kathryn. “Blended learning in tertiary education : a science perspective.” 2015. Web. 05 Mar 2021.

Vancouver:

Mackinven K. Blended learning in tertiary education : a science perspective. [Internet] [Masters thesis]. University of Canterbury; 2015. [cited 2021 Mar 05]. Available from: http://dx.doi.org/10.26021/10074.

Council of Science Editors:

Mackinven K. Blended learning in tertiary education : a science perspective. [Masters Thesis]. University of Canterbury; 2015. Available from: http://dx.doi.org/10.26021/10074

8. Newbury, Robert. Student Outcomes and Design Elements in Blended Learning Courses.

Degree: 2013, University of Nevada – Reno

 The concept of blended learning appears with increasing frequency in academic literature, published research and general discussion as the latest trend in pedagogy. Known also… (more)

Subjects/Keywords: Blended Learning; Instructional Design

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

APA (6th Edition):

Newbury, R. (2013). Student Outcomes and Design Elements in Blended Learning Courses. (Thesis). University of Nevada – Reno. Retrieved from http://hdl.handle.net/11714/3221

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):

Newbury, Robert. “Student Outcomes and Design Elements in Blended Learning Courses.” 2013. Thesis, University of Nevada – Reno. Accessed March 05, 2021. http://hdl.handle.net/11714/3221.

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

MLA Handbook (7th Edition):

Newbury, Robert. “Student Outcomes and Design Elements in Blended Learning Courses.” 2013. Web. 05 Mar 2021.

Vancouver:

Newbury R. Student Outcomes and Design Elements in Blended Learning Courses. [Internet] [Thesis]. University of Nevada – Reno; 2013. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/11714/3221.

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

Council of Science Editors:

Newbury R. Student Outcomes and Design Elements in Blended Learning Courses. [Thesis]. University of Nevada – Reno; 2013. Available from: http://hdl.handle.net/11714/3221

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


Texas State University – San Marcos

9. Bown, Erin. Making Spaces for the Development of Autonomy in a Blended Learning Environment.

Degree: PhD, School Improvement, 2019, Texas State University – San Marcos

 The process of designing a blended learning experience is complex, particularly if one of the purposes of the experience is to enhance learners’ autonomy. Designing… (more)

Subjects/Keywords: Autonomy; Blended learning; Professional learning; Design thinking; Education, Higher; Blended learning

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APA (6th Edition):

Bown, E. (2019). Making Spaces for the Development of Autonomy in a Blended Learning Environment. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/8969

Chicago Manual of Style (16th Edition):

Bown, Erin. “Making Spaces for the Development of Autonomy in a Blended Learning Environment.” 2019. Doctoral Dissertation, Texas State University – San Marcos. Accessed March 05, 2021. https://digital.library.txstate.edu/handle/10877/8969.

MLA Handbook (7th Edition):

Bown, Erin. “Making Spaces for the Development of Autonomy in a Blended Learning Environment.” 2019. Web. 05 Mar 2021.

Vancouver:

Bown E. Making Spaces for the Development of Autonomy in a Blended Learning Environment. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2019. [cited 2021 Mar 05]. Available from: https://digital.library.txstate.edu/handle/10877/8969.

Council of Science Editors:

Bown E. Making Spaces for the Development of Autonomy in a Blended Learning Environment. [Doctoral Dissertation]. Texas State University – San Marcos; 2019. Available from: https://digital.library.txstate.edu/handle/10877/8969


University of KwaZulu-Natal

10. 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 March 05, 2021. 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. 05 Mar 2021.

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 2021 Mar 05]. 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


University of Houston

11. Laverpool Leatherwood, Lenora. DOES BLENDED INSTRUCTION MATTER FOR ENGLISH-LANGUAGE LEARNERS? A STUDY ASSESSING THE INFLUENCE OF INSTRUCTIONAL METHOD ON LANGUAGE ACQUISITION.

Degree: EdD, Curriculum and Instruction, 2013, University of Houston

 In the 21st century, Texas schools continue to experience exponential growth in their numbers of English language learners (ELLs). At the secondary level, high school… (more)

Subjects/Keywords: Blended instruction; Language learning; Second language acquisition; Blended learning; Instructional methods

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

APA (6th Edition):

Laverpool Leatherwood, L. (2013). DOES BLENDED INSTRUCTION MATTER FOR ENGLISH-LANGUAGE LEARNERS? A STUDY ASSESSING THE INFLUENCE OF INSTRUCTIONAL METHOD ON LANGUAGE ACQUISITION. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1234

Chicago Manual of Style (16th Edition):

Laverpool Leatherwood, Lenora. “DOES BLENDED INSTRUCTION MATTER FOR ENGLISH-LANGUAGE LEARNERS? A STUDY ASSESSING THE INFLUENCE OF INSTRUCTIONAL METHOD ON LANGUAGE ACQUISITION.” 2013. Doctoral Dissertation, University of Houston. Accessed March 05, 2021. http://hdl.handle.net/10657/1234.

MLA Handbook (7th Edition):

Laverpool Leatherwood, Lenora. “DOES BLENDED INSTRUCTION MATTER FOR ENGLISH-LANGUAGE LEARNERS? A STUDY ASSESSING THE INFLUENCE OF INSTRUCTIONAL METHOD ON LANGUAGE ACQUISITION.” 2013. Web. 05 Mar 2021.

Vancouver:

Laverpool Leatherwood L. DOES BLENDED INSTRUCTION MATTER FOR ENGLISH-LANGUAGE LEARNERS? A STUDY ASSESSING THE INFLUENCE OF INSTRUCTIONAL METHOD ON LANGUAGE ACQUISITION. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10657/1234.

Council of Science Editors:

Laverpool Leatherwood L. DOES BLENDED INSTRUCTION MATTER FOR ENGLISH-LANGUAGE LEARNERS? A STUDY ASSESSING THE INFLUENCE OF INSTRUCTIONAL METHOD ON LANGUAGE ACQUISITION. [Doctoral Dissertation]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1234


University of Melbourne

12. Nicholas Palikat, Cynthia. The sustainability of technology integration in English for academic purposes (EAP) programs.

Degree: 2019, University of Melbourne

Blended approaches to teaching and learning in academic English programs often demand the provision of substantial investments in professional development, curriculum change and technological resources.… (more)

Subjects/Keywords: sustainability; technology integration; blended learning; blended language learning

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APA (6th Edition):

Nicholas Palikat, C. (2019). The sustainability of technology integration in English for academic purposes (EAP) programs. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/227781

Chicago Manual of Style (16th Edition):

Nicholas Palikat, Cynthia. “The sustainability of technology integration in English for academic purposes (EAP) programs.” 2019. Doctoral Dissertation, University of Melbourne. Accessed March 05, 2021. http://hdl.handle.net/11343/227781.

MLA Handbook (7th Edition):

Nicholas Palikat, Cynthia. “The sustainability of technology integration in English for academic purposes (EAP) programs.” 2019. Web. 05 Mar 2021.

Vancouver:

Nicholas Palikat C. The sustainability of technology integration in English for academic purposes (EAP) programs. [Internet] [Doctoral dissertation]. University of Melbourne; 2019. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/11343/227781.

Council of Science Editors:

Nicholas Palikat C. The sustainability of technology integration in English for academic purposes (EAP) programs. [Doctoral Dissertation]. University of Melbourne; 2019. Available from: http://hdl.handle.net/11343/227781


Nelson Mandela Metropolitan University

13. Mdunyelwa, Vuyolwethu Sizoli. A framework for teaching secure coding practices through a blended learning approach.

Degree: 2020, Nelson Mandela Metropolitan University

 With the recent increase in cyber-related attacks, cybersecurity is becoming a key area of concern for many organisations. Cybersecurity vulnerabilities are typically addressed through the… (more)

Subjects/Keywords: Blended learning; Blended learning  – Case studies; Computer security

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APA (6th Edition):

Mdunyelwa, V. S. (2020). A framework for teaching secure coding practices through a blended learning approach. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/49940

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):

Mdunyelwa, Vuyolwethu Sizoli. “A framework for teaching secure coding practices through a blended learning approach.” 2020. Thesis, Nelson Mandela Metropolitan University. Accessed March 05, 2021. http://hdl.handle.net/10948/49940.

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

MLA Handbook (7th Edition):

Mdunyelwa, Vuyolwethu Sizoli. “A framework for teaching secure coding practices through a blended learning approach.” 2020. Web. 05 Mar 2021.

Vancouver:

Mdunyelwa VS. A framework for teaching secure coding practices through a blended learning approach. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2020. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10948/49940.

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

Council of Science Editors:

Mdunyelwa VS. A framework for teaching secure coding practices through a blended learning approach. [Thesis]. Nelson Mandela Metropolitan University; 2020. Available from: http://hdl.handle.net/10948/49940

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

14. Gorham, Robyn. Blended Learning and Satisfaction Among University Students Experiencing Concussion Symptoms.

Degree: 2020, Athabasca University

Professional sport organizations have successfully raised societal awareness of the serious nature of concussions and the effect on returning to sports activities or “return-to-play.” Existing… (more)

Subjects/Keywords: Blended Learning; Concussion; Learner Satisfaction; Learning Implications

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APA (6th Edition):

Gorham, R. (2020). Blended Learning and Satisfaction Among University Students Experiencing Concussion Symptoms. (Thesis). Athabasca University. Retrieved from http://hdl.handle.net/10791/317

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):

Gorham, Robyn. “Blended Learning and Satisfaction Among University Students Experiencing Concussion Symptoms.” 2020. Thesis, Athabasca University. Accessed March 05, 2021. http://hdl.handle.net/10791/317.

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

MLA Handbook (7th Edition):

Gorham, Robyn. “Blended Learning and Satisfaction Among University Students Experiencing Concussion Symptoms.” 2020. Web. 05 Mar 2021.

Vancouver:

Gorham R. Blended Learning and Satisfaction Among University Students Experiencing Concussion Symptoms. [Internet] [Thesis]. Athabasca University; 2020. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10791/317.

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

Council of Science Editors:

Gorham R. Blended Learning and Satisfaction Among University Students Experiencing Concussion Symptoms. [Thesis]. Athabasca University; 2020. Available from: http://hdl.handle.net/10791/317

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

15. Alghanmi, Hind Hamed B. Female Faculty Perspectives On Blended Learning At Universities In Saudi Arabia.

Degree: PhD, Educational Leadership, 2018, University of North Dakota

  Adopting technology is one of the priorities in the Saudi education system. The reform of Saudi education leads to the need to focus on… (more)

Subjects/Keywords: Blended Learning; Blended Teaching; Female Faculty; Saudi Arabia; Educational Leadership

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APA (6th Edition):

Alghanmi, H. H. B. (2018). Female Faculty Perspectives On Blended Learning At Universities In Saudi Arabia. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2132

Chicago Manual of Style (16th Edition):

Alghanmi, Hind Hamed B. “Female Faculty Perspectives On Blended Learning At Universities In Saudi Arabia.” 2018. Doctoral Dissertation, University of North Dakota. Accessed March 05, 2021. https://commons.und.edu/theses/2132.

MLA Handbook (7th Edition):

Alghanmi, Hind Hamed B. “Female Faculty Perspectives On Blended Learning At Universities In Saudi Arabia.” 2018. Web. 05 Mar 2021.

Vancouver:

Alghanmi HHB. Female Faculty Perspectives On Blended Learning At Universities In Saudi Arabia. [Internet] [Doctoral dissertation]. University of North Dakota; 2018. [cited 2021 Mar 05]. Available from: https://commons.und.edu/theses/2132.

Council of Science Editors:

Alghanmi HHB. Female Faculty Perspectives On Blended Learning At Universities In Saudi Arabia. [Doctoral Dissertation]. University of North Dakota; 2018. Available from: https://commons.und.edu/theses/2132


University of Minnesota

16. Czaplewski, John. An evaluation of blended instruction in terms of knowledge acquisition and attitude in an introductory Mathematics course.

Degree: PhD, Education, Curriculum and Instruction, 2014, University of Minnesota

 A medium-sized accredited public university located in southeastern Minnesota has been offering an introductory undergraduate mathematics course with a consistent curriculum in two instructional formats:… (more)

Subjects/Keywords: Attitude; Blended instruction; Blended learning; Mathematics; Student attitude

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APA (6th Edition):

Czaplewski, J. (2014). An evaluation of blended instruction in terms of knowledge acquisition and attitude in an introductory Mathematics course. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/162635

Chicago Manual of Style (16th Edition):

Czaplewski, John. “An evaluation of blended instruction in terms of knowledge acquisition and attitude in an introductory Mathematics course.” 2014. Doctoral Dissertation, University of Minnesota. Accessed March 05, 2021. http://hdl.handle.net/11299/162635.

MLA Handbook (7th Edition):

Czaplewski, John. “An evaluation of blended instruction in terms of knowledge acquisition and attitude in an introductory Mathematics course.” 2014. Web. 05 Mar 2021.

Vancouver:

Czaplewski J. An evaluation of blended instruction in terms of knowledge acquisition and attitude in an introductory Mathematics course. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/11299/162635.

Council of Science Editors:

Czaplewski J. An evaluation of blended instruction in terms of knowledge acquisition and attitude in an introductory Mathematics course. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/162635


Universiteit Utrecht

17. Perpétua Alvino, M.L. Competências Comunicativas Interculturais: Uma pesquisa sobre a mensurabilidade de competências comunicativas interculturais com base no projecto NIFLAR.

Degree: 2012, Universiteit Utrecht

 Dit onderzoek richt zich op de meetbaarheid van de interculturele communicatieve competentie van tweedetaalleerders in een context van blended learning. Deze studie baseert zich op… (more)

Subjects/Keywords: Interculturale communicative competence; NIFLAR project; blended learning

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APA (6th Edition):

Perpétua Alvino, M. L. (2012). Competências Comunicativas Interculturais: Uma pesquisa sobre a mensurabilidade de competências comunicativas interculturais com base no projecto NIFLAR. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/255975

Chicago Manual of Style (16th Edition):

Perpétua Alvino, M L. “Competências Comunicativas Interculturais: Uma pesquisa sobre a mensurabilidade de competências comunicativas interculturais com base no projecto NIFLAR.” 2012. Masters Thesis, Universiteit Utrecht. Accessed March 05, 2021. http://dspace.library.uu.nl:8080/handle/1874/255975.

MLA Handbook (7th Edition):

Perpétua Alvino, M L. “Competências Comunicativas Interculturais: Uma pesquisa sobre a mensurabilidade de competências comunicativas interculturais com base no projecto NIFLAR.” 2012. Web. 05 Mar 2021.

Vancouver:

Perpétua Alvino ML. Competências Comunicativas Interculturais: Uma pesquisa sobre a mensurabilidade de competências comunicativas interculturais com base no projecto NIFLAR. [Internet] [Masters thesis]. Universiteit Utrecht; 2012. [cited 2021 Mar 05]. Available from: http://dspace.library.uu.nl:8080/handle/1874/255975.

Council of Science Editors:

Perpétua Alvino ML. Competências Comunicativas Interculturais: Uma pesquisa sobre a mensurabilidade de competências comunicativas interculturais com base no projecto NIFLAR. [Masters Thesis]. Universiteit Utrecht; 2012. Available from: http://dspace.library.uu.nl:8080/handle/1874/255975


Nelson Mandela Metropolitan University

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

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 March 05, 2021. 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. 05 Mar 2021.

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 2021 Mar 05]. 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


Rochester Institute of Technology

19. Bilowus, Matthew. How online learning can benefit deaf and heard of hearing people.

Degree: Information Sciences and Technologies (GCCIS), 2013, Rochester Institute of Technology

 Online learning can be used for those who are not able to physically attend classes. Rapid expansion of online tools and technologies make online learning(more)

Subjects/Keywords: Blended; Deaf; Distance; Hearing; Learning; Online

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APA (6th Edition):

Bilowus, M. (2013). How online learning can benefit deaf and heard of hearing people. (Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/5750

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):

Bilowus, Matthew. “How online learning can benefit deaf and heard of hearing people.” 2013. Thesis, Rochester Institute of Technology. Accessed March 05, 2021. https://scholarworks.rit.edu/theses/5750.

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

MLA Handbook (7th Edition):

Bilowus, Matthew. “How online learning can benefit deaf and heard of hearing people.” 2013. Web. 05 Mar 2021.

Vancouver:

Bilowus M. How online learning can benefit deaf and heard of hearing people. [Internet] [Thesis]. Rochester Institute of Technology; 2013. [cited 2021 Mar 05]. Available from: https://scholarworks.rit.edu/theses/5750.

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

Council of Science Editors:

Bilowus M. How online learning can benefit deaf and heard of hearing people. [Thesis]. Rochester Institute of Technology; 2013. Available from: https://scholarworks.rit.edu/theses/5750

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


University of Alberta

20. Marin, Luis F. Theoretical bases of Understanding Blended Learning and Instructional Design.

Degree: MEd, Department of Educational Psychology, 2014, University of Alberta

 The purpose of this research is to explore how to optimize the quality of the design of a blended learning experience. This research started as… (more)

Subjects/Keywords: pre-service teachers; blended learning; instructional design

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APA (6th Edition):

Marin, L. F. (2014). Theoretical bases of Understanding Blended Learning and Instructional Design. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/cn69m5230

Chicago Manual of Style (16th Edition):

Marin, Luis F. “Theoretical bases of Understanding Blended Learning and Instructional Design.” 2014. Masters Thesis, University of Alberta. Accessed March 05, 2021. https://era.library.ualberta.ca/files/cn69m5230.

MLA Handbook (7th Edition):

Marin, Luis F. “Theoretical bases of Understanding Blended Learning and Instructional Design.” 2014. Web. 05 Mar 2021.

Vancouver:

Marin LF. Theoretical bases of Understanding Blended Learning and Instructional Design. [Internet] [Masters thesis]. University of Alberta; 2014. [cited 2021 Mar 05]. Available from: https://era.library.ualberta.ca/files/cn69m5230.

Council of Science Editors:

Marin LF. Theoretical bases of Understanding Blended Learning and Instructional Design. [Masters Thesis]. University of Alberta; 2014. Available from: https://era.library.ualberta.ca/files/cn69m5230


University of KwaZulu-Natal

21. Thabethe, Bhekisisa Maxwell. Learning of mechanical systems in grade 9 technology classroom by deaf learners in KwaZulu-Natal : an exploration of a learning of technology in a non-hearing environment.

Degree: 2018, University of KwaZulu-Natal

 The purpose of this study was to explore the learning of Mechanical Systems in a Grade 9 Technology classroom by Deaf learners in KwaZulu-Natal. The… (more)

Subjects/Keywords: Deaf learners.; Mechanical systems.; Blended learning model.

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APA (6th Edition):

Thabethe, B. M. (2018). Learning of mechanical systems in grade 9 technology classroom by deaf learners in KwaZulu-Natal : an exploration of a learning of technology in a non-hearing environment. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/17416

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):

Thabethe, Bhekisisa Maxwell. “Learning of mechanical systems in grade 9 technology classroom by deaf learners in KwaZulu-Natal : an exploration of a learning of technology in a non-hearing environment.” 2018. Thesis, University of KwaZulu-Natal. Accessed March 05, 2021. https://researchspace.ukzn.ac.za/handle/10413/17416.

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

MLA Handbook (7th Edition):

Thabethe, Bhekisisa Maxwell. “Learning of mechanical systems in grade 9 technology classroom by deaf learners in KwaZulu-Natal : an exploration of a learning of technology in a non-hearing environment.” 2018. Web. 05 Mar 2021.

Vancouver:

Thabethe BM. Learning of mechanical systems in grade 9 technology classroom by deaf learners in KwaZulu-Natal : an exploration of a learning of technology in a non-hearing environment. [Internet] [Thesis]. University of KwaZulu-Natal; 2018. [cited 2021 Mar 05]. Available from: https://researchspace.ukzn.ac.za/handle/10413/17416.

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

Council of Science Editors:

Thabethe BM. Learning of mechanical systems in grade 9 technology classroom by deaf learners in KwaZulu-Natal : an exploration of a learning of technology in a non-hearing environment. [Thesis]. University of KwaZulu-Natal; 2018. Available from: https://researchspace.ukzn.ac.za/handle/10413/17416

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

22. Camilleri, Jennifer. Blended Learning and Educational Technology: Using An Online-Digital Curriculum To Support Student Learning.

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

  XYZ District has recently invested in a one-to-one technology initiative, providing each student in grades three through eight with an iPad. However, consistent integration… (more)

Subjects/Keywords: Blended Learning; Educational Technology; Educational Leadership

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

APA (6th Edition):

Camilleri, J. (2016). Blended Learning and Educational Technology: Using An Online-Digital Curriculum To Support Student Learning. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/224

Chicago Manual of Style (16th Edition):

Camilleri, Jennifer. “Blended Learning and Educational Technology: Using An Online-Digital Curriculum To Support Student Learning.” 2016. Doctoral Dissertation, National-Louis University. Accessed March 05, 2021. http://digitalcommons.nl.edu/diss/224.

MLA Handbook (7th Edition):

Camilleri, Jennifer. “Blended Learning and Educational Technology: Using An Online-Digital Curriculum To Support Student Learning.” 2016. Web. 05 Mar 2021.

Vancouver:

Camilleri J. Blended Learning and Educational Technology: Using An Online-Digital Curriculum To Support Student Learning. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2021 Mar 05]. Available from: http://digitalcommons.nl.edu/diss/224.

Council of Science Editors:

Camilleri J. Blended Learning and Educational Technology: Using An Online-Digital Curriculum To Support Student Learning. [Doctoral Dissertation]. National-Louis University; 2016. Available from: http://digitalcommons.nl.edu/diss/224


Open Universiteit Nederland

23. Menko, Robbert. Hoe wordt blended learning ondersteund door de ICT-afdelingen in het hoger onderwijs? .

Degree: 2015, Open Universiteit Nederland

 Met de komst van blended learning wordt meer technologie in het onderwijs ingezet en krijgen docenten meer te maken met de ICT-afdeling. De kans bestaat… (more)

Subjects/Keywords: blended learning; ICT-afdeling; ondersteuning; hoger onderwijs

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

APA (6th Edition):

Menko, R. (2015). Hoe wordt blended learning ondersteund door de ICT-afdelingen in het hoger onderwijs? . (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/6014

Chicago Manual of Style (16th Edition):

Menko, Robbert. “Hoe wordt blended learning ondersteund door de ICT-afdelingen in het hoger onderwijs? .” 2015. Masters Thesis, Open Universiteit Nederland. Accessed March 05, 2021. http://hdl.handle.net/1820/6014.

MLA Handbook (7th Edition):

Menko, Robbert. “Hoe wordt blended learning ondersteund door de ICT-afdelingen in het hoger onderwijs? .” 2015. Web. 05 Mar 2021.

Vancouver:

Menko R. Hoe wordt blended learning ondersteund door de ICT-afdelingen in het hoger onderwijs? . [Internet] [Masters thesis]. Open Universiteit Nederland; 2015. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/1820/6014.

Council of Science Editors:

Menko R. Hoe wordt blended learning ondersteund door de ICT-afdelingen in het hoger onderwijs? . [Masters Thesis]. Open Universiteit Nederland; 2015. Available from: http://hdl.handle.net/1820/6014

24. Guay, Carol. Encouraging deep learning in a blended environment: A study of instructional design approaces.

Degree: 2013, Athabasca University

This qualitative research study seeks to answer the question: Which instructional design approaches for blended learning encourage deep learning? This grounded theory research captures the… (more)

Subjects/Keywords: Instructional Design; Blended; Deep Learning; Approaches

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APA (6th Edition):

Guay, C. (2013). Encouraging deep learning in a blended environment: A study of instructional design approaces. (Thesis). Athabasca University. Retrieved from http://hdl.handle.net/10791/31

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):

Guay, Carol. “Encouraging deep learning in a blended environment: A study of instructional design approaces.” 2013. Thesis, Athabasca University. Accessed March 05, 2021. http://hdl.handle.net/10791/31.

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

MLA Handbook (7th Edition):

Guay, Carol. “Encouraging deep learning in a blended environment: A study of instructional design approaces.” 2013. Web. 05 Mar 2021.

Vancouver:

Guay C. Encouraging deep learning in a blended environment: A study of instructional design approaces. [Internet] [Thesis]. Athabasca University; 2013. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10791/31.

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

Council of Science Editors:

Guay C. Encouraging deep learning in a blended environment: A study of instructional design approaces. [Thesis]. Athabasca University; 2013. Available from: http://hdl.handle.net/10791/31

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


Central Connecticut State University

25. Lindberg, Rachel Ann, 1989-. Does Online Course Enhancement Contribute to Learning and Social Connectivity?.

Degree: Department of Psychology, 2015, Central Connecticut State University

 Computer-mediated communication may be used to create group membership and develop a sense of community between users. Combining the advantages of availability of information and… (more)

Subjects/Keywords: Academic achievement.; Blended learning.; Belonging (Social psychology)

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APA (6th Edition):

Lindberg, Rachel Ann, 1. (2015). Does Online Course Enhancement Contribute to Learning and Social Connectivity?. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2209

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):

Lindberg, Rachel Ann, 1989-. “Does Online Course Enhancement Contribute to Learning and Social Connectivity?.” 2015. Thesis, Central Connecticut State University. Accessed March 05, 2021. http://content.library.ccsu.edu/u?/ccsutheses,2209.

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

MLA Handbook (7th Edition):

Lindberg, Rachel Ann, 1989-. “Does Online Course Enhancement Contribute to Learning and Social Connectivity?.” 2015. Web. 05 Mar 2021.

Vancouver:

Lindberg, Rachel Ann 1. Does Online Course Enhancement Contribute to Learning and Social Connectivity?. [Internet] [Thesis]. Central Connecticut State University; 2015. [cited 2021 Mar 05]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2209.

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

Council of Science Editors:

Lindberg, Rachel Ann 1. Does Online Course Enhancement Contribute to Learning and Social Connectivity?. [Thesis]. Central Connecticut State University; 2015. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2209

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


Open Universiteit Nederland

26. de Jong, Diana. Facebook in de Learning Blend als ‘Scaffold’ om de Motivatie te Verhogen in het Hoger Beroepsonderwijs.

Degree: Master, Welten Institute, 2018, Open Universiteit Nederland

 Twee belangrijke uitdagingen voor het huidige onderwijs komen samen in dit onderzoek: lerenden gemotiveerd houden enerzijds en het effectief toepassen van technologie in het onderwijs… (more)

Subjects/Keywords: motivatie; blended learning; social media; hoger onderwijs

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APA (6th Edition):

de Jong, D. (2018). Facebook in de Learning Blend als ‘Scaffold’ om de Motivatie te Verhogen in het Hoger Beroepsonderwijs. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/44522cd6-ec82-4929-a1ee-8dcf6f16dfff

Chicago Manual of Style (16th Edition):

de Jong, Diana. “Facebook in de Learning Blend als ‘Scaffold’ om de Motivatie te Verhogen in het Hoger Beroepsonderwijs.” 2018. Masters Thesis, Open Universiteit Nederland. Accessed March 05, 2021. http://hdl.handle.net/1820/44522cd6-ec82-4929-a1ee-8dcf6f16dfff.

MLA Handbook (7th Edition):

de Jong, Diana. “Facebook in de Learning Blend als ‘Scaffold’ om de Motivatie te Verhogen in het Hoger Beroepsonderwijs.” 2018. Web. 05 Mar 2021.

Vancouver:

de Jong D. Facebook in de Learning Blend als ‘Scaffold’ om de Motivatie te Verhogen in het Hoger Beroepsonderwijs. [Internet] [Masters thesis]. Open Universiteit Nederland; 2018. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/1820/44522cd6-ec82-4929-a1ee-8dcf6f16dfff.

Council of Science Editors:

de Jong D. Facebook in de Learning Blend als ‘Scaffold’ om de Motivatie te Verhogen in het Hoger Beroepsonderwijs. [Masters Thesis]. Open Universiteit Nederland; 2018. Available from: http://hdl.handle.net/1820/44522cd6-ec82-4929-a1ee-8dcf6f16dfff


University of Manchester

27. De Stefani, Sofia Magdalena. Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning.

Degree: PhD, 2012, University of Manchester

 This action research study explores the role of blended learning as a tool for the professional empowerment of teachers of English as a foreign language… (more)

Subjects/Keywords: 370.71; Teacher Development; Blended Learning; TESOL

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APA (6th Edition):

De Stefani, S. M. (2012). Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-possible-empowering-english-language-teachers-in-provincial-uruguay-through-blended-learning(6ac02b10-91d1-4f5e-ae37-27ef417823d7).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568584

Chicago Manual of Style (16th Edition):

De Stefani, Sofia Magdalena. “Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning.” 2012. Doctoral Dissertation, University of Manchester. Accessed March 05, 2021. https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-possible-empowering-english-language-teachers-in-provincial-uruguay-through-blended-learning(6ac02b10-91d1-4f5e-ae37-27ef417823d7).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568584.

MLA Handbook (7th Edition):

De Stefani, Sofia Magdalena. “Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning.” 2012. Web. 05 Mar 2021.

Vancouver:

De Stefani SM. Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning. [Internet] [Doctoral dissertation]. University of Manchester; 2012. [cited 2021 Mar 05]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-possible-empowering-english-language-teachers-in-provincial-uruguay-through-blended-learning(6ac02b10-91d1-4f5e-ae37-27ef417823d7).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568584.

Council of Science Editors:

De Stefani SM. Exploring the possible : empowering English language teachers in provincial Uruguay through blended learning. [Doctoral Dissertation]. University of Manchester; 2012. Available from: https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-possible-empowering-english-language-teachers-in-provincial-uruguay-through-blended-learning(6ac02b10-91d1-4f5e-ae37-27ef417823d7).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568584

28. Johnson, Rowan Farrington. Student attitudes toward blended and online courses: a comparison of students in traditional classroom writing environments and students in blended writing environments.

Degree: 2013, University of Tennessee – Chattanooga

 This study presents a mixed methods investigation of student attitudes toward blended and online courses. Specifically, the study compares two groups of university freshmen writing… (more)

Subjects/Keywords: Computer-assisted instruction  – Evaluation; Blended learning  – Evaluation

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APA (6th Edition):

Johnson, R. F. (2013). Student attitudes toward blended and online courses: a comparison of students in traditional classroom writing environments and students in blended writing environments. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/302

Chicago Manual of Style (16th Edition):

Johnson, Rowan Farrington. “Student attitudes toward blended and online courses: a comparison of students in traditional classroom writing environments and students in blended writing environments.” 2013. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed March 05, 2021. https://scholar.utc.edu/theses/302.

MLA Handbook (7th Edition):

Johnson, Rowan Farrington. “Student attitudes toward blended and online courses: a comparison of students in traditional classroom writing environments and students in blended writing environments.” 2013. Web. 05 Mar 2021.

Vancouver:

Johnson RF. Student attitudes toward blended and online courses: a comparison of students in traditional classroom writing environments and students in blended writing environments. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2013. [cited 2021 Mar 05]. Available from: https://scholar.utc.edu/theses/302.

Council of Science Editors:

Johnson RF. Student attitudes toward blended and online courses: a comparison of students in traditional classroom writing environments and students in blended writing environments. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2013. Available from: https://scholar.utc.edu/theses/302


Western Kentucky University

29. Hunt, Lisa Ann. Evaluating the Impact of a Flexible Delivery Model in Advanced Manufacturing Technologies on Key Stakeholders.

Degree: EdD, Department of Educational Administration, Leadership, and Research, 2020, Western Kentucky University

  Community colleges in the United States play a critical role in preparing students for employment in the workforce. Nationally, there is a severe shortage… (more)

Subjects/Keywords: technical education; blended learning; manufacturing; Vocational Education

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

APA (6th Edition):

Hunt, L. A. (2020). Evaluating the Impact of a Flexible Delivery Model in Advanced Manufacturing Technologies on Key Stakeholders. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/180

Chicago Manual of Style (16th Edition):

Hunt, Lisa Ann. “Evaluating the Impact of a Flexible Delivery Model in Advanced Manufacturing Technologies on Key Stakeholders.” 2020. Doctoral Dissertation, Western Kentucky University. Accessed March 05, 2021. https://digitalcommons.wku.edu/diss/180.

MLA Handbook (7th Edition):

Hunt, Lisa Ann. “Evaluating the Impact of a Flexible Delivery Model in Advanced Manufacturing Technologies on Key Stakeholders.” 2020. Web. 05 Mar 2021.

Vancouver:

Hunt LA. Evaluating the Impact of a Flexible Delivery Model in Advanced Manufacturing Technologies on Key Stakeholders. [Internet] [Doctoral dissertation]. Western Kentucky University; 2020. [cited 2021 Mar 05]. Available from: https://digitalcommons.wku.edu/diss/180.

Council of Science Editors:

Hunt LA. Evaluating the Impact of a Flexible Delivery Model in Advanced Manufacturing Technologies on Key Stakeholders. [Doctoral Dissertation]. Western Kentucky University; 2020. Available from: https://digitalcommons.wku.edu/diss/180


Montana State University

30. Knight, Ann Elizabeth. Flipping elementary professional development : providing time and flexibility to learn inquiry science.

Degree: MS, Graduate School, 2016, Montana State University

 Elementary science educators in Katy Independent School District voiced concerns that there simply is not enough time to participate in professional development. Teachers claimed district-provided… (more)

Subjects/Keywords: Elementary school teachers.; Career development.; Blended learning.

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

APA (6th Edition):

Knight, A. E. (2016). Flipping elementary professional development : providing time and flexibility to learn inquiry science. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10064

Chicago Manual of Style (16th Edition):

Knight, Ann Elizabeth. “Flipping elementary professional development : providing time and flexibility to learn inquiry science.” 2016. Masters Thesis, Montana State University. Accessed March 05, 2021. https://scholarworks.montana.edu/xmlui/handle/1/10064.

MLA Handbook (7th Edition):

Knight, Ann Elizabeth. “Flipping elementary professional development : providing time and flexibility to learn inquiry science.” 2016. Web. 05 Mar 2021.

Vancouver:

Knight AE. Flipping elementary professional development : providing time and flexibility to learn inquiry science. [Internet] [Masters thesis]. Montana State University; 2016. [cited 2021 Mar 05]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10064.

Council of Science Editors:

Knight AE. Flipping elementary professional development : providing time and flexibility to learn inquiry science. [Masters Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10064

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