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You searched for subject:(Blended learning). Showing records 1 – 30 of 464 total matches.

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University of Limerick

1. Martin, Aileen. Implementing a blended learning approach in a further education college : a case study.

Degree: Education and Professional Studies, 2009, University of Limerick

non-peer-reviewed

Blended or hybrid learning refers to learning which is provided through any combination of instructional modalities, both physical and virtual. It combines concepts, methods,… (more)

Subjects/Keywords: blended learning; hybrid learning

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

APA (6th Edition):

Martin, A. (2009). Implementing a blended learning approach in a further education college : a case study. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/464

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):

Martin, Aileen. “Implementing a blended learning approach in a further education college : a case study.” 2009. Thesis, University of Limerick. Accessed December 13, 2019. http://hdl.handle.net/10344/464.

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

MLA Handbook (7th Edition):

Martin, Aileen. “Implementing a blended learning approach in a further education college : a case study.” 2009. Web. 13 Dec 2019.

Vancouver:

Martin A. Implementing a blended learning approach in a further education college : a case study. [Internet] [Thesis]. University of Limerick; 2009. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10344/464.

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

Council of Science Editors:

Martin A. Implementing a blended learning approach in a further education college : a case study. [Thesis]. University of Limerick; 2009. Available from: http://hdl.handle.net/10344/464

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


Eastern Michigan University

2. 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 (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 http://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 December 13, 2019. http://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. 13 Dec 2019.

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 2019 Dec 13]. Available from: http://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: http://commons.emich.edu/theses/296


University of Ontario Institute of Technology

3. 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 December 13, 2019. 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. 13 Dec 2019.

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 2019 Dec 13]. 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 Limerick

4. 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 December 13, 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. 13 Dec 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 Dec 13]. 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 Canterbury

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

Degree: School of Education Studies and Leadership, 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. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/10861

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):

Mackinven, Kathryn. “Blended learning in tertiary education : a science perspective.” 2015. Thesis, University of Canterbury. Accessed December 13, 2019. http://hdl.handle.net/10092/10861.

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

MLA Handbook (7th Edition):

Mackinven, Kathryn. “Blended learning in tertiary education : a science perspective.” 2015. Web. 13 Dec 2019.

Vancouver:

Mackinven K. Blended learning in tertiary education : a science perspective. [Internet] [Thesis]. University of Canterbury; 2015. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10092/10861.

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

Council of Science Editors:

Mackinven K. Blended learning in tertiary education : a science perspective. [Thesis]. University of Canterbury; 2015. Available from: http://hdl.handle.net/10092/10861

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


Nelson Mandela Metropolitan University

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

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 December 13, 2019. 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. 13 Dec 2019.

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 2019 Dec 13]. 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


University of Hong Kong

7. Tan, Wei. Toward a set of practical guidelines for implementing blended learning in a higher education institute : a case study of South University of Science and Technology of China.

Degree: MSin Library and Information, 2016, University of Hong Kong

South University of Science and Technology of China (SUSTech) is a young, research focused and high starting point University, which is located in Shenzhen, China.… (more)

Subjects/Keywords: Blended learning - China - Case studies

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

APA (6th Edition):

Tan, W. (2016). Toward a set of practical guidelines for implementing blended learning in a higher education institute : a case study of South University of Science and Technology of China. (Masters Thesis). University of Hong Kong. Retrieved from Tan, W. [譚偉]. (2016). Toward a set of practical guidelines for implementing blended learning in a higher education institute : a case study of South University of Science and Technology of China. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5812711. ; http://dx.doi.org/10.5353/th_b5812711 ; http://hdl.handle.net/10722/237444

Chicago Manual of Style (16th Edition):

Tan, Wei. “Toward a set of practical guidelines for implementing blended learning in a higher education institute : a case study of South University of Science and Technology of China.” 2016. Masters Thesis, University of Hong Kong. Accessed December 13, 2019. Tan, W. [譚偉]. (2016). Toward a set of practical guidelines for implementing blended learning in a higher education institute : a case study of South University of Science and Technology of China. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5812711. ; http://dx.doi.org/10.5353/th_b5812711 ; http://hdl.handle.net/10722/237444.

MLA Handbook (7th Edition):

Tan, Wei. “Toward a set of practical guidelines for implementing blended learning in a higher education institute : a case study of South University of Science and Technology of China.” 2016. Web. 13 Dec 2019.

Vancouver:

Tan W. Toward a set of practical guidelines for implementing blended learning in a higher education institute : a case study of South University of Science and Technology of China. [Internet] [Masters thesis]. University of Hong Kong; 2016. [cited 2019 Dec 13]. Available from: Tan, W. [譚偉]. (2016). Toward a set of practical guidelines for implementing blended learning in a higher education institute : a case study of South University of Science and Technology of China. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5812711. ; http://dx.doi.org/10.5353/th_b5812711 ; http://hdl.handle.net/10722/237444.

Council of Science Editors:

Tan W. Toward a set of practical guidelines for implementing blended learning in a higher education institute : a case study of South University of Science and Technology of China. [Masters Thesis]. University of Hong Kong; 2016. Available from: Tan, W. [譚偉]. (2016). Toward a set of practical guidelines for implementing blended learning in a higher education institute : a case study of South University of Science and Technology of China. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5812711. ; http://dx.doi.org/10.5353/th_b5812711 ; http://hdl.handle.net/10722/237444


University of Houston

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

Degree: Curriculum and Instruction, Department of, 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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

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

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):

Yu, Chi-Liang 1976-. “The Interaction Equivalency Theorem in a Multimodal Blended Course.” 2013. Thesis, University of Houston. Accessed December 13, 2019. http://hdl.handle.net/10657/1211.

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

MLA Handbook (7th Edition):

Yu, Chi-Liang 1976-. “The Interaction Equivalency Theorem in a Multimodal Blended Course.” 2013. Web. 13 Dec 2019.

Vancouver:

Yu C1. The Interaction Equivalency Theorem in a Multimodal Blended Course. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10657/1211.

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

Council of Science Editors:

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

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


University of KwaZulu-Natal

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

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 December 13, 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. 13 Dec 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 Dec 13]. 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

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

Degree: Curriculum and Instruction, Department of, 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 acquisition; second language acquisition; blended learning; instructional method

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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. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1234

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):

Laverpool Leatherwood, Lenora. “DOES BLENDED INSTRUCTION MATTER FOR ENGLISH-LANGUAGE LEARNERS? A STUDY ASSESSING THE INFLUENCE OF INSTRUCTIONAL METHOD ON LANGUAGE ACQUISITION.” 2013. Thesis, University of Houston. Accessed December 13, 2019. http://hdl.handle.net/10657/1234.

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

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. 13 Dec 2019.

Vancouver:

Laverpool Leatherwood L. DOES BLENDED INSTRUCTION MATTER FOR ENGLISH-LANGUAGE LEARNERS? A STUDY ASSESSING THE INFLUENCE OF INSTRUCTIONAL METHOD ON LANGUAGE ACQUISITION. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10657/1234.

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

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. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1234

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

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

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 December 13, 2019. 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. 13 Dec 2019.

Vancouver:

Alghanmi HHB. Female Faculty Perspectives On Blended Learning At Universities In Saudi Arabia. [Internet] [Doctoral dissertation]. University of North Dakota; 2018. [cited 2019 Dec 13]. 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

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

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 December 13, 2019. 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. 13 Dec 2019.

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 2019 Dec 13]. 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


University of Limerick

13. Gallagher, Jason. A blended learning teaching approach aimed at improving post-primary students’ conceptual understanding of mathematics – a focus on algebra supported by digital pencasts.

Degree: 2016, University of Limerick

peer-reviewed

This research project investigated whether students’ conceptual understanding of algebra was improved with a taught intervention supported by digital pencasts. The motivation for this… (more)

Subjects/Keywords: algebra; blended learning; post-primary students; mathematics

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

APA (6th Edition):

Gallagher, J. (2016). A blended learning teaching approach aimed at improving post-primary students’ conceptual understanding of mathematics – a focus on algebra supported by digital pencasts. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/5234

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):

Gallagher, Jason. “A blended learning teaching approach aimed at improving post-primary students’ conceptual understanding of mathematics – a focus on algebra supported by digital pencasts.” 2016. Thesis, University of Limerick. Accessed December 13, 2019. http://hdl.handle.net/10344/5234.

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

MLA Handbook (7th Edition):

Gallagher, Jason. “A blended learning teaching approach aimed at improving post-primary students’ conceptual understanding of mathematics – a focus on algebra supported by digital pencasts.” 2016. Web. 13 Dec 2019.

Vancouver:

Gallagher J. A blended learning teaching approach aimed at improving post-primary students’ conceptual understanding of mathematics – a focus on algebra supported by digital pencasts. [Internet] [Thesis]. University of Limerick; 2016. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10344/5234.

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

Council of Science Editors:

Gallagher J. A blended learning teaching approach aimed at improving post-primary students’ conceptual understanding of mathematics – a focus on algebra supported by digital pencasts. [Thesis]. University of Limerick; 2016. Available from: http://hdl.handle.net/10344/5234

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


University of Alberta

14. 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 December 13, 2019. 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. 13 Dec 2019.

Vancouver:

Marin LF. Theoretical bases of Understanding Blended Learning and Instructional Design. [Internet] [Masters thesis]. University of Alberta; 2014. [cited 2019 Dec 13]. 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

15. Lince, Stacey W. Participatory Culture in a Hybrid Learning Environment.

Degree: School of Education, 2013, Sonoma State University

 Purpose of the Study: This study highlights the perspectives of graduate students and their professor in a hybrid educational technology course. The study explores what… (more)

Subjects/Keywords: blended learning

…101 viii 1 Chapter I Introduction Today, what people call learning is forced on… …in their own homes, at their own speed, in their own time, and everyone will enjoy learning… …education. Asimov's (1988) vision of teaching and learning through the use of… …allow them to direct their own learning by accessing online libraries and provide a space… …futuristic vision of teaching and learning, Asimov (1988) recognized that not all… 

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APA (6th Edition):

Lince, S. W. (2013). Participatory Culture in a Hybrid Learning Environment. (Masters Thesis). Sonoma State University. Retrieved from http://hdl.handle.net/10211.3/119113

Chicago Manual of Style (16th Edition):

Lince, Stacey W. “Participatory Culture in a Hybrid Learning Environment.” 2013. Masters Thesis, Sonoma State University. Accessed December 13, 2019. http://hdl.handle.net/10211.3/119113.

MLA Handbook (7th Edition):

Lince, Stacey W. “Participatory Culture in a Hybrid Learning Environment.” 2013. Web. 13 Dec 2019.

Vancouver:

Lince SW. Participatory Culture in a Hybrid Learning Environment. [Internet] [Masters thesis]. Sonoma State University; 2013. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/10211.3/119113.

Council of Science Editors:

Lince SW. Participatory Culture in a Hybrid Learning Environment. [Masters Thesis]. Sonoma State University; 2013. Available from: http://hdl.handle.net/10211.3/119113

16. 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 (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 December 13, 2019. 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. 13 Dec 2019.

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 2019 Dec 13]. 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


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 December 13, 2019. 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. 13 Dec 2019.

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 2019 Dec 13]. 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 (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 December 13, 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. 13 Dec 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 Dec 13]. 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

19. 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 December 13, 2019. http://hdl.handle.net/10036/117486.

MLA Handbook (7th Edition):

Alebaikan, Reem A. “Perceptions of blended learning in Saudi universities.” 2010. Web. 13 Dec 2019.

Vancouver:

Alebaikan RA. Perceptions of blended learning in Saudi universities. [Internet] [Doctoral dissertation]. University of Exeter; 2010. [cited 2019 Dec 13]. 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

20. 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 December 13, 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. 13 Dec 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 Dec 13]. 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


University of Manchester

21. 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 December 13, 2019. 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. 13 Dec 2019.

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 2019 Dec 13]. 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


Central Connecticut State University

22. 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 December 13, 2019. 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. 13 Dec 2019.

Vancouver:

Lindberg, Rachel Ann 1. Does Online Course Enhancement Contribute to Learning and Social Connectivity?. [Internet] [Thesis]. Central Connecticut State University; 2015. [cited 2019 Dec 13]. 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


University of Southern California

23. Panagos, Jennifer. Blended learning: developing flexibility in education through internal innovation.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 This study uses the lens of transaction cost economics (TCE) to understand the decision‐making process and resources that need to exist within the hierarchy of… (more)

Subjects/Keywords: blended learning; internal innovation; transaction cost economics

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APA (6th Edition):

Panagos, J. (2014). Blended learning: developing flexibility in education through internal innovation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/433545/rec/1136

Chicago Manual of Style (16th Edition):

Panagos, Jennifer. “Blended learning: developing flexibility in education through internal innovation.” 2014. Doctoral Dissertation, University of Southern California. Accessed December 13, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/433545/rec/1136.

MLA Handbook (7th Edition):

Panagos, Jennifer. “Blended learning: developing flexibility in education through internal innovation.” 2014. Web. 13 Dec 2019.

Vancouver:

Panagos J. Blended learning: developing flexibility in education through internal innovation. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Dec 13]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/433545/rec/1136.

Council of Science Editors:

Panagos J. Blended learning: developing flexibility in education through internal innovation. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/433545/rec/1136

24. 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 December 13, 2019. 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. 13 Dec 2019.

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 2019 Dec 13]. 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

25. 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 December 13, 2019. 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. 13 Dec 2019.

Vancouver:

Guay C. Encouraging deep learning in a blended environment: A study of instructional design approaces. [Internet] [Thesis]. Athabasca University; 2013. [cited 2019 Dec 13]. 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


Open Universiteit Nederland

26. 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 December 13, 2019. 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. 13 Dec 2019.

Vancouver:

Menko R. Hoe wordt blended learning ondersteund door de ICT-afdelingen in het hoger onderwijs? . [Internet] [Masters thesis]. Open Universiteit Nederland; 2015. [cited 2019 Dec 13]. 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


Rochester Institute of Technology

27. 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 December 13, 2019. 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. 13 Dec 2019.

Vancouver:

Bilowus M. How online learning can benefit deaf and heard of hearing people. [Internet] [Thesis]. Rochester Institute of Technology; 2013. [cited 2019 Dec 13]. 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


Montana State University

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

Degree: 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. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10064

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):

Knight, Ann Elizabeth. “Flipping elementary professional development : providing time and flexibility to learn inquiry science.” 2016. Thesis, Montana State University. Accessed December 13, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10064.

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

MLA Handbook (7th Edition):

Knight, Ann Elizabeth. “Flipping elementary professional development : providing time and flexibility to learn inquiry science.” 2016. Web. 13 Dec 2019.

Vancouver:

Knight AE. Flipping elementary professional development : providing time and flexibility to learn inquiry science. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Dec 13]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10064.

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

Council of Science Editors:

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

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


University of Sydney

29. Thibaut Paez, Patricia A. LITERACY AND LEARNING ACROSS PHYSICAL AND DIGITAL SPACES: A CASE STUDY IN A BLENDED PRIMARY CLASSROOM .

Degree: 2015, University of Sydney

 In light of technological innovations, schools are increasingly adopting digital tools and promoting online spaces for learning. Consequently, the shape of teaching and learning is… (more)

Subjects/Keywords: primary classroom; blended learning; social network sites

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

APA (6th Edition):

Thibaut Paez, P. A. (2015). LITERACY AND LEARNING ACROSS PHYSICAL AND DIGITAL SPACES: A CASE STUDY IN A BLENDED PRIMARY CLASSROOM . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/13951

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):

Thibaut Paez, Patricia A. “LITERACY AND LEARNING ACROSS PHYSICAL AND DIGITAL SPACES: A CASE STUDY IN A BLENDED PRIMARY CLASSROOM .” 2015. Thesis, University of Sydney. Accessed December 13, 2019. http://hdl.handle.net/2123/13951.

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

MLA Handbook (7th Edition):

Thibaut Paez, Patricia A. “LITERACY AND LEARNING ACROSS PHYSICAL AND DIGITAL SPACES: A CASE STUDY IN A BLENDED PRIMARY CLASSROOM .” 2015. Web. 13 Dec 2019.

Vancouver:

Thibaut Paez PA. LITERACY AND LEARNING ACROSS PHYSICAL AND DIGITAL SPACES: A CASE STUDY IN A BLENDED PRIMARY CLASSROOM . [Internet] [Thesis]. University of Sydney; 2015. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/2123/13951.

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

Council of Science Editors:

Thibaut Paez PA. LITERACY AND LEARNING ACROSS PHYSICAL AND DIGITAL SPACES: A CASE STUDY IN A BLENDED PRIMARY CLASSROOM . [Thesis]. University of Sydney; 2015. Available from: http://hdl.handle.net/2123/13951

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


Open Universiteit Nederland

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

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 December 13, 2019. 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. 13 Dec 2019.

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 2019 Dec 13]. 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

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