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You searched for subject:(Connected Learning). Showing records 1 – 30 of 36 total matches.

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University of Cape Town

1. Mabaso, Bongani A. Twenty-first century skills development in rural school learners.

Degree: Image, Research of GSB, 2017, University of Cape Town

 The aim of this study is to explore the relationship between connected learning environments and rural learners' development of 21st century skills. The driving question… (more)

Subjects/Keywords: connected learning; rural education; 21st century skills

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APA (6th Edition):

Mabaso, B. A. (2017). Twenty-first century skills development in rural school learners. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/25645

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):

Mabaso, Bongani A. “Twenty-first century skills development in rural school learners.” 2017. Thesis, University of Cape Town. Accessed November 17, 2019. http://hdl.handle.net/11427/25645.

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

MLA Handbook (7th Edition):

Mabaso, Bongani A. “Twenty-first century skills development in rural school learners.” 2017. Web. 17 Nov 2019.

Vancouver:

Mabaso BA. Twenty-first century skills development in rural school learners. [Internet] [Thesis]. University of Cape Town; 2017. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/11427/25645.

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

Council of Science Editors:

Mabaso BA. Twenty-first century skills development in rural school learners. [Thesis]. University of Cape Town; 2017. Available from: http://hdl.handle.net/11427/25645

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


University of Arizona

2. Miao, Zuoyu. Transportation Safety Analytics with Statistical Machine Learning .

Degree: 2018, University of Arizona

 Transportation safety has been a topic of high priority for a long time, especially for the society’s public service systems, e.g. the freight transportation system… (more)

Subjects/Keywords: Connected Vehicle; Machine Learning; Statistics; Transportation Safety

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APA (6th Edition):

Miao, Z. (2018). Transportation Safety Analytics with Statistical Machine Learning . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/631360

Chicago Manual of Style (16th Edition):

Miao, Zuoyu. “Transportation Safety Analytics with Statistical Machine Learning .” 2018. Doctoral Dissertation, University of Arizona. Accessed November 17, 2019. http://hdl.handle.net/10150/631360.

MLA Handbook (7th Edition):

Miao, Zuoyu. “Transportation Safety Analytics with Statistical Machine Learning .” 2018. Web. 17 Nov 2019.

Vancouver:

Miao Z. Transportation Safety Analytics with Statistical Machine Learning . [Internet] [Doctoral dissertation]. University of Arizona; 2018. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10150/631360.

Council of Science Editors:

Miao Z. Transportation Safety Analytics with Statistical Machine Learning . [Doctoral Dissertation]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/631360


University of Alberta

3. Crawford, Janet Maureen. Exploration of Personal Learning Network Usage in the Acquisition of Leadership Competencies.

Degree: MA, Faculty of Extension, 2015, University of Alberta

 This research is a purposeful case study exploring whether the use of personal learning networks (PLNs) by three digitally sophisticated educators contributes to their acquisition… (more)

Subjects/Keywords: PLN; Personal Learning Network; Leadership Competencies; open connected learning

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APA (6th Edition):

Crawford, J. M. (2015). Exploration of Personal Learning Network Usage in the Acquisition of Leadership Competencies. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/3f462833s

Chicago Manual of Style (16th Edition):

Crawford, Janet Maureen. “Exploration of Personal Learning Network Usage in the Acquisition of Leadership Competencies.” 2015. Masters Thesis, University of Alberta. Accessed November 17, 2019. https://era.library.ualberta.ca/files/3f462833s.

MLA Handbook (7th Edition):

Crawford, Janet Maureen. “Exploration of Personal Learning Network Usage in the Acquisition of Leadership Competencies.” 2015. Web. 17 Nov 2019.

Vancouver:

Crawford JM. Exploration of Personal Learning Network Usage in the Acquisition of Leadership Competencies. [Internet] [Masters thesis]. University of Alberta; 2015. [cited 2019 Nov 17]. Available from: https://era.library.ualberta.ca/files/3f462833s.

Council of Science Editors:

Crawford JM. Exploration of Personal Learning Network Usage in the Acquisition of Leadership Competencies. [Masters Thesis]. University of Alberta; 2015. Available from: https://era.library.ualberta.ca/files/3f462833s


Arizona State University

4. Abuwandi, Sarah. Blended Higher Education Opportunities for Refugees: A Comparative Study.

Degree: Justice Studies, 2019, Arizona State University

 This study aims to gain an understanding of higher education interventions taking place in refugee camps around the world that implement hybrid online and on-site… (more)

Subjects/Keywords: Education; connected learning; higher education; hybrid; online learning; refugee

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APA (6th Edition):

Abuwandi, S. (2019). Blended Higher Education Opportunities for Refugees: A Comparative Study. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/53945

Chicago Manual of Style (16th Edition):

Abuwandi, Sarah. “Blended Higher Education Opportunities for Refugees: A Comparative Study.” 2019. Masters Thesis, Arizona State University. Accessed November 17, 2019. http://repository.asu.edu/items/53945.

MLA Handbook (7th Edition):

Abuwandi, Sarah. “Blended Higher Education Opportunities for Refugees: A Comparative Study.” 2019. Web. 17 Nov 2019.

Vancouver:

Abuwandi S. Blended Higher Education Opportunities for Refugees: A Comparative Study. [Internet] [Masters thesis]. Arizona State University; 2019. [cited 2019 Nov 17]. Available from: http://repository.asu.edu/items/53945.

Council of Science Editors:

Abuwandi S. Blended Higher Education Opportunities for Refugees: A Comparative Study. [Masters Thesis]. Arizona State University; 2019. Available from: http://repository.asu.edu/items/53945


Virginia Tech

5. Won, Samantha Gwai Lan. Social Media as Connected Learning Technology:  A Mixed Methods Investigation of Facebook for Undergraduate Education.

Degree: PhD, Teaching and Learning, 2015, Virginia Tech

 Social media technologies are networked technological tools that can provide opportunities for productive socialization and collaboration. While social media are being incorporated increasingly into formal… (more)

Subjects/Keywords: collaborative learning; connected learning; learning communities; participatory learning; sex education; undergraduate education

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APA (6th Edition):

Won, S. G. L. (2015). Social Media as Connected Learning Technology:  A Mixed Methods Investigation of Facebook for Undergraduate Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/51995

Chicago Manual of Style (16th Edition):

Won, Samantha Gwai Lan. “Social Media as Connected Learning Technology:  A Mixed Methods Investigation of Facebook for Undergraduate Education.” 2015. Doctoral Dissertation, Virginia Tech. Accessed November 17, 2019. http://hdl.handle.net/10919/51995.

MLA Handbook (7th Edition):

Won, Samantha Gwai Lan. “Social Media as Connected Learning Technology:  A Mixed Methods Investigation of Facebook for Undergraduate Education.” 2015. Web. 17 Nov 2019.

Vancouver:

Won SGL. Social Media as Connected Learning Technology:  A Mixed Methods Investigation of Facebook for Undergraduate Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10919/51995.

Council of Science Editors:

Won SGL. Social Media as Connected Learning Technology:  A Mixed Methods Investigation of Facebook for Undergraduate Education. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/51995


University of Minnesota

6. Kennedy, Jolie. Being, Belonging, and Becoming in Immersive Complexity: A Post-Intentional Phenomenological Analysis of Connectedness in Doctoral Students’ Personal Learning Networks.

Degree: PhD, Education, Curriculum and Instruction, 2016, University of Minnesota

 The purpose of this post-intentional phenomenological research study was to better understand connectedness in personal learning networks. The study was situated within the context of… (more)

Subjects/Keywords: connectedness; connected/networked learning; distance education; mobile/online learning; personal learning networks; post-intentional phenomenology

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APA (6th Edition):

Kennedy, J. (2016). Being, Belonging, and Becoming in Immersive Complexity: A Post-Intentional Phenomenological Analysis of Connectedness in Doctoral Students’ Personal Learning Networks. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/183356

Chicago Manual of Style (16th Edition):

Kennedy, Jolie. “Being, Belonging, and Becoming in Immersive Complexity: A Post-Intentional Phenomenological Analysis of Connectedness in Doctoral Students’ Personal Learning Networks.” 2016. Doctoral Dissertation, University of Minnesota. Accessed November 17, 2019. http://hdl.handle.net/11299/183356.

MLA Handbook (7th Edition):

Kennedy, Jolie. “Being, Belonging, and Becoming in Immersive Complexity: A Post-Intentional Phenomenological Analysis of Connectedness in Doctoral Students’ Personal Learning Networks.” 2016. Web. 17 Nov 2019.

Vancouver:

Kennedy J. Being, Belonging, and Becoming in Immersive Complexity: A Post-Intentional Phenomenological Analysis of Connectedness in Doctoral Students’ Personal Learning Networks. [Internet] [Doctoral dissertation]. University of Minnesota; 2016. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/11299/183356.

Council of Science Editors:

Kennedy J. Being, Belonging, and Becoming in Immersive Complexity: A Post-Intentional Phenomenological Analysis of Connectedness in Doctoral Students’ Personal Learning Networks. [Doctoral Dissertation]. University of Minnesota; 2016. Available from: http://hdl.handle.net/11299/183356


Universidade do Rio Grande do Sul

7. Silva, Patrícia Grasel da. Aprendizagens em massive open online course (MOOC).

Degree: 2016, Universidade do Rio Grande do Sul

Diante de uma sociedade conectada, em que as trocas sociais ganham dimensão através da internet, nos propomos a estudar sobre aprendizagens em Massive Open On-line… (more)

Subjects/Keywords: Social Learning; Cultura digital; Aprendizagem social; MOOC; Connected Society; Social Exchanges

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APA (6th Edition):

Silva, P. G. d. (2016). Aprendizagens em massive open online course (MOOC). (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/168812

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):

Silva, Patrícia Grasel da. “Aprendizagens em massive open online course (MOOC).” 2016. Thesis, Universidade do Rio Grande do Sul. Accessed November 17, 2019. http://hdl.handle.net/10183/168812.

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

MLA Handbook (7th Edition):

Silva, Patrícia Grasel da. “Aprendizagens em massive open online course (MOOC).” 2016. Web. 17 Nov 2019.

Vancouver:

Silva PGd. Aprendizagens em massive open online course (MOOC). [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2016. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10183/168812.

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

Council of Science Editors:

Silva PGd. Aprendizagens em massive open online course (MOOC). [Thesis]. Universidade do Rio Grande do Sul; 2016. Available from: http://hdl.handle.net/10183/168812

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


Clemson University

8. Frank, Daniel. Microworld Writing: Making Spaces for Collaboration, Construction, Creativity, and Community in the Composition Classroom.

Degree: PhD, Communication Studies, 2018, Clemson University

 In order to create a 21st century pedagogy of learning experiences that inspire the engaged, constructive, dynamic, and empowering modes of work we see in… (more)

Subjects/Keywords: Affinity Spaces; Composition; Connected Learning; Hypertext; Interactive Fiction; Writing

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APA (6th Edition):

Frank, D. (2018). Microworld Writing: Making Spaces for Collaboration, Construction, Creativity, and Community in the Composition Classroom. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/2220

Chicago Manual of Style (16th Edition):

Frank, Daniel. “Microworld Writing: Making Spaces for Collaboration, Construction, Creativity, and Community in the Composition Classroom.” 2018. Doctoral Dissertation, Clemson University. Accessed November 17, 2019. https://tigerprints.clemson.edu/all_dissertations/2220.

MLA Handbook (7th Edition):

Frank, Daniel. “Microworld Writing: Making Spaces for Collaboration, Construction, Creativity, and Community in the Composition Classroom.” 2018. Web. 17 Nov 2019.

Vancouver:

Frank D. Microworld Writing: Making Spaces for Collaboration, Construction, Creativity, and Community in the Composition Classroom. [Internet] [Doctoral dissertation]. Clemson University; 2018. [cited 2019 Nov 17]. Available from: https://tigerprints.clemson.edu/all_dissertations/2220.

Council of Science Editors:

Frank D. Microworld Writing: Making Spaces for Collaboration, Construction, Creativity, and Community in the Composition Classroom. [Doctoral Dissertation]. Clemson University; 2018. Available from: https://tigerprints.clemson.edu/all_dissertations/2220


Northeastern University

9. Reilly, Matthew. Social conditions that motivate student persistence in an undergraduate business program at a non-selective institution.

Degree: EdD, School of Education, 2017, Northeastern University

 This qualitative case study explored the social factors that influence business student persistence at a less-selective undergraduate institution. While research has shown that ability to… (more)

Subjects/Keywords: business programs; connected learning; motivation; persistence; retention; social conditions

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APA (6th Edition):

Reilly, M. (2017). Social conditions that motivate student persistence in an undergraduate business program at a non-selective institution. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20247277

Chicago Manual of Style (16th Edition):

Reilly, Matthew. “Social conditions that motivate student persistence in an undergraduate business program at a non-selective institution.” 2017. Doctoral Dissertation, Northeastern University. Accessed November 17, 2019. http://hdl.handle.net/2047/D20247277.

MLA Handbook (7th Edition):

Reilly, Matthew. “Social conditions that motivate student persistence in an undergraduate business program at a non-selective institution.” 2017. Web. 17 Nov 2019.

Vancouver:

Reilly M. Social conditions that motivate student persistence in an undergraduate business program at a non-selective institution. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/2047/D20247277.

Council of Science Editors:

Reilly M. Social conditions that motivate student persistence in an undergraduate business program at a non-selective institution. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20247277


Tampere University

10. Nguyen, Thao. Undergraduate students’ use of Facebook for educational purposes : advantages, difficulties, and potential for connected learning .

Degree: 2017, Tampere University

 Facebook is currently the most popular social networking site globally and inevitably getting integrated into different facets of life. The prevalence of Facebook and its… (more)

Subjects/Keywords: social networking sites; Facebook; higher education; usage; perception; connected learning

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APA (6th Edition):

Nguyen, T. (2017). Undergraduate students’ use of Facebook for educational purposes : advantages, difficulties, and potential for connected learning . (Masters Thesis). Tampere University. Retrieved from https://trepo.tuni.fi/handle/10024/102580

Chicago Manual of Style (16th Edition):

Nguyen, Thao. “Undergraduate students’ use of Facebook for educational purposes : advantages, difficulties, and potential for connected learning .” 2017. Masters Thesis, Tampere University. Accessed November 17, 2019. https://trepo.tuni.fi/handle/10024/102580.

MLA Handbook (7th Edition):

Nguyen, Thao. “Undergraduate students’ use of Facebook for educational purposes : advantages, difficulties, and potential for connected learning .” 2017. Web. 17 Nov 2019.

Vancouver:

Nguyen T. Undergraduate students’ use of Facebook for educational purposes : advantages, difficulties, and potential for connected learning . [Internet] [Masters thesis]. Tampere University; 2017. [cited 2019 Nov 17]. Available from: https://trepo.tuni.fi/handle/10024/102580.

Council of Science Editors:

Nguyen T. Undergraduate students’ use of Facebook for educational purposes : advantages, difficulties, and potential for connected learning . [Masters Thesis]. Tampere University; 2017. Available from: https://trepo.tuni.fi/handle/10024/102580


Penn State University

11. Johnson, Ariel C. connected learning: exploring children’s motivations for new.

Degree: MA, Mass Communications, 2014, Penn State University

 The rapid development of new media technologies has realized widespread adoption, especially among young users. Children and teens are particularly fond of media programs like… (more)

Subjects/Keywords: youth media use; connected learning; informal learning; academic performance; need fulfillment; power usage

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APA (6th Edition):

Johnson, A. C. (2014). connected learning: exploring children’s motivations for new. (Masters Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/21565

Chicago Manual of Style (16th Edition):

Johnson, Ariel C. “connected learning: exploring children’s motivations for new.” 2014. Masters Thesis, Penn State University. Accessed November 17, 2019. https://etda.libraries.psu.edu/catalog/21565.

MLA Handbook (7th Edition):

Johnson, Ariel C. “connected learning: exploring children’s motivations for new.” 2014. Web. 17 Nov 2019.

Vancouver:

Johnson AC. connected learning: exploring children’s motivations for new. [Internet] [Masters thesis]. Penn State University; 2014. [cited 2019 Nov 17]. Available from: https://etda.libraries.psu.edu/catalog/21565.

Council of Science Editors:

Johnson AC. connected learning: exploring children’s motivations for new. [Masters Thesis]. Penn State University; 2014. Available from: https://etda.libraries.psu.edu/catalog/21565


Texas State University – San Marcos

12. Johnson, Joslyn S. When Purpose Calls: A Grounded Study on the Lifewide Learning Experiences of High Potential Young Adults.

Degree: PhD, Adult, Professional, and Community Education, 2017, Texas State University – San Marcos

 The purpose of this constructivist grounded theory study was to explore the lifewide learning experiences of high potential individuals that were able to reach career… (more)

Subjects/Keywords: Lifewide; High Potential; Purpose; Connected Learning; Relational Learning; Identity Capital; Gifted persons; Learning, Psychology of; Cognitive learning

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APA (6th Edition):

Johnson, J. S. (2017). When Purpose Calls: A Grounded Study on the Lifewide Learning Experiences of High Potential Young Adults. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6920

Chicago Manual of Style (16th Edition):

Johnson, Joslyn S. “When Purpose Calls: A Grounded Study on the Lifewide Learning Experiences of High Potential Young Adults.” 2017. Doctoral Dissertation, Texas State University – San Marcos. Accessed November 17, 2019. https://digital.library.txstate.edu/handle/10877/6920.

MLA Handbook (7th Edition):

Johnson, Joslyn S. “When Purpose Calls: A Grounded Study on the Lifewide Learning Experiences of High Potential Young Adults.” 2017. Web. 17 Nov 2019.

Vancouver:

Johnson JS. When Purpose Calls: A Grounded Study on the Lifewide Learning Experiences of High Potential Young Adults. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2017. [cited 2019 Nov 17]. Available from: https://digital.library.txstate.edu/handle/10877/6920.

Council of Science Editors:

Johnson JS. When Purpose Calls: A Grounded Study on the Lifewide Learning Experiences of High Potential Young Adults. [Doctoral Dissertation]. Texas State University – San Marcos; 2017. Available from: https://digital.library.txstate.edu/handle/10877/6920


NSYSU

13. Wu, Tung-Han. Combined with Deep Neural Network De-noising Auto Encoder on Noise-Robust Digit Continuous Speech Recognition.

Degree: Master, Computer Science and Engineering, 2017, NSYSU

 In this paper, we combine the deep neural network De-noising Auto Encoder and Gaussian Mixture Model to implement an automatic speech recognition system in the… (more)

Subjects/Keywords: speech recognition; denoising auto encoder; convolutional neural network; deep learning; fully connected neural network

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APA (6th Edition):

Wu, T. (2017). Combined with Deep Neural Network De-noising Auto Encoder on Noise-Robust Digit Continuous Speech Recognition. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0716117-130558

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):

Wu, Tung-Han. “Combined with Deep Neural Network De-noising Auto Encoder on Noise-Robust Digit Continuous Speech Recognition.” 2017. Thesis, NSYSU. Accessed November 17, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0716117-130558.

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

MLA Handbook (7th Edition):

Wu, Tung-Han. “Combined with Deep Neural Network De-noising Auto Encoder on Noise-Robust Digit Continuous Speech Recognition.” 2017. Web. 17 Nov 2019.

Vancouver:

Wu T. Combined with Deep Neural Network De-noising Auto Encoder on Noise-Robust Digit Continuous Speech Recognition. [Internet] [Thesis]. NSYSU; 2017. [cited 2019 Nov 17]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0716117-130558.

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

Council of Science Editors:

Wu T. Combined with Deep Neural Network De-noising Auto Encoder on Noise-Robust Digit Continuous Speech Recognition. [Thesis]. NSYSU; 2017. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0716117-130558

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


University of California – Irvine

14. Wang, Yiran. An Investigation of College Students’ Facebook Use in Their Personal Learning Environments.

Degree: Information and Computer Science, 2017, University of California – Irvine

 Young people today grow up alongside the rapidly developing information and communication technologies, which have transformed their informational habits and have allowed for a culture… (more)

Subjects/Keywords: Information science; Information technology; attention; college students; connected learning; Facebook; political and social issues

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APA (6th Edition):

Wang, Y. (2017). An Investigation of College Students’ Facebook Use in Their Personal Learning Environments. (Thesis). University of California – Irvine. Retrieved from http://www.escholarship.org/uc/item/5ps814mv

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):

Wang, Yiran. “An Investigation of College Students’ Facebook Use in Their Personal Learning Environments.” 2017. Thesis, University of California – Irvine. Accessed November 17, 2019. http://www.escholarship.org/uc/item/5ps814mv.

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

MLA Handbook (7th Edition):

Wang, Yiran. “An Investigation of College Students’ Facebook Use in Their Personal Learning Environments.” 2017. Web. 17 Nov 2019.

Vancouver:

Wang Y. An Investigation of College Students’ Facebook Use in Their Personal Learning Environments. [Internet] [Thesis]. University of California – Irvine; 2017. [cited 2019 Nov 17]. Available from: http://www.escholarship.org/uc/item/5ps814mv.

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

Council of Science Editors:

Wang Y. An Investigation of College Students’ Facebook Use in Their Personal Learning Environments. [Thesis]. University of California – Irvine; 2017. Available from: http://www.escholarship.org/uc/item/5ps814mv

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


University of Minnesota

15. Feyissa, Solen. Living in Wait: The Learning Lives of High School Students in Addis Ababa.

Degree: PhD, Education, Curriculum and Instruction, 2016, University of Minnesota

 This research sought to examine how students in a developing country such as Ethiopia appropriate ICTs in their learning lives and how social contexts influence… (more)

Subjects/Keywords: Connected Learning; Ethiopian Education; ICT for education; ICT in Africa; Information literacy; Plasma Television program

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APA (6th Edition):

Feyissa, S. (2016). Living in Wait: The Learning Lives of High School Students in Addis Ababa. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/202204

Chicago Manual of Style (16th Edition):

Feyissa, Solen. “Living in Wait: The Learning Lives of High School Students in Addis Ababa.” 2016. Doctoral Dissertation, University of Minnesota. Accessed November 17, 2019. http://hdl.handle.net/11299/202204.

MLA Handbook (7th Edition):

Feyissa, Solen. “Living in Wait: The Learning Lives of High School Students in Addis Ababa.” 2016. Web. 17 Nov 2019.

Vancouver:

Feyissa S. Living in Wait: The Learning Lives of High School Students in Addis Ababa. [Internet] [Doctoral dissertation]. University of Minnesota; 2016. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/11299/202204.

Council of Science Editors:

Feyissa S. Living in Wait: The Learning Lives of High School Students in Addis Ababa. [Doctoral Dissertation]. University of Minnesota; 2016. Available from: http://hdl.handle.net/11299/202204


Northeastern University

16. Newfeld, Jennifer Robin. Shabbat challenge narratives: examining the use of blended learning in family engagement.

Degree: EdD, School of Education, 2018, Northeastern University

 Jewish family education attempts to educate and engage the entire family in Jewish knowledge, practice and community. The programs, activities and classes are designed with… (more)

Subjects/Keywords: blended learning; connected; experiential education; family education; Jewish family engagement; on-line challenge groups

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

APA (6th Edition):

Newfeld, J. R. (2018). Shabbat challenge narratives: examining the use of blended learning in family engagement. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20282314

Chicago Manual of Style (16th Edition):

Newfeld, Jennifer Robin. “Shabbat challenge narratives: examining the use of blended learning in family engagement.” 2018. Doctoral Dissertation, Northeastern University. Accessed November 17, 2019. http://hdl.handle.net/2047/D20282314.

MLA Handbook (7th Edition):

Newfeld, Jennifer Robin. “Shabbat challenge narratives: examining the use of blended learning in family engagement.” 2018. Web. 17 Nov 2019.

Vancouver:

Newfeld JR. Shabbat challenge narratives: examining the use of blended learning in family engagement. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/2047/D20282314.

Council of Science Editors:

Newfeld JR. Shabbat challenge narratives: examining the use of blended learning in family engagement. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20282314

17. Nezafat, Reza Vatani. Deep Reinforcement Learning Approach for Lagrangian Control: Improving Freeway Bottleneck Throughput Via Variable Speed Limit.

Degree: PhD, Civil/Environmental Engineering, 2019, Old Dominion University

Connected vehicles (CVs) will enable new applications to improve traffic flow. The focus of this dissertation is to investigate how reinforcement learning (RL) control… (more)

Subjects/Keywords: Asynchronous advantage actor-critic; Connected vehicles; Deep reinforcement learning; Variable speed limit; Civil Engineering; Transportation

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APA (6th Edition):

Nezafat, R. V. (2019). Deep Reinforcement Learning Approach for Lagrangian Control: Improving Freeway Bottleneck Throughput Via Variable Speed Limit. (Doctoral Dissertation). Old Dominion University. Retrieved from https://digitalcommons.odu.edu/cee_etds/84

Chicago Manual of Style (16th Edition):

Nezafat, Reza Vatani. “Deep Reinforcement Learning Approach for Lagrangian Control: Improving Freeway Bottleneck Throughput Via Variable Speed Limit.” 2019. Doctoral Dissertation, Old Dominion University. Accessed November 17, 2019. https://digitalcommons.odu.edu/cee_etds/84.

MLA Handbook (7th Edition):

Nezafat, Reza Vatani. “Deep Reinforcement Learning Approach for Lagrangian Control: Improving Freeway Bottleneck Throughput Via Variable Speed Limit.” 2019. Web. 17 Nov 2019.

Vancouver:

Nezafat RV. Deep Reinforcement Learning Approach for Lagrangian Control: Improving Freeway Bottleneck Throughput Via Variable Speed Limit. [Internet] [Doctoral dissertation]. Old Dominion University; 2019. [cited 2019 Nov 17]. Available from: https://digitalcommons.odu.edu/cee_etds/84.

Council of Science Editors:

Nezafat RV. Deep Reinforcement Learning Approach for Lagrangian Control: Improving Freeway Bottleneck Throughput Via Variable Speed Limit. [Doctoral Dissertation]. Old Dominion University; 2019. Available from: https://digitalcommons.odu.edu/cee_etds/84


Queensland University of Technology

18. Bilandzic, Mark Vicko. The embodied hybrid space : designing social and digital interventions to facilitate connected learning in coworking spaces.

Degree: 2013, Queensland University of Technology

 This thesis developed and evaluated strategies for social and ubiquitous computing designs that can enhance connected learning and networking opportunities for users in coworking spaces.… (more)

Subjects/Keywords: Coworking; Collaboration Spaces; Connected Learning; Hackerspaces; Hybrid Space; Participatory Action Design Research; Participatory Library; Smart Spaces; Social Learning; Urban Informatics

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

APA (6th Edition):

Bilandzic, M. V. (2013). The embodied hybrid space : designing social and digital interventions to facilitate connected learning in coworking spaces. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/62872/

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):

Bilandzic, Mark Vicko. “The embodied hybrid space : designing social and digital interventions to facilitate connected learning in coworking spaces.” 2013. Thesis, Queensland University of Technology. Accessed November 17, 2019. https://eprints.qut.edu.au/62872/.

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

MLA Handbook (7th Edition):

Bilandzic, Mark Vicko. “The embodied hybrid space : designing social and digital interventions to facilitate connected learning in coworking spaces.” 2013. Web. 17 Nov 2019.

Vancouver:

Bilandzic MV. The embodied hybrid space : designing social and digital interventions to facilitate connected learning in coworking spaces. [Internet] [Thesis]. Queensland University of Technology; 2013. [cited 2019 Nov 17]. Available from: https://eprints.qut.edu.au/62872/.

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

Council of Science Editors:

Bilandzic MV. The embodied hybrid space : designing social and digital interventions to facilitate connected learning in coworking spaces. [Thesis]. Queensland University of Technology; 2013. Available from: https://eprints.qut.edu.au/62872/

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


Virginia Commonwealth University

19. Gogia, Laura. DOCUMENTING STUDENT CONNECTIVITY AND USE OF DIGITAL ANNOTATION DEVICES IN VIRGINIA COMMONWEALTH UNIVERSITY CONNECTED COURSES: AN ASSESSMENT TOOLKIT FOR DIGITAL PEDAGOGIES IN HIGHER EDUCATION.

Degree: PhD, Education, 2016, Virginia Commonwealth University

  Virginia Commonwealth University (VCU) is implementing a large scale exploration of digital pedagogies, including connected learning and open education, in an effort to promote… (more)

Subjects/Keywords: Higher Education; Connected Learning; Distance Education; Digital Pedagogies; Networked Learning; Classroom Assessment; Educational Assessment, Evaluation, and Research

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

APA (6th Edition):

Gogia, L. (2016). DOCUMENTING STUDENT CONNECTIVITY AND USE OF DIGITAL ANNOTATION DEVICES IN VIRGINIA COMMONWEALTH UNIVERSITY CONNECTED COURSES: AN ASSESSMENT TOOLKIT FOR DIGITAL PEDAGOGIES IN HIGHER EDUCATION. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/4307

Chicago Manual of Style (16th Edition):

Gogia, Laura. “DOCUMENTING STUDENT CONNECTIVITY AND USE OF DIGITAL ANNOTATION DEVICES IN VIRGINIA COMMONWEALTH UNIVERSITY CONNECTED COURSES: AN ASSESSMENT TOOLKIT FOR DIGITAL PEDAGOGIES IN HIGHER EDUCATION.” 2016. Doctoral Dissertation, Virginia Commonwealth University. Accessed November 17, 2019. https://scholarscompass.vcu.edu/etd/4307.

MLA Handbook (7th Edition):

Gogia, Laura. “DOCUMENTING STUDENT CONNECTIVITY AND USE OF DIGITAL ANNOTATION DEVICES IN VIRGINIA COMMONWEALTH UNIVERSITY CONNECTED COURSES: AN ASSESSMENT TOOLKIT FOR DIGITAL PEDAGOGIES IN HIGHER EDUCATION.” 2016. Web. 17 Nov 2019.

Vancouver:

Gogia L. DOCUMENTING STUDENT CONNECTIVITY AND USE OF DIGITAL ANNOTATION DEVICES IN VIRGINIA COMMONWEALTH UNIVERSITY CONNECTED COURSES: AN ASSESSMENT TOOLKIT FOR DIGITAL PEDAGOGIES IN HIGHER EDUCATION. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2016. [cited 2019 Nov 17]. Available from: https://scholarscompass.vcu.edu/etd/4307.

Council of Science Editors:

Gogia L. DOCUMENTING STUDENT CONNECTIVITY AND USE OF DIGITAL ANNOTATION DEVICES IN VIRGINIA COMMONWEALTH UNIVERSITY CONNECTED COURSES: AN ASSESSMENT TOOLKIT FOR DIGITAL PEDAGOGIES IN HIGHER EDUCATION. [Doctoral Dissertation]. Virginia Commonwealth University; 2016. Available from: https://scholarscompass.vcu.edu/etd/4307

20. Petrosian, Kanakara. Exploration and Description of Nature and Significance of Course Participants' Interactions in a Multi-Site Distance Learning Course with Implications for Design in Distance Education.

Degree: 2016, University of California – eScholarship, University of California

 This study sought to explore and describe the nature and significance of course participants’ interactions in a multi-site engineering DE course where learners in actual… (more)

Subjects/Keywords: Education; Educational technology; Connected Classrooms; Distance Education; Global Learning; Instructional Design; Interaction; Interactive and Collaborative Learning

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APA (6th Edition):

Petrosian, K. (2016). Exploration and Description of Nature and Significance of Course Participants' Interactions in a Multi-Site Distance Learning Course with Implications for Design in Distance Education. (Thesis). University of California – eScholarship, University of California. Retrieved from http://www.escholarship.org/uc/item/92d3v7f5

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):

Petrosian, Kanakara. “Exploration and Description of Nature and Significance of Course Participants' Interactions in a Multi-Site Distance Learning Course with Implications for Design in Distance Education.” 2016. Thesis, University of California – eScholarship, University of California. Accessed November 17, 2019. http://www.escholarship.org/uc/item/92d3v7f5.

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

MLA Handbook (7th Edition):

Petrosian, Kanakara. “Exploration and Description of Nature and Significance of Course Participants' Interactions in a Multi-Site Distance Learning Course with Implications for Design in Distance Education.” 2016. Web. 17 Nov 2019.

Vancouver:

Petrosian K. Exploration and Description of Nature and Significance of Course Participants' Interactions in a Multi-Site Distance Learning Course with Implications for Design in Distance Education. [Internet] [Thesis]. University of California – eScholarship, University of California; 2016. [cited 2019 Nov 17]. Available from: http://www.escholarship.org/uc/item/92d3v7f5.

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

Council of Science Editors:

Petrosian K. Exploration and Description of Nature and Significance of Course Participants' Interactions in a Multi-Site Distance Learning Course with Implications for Design in Distance Education. [Thesis]. University of California – eScholarship, University of California; 2016. Available from: http://www.escholarship.org/uc/item/92d3v7f5

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


University of California – Riverside

21. Qi, Xuewei. Next Generation Intelligent Driver-Vehicle-Infrastructure Cooperative System for Energy Efficient Driving in Connected Vehicle Environment.

Degree: Electrical Engineering, 2016, University of California – Riverside

 Transportation-related fossil fuel consumption and greenhouse gas emissions have received increasing public concern in recent years. To reduce energy consumption and mitigate the environmental impact… (more)

Subjects/Keywords: Electrical engineering; Automotive engineering; Transportation; automated vehicle; connected vehicle; Ecodriving; energy efficiency; machine learning; optimal control

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

APA (6th Edition):

Qi, X. (2016). Next Generation Intelligent Driver-Vehicle-Infrastructure Cooperative System for Energy Efficient Driving in Connected Vehicle Environment. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/4kv0r7xn

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):

Qi, Xuewei. “Next Generation Intelligent Driver-Vehicle-Infrastructure Cooperative System for Energy Efficient Driving in Connected Vehicle Environment.” 2016. Thesis, University of California – Riverside. Accessed November 17, 2019. http://www.escholarship.org/uc/item/4kv0r7xn.

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

MLA Handbook (7th Edition):

Qi, Xuewei. “Next Generation Intelligent Driver-Vehicle-Infrastructure Cooperative System for Energy Efficient Driving in Connected Vehicle Environment.” 2016. Web. 17 Nov 2019.

Vancouver:

Qi X. Next Generation Intelligent Driver-Vehicle-Infrastructure Cooperative System for Energy Efficient Driving in Connected Vehicle Environment. [Internet] [Thesis]. University of California – Riverside; 2016. [cited 2019 Nov 17]. Available from: http://www.escholarship.org/uc/item/4kv0r7xn.

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

Council of Science Editors:

Qi X. Next Generation Intelligent Driver-Vehicle-Infrastructure Cooperative System for Energy Efficient Driving in Connected Vehicle Environment. [Thesis]. University of California – Riverside; 2016. Available from: http://www.escholarship.org/uc/item/4kv0r7xn

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


University of Florida

22. Crowley, Samuel J. Contributions of Basal Ganglia Function and Cortical Structural Connectivity to Understanding Procedural Motor Learning in Parkinson's Disease.

Degree: MS, Psychology - Clinical and Health Psychology, 2016, University of Florida

 Parkinson's disease (PD) is associated with procedural motor learning deficits, but the severity of this is disputed. Also, the neurophysiological mechanism causing this impairment is… (more)

Subjects/Keywords: Basal ganglia; Connected regions; Connectivity; Diseases; Learning; Motor ability; Motor cortex; Parkinson disease; Symptomatology; White matter; disease  – parkinson

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

APA (6th Edition):

Crowley, S. J. (2016). Contributions of Basal Ganglia Function and Cortical Structural Connectivity to Understanding Procedural Motor Learning in Parkinson's Disease. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0050073

Chicago Manual of Style (16th Edition):

Crowley, Samuel J. “Contributions of Basal Ganglia Function and Cortical Structural Connectivity to Understanding Procedural Motor Learning in Parkinson's Disease.” 2016. Masters Thesis, University of Florida. Accessed November 17, 2019. http://ufdc.ufl.edu/UFE0050073.

MLA Handbook (7th Edition):

Crowley, Samuel J. “Contributions of Basal Ganglia Function and Cortical Structural Connectivity to Understanding Procedural Motor Learning in Parkinson's Disease.” 2016. Web. 17 Nov 2019.

Vancouver:

Crowley SJ. Contributions of Basal Ganglia Function and Cortical Structural Connectivity to Understanding Procedural Motor Learning in Parkinson's Disease. [Internet] [Masters thesis]. University of Florida; 2016. [cited 2019 Nov 17]. Available from: http://ufdc.ufl.edu/UFE0050073.

Council of Science Editors:

Crowley SJ. Contributions of Basal Ganglia Function and Cortical Structural Connectivity to Understanding Procedural Motor Learning in Parkinson's Disease. [Masters Thesis]. University of Florida; 2016. Available from: http://ufdc.ufl.edu/UFE0050073


Western Kentucky University

23. Bessinger, Zachary. An Automatic Framework for Embryonic Localization Using Edges in a Scale Space.

Degree: MS, Department of Computer Science, 2013, Western Kentucky University

  Localization of Drosophila embryos in images is a fundamental step in an automatic computational system for the exploration of gene-gene interaction on Drosophila. Contour… (more)

Subjects/Keywords: Drosophila; Canny; Gaussian; Gaussian Processes; Contour Extraction; Connected Components; Computing Methodologies; Systems Engineering; Machine Learning; Computer Sciences; Entomology; Genetics; Software Engineering

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APA (6th Edition):

Bessinger, Z. (2013). An Automatic Framework for Embryonic Localization Using Edges in a Scale Space. (Masters Thesis). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/theses/1262

Chicago Manual of Style (16th Edition):

Bessinger, Zachary. “An Automatic Framework for Embryonic Localization Using Edges in a Scale Space.” 2013. Masters Thesis, Western Kentucky University. Accessed November 17, 2019. https://digitalcommons.wku.edu/theses/1262.

MLA Handbook (7th Edition):

Bessinger, Zachary. “An Automatic Framework for Embryonic Localization Using Edges in a Scale Space.” 2013. Web. 17 Nov 2019.

Vancouver:

Bessinger Z. An Automatic Framework for Embryonic Localization Using Edges in a Scale Space. [Internet] [Masters thesis]. Western Kentucky University; 2013. [cited 2019 Nov 17]. Available from: https://digitalcommons.wku.edu/theses/1262.

Council of Science Editors:

Bessinger Z. An Automatic Framework for Embryonic Localization Using Edges in a Scale Space. [Masters Thesis]. Western Kentucky University; 2013. Available from: https://digitalcommons.wku.edu/theses/1262


University of Pennsylvania

24. Vasudevan, Veena. Connected Learning In School: Making Identities In Youth-Led Affinity Spaces.

Degree: 2017, University of Pennsylvania

 This visual ethnographic account explores how students at an urban high school cultivated their own youth-led affinity spaces: a youth activism group, a dance team,… (more)

Subjects/Keywords: connected learning; ethnography; making to learn; media; urban schooling; youth; Education; Quantitative, Qualitative, Comparative, and Historical Methodologies

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

APA (6th Edition):

Vasudevan, V. (2017). Connected Learning In School: Making Identities In Youth-Led Affinity Spaces. (Thesis). University of Pennsylvania. Retrieved from https://repository.upenn.edu/edissertations/2623

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):

Vasudevan, Veena. “Connected Learning In School: Making Identities In Youth-Led Affinity Spaces.” 2017. Thesis, University of Pennsylvania. Accessed November 17, 2019. https://repository.upenn.edu/edissertations/2623.

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

MLA Handbook (7th Edition):

Vasudevan, Veena. “Connected Learning In School: Making Identities In Youth-Led Affinity Spaces.” 2017. Web. 17 Nov 2019.

Vancouver:

Vasudevan V. Connected Learning In School: Making Identities In Youth-Led Affinity Spaces. [Internet] [Thesis]. University of Pennsylvania; 2017. [cited 2019 Nov 17]. Available from: https://repository.upenn.edu/edissertations/2623.

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

Council of Science Editors:

Vasudevan V. Connected Learning In School: Making Identities In Youth-Led Affinity Spaces. [Thesis]. University of Pennsylvania; 2017. Available from: https://repository.upenn.edu/edissertations/2623

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

25. González-Patiño, Javier. Learn, teach and share, participation in expanded educational communities: Madrid Pikler seminar as a practice of continuing education between childhood professionals.

Degree: 2018, University of Barcelona

Subjects/Keywords: Community of practice; Connected learning; Public digital space; Legitimate peripheral participation; Learning trajectories; Digital media and learning; Participatory culture; Educación

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APA (6th Edition):

González-Patiño, J. (2018). Learn, teach and share, participation in expanded educational communities: Madrid Pikler seminar as a practice of continuing education between childhood professionals. (Thesis). University of Barcelona. Retrieved from http://hdl.handle.net/10486/684857

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):

González-Patiño, Javier. “Learn, teach and share, participation in expanded educational communities: Madrid Pikler seminar as a practice of continuing education between childhood professionals.” 2018. Thesis, University of Barcelona. Accessed November 17, 2019. http://hdl.handle.net/10486/684857.

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

MLA Handbook (7th Edition):

González-Patiño, Javier. “Learn, teach and share, participation in expanded educational communities: Madrid Pikler seminar as a practice of continuing education between childhood professionals.” 2018. Web. 17 Nov 2019.

Vancouver:

González-Patiño J. Learn, teach and share, participation in expanded educational communities: Madrid Pikler seminar as a practice of continuing education between childhood professionals. [Internet] [Thesis]. University of Barcelona; 2018. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10486/684857.

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

Council of Science Editors:

González-Patiño J. Learn, teach and share, participation in expanded educational communities: Madrid Pikler seminar as a practice of continuing education between childhood professionals. [Thesis]. University of Barcelona; 2018. Available from: http://hdl.handle.net/10486/684857

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


University of Pretoria

26. Viljoen, Marlene. The implications of computer-integrated Theme Days for learners at St Alban's College.

Degree: MEd, Curriculum Studies, 2004, University of Pretoria

 This essay reports on an investigation of an integrative solution to facilitating cooperative learning for net generation learners in a technology-rich environment. Of specific interest… (more)

Subjects/Keywords: Cooperative learning; Technology; Educators; Learners; Pedagogy; Connected learning community committee; Computer-integrated theme day; UCTD

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

APA (6th Edition):

Viljoen, M. (2004). The implications of computer-integrated Theme Days for learners at St Alban's College. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/26107

Chicago Manual of Style (16th Edition):

Viljoen, Marlene. “The implications of computer-integrated Theme Days for learners at St Alban's College.” 2004. Doctoral Dissertation, University of Pretoria. Accessed November 17, 2019. http://hdl.handle.net/2263/26107.

MLA Handbook (7th Edition):

Viljoen, Marlene. “The implications of computer-integrated Theme Days for learners at St Alban's College.” 2004. Web. 17 Nov 2019.

Vancouver:

Viljoen M. The implications of computer-integrated Theme Days for learners at St Alban's College. [Internet] [Doctoral dissertation]. University of Pretoria; 2004. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/2263/26107.

Council of Science Editors:

Viljoen M. The implications of computer-integrated Theme Days for learners at St Alban's College. [Doctoral Dissertation]. University of Pretoria; 2004. Available from: http://hdl.handle.net/2263/26107


University of Pretoria

27. [No author]. The implications of computer-integrated Theme Days for learners at St Alban's College .

Degree: 2004, University of Pretoria

 This essay reports on an investigation of an integrative solution to facilitating cooperative learning for net generation learners in a technology-rich environment. Of specific interest… (more)

Subjects/Keywords: Cooperative learning; Technology; Educators; Learners; Pedagogy; Connected learning community committee; Computer-integrated theme day; UCTD

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

APA (6th Edition):

author], [. (2004). The implications of computer-integrated Theme Days for learners at St Alban's College . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-07082003-104003/

Chicago Manual of Style (16th Edition):

author], [No. “The implications of computer-integrated Theme Days for learners at St Alban's College .” 2004. Doctoral Dissertation, University of Pretoria. Accessed November 17, 2019. http://upetd.up.ac.za/thesis/available/etd-07082003-104003/.

MLA Handbook (7th Edition):

author], [No. “The implications of computer-integrated Theme Days for learners at St Alban's College .” 2004. Web. 17 Nov 2019.

Vancouver:

author] [. The implications of computer-integrated Theme Days for learners at St Alban's College . [Internet] [Doctoral dissertation]. University of Pretoria; 2004. [cited 2019 Nov 17]. Available from: http://upetd.up.ac.za/thesis/available/etd-07082003-104003/.

Council of Science Editors:

author] [. The implications of computer-integrated Theme Days for learners at St Alban's College . [Doctoral Dissertation]. University of Pretoria; 2004. Available from: http://upetd.up.ac.za/thesis/available/etd-07082003-104003/


Uppsala University

28. Sundman, Tobias. Noise Reduction in Flash X-ray Imaging Using Deep Learning.

Degree: Division of Scientific Computing, 2018, Uppsala University

  Recent improvements in deep learning architectures, combined with the strength of modern computing hardware such as graphics processing units, has lead to significant results… (more)

Subjects/Keywords: flash x-ray imaging; machine learning; deep learning; neural network; locally connected layer; autoencoder; LCLS; GPU; tensorflow; python; U-Net; free electron laser; selu; scaled exponential linear unit; diffraction; simulation; residual; concatenation; Engineering and Technology; Teknik och teknologier

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

APA (6th Edition):

Sundman, T. (2018). Noise Reduction in Flash X-ray Imaging Using Deep Learning. (Thesis). Uppsala University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-355731

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):

Sundman, Tobias. “Noise Reduction in Flash X-ray Imaging Using Deep Learning.” 2018. Thesis, Uppsala University. Accessed November 17, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-355731.

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

MLA Handbook (7th Edition):

Sundman, Tobias. “Noise Reduction in Flash X-ray Imaging Using Deep Learning.” 2018. Web. 17 Nov 2019.

Vancouver:

Sundman T. Noise Reduction in Flash X-ray Imaging Using Deep Learning. [Internet] [Thesis]. Uppsala University; 2018. [cited 2019 Nov 17]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-355731.

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

Council of Science Editors:

Sundman T. Noise Reduction in Flash X-ray Imaging Using Deep Learning. [Thesis]. Uppsala University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-355731

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

29. Liima, Uve Peter. Adult Learning in the Transformational Environments of the Digital Revolution: Connecting Theory and Practice .

Degree: Department of Graduate and Undergraduate Studies in Education, 2014, Brock University

 The purpose of this study was to investigate the learning preferences and the post-secondary educational experiences of a group of Net-Gen adult learners, aged between… (more)

Subjects/Keywords: Net-Gen adult learners; learning preferences; knowledge economy workplace; connected learning; digital tools for formal and informal learning

connected learning is viewed as a learning process which is “part formal, part informal and part… …para 4). Hence, the term connected learning is used to describe how learners use a set… …robust pedagogy” (para. #119). Pontefract also suggests that connected learning is a… …podcasts, 9 websites, books, videos, and workshops, whereas the formal connected learning… …connected learning includes blogging, YouTube, social networking, Wikis and discussion forums… 

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APA (6th Edition):

Liima, U. P. (2014). Adult Learning in the Transformational Environments of the Digital Revolution: Connecting Theory and Practice . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/5483

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):

Liima, Uve Peter. “Adult Learning in the Transformational Environments of the Digital Revolution: Connecting Theory and Practice .” 2014. Thesis, Brock University. Accessed November 17, 2019. http://hdl.handle.net/10464/5483.

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

MLA Handbook (7th Edition):

Liima, Uve Peter. “Adult Learning in the Transformational Environments of the Digital Revolution: Connecting Theory and Practice .” 2014. Web. 17 Nov 2019.

Vancouver:

Liima UP. Adult Learning in the Transformational Environments of the Digital Revolution: Connecting Theory and Practice . [Internet] [Thesis]. Brock University; 2014. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10464/5483.

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

Council of Science Editors:

Liima UP. Adult Learning in the Transformational Environments of the Digital Revolution: Connecting Theory and Practice . [Thesis]. Brock University; 2014. Available from: http://hdl.handle.net/10464/5483

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


Universidade de Brasília

30. Francisco Vieira Garonce. Os papéis docentes nas situações de webconferência um estudo de caso acerca da ação educativa presencial conectada.

Degree: 2009, Universidade de Brasília

A presente tese apresenta os resultados de um trabalho de pesquisa cujo objetivo principal foi identificar os impactos provocados pela videoconferência utilizando a internet, ou… (more)

Subjects/Keywords: didactic transposition; teachers roles; tecnologias na educação; EDUCACAO; technologies in education; educação presencial conectada; presence connected education; webconferência; papéis docentes; modalidade híbrida de educação; transposição didática; web conferencing; desktop video conferencing; blended learning; midiatic transposition; transposição midiática

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Garonce, F. V. (2009). Os papéis docentes nas situações de webconferência um estudo de caso acerca da ação educativa presencial conectada. (Thesis). Universidade de Brasília. Retrieved from http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=5602

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):

Garonce, Francisco Vieira. “Os papéis docentes nas situações de webconferência um estudo de caso acerca da ação educativa presencial conectada.” 2009. Thesis, Universidade de Brasília. Accessed November 17, 2019. http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=5602.

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

MLA Handbook (7th Edition):

Garonce, Francisco Vieira. “Os papéis docentes nas situações de webconferência um estudo de caso acerca da ação educativa presencial conectada.” 2009. Web. 17 Nov 2019.

Vancouver:

Garonce FV. Os papéis docentes nas situações de webconferência um estudo de caso acerca da ação educativa presencial conectada. [Internet] [Thesis]. Universidade de Brasília; 2009. [cited 2019 Nov 17]. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=5602.

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

Council of Science Editors:

Garonce FV. Os papéis docentes nas situações de webconferência um estudo de caso acerca da ação educativa presencial conectada. [Thesis]. Universidade de Brasília; 2009. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=5602

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

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