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You searched for subject:(experiential learning). Showing records 1 – 11 of 11 total matches.

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University of Hong Kong

1. Lam, Siu-yan. The use of variation theory to improve student understanding of reaction rate through scientific investigation.

Degree: PhD, 2012, University of Hong Kong

 The reaction rate of a chemical process, and the factors that affect it, is an important concept in the secondary school chemistry curriculum. A number… (more)

Subjects/Keywords: Chemistry - Study and teaching (Secondary) - China - Hong Kong.; Experiential learning.

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APA (6th Edition):

Lam, S. (2012). The use of variation theory to improve student understanding of reaction rate through scientific investigation. (Doctoral Dissertation). University of Hong Kong. Retrieved from Lam, S. [林少欣]. (2012). The use of variation theory to improve student understanding of reaction rate through scientific investigation. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4832995 ; http://dx.doi.org/10.5353/th_b4832995 ; http://hdl.handle.net/10722/173837

Chicago Manual of Style (16th Edition):

Lam, Siu-yan. “The use of variation theory to improve student understanding of reaction rate through scientific investigation.” 2012. Doctoral Dissertation, University of Hong Kong. Accessed April 08, 2020. Lam, S. [林少欣]. (2012). The use of variation theory to improve student understanding of reaction rate through scientific investigation. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4832995 ; http://dx.doi.org/10.5353/th_b4832995 ; http://hdl.handle.net/10722/173837.

MLA Handbook (7th Edition):

Lam, Siu-yan. “The use of variation theory to improve student understanding of reaction rate through scientific investigation.” 2012. Web. 08 Apr 2020.

Vancouver:

Lam S. The use of variation theory to improve student understanding of reaction rate through scientific investigation. [Internet] [Doctoral dissertation]. University of Hong Kong; 2012. [cited 2020 Apr 08]. Available from: Lam, S. [林少欣]. (2012). The use of variation theory to improve student understanding of reaction rate through scientific investigation. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4832995 ; http://dx.doi.org/10.5353/th_b4832995 ; http://hdl.handle.net/10722/173837.

Council of Science Editors:

Lam S. The use of variation theory to improve student understanding of reaction rate through scientific investigation. [Doctoral Dissertation]. University of Hong Kong; 2012. Available from: Lam, S. [林少欣]. (2012). The use of variation theory to improve student understanding of reaction rate through scientific investigation. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4832995 ; http://dx.doi.org/10.5353/th_b4832995 ; http://hdl.handle.net/10722/173837


Hong Kong University of Science and Technology

2. Cheung, Siu Yin. Refinement or breakthrough? the link between goal orientation, employee learning, creativity and job performance.

Degree: 2011, Hong Kong University of Science and Technology

 Employee creativity has traditionally been conceptualized as a unitary concept (cf. Zhou & Shalley, 2003). To better reflect the complexity of the phenomena, in this… (more)

Subjects/Keywords: Employees  – Training of ; Creative ability ; Group relations training ; Experiential learning ; Goal setting in personnel management

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APA (6th Edition):

Cheung, S. Y. (2011). Refinement or breakthrough? the link between goal orientation, employee learning, creativity and job performance. (Thesis). Hong Kong University of Science and Technology. Retrieved from http://repository.ust.hk/ir/Record/1783.1-7134 ; https://doi.org/10.14711/thesis-b1136558 ; http://repository.ust.hk/ir/bitstream/1783.1-7134/1/dublin_core.xml

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):

Cheung, Siu Yin. “Refinement or breakthrough? the link between goal orientation, employee learning, creativity and job performance.” 2011. Thesis, Hong Kong University of Science and Technology. Accessed April 08, 2020. http://repository.ust.hk/ir/Record/1783.1-7134 ; https://doi.org/10.14711/thesis-b1136558 ; http://repository.ust.hk/ir/bitstream/1783.1-7134/1/dublin_core.xml.

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

MLA Handbook (7th Edition):

Cheung, Siu Yin. “Refinement or breakthrough? the link between goal orientation, employee learning, creativity and job performance.” 2011. Web. 08 Apr 2020.

Vancouver:

Cheung SY. Refinement or breakthrough? the link between goal orientation, employee learning, creativity and job performance. [Internet] [Thesis]. Hong Kong University of Science and Technology; 2011. [cited 2020 Apr 08]. Available from: http://repository.ust.hk/ir/Record/1783.1-7134 ; https://doi.org/10.14711/thesis-b1136558 ; http://repository.ust.hk/ir/bitstream/1783.1-7134/1/dublin_core.xml.

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

Council of Science Editors:

Cheung SY. Refinement or breakthrough? the link between goal orientation, employee learning, creativity and job performance. [Thesis]. Hong Kong University of Science and Technology; 2011. Available from: http://repository.ust.hk/ir/Record/1783.1-7134 ; https://doi.org/10.14711/thesis-b1136558 ; http://repository.ust.hk/ir/bitstream/1783.1-7134/1/dublin_core.xml

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


University of Hong Kong

3. Guo, Jianpeng. On the dilemma of "similar" or "different": the use of variation theory in designing multiple examples formathematics learning.

Degree: PhD, 2010, University of Hong Kong

published_or_final_version

Education

Doctoral

Doctor of Philosophy

Advisors/Committee Members: Pang, MF.

Subjects/Keywords: Learning, Psychology of.; Experiential learning.; Mathematics - Study and teaching (Elementary) - China.

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APA (6th Edition):

Guo, J. (2010). On the dilemma of "similar" or "different": the use of variation theory in designing multiple examples formathematics learning. (Doctoral Dissertation). University of Hong Kong. Retrieved from Guo, J. [郭建鹏]. (2010). On the dilemma of "similar" or "different" : the use of variation theory in designing multiple examples for mathematics learning. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4514898 ; http://dx.doi.org/10.5353/th_b4514898 ; http://hdl.handle.net/10722/131804

Chicago Manual of Style (16th Edition):

Guo, Jianpeng. “On the dilemma of "similar" or "different": the use of variation theory in designing multiple examples formathematics learning.” 2010. Doctoral Dissertation, University of Hong Kong. Accessed April 08, 2020. Guo, J. [郭建鹏]. (2010). On the dilemma of "similar" or "different" : the use of variation theory in designing multiple examples for mathematics learning. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4514898 ; http://dx.doi.org/10.5353/th_b4514898 ; http://hdl.handle.net/10722/131804.

MLA Handbook (7th Edition):

Guo, Jianpeng. “On the dilemma of "similar" or "different": the use of variation theory in designing multiple examples formathematics learning.” 2010. Web. 08 Apr 2020.

Vancouver:

Guo J. On the dilemma of "similar" or "different": the use of variation theory in designing multiple examples formathematics learning. [Internet] [Doctoral dissertation]. University of Hong Kong; 2010. [cited 2020 Apr 08]. Available from: Guo, J. [郭建鹏]. (2010). On the dilemma of "similar" or "different" : the use of variation theory in designing multiple examples for mathematics learning. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4514898 ; http://dx.doi.org/10.5353/th_b4514898 ; http://hdl.handle.net/10722/131804.

Council of Science Editors:

Guo J. On the dilemma of "similar" or "different": the use of variation theory in designing multiple examples formathematics learning. [Doctoral Dissertation]. University of Hong Kong; 2010. Available from: Guo, J. [郭建鹏]. (2010). On the dilemma of "similar" or "different" : the use of variation theory in designing multiple examples for mathematics learning. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4514898 ; http://dx.doi.org/10.5353/th_b4514898 ; http://hdl.handle.net/10722/131804


University of Hong Kong

4. 蔡志傑; Choy, Chi-kit. The use of variation theory to improve secondary three students' learning of the mathematical concept of slope.

Degree: MEd, 2006, University of Hong Kong

published_or_final_version

abstract

Education

Master

Master of Education

Subjects/Keywords: Learning, Psychology of.; Experiential learning.; Mathematics - Study and teaching (Secondary) - China - Hong Kong.

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APA (6th Edition):

蔡志傑; Choy, C. (2006). The use of variation theory to improve secondary three students' learning of the mathematical concept of slope. (Masters Thesis). University of Hong Kong. Retrieved from Choy, C. [蔡志傑]. (2006). The use of variation theory to improve secondary three students' learning of the mathematical concept of slope. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3760836 ; http://dx.doi.org/10.5353/th_b3760836 ; http://hdl.handle.net/10722/51380

Chicago Manual of Style (16th Edition):

蔡志傑; Choy, Chi-kit. “The use of variation theory to improve secondary three students' learning of the mathematical concept of slope.” 2006. Masters Thesis, University of Hong Kong. Accessed April 08, 2020. Choy, C. [蔡志傑]. (2006). The use of variation theory to improve secondary three students' learning of the mathematical concept of slope. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3760836 ; http://dx.doi.org/10.5353/th_b3760836 ; http://hdl.handle.net/10722/51380.

MLA Handbook (7th Edition):

蔡志傑; Choy, Chi-kit. “The use of variation theory to improve secondary three students' learning of the mathematical concept of slope.” 2006. Web. 08 Apr 2020.

Vancouver:

蔡志傑; Choy C. The use of variation theory to improve secondary three students' learning of the mathematical concept of slope. [Internet] [Masters thesis]. University of Hong Kong; 2006. [cited 2020 Apr 08]. Available from: Choy, C. [蔡志傑]. (2006). The use of variation theory to improve secondary three students' learning of the mathematical concept of slope. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3760836 ; http://dx.doi.org/10.5353/th_b3760836 ; http://hdl.handle.net/10722/51380.

Council of Science Editors:

蔡志傑; Choy C. The use of variation theory to improve secondary three students' learning of the mathematical concept of slope. [Masters Thesis]. University of Hong Kong; 2006. Available from: Choy, C. [蔡志傑]. (2006). The use of variation theory to improve secondary three students' learning of the mathematical concept of slope. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3760836 ; http://dx.doi.org/10.5353/th_b3760836 ; http://hdl.handle.net/10722/51380


University of Hong Kong

5. 陳靜怡.; Chan, Ching-yee. Thinking styles and experiential learning among first-generation university students from low income families.

Degree: MEd, 2011, University of Hong Kong

The purpose of this study was to investigate the effect of experiential learning on thinking styles among first-generation university students from low income families. 93… (more)

Subjects/Keywords: Low-income college students - China - Hong Kong.; First-generation college students - China - Hong Kong.; Experiential learning - China - Hong Kong.; Critical thinking - Study and teaching (Higher) - China - Hong Kong.

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APA (6th Edition):

陳靜怡.; Chan, C. (2011). Thinking styles and experiential learning among first-generation university students from low income families. (Masters Thesis). University of Hong Kong. Retrieved from Chan, C. [陳靜怡]. (2011). Thinking styles and experiential learning among first-generation university students from low income families. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4836497 ; http://dx.doi.org/10.5353/th_b4836497 ; http://hdl.handle.net/10722/177232

Chicago Manual of Style (16th Edition):

陳靜怡.; Chan, Ching-yee. “Thinking styles and experiential learning among first-generation university students from low income families.” 2011. Masters Thesis, University of Hong Kong. Accessed April 08, 2020. Chan, C. [陳靜怡]. (2011). Thinking styles and experiential learning among first-generation university students from low income families. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4836497 ; http://dx.doi.org/10.5353/th_b4836497 ; http://hdl.handle.net/10722/177232.

MLA Handbook (7th Edition):

陳靜怡.; Chan, Ching-yee. “Thinking styles and experiential learning among first-generation university students from low income families.” 2011. Web. 08 Apr 2020.

Vancouver:

陳靜怡.; Chan C. Thinking styles and experiential learning among first-generation university students from low income families. [Internet] [Masters thesis]. University of Hong Kong; 2011. [cited 2020 Apr 08]. Available from: Chan, C. [陳靜怡]. (2011). Thinking styles and experiential learning among first-generation university students from low income families. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4836497 ; http://dx.doi.org/10.5353/th_b4836497 ; http://hdl.handle.net/10722/177232.

Council of Science Editors:

陳靜怡.; Chan C. Thinking styles and experiential learning among first-generation university students from low income families. [Masters Thesis]. University of Hong Kong; 2011. Available from: Chan, C. [陳靜怡]. (2011). Thinking styles and experiential learning among first-generation university students from low income families. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4836497 ; http://dx.doi.org/10.5353/th_b4836497 ; http://hdl.handle.net/10722/177232


University of Hong Kong

6. To, Kwok-kuen. A study of the use of variation theory to enhance understanding of primary school students of argumentative writing.

Degree: MEd, 2005, University of Hong Kong

abstract

published_or_final_version

Education

Master

Master of Education

Subjects/Keywords: Persuasion (Rhetoric); Experiential learning.; English language - Study and teaching (Elementary) - China - Hong Kong.

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APA (6th Edition):

To, K. (2005). A study of the use of variation theory to enhance understanding of primary school students of argumentative writing. (Masters Thesis). University of Hong Kong. Retrieved from To, K. [杜國權]. (2005). A study of the use of variation theory to enhance understanding of primary school students of argumentative writing. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3567244 ; http://dx.doi.org/10.5353/th_b3567244 ; http://hdl.handle.net/10722/41202

Chicago Manual of Style (16th Edition):

To, Kwok-kuen. “A study of the use of variation theory to enhance understanding of primary school students of argumentative writing.” 2005. Masters Thesis, University of Hong Kong. Accessed April 08, 2020. To, K. [杜國權]. (2005). A study of the use of variation theory to enhance understanding of primary school students of argumentative writing. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3567244 ; http://dx.doi.org/10.5353/th_b3567244 ; http://hdl.handle.net/10722/41202.

MLA Handbook (7th Edition):

To, Kwok-kuen. “A study of the use of variation theory to enhance understanding of primary school students of argumentative writing.” 2005. Web. 08 Apr 2020.

Vancouver:

To K. A study of the use of variation theory to enhance understanding of primary school students of argumentative writing. [Internet] [Masters thesis]. University of Hong Kong; 2005. [cited 2020 Apr 08]. Available from: To, K. [杜國權]. (2005). A study of the use of variation theory to enhance understanding of primary school students of argumentative writing. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3567244 ; http://dx.doi.org/10.5353/th_b3567244 ; http://hdl.handle.net/10722/41202.

Council of Science Editors:

To K. A study of the use of variation theory to enhance understanding of primary school students of argumentative writing. [Masters Thesis]. University of Hong Kong; 2005. Available from: To, K. [杜國權]. (2005). A study of the use of variation theory to enhance understanding of primary school students of argumentative writing. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3567244 ; http://dx.doi.org/10.5353/th_b3567244 ; http://hdl.handle.net/10722/41202


University of Hong Kong

7. Lai, Ting-chun. The use of learning study to enhance teachers' professional development: a case study.

Degree: MEd, 2005, University of Hong Kong

published_or_final_version

abstract

Education

Master

Master of Education

Subjects/Keywords: History - Study and teaching (Secondary) - China - Hong Kong.; Teacher effectiveness - China - Hong Kong.; Experiential learning.

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APA (6th Edition):

Lai, T. (2005). The use of learning study to enhance teachers' professional development: a case study. (Masters Thesis). University of Hong Kong. Retrieved from Lai, T. [賴婷珍]. (2005). The use of learning study to enhance teachers' professional development : a case study. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3567092 ; http://dx.doi.org/10.5353/th_b3567092 ; http://hdl.handle.net/10722/41200

Chicago Manual of Style (16th Edition):

Lai, Ting-chun. “The use of learning study to enhance teachers' professional development: a case study.” 2005. Masters Thesis, University of Hong Kong. Accessed April 08, 2020. Lai, T. [賴婷珍]. (2005). The use of learning study to enhance teachers' professional development : a case study. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3567092 ; http://dx.doi.org/10.5353/th_b3567092 ; http://hdl.handle.net/10722/41200.

MLA Handbook (7th Edition):

Lai, Ting-chun. “The use of learning study to enhance teachers' professional development: a case study.” 2005. Web. 08 Apr 2020.

Vancouver:

Lai T. The use of learning study to enhance teachers' professional development: a case study. [Internet] [Masters thesis]. University of Hong Kong; 2005. [cited 2020 Apr 08]. Available from: Lai, T. [賴婷珍]. (2005). The use of learning study to enhance teachers' professional development : a case study. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3567092 ; http://dx.doi.org/10.5353/th_b3567092 ; http://hdl.handle.net/10722/41200.

Council of Science Editors:

Lai T. The use of learning study to enhance teachers' professional development: a case study. [Masters Thesis]. University of Hong Kong; 2005. Available from: Lai, T. [賴婷珍]. (2005). The use of learning study to enhance teachers' professional development : a case study. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3567092 ; http://dx.doi.org/10.5353/th_b3567092 ; http://hdl.handle.net/10722/41200


University of Hong Kong

8. 趙少康; Chiu, Siu-hong. The impact of learning study on teachers' professional development.

Degree: MEd, 2005, University of Hong Kong

published_or_final_version

abstract

Education

Master

Master of Education

Subjects/Keywords: Chemistry - Study and teaching (Secondary) - China - Hong Kong.; Experiential learning.; Teacher effectiveness - China - Hong Kong.

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

APA (6th Edition):

趙少康; Chiu, S. (2005). The impact of learning study on teachers' professional development. (Masters Thesis). University of Hong Kong. Retrieved from Chiu, S. [趙少康]. (2005). The impact of learning study on teachers' professional development. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3566996 ; http://dx.doi.org/10.5353/th_b3566996 ; http://hdl.handle.net/10722/51397

Chicago Manual of Style (16th Edition):

趙少康; Chiu, Siu-hong. “The impact of learning study on teachers' professional development.” 2005. Masters Thesis, University of Hong Kong. Accessed April 08, 2020. Chiu, S. [趙少康]. (2005). The impact of learning study on teachers' professional development. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3566996 ; http://dx.doi.org/10.5353/th_b3566996 ; http://hdl.handle.net/10722/51397.

MLA Handbook (7th Edition):

趙少康; Chiu, Siu-hong. “The impact of learning study on teachers' professional development.” 2005. Web. 08 Apr 2020.

Vancouver:

趙少康; Chiu S. The impact of learning study on teachers' professional development. [Internet] [Masters thesis]. University of Hong Kong; 2005. [cited 2020 Apr 08]. Available from: Chiu, S. [趙少康]. (2005). The impact of learning study on teachers' professional development. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3566996 ; http://dx.doi.org/10.5353/th_b3566996 ; http://hdl.handle.net/10722/51397.

Council of Science Editors:

趙少康; Chiu S. The impact of learning study on teachers' professional development. [Masters Thesis]. University of Hong Kong; 2005. Available from: Chiu, S. [趙少康]. (2005). The impact of learning study on teachers' professional development. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3566996 ; http://dx.doi.org/10.5353/th_b3566996 ; http://hdl.handle.net/10722/51397


University of Hong Kong

9. Liu, Siu-lin. The use of variation theory to improve student learning in Chinese composition.

Degree: MEd, 2004, University of Hong Kong

published_or_final_version

Education

Master

Master of Education

Subjects/Keywords: Flashbacks.; Experiential learning.; Chinese language - Composition and exercises - Study and teaching (Secondary) - China - Hong Kong.

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APA (6th Edition):

Liu, S. (2004). The use of variation theory to improve student learning in Chinese composition. (Masters Thesis). University of Hong Kong. Retrieved from Liu, S. [廖小蓮]. (2004). The use of variation theory to improve student learning in Chinese composition. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4389547 ; http://dx.doi.org/10.5353/th_b4389547 ; http://hdl.handle.net/10722/65269

Chicago Manual of Style (16th Edition):

Liu, Siu-lin. “The use of variation theory to improve student learning in Chinese composition.” 2004. Masters Thesis, University of Hong Kong. Accessed April 08, 2020. Liu, S. [廖小蓮]. (2004). The use of variation theory to improve student learning in Chinese composition. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4389547 ; http://dx.doi.org/10.5353/th_b4389547 ; http://hdl.handle.net/10722/65269.

MLA Handbook (7th Edition):

Liu, Siu-lin. “The use of variation theory to improve student learning in Chinese composition.” 2004. Web. 08 Apr 2020.

Vancouver:

Liu S. The use of variation theory to improve student learning in Chinese composition. [Internet] [Masters thesis]. University of Hong Kong; 2004. [cited 2020 Apr 08]. Available from: Liu, S. [廖小蓮]. (2004). The use of variation theory to improve student learning in Chinese composition. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4389547 ; http://dx.doi.org/10.5353/th_b4389547 ; http://hdl.handle.net/10722/65269.

Council of Science Editors:

Liu S. The use of variation theory to improve student learning in Chinese composition. [Masters Thesis]. University of Hong Kong; 2004. Available from: Liu, S. [廖小蓮]. (2004). The use of variation theory to improve student learning in Chinese composition. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4389547 ; http://dx.doi.org/10.5353/th_b4389547 ; http://hdl.handle.net/10722/65269


University of Hong Kong

10. Pill, Thomas John Hamilton. Adult learners' perceptions of out-of-class access to English.

Degree: MAin Applied, 2001, University of Hong Kong

published_or_final_version

Linguistics

Master

Master of Arts in Applied Linguistics

Subjects/Keywords: English language - Study and teaching - China - Hong Kong.; Experiential learning - China - Hong Kong.; English language - China - Hong Kong - Self-instruction.; Adult learning - China - Hong Kong.

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APA (6th Edition):

Pill, T. J. H. (2001). Adult learners' perceptions of out-of-class access to English. (Masters Thesis). University of Hong Kong. Retrieved from Pill, T. J. H.. (2001). Adult learners' perceptions of out-of-class access to English. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3194517 ; http://dx.doi.org/10.5353/th_b3194517 ; http://hdl.handle.net/10722/27550

Chicago Manual of Style (16th Edition):

Pill, Thomas John Hamilton. “Adult learners' perceptions of out-of-class access to English.” 2001. Masters Thesis, University of Hong Kong. Accessed April 08, 2020. Pill, T. J. H.. (2001). Adult learners' perceptions of out-of-class access to English. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3194517 ; http://dx.doi.org/10.5353/th_b3194517 ; http://hdl.handle.net/10722/27550.

MLA Handbook (7th Edition):

Pill, Thomas John Hamilton. “Adult learners' perceptions of out-of-class access to English.” 2001. Web. 08 Apr 2020.

Vancouver:

Pill TJH. Adult learners' perceptions of out-of-class access to English. [Internet] [Masters thesis]. University of Hong Kong; 2001. [cited 2020 Apr 08]. Available from: Pill, T. J. H.. (2001). Adult learners' perceptions of out-of-class access to English. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3194517 ; http://dx.doi.org/10.5353/th_b3194517 ; http://hdl.handle.net/10722/27550.

Council of Science Editors:

Pill TJH. Adult learners' perceptions of out-of-class access to English. [Masters Thesis]. University of Hong Kong; 2001. Available from: Pill, T. J. H.. (2001). Adult learners' perceptions of out-of-class access to English. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3194517 ; http://dx.doi.org/10.5353/th_b3194517 ; http://hdl.handle.net/10722/27550


University of Hong Kong

11. Wong, Yuk-kuen, Suzanne. Exploring secondary school students' reactions to the experiential dimension of English language learning.

Degree: MEd, 1999, University of Hong Kong

published_or_final_version

Education

Master

Master of Education

Subjects/Keywords: Experiential learning - Study and teaching (Secondary) - China - Hong Kong.; English language - Study and teaching (Secondary) - China - Hong Kong.; English language - Study and teaching (Secondary)

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

APA (6th Edition):

Wong, Yuk-kuen, S. (1999). Exploring secondary school students' reactions to the experiential dimension of English language learning. (Masters Thesis). University of Hong Kong. Retrieved from Wong, Y. S. [王玉娟]. (1999). Exploring secondary school students' reactions to the experiential dimension of English language learning. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3196143 ; http://dx.doi.org/10.5353/th_b3196143 ; http://hdl.handle.net/10722/29337

Chicago Manual of Style (16th Edition):

Wong, Yuk-kuen, Suzanne. “Exploring secondary school students' reactions to the experiential dimension of English language learning.” 1999. Masters Thesis, University of Hong Kong. Accessed April 08, 2020. Wong, Y. S. [王玉娟]. (1999). Exploring secondary school students' reactions to the experiential dimension of English language learning. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3196143 ; http://dx.doi.org/10.5353/th_b3196143 ; http://hdl.handle.net/10722/29337.

MLA Handbook (7th Edition):

Wong, Yuk-kuen, Suzanne. “Exploring secondary school students' reactions to the experiential dimension of English language learning.” 1999. Web. 08 Apr 2020.

Vancouver:

Wong, Yuk-kuen S. Exploring secondary school students' reactions to the experiential dimension of English language learning. [Internet] [Masters thesis]. University of Hong Kong; 1999. [cited 2020 Apr 08]. Available from: Wong, Y. S. [王玉娟]. (1999). Exploring secondary school students' reactions to the experiential dimension of English language learning. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3196143 ; http://dx.doi.org/10.5353/th_b3196143 ; http://hdl.handle.net/10722/29337.

Council of Science Editors:

Wong, Yuk-kuen S. Exploring secondary school students' reactions to the experiential dimension of English language learning. [Masters Thesis]. University of Hong Kong; 1999. Available from: Wong, Y. S. [王玉娟]. (1999). Exploring secondary school students' reactions to the experiential dimension of English language learning. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3196143 ; http://dx.doi.org/10.5353/th_b3196143 ; http://hdl.handle.net/10722/29337

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