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You searched for subject:(instructional design strategies). Showing records 1 – 18 of 18 total matches.

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1. Sentz, Justin A. Instructional Designer Awareness and Application of Strategies to Manage Cognitive Load.

Degree: PhD, STEM and Professional Studies, 2018, Old Dominion University

  This study examined how practicing instructional designers manage cognitive load in a standardized scenario as they select and implement instructional strategies, message design, content… (more)

Subjects/Keywords: Cognitive load; Instructional design; Instructional strategies; Instructional technology; Curriculum and Instruction; Instructional Media Design; Science and Technology Studies

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

APA (6th Edition):

Sentz, J. A. (2018). Instructional Designer Awareness and Application of Strategies to Manage Cognitive Load. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780355884111 ; https://digitalcommons.odu.edu/stemps_etds/35

Chicago Manual of Style (16th Edition):

Sentz, Justin A. “Instructional Designer Awareness and Application of Strategies to Manage Cognitive Load.” 2018. Doctoral Dissertation, Old Dominion University. Accessed April 10, 2020. 9780355884111 ; https://digitalcommons.odu.edu/stemps_etds/35.

MLA Handbook (7th Edition):

Sentz, Justin A. “Instructional Designer Awareness and Application of Strategies to Manage Cognitive Load.” 2018. Web. 10 Apr 2020.

Vancouver:

Sentz JA. Instructional Designer Awareness and Application of Strategies to Manage Cognitive Load. [Internet] [Doctoral dissertation]. Old Dominion University; 2018. [cited 2020 Apr 10]. Available from: 9780355884111 ; https://digitalcommons.odu.edu/stemps_etds/35.

Council of Science Editors:

Sentz JA. Instructional Designer Awareness and Application of Strategies to Manage Cognitive Load. [Doctoral Dissertation]. Old Dominion University; 2018. Available from: 9780355884111 ; https://digitalcommons.odu.edu/stemps_etds/35

2. Carlson, James Starr. Preparing Educators to Employ Design-Based Engineering Practices in K-12 Science.

Degree: PhD, Teaching and Learning, 2017, Virginia Tech

 The purpose of this study was to characterize a methodological framework for preparing science educators to implement design-based engineering practices to intentionally teach targeted science… (more)

Subjects/Keywords: Teaching Competencies; Instructional Strategies; Design-Based Engineering Practices; Teacher Education; Delphi

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APA (6th Edition):

Carlson, J. S. (2017). Preparing Educators to Employ Design-Based Engineering Practices in K-12 Science. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77938

Chicago Manual of Style (16th Edition):

Carlson, James Starr. “Preparing Educators to Employ Design-Based Engineering Practices in K-12 Science.” 2017. Doctoral Dissertation, Virginia Tech. Accessed April 10, 2020. http://hdl.handle.net/10919/77938.

MLA Handbook (7th Edition):

Carlson, James Starr. “Preparing Educators to Employ Design-Based Engineering Practices in K-12 Science.” 2017. Web. 10 Apr 2020.

Vancouver:

Carlson JS. Preparing Educators to Employ Design-Based Engineering Practices in K-12 Science. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2020 Apr 10]. Available from: http://hdl.handle.net/10919/77938.

Council of Science Editors:

Carlson JS. Preparing Educators to Employ Design-Based Engineering Practices in K-12 Science. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/77938

3. Stefaniak, Jill E. The Use Of Cognitive Apprenticeships To Teach Learner-Centered Instructional Strategies In An Undergraduate Learning Environment.

Degree: PhD, Instructional Technology, 2013, Wayne State University

  Educators are in a never-ending search for identifying instructional strategies as technological resources and support for the classroom continue to evolve. In order to… (more)

Subjects/Keywords: cognitive apprenticeships; instructional strategies; Instructional Media Design

…best instructional strategies as technological resources and support for the classroom… …continue to evolve. The field of instructional design has looked to neuroscience and cognitive… …term memory. Instructional strategies and learning environments can be guided by… …instructional content in a manner that supports cognitive processing strategies and is sequenced in an… …instructional design presented a list of expectations that they believed the teacher of tomorrow… 

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APA (6th Edition):

Stefaniak, J. E. (2013). The Use Of Cognitive Apprenticeships To Teach Learner-Centered Instructional Strategies In An Undergraduate Learning Environment. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/798

Chicago Manual of Style (16th Edition):

Stefaniak, Jill E. “The Use Of Cognitive Apprenticeships To Teach Learner-Centered Instructional Strategies In An Undergraduate Learning Environment.” 2013. Doctoral Dissertation, Wayne State University. Accessed April 10, 2020. https://digitalcommons.wayne.edu/oa_dissertations/798.

MLA Handbook (7th Edition):

Stefaniak, Jill E. “The Use Of Cognitive Apprenticeships To Teach Learner-Centered Instructional Strategies In An Undergraduate Learning Environment.” 2013. Web. 10 Apr 2020.

Vancouver:

Stefaniak JE. The Use Of Cognitive Apprenticeships To Teach Learner-Centered Instructional Strategies In An Undergraduate Learning Environment. [Internet] [Doctoral dissertation]. Wayne State University; 2013. [cited 2020 Apr 10]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/798.

Council of Science Editors:

Stefaniak JE. The Use Of Cognitive Apprenticeships To Teach Learner-Centered Instructional Strategies In An Undergraduate Learning Environment. [Doctoral Dissertation]. Wayne State University; 2013. Available from: https://digitalcommons.wayne.edu/oa_dissertations/798

4. Thomas, Jo Ann. A Mixed Methods Case Study of the Levels of Interactive Whiteboard Use by K-12 Teachers.

Degree: PhD, STEM and Professional Studies, 2014, Old Dominion University

  The growing presence of educational technology in our nation's K-12 schools has had little effect on teacher practices to enhance student learning (Once, Delialioglu,… (more)

Subjects/Keywords: Interactive whiteboards; Educational technology; Instructional strategies; Teacher attitude; Enhanced student learning; Curriculum and Instruction; Educational Technology; Instructional Media Design

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APA (6th Edition):

Thomas, J. A. (2014). A Mixed Methods Case Study of the Levels of Interactive Whiteboard Use by K-12 Teachers. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781303997129 ; https://digitalcommons.odu.edu/stemps_etds/98

Chicago Manual of Style (16th Edition):

Thomas, Jo Ann. “A Mixed Methods Case Study of the Levels of Interactive Whiteboard Use by K-12 Teachers.” 2014. Doctoral Dissertation, Old Dominion University. Accessed April 10, 2020. 9781303997129 ; https://digitalcommons.odu.edu/stemps_etds/98.

MLA Handbook (7th Edition):

Thomas, Jo Ann. “A Mixed Methods Case Study of the Levels of Interactive Whiteboard Use by K-12 Teachers.” 2014. Web. 10 Apr 2020.

Vancouver:

Thomas JA. A Mixed Methods Case Study of the Levels of Interactive Whiteboard Use by K-12 Teachers. [Internet] [Doctoral dissertation]. Old Dominion University; 2014. [cited 2020 Apr 10]. Available from: 9781303997129 ; https://digitalcommons.odu.edu/stemps_etds/98.

Council of Science Editors:

Thomas JA. A Mixed Methods Case Study of the Levels of Interactive Whiteboard Use by K-12 Teachers. [Doctoral Dissertation]. Old Dominion University; 2014. Available from: 9781303997129 ; https://digitalcommons.odu.edu/stemps_etds/98

5. Marquis, Jenifer R. Facilitating Higher Levels of Thinking and Deeper Cognitive Processing of Course Texts Using Reciprocal Teaching Strategies in Asynchronous Discussion Forums.

Degree: PhD, STEM and Professional Studies, 2017, Old Dominion University

  Reciprocal teaching is an interactive instructional procedure that improves students’ text comprehension skills through instruction that utilizes scaffolds of four comprehension-fostering and comprehension-monitoring strategies:… (more)

Subjects/Keywords: Reciprocal teaching; Cognitive strategies; Metacognitive strategies; Peer teaching; Asynchronous online course; Discussion forum; Instructional Media Design; Online and Distance Education

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APA (6th Edition):

Marquis, J. R. (2017). Facilitating Higher Levels of Thinking and Deeper Cognitive Processing of Course Texts Using Reciprocal Teaching Strategies in Asynchronous Discussion Forums. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780355039382 ; https://digitalcommons.odu.edu/stemps_etds/17

Chicago Manual of Style (16th Edition):

Marquis, Jenifer R. “Facilitating Higher Levels of Thinking and Deeper Cognitive Processing of Course Texts Using Reciprocal Teaching Strategies in Asynchronous Discussion Forums.” 2017. Doctoral Dissertation, Old Dominion University. Accessed April 10, 2020. 9780355039382 ; https://digitalcommons.odu.edu/stemps_etds/17.

MLA Handbook (7th Edition):

Marquis, Jenifer R. “Facilitating Higher Levels of Thinking and Deeper Cognitive Processing of Course Texts Using Reciprocal Teaching Strategies in Asynchronous Discussion Forums.” 2017. Web. 10 Apr 2020.

Vancouver:

Marquis JR. Facilitating Higher Levels of Thinking and Deeper Cognitive Processing of Course Texts Using Reciprocal Teaching Strategies in Asynchronous Discussion Forums. [Internet] [Doctoral dissertation]. Old Dominion University; 2017. [cited 2020 Apr 10]. Available from: 9780355039382 ; https://digitalcommons.odu.edu/stemps_etds/17.

Council of Science Editors:

Marquis JR. Facilitating Higher Levels of Thinking and Deeper Cognitive Processing of Course Texts Using Reciprocal Teaching Strategies in Asynchronous Discussion Forums. [Doctoral Dissertation]. Old Dominion University; 2017. Available from: 9780355039382 ; https://digitalcommons.odu.edu/stemps_etds/17

6. Joelma Fabiane Ferreira Almeida. O design como mecanismo facilitador da aprendizagem na educação a distância.

Degree: 2011, Universidade Federal da Paraíba

Da correspondência ao ensino online, a Educação a distância ganhou, cada vez mais, destaque e reconhecimento no universo educacional e, atualmente, tem chamado a atenção… (more)

Subjects/Keywords: Educação a distância; Estratégias de aprendizagem; Interação; Design instrucional; EDUCACAO; Distance education; educational materials; learning strategies; interaction; instructional design; Material didático

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APA (6th Edition):

Almeida, J. F. F. (2011). O design como mecanismo facilitador da aprendizagem na educação a distância. (Thesis). Universidade Federal da Paraíba. Retrieved from http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=1650

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):

Almeida, Joelma Fabiane Ferreira. “O design como mecanismo facilitador da aprendizagem na educação a distância.” 2011. Thesis, Universidade Federal da Paraíba. Accessed April 10, 2020. http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=1650.

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

MLA Handbook (7th Edition):

Almeida, Joelma Fabiane Ferreira. “O design como mecanismo facilitador da aprendizagem na educação a distância.” 2011. Web. 10 Apr 2020.

Vancouver:

Almeida JFF. O design como mecanismo facilitador da aprendizagem na educação a distância. [Internet] [Thesis]. Universidade Federal da Paraíba; 2011. [cited 2020 Apr 10]. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=1650.

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

Council of Science Editors:

Almeida JFF. O design como mecanismo facilitador da aprendizagem na educação a distância. [Thesis]. Universidade Federal da Paraíba; 2011. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=1650

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


Virginia Tech

7. Park, Yeonjeong. Instructional Design Implications for Non-native English Speaking Graduate Students: Perceptions on Intercultural Communicative Competences and Instructional Design Strategies for Socially Engaged Learning.

Degree: PhD, Education, Curriculum and Instruction, 2010, Virginia Tech

 A university is an academic place with students from a variety of cultures. Non-native English speaking (NNS) graduate students are a group representing diverse cultural… (more)

Subjects/Keywords: instructional design strategies; intercultural communicative competence; international graduate students; non-native English speakers; socially engaged learning

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APA (6th Edition):

Park, Y. (2010). Instructional Design Implications for Non-native English Speaking Graduate Students: Perceptions on Intercultural Communicative Competences and Instructional Design Strategies for Socially Engaged Learning. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27662

Chicago Manual of Style (16th Edition):

Park, Yeonjeong. “Instructional Design Implications for Non-native English Speaking Graduate Students: Perceptions on Intercultural Communicative Competences and Instructional Design Strategies for Socially Engaged Learning.” 2010. Doctoral Dissertation, Virginia Tech. Accessed April 10, 2020. http://hdl.handle.net/10919/27662.

MLA Handbook (7th Edition):

Park, Yeonjeong. “Instructional Design Implications for Non-native English Speaking Graduate Students: Perceptions on Intercultural Communicative Competences and Instructional Design Strategies for Socially Engaged Learning.” 2010. Web. 10 Apr 2020.

Vancouver:

Park Y. Instructional Design Implications for Non-native English Speaking Graduate Students: Perceptions on Intercultural Communicative Competences and Instructional Design Strategies for Socially Engaged Learning. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2020 Apr 10]. Available from: http://hdl.handle.net/10919/27662.

Council of Science Editors:

Park Y. Instructional Design Implications for Non-native English Speaking Graduate Students: Perceptions on Intercultural Communicative Competences and Instructional Design Strategies for Socially Engaged Learning. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/27662

8. Harrison, David James. Assessing Learning Strategies with an Educational Video.

Degree: PhD, STEM and Professional Studies, 2017, Old Dominion University

  Even though educational films and videos have been in used for a century, there remains insufficient research into efficacious learning strategies that can be… (more)

Subjects/Keywords: Active learning strategies; Cognitive load; Generative learning theory; Guided notes; Mental effort; Video; Communication Technology and New Media; Instructional Media Design

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APA (6th Edition):

Harrison, D. J. (2017). Assessing Learning Strategies with an Educational Video. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780355055443 ; https://digitalcommons.odu.edu/stemps_etds/16

Chicago Manual of Style (16th Edition):

Harrison, David James. “Assessing Learning Strategies with an Educational Video.” 2017. Doctoral Dissertation, Old Dominion University. Accessed April 10, 2020. 9780355055443 ; https://digitalcommons.odu.edu/stemps_etds/16.

MLA Handbook (7th Edition):

Harrison, David James. “Assessing Learning Strategies with an Educational Video.” 2017. Web. 10 Apr 2020.

Vancouver:

Harrison DJ. Assessing Learning Strategies with an Educational Video. [Internet] [Doctoral dissertation]. Old Dominion University; 2017. [cited 2020 Apr 10]. Available from: 9780355055443 ; https://digitalcommons.odu.edu/stemps_etds/16.

Council of Science Editors:

Harrison DJ. Assessing Learning Strategies with an Educational Video. [Doctoral Dissertation]. Old Dominion University; 2017. Available from: 9780355055443 ; https://digitalcommons.odu.edu/stemps_etds/16

9. Araujo, Elenise Maria de. Design instrucional de uma disciplina de pós-graduação em Engenharia de Produção: uma proposta baseada em estratégias de aprendizagem colaborativa em ambiente virtual.

Degree: Mestrado, Engenharia de Produção, 2009, University of São Paulo

Diante do crescente desenvolvimento da tecnologia da informação e da comunicação, o sistema educacional vem gradualmente modificando as estratégias de ensino-aprendizagem, adaptando para tanto, os… (more)

Subjects/Keywords: Aprendizagem vivencial; Design instrucional; Dialogical instructional strategies; Engineering education; Ensino de engenharia; Estratégias instrucionais dialógicas; Experiential learning; Instructional design; Integrative learning design framework on-line; Integrative learning design framework on-line

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APA (6th Edition):

Araujo, E. M. d. (2009). Design instrucional de uma disciplina de pós-graduação em Engenharia de Produção: uma proposta baseada em estratégias de aprendizagem colaborativa em ambiente virtual. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/18/18140/tde-20102009-170644/ ;

Chicago Manual of Style (16th Edition):

Araujo, Elenise Maria de. “Design instrucional de uma disciplina de pós-graduação em Engenharia de Produção: uma proposta baseada em estratégias de aprendizagem colaborativa em ambiente virtual.” 2009. Masters Thesis, University of São Paulo. Accessed April 10, 2020. http://www.teses.usp.br/teses/disponiveis/18/18140/tde-20102009-170644/ ;.

MLA Handbook (7th Edition):

Araujo, Elenise Maria de. “Design instrucional de uma disciplina de pós-graduação em Engenharia de Produção: uma proposta baseada em estratégias de aprendizagem colaborativa em ambiente virtual.” 2009. Web. 10 Apr 2020.

Vancouver:

Araujo EMd. Design instrucional de uma disciplina de pós-graduação em Engenharia de Produção: uma proposta baseada em estratégias de aprendizagem colaborativa em ambiente virtual. [Internet] [Masters thesis]. University of São Paulo; 2009. [cited 2020 Apr 10]. Available from: http://www.teses.usp.br/teses/disponiveis/18/18140/tde-20102009-170644/ ;.

Council of Science Editors:

Araujo EMd. Design instrucional de uma disciplina de pós-graduação em Engenharia de Produção: uma proposta baseada em estratégias de aprendizagem colaborativa em ambiente virtual. [Masters Thesis]. University of São Paulo; 2009. Available from: http://www.teses.usp.br/teses/disponiveis/18/18140/tde-20102009-170644/ ;


Kent State University

10. Farooq, Omer. The Effect of Elaborative Interrogation on the Synthesis of Ideas from Multiple Sources of Information.

Degree: PhD, College of Communication and information, 2018, Kent State University

 The new Framework for Information Literacy for Higher Education (ACRL, 2016) highlights the ability to synthesize ideas from multiple sources of information as one of… (more)

Subjects/Keywords: Library Science; Educational Psychology; Education; Experiments; Information Science; Information Literacy Instruction; Multiple Documents; Elaborative Interrogation; Synthesis; Writing Assessment; Learning Techniques; Instructional Strategies; Experimental Design

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APA (6th Edition):

Farooq, O. (2018). The Effect of Elaborative Interrogation on the Synthesis of Ideas from Multiple Sources of Information. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1523279186272151

Chicago Manual of Style (16th Edition):

Farooq, Omer. “The Effect of Elaborative Interrogation on the Synthesis of Ideas from Multiple Sources of Information.” 2018. Doctoral Dissertation, Kent State University. Accessed April 10, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1523279186272151.

MLA Handbook (7th Edition):

Farooq, Omer. “The Effect of Elaborative Interrogation on the Synthesis of Ideas from Multiple Sources of Information.” 2018. Web. 10 Apr 2020.

Vancouver:

Farooq O. The Effect of Elaborative Interrogation on the Synthesis of Ideas from Multiple Sources of Information. [Internet] [Doctoral dissertation]. Kent State University; 2018. [cited 2020 Apr 10]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1523279186272151.

Council of Science Editors:

Farooq O. The Effect of Elaborative Interrogation on the Synthesis of Ideas from Multiple Sources of Information. [Doctoral Dissertation]. Kent State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1523279186272151

11. Price, Jenifer Lee. An Analysis of Self-Regulated Learning Strategies, Academic Performance, and Satisfaction among Recent Online High School Graduates.

Degree: PhD, STEM and Professional Studies, 2017, Old Dominion University

  Recent studies indicate a positive correlation between academic performance and metacognitive self-regulation (MSR) and effort regulation (ER). This relationship was explored across performance (e.g.,… (more)

Subjects/Keywords: Academic performance; Effort regulation; Metacognitive self-regulation; Mixed methods; Satisfaction; Self-regulated learning strategies; Instructional Media Design; Online and Distance Education; Secondary Education

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APA (6th Edition):

Price, J. L. (2017). An Analysis of Self-Regulated Learning Strategies, Academic Performance, and Satisfaction among Recent Online High School Graduates. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780355806595 ; https://digitalcommons.odu.edu/stemps_etds/29

Chicago Manual of Style (16th Edition):

Price, Jenifer Lee. “An Analysis of Self-Regulated Learning Strategies, Academic Performance, and Satisfaction among Recent Online High School Graduates.” 2017. Doctoral Dissertation, Old Dominion University. Accessed April 10, 2020. 9780355806595 ; https://digitalcommons.odu.edu/stemps_etds/29.

MLA Handbook (7th Edition):

Price, Jenifer Lee. “An Analysis of Self-Regulated Learning Strategies, Academic Performance, and Satisfaction among Recent Online High School Graduates.” 2017. Web. 10 Apr 2020.

Vancouver:

Price JL. An Analysis of Self-Regulated Learning Strategies, Academic Performance, and Satisfaction among Recent Online High School Graduates. [Internet] [Doctoral dissertation]. Old Dominion University; 2017. [cited 2020 Apr 10]. Available from: 9780355806595 ; https://digitalcommons.odu.edu/stemps_etds/29.

Council of Science Editors:

Price JL. An Analysis of Self-Regulated Learning Strategies, Academic Performance, and Satisfaction among Recent Online High School Graduates. [Doctoral Dissertation]. Old Dominion University; 2017. Available from: 9780355806595 ; https://digitalcommons.odu.edu/stemps_etds/29


Cleveland State University

12. Goodsett, Mandi. Determining the Extent to Which Information Literacy Online Learning Objects Follow Best Practices for Teaching and Assessing Critical Thinking.

Degree: MEd, College of Education and Human Services, 2018, Cleveland State University

 Critical thinking is widely accepted as a primary goal of higher education. The skills and dispositions of critical thinking have much in common with those… (more)

Subjects/Keywords: Adult Education; Educational Technology; Educational Theory; Education; Information Technology; Information Science; Instructional Design; critical thinking; information literacy; online learning; digital objects; online learning objects; distance learning; library instruction; tutorial; module; rubric; assessment; instructional strategies; adult learning

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APA (6th Edition):

Goodsett, M. (2018). Determining the Extent to Which Information Literacy Online Learning Objects Follow Best Practices for Teaching and Assessing Critical Thinking. (Masters Thesis). Cleveland State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=csu1526048546211971

Chicago Manual of Style (16th Edition):

Goodsett, Mandi. “Determining the Extent to Which Information Literacy Online Learning Objects Follow Best Practices for Teaching and Assessing Critical Thinking.” 2018. Masters Thesis, Cleveland State University. Accessed April 10, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1526048546211971.

MLA Handbook (7th Edition):

Goodsett, Mandi. “Determining the Extent to Which Information Literacy Online Learning Objects Follow Best Practices for Teaching and Assessing Critical Thinking.” 2018. Web. 10 Apr 2020.

Vancouver:

Goodsett M. Determining the Extent to Which Information Literacy Online Learning Objects Follow Best Practices for Teaching and Assessing Critical Thinking. [Internet] [Masters thesis]. Cleveland State University; 2018. [cited 2020 Apr 10]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1526048546211971.

Council of Science Editors:

Goodsett M. Determining the Extent to Which Information Literacy Online Learning Objects Follow Best Practices for Teaching and Assessing Critical Thinking. [Masters Thesis]. Cleveland State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1526048546211971

13. Wang-Szilas, Jue. Les enjeux de l’intégration de l’eTandem en didactique des langues-cultures étrangères : interactions entre apprenants et dynamique institutionnelle dans un dispositif universitaire sino-francophone : Integrating eTandem in foreign language-culture education : interaction between learners and institutional dynamic in a sino-french university online course.

Degree: Docteur es, Sciences du langage, 2016, Sorbonne Paris Cité; Université de Genève. Faculté des lettres

A partir d’un dispositif eTandem chinois-français initié et développé par l’Université de Genève (Suisse) et l’Université du Hubei (Chine) sur cinq années, cette thèse aborde… (more)

Subjects/Keywords: ETandem; Tandem institutionalisé; Ingénierie pédagogique; Interaction didactique; Interculturel; Actionnel; Stratégies de résolution de problèmes; Négociation du sens; Négociation de la forme; ETandem; Institutionalized tandem; Instructional design; Didactical interaction; Intercultural; Action-Oriented; Problem-Solving strategies; Negotiation of meaning; Negotiation of form

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APA (6th Edition):

Wang-Szilas, J. (2016). Les enjeux de l’intégration de l’eTandem en didactique des langues-cultures étrangères : interactions entre apprenants et dynamique institutionnelle dans un dispositif universitaire sino-francophone : Integrating eTandem in foreign language-culture education : interaction between learners and institutional dynamic in a sino-french university online course. (Doctoral Dissertation). Sorbonne Paris Cité; Université de Genève. Faculté des lettres. Retrieved from http://www.theses.fr/2016USPC0009

Chicago Manual of Style (16th Edition):

Wang-Szilas, Jue. “Les enjeux de l’intégration de l’eTandem en didactique des langues-cultures étrangères : interactions entre apprenants et dynamique institutionnelle dans un dispositif universitaire sino-francophone : Integrating eTandem in foreign language-culture education : interaction between learners and institutional dynamic in a sino-french university online course.” 2016. Doctoral Dissertation, Sorbonne Paris Cité; Université de Genève. Faculté des lettres. Accessed April 10, 2020. http://www.theses.fr/2016USPC0009.

MLA Handbook (7th Edition):

Wang-Szilas, Jue. “Les enjeux de l’intégration de l’eTandem en didactique des langues-cultures étrangères : interactions entre apprenants et dynamique institutionnelle dans un dispositif universitaire sino-francophone : Integrating eTandem in foreign language-culture education : interaction between learners and institutional dynamic in a sino-french university online course.” 2016. Web. 10 Apr 2020.

Vancouver:

Wang-Szilas J. Les enjeux de l’intégration de l’eTandem en didactique des langues-cultures étrangères : interactions entre apprenants et dynamique institutionnelle dans un dispositif universitaire sino-francophone : Integrating eTandem in foreign language-culture education : interaction between learners and institutional dynamic in a sino-french university online course. [Internet] [Doctoral dissertation]. Sorbonne Paris Cité; Université de Genève. Faculté des lettres; 2016. [cited 2020 Apr 10]. Available from: http://www.theses.fr/2016USPC0009.

Council of Science Editors:

Wang-Szilas J. Les enjeux de l’intégration de l’eTandem en didactique des langues-cultures étrangères : interactions entre apprenants et dynamique institutionnelle dans un dispositif universitaire sino-francophone : Integrating eTandem in foreign language-culture education : interaction between learners and institutional dynamic in a sino-french university online course. [Doctoral Dissertation]. Sorbonne Paris Cité; Université de Genève. Faculté des lettres; 2016. Available from: http://www.theses.fr/2016USPC0009

14. Wang-Szilas, Jue. Les enjeux de l’intégration de l’eTandem en didactique des langues-cultures étrangères : interactions entre apprenants et dynamique institutionnelle dans un dispositif universitaire sino-francophone : Integrating eTandem in foreign language-culture education : interaction between learners and institutional dynamic in a sino-french university online course.

Degree: Docteur es, Sciences du langage, 2016, Paris, INALCO; Université de Genève. Faculté des lettres

A partir d’un dispositif eTandem chinois-français initié et développé par l’Université de Genève (Suisse) et l’Université du Hubei (Chine) sur cinq années, cette thèse aborde… (more)

Subjects/Keywords: ETandem; Tandem institutionalisé; Ingénierie pédagogique; Interaction didactique; Interculturel; Actionnel; Stratégies de résolution de problèmes; Négociation du sens; Négociation de la forme; ETandem; Institutionalized tandem; Instructional design; Didactical interaction; Intercultural; Action-Oriented; Problem-Solving strategies; Negotiation of meaning; Negotiation of form

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

APA (6th Edition):

Wang-Szilas, J. (2016). Les enjeux de l’intégration de l’eTandem en didactique des langues-cultures étrangères : interactions entre apprenants et dynamique institutionnelle dans un dispositif universitaire sino-francophone : Integrating eTandem in foreign language-culture education : interaction between learners and institutional dynamic in a sino-french university online course. (Doctoral Dissertation). Paris, INALCO; Université de Genève. Faculté des lettres. Retrieved from http://www.theses.fr/2016INAL0009

Chicago Manual of Style (16th Edition):

Wang-Szilas, Jue. “Les enjeux de l’intégration de l’eTandem en didactique des langues-cultures étrangères : interactions entre apprenants et dynamique institutionnelle dans un dispositif universitaire sino-francophone : Integrating eTandem in foreign language-culture education : interaction between learners and institutional dynamic in a sino-french university online course.” 2016. Doctoral Dissertation, Paris, INALCO; Université de Genève. Faculté des lettres. Accessed April 10, 2020. http://www.theses.fr/2016INAL0009.

MLA Handbook (7th Edition):

Wang-Szilas, Jue. “Les enjeux de l’intégration de l’eTandem en didactique des langues-cultures étrangères : interactions entre apprenants et dynamique institutionnelle dans un dispositif universitaire sino-francophone : Integrating eTandem in foreign language-culture education : interaction between learners and institutional dynamic in a sino-french university online course.” 2016. Web. 10 Apr 2020.

Vancouver:

Wang-Szilas J. Les enjeux de l’intégration de l’eTandem en didactique des langues-cultures étrangères : interactions entre apprenants et dynamique institutionnelle dans un dispositif universitaire sino-francophone : Integrating eTandem in foreign language-culture education : interaction between learners and institutional dynamic in a sino-french university online course. [Internet] [Doctoral dissertation]. Paris, INALCO; Université de Genève. Faculté des lettres; 2016. [cited 2020 Apr 10]. Available from: http://www.theses.fr/2016INAL0009.

Council of Science Editors:

Wang-Szilas J. Les enjeux de l’intégration de l’eTandem en didactique des langues-cultures étrangères : interactions entre apprenants et dynamique institutionnelle dans un dispositif universitaire sino-francophone : Integrating eTandem in foreign language-culture education : interaction between learners and institutional dynamic in a sino-french university online course. [Doctoral Dissertation]. Paris, INALCO; Université de Genève. Faculté des lettres; 2016. Available from: http://www.theses.fr/2016INAL0009


University of Arkansas

15. Murray, Becky Lynne. Alternative Education Completers: A Phenomenological Study.

Degree: Doctor of Education in Educational Administration (EdD), Educational Administration (EdD), 2013, University of Arkansas

  Billy is a bright, wide-eyed, little boy with bounding enthusiasm and wonder as he enters the doors of school on his first day of… (more)

Subjects/Keywords: Education; Alternative ed. Hiring practices; Alternative education; Alternative school design; Critical theory; Effective instructional strategies; Secondary education; Educational Leadership; Educational Methods; Education Policy; Junior High, Intermediate, Middle School Education and Teaching; Secondary Education and Teaching

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

APA (6th Edition):

Murray, B. L. (2013). Alternative Education Completers: A Phenomenological Study. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/717

Chicago Manual of Style (16th Edition):

Murray, Becky Lynne. “Alternative Education Completers: A Phenomenological Study.” 2013. Doctoral Dissertation, University of Arkansas. Accessed April 10, 2020. https://scholarworks.uark.edu/etd/717.

MLA Handbook (7th Edition):

Murray, Becky Lynne. “Alternative Education Completers: A Phenomenological Study.” 2013. Web. 10 Apr 2020.

Vancouver:

Murray BL. Alternative Education Completers: A Phenomenological Study. [Internet] [Doctoral dissertation]. University of Arkansas; 2013. [cited 2020 Apr 10]. Available from: https://scholarworks.uark.edu/etd/717.

Council of Science Editors:

Murray BL. Alternative Education Completers: A Phenomenological Study. [Doctoral Dissertation]. University of Arkansas; 2013. Available from: https://scholarworks.uark.edu/etd/717


University of the Western Cape

16. Kwaira, Peter. Effect of a material science course on the perceptions and understanding of teachers in Zimbabwe regarding content and instructional practice in design and technology .

Degree: 2007, University of the Western Cape

 The purpose of this study was therefore to address the following primary research question: ‘What effect would a specially designed, developed, implemented and evaluated Material… (more)

Subjects/Keywords: Teacher education/training; In-service teacher education/training; Design and technology education; Technical education; Curriculum change and innovation; Constructivism; Instructional design; Instructional/learning strategies; Formative and summative evaluations; Developmental research

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

APA (6th Edition):

Kwaira, P. (2007). Effect of a material science course on the perceptions and understanding of teachers in Zimbabwe regarding content and instructional practice in design and technology . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/3655

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):

Kwaira, Peter. “Effect of a material science course on the perceptions and understanding of teachers in Zimbabwe regarding content and instructional practice in design and technology .” 2007. Thesis, University of the Western Cape. Accessed April 10, 2020. http://hdl.handle.net/11394/3655.

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

MLA Handbook (7th Edition):

Kwaira, Peter. “Effect of a material science course on the perceptions and understanding of teachers in Zimbabwe regarding content and instructional practice in design and technology .” 2007. Web. 10 Apr 2020.

Vancouver:

Kwaira P. Effect of a material science course on the perceptions and understanding of teachers in Zimbabwe regarding content and instructional practice in design and technology . [Internet] [Thesis]. University of the Western Cape; 2007. [cited 2020 Apr 10]. Available from: http://hdl.handle.net/11394/3655.

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

Council of Science Editors:

Kwaira P. Effect of a material science course on the perceptions and understanding of teachers in Zimbabwe regarding content and instructional practice in design and technology . [Thesis]. University of the Western Cape; 2007. Available from: http://hdl.handle.net/11394/3655

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

17. Clemons, Alexander John. Training methods for visual inspection tasks.

Degree: 2013, Iowa State University

 The visual inspection process in the casting industry is a subjective task. Inspectors are often required to make absolute judgments when deciding to classify a… (more)

Subjects/Keywords: Metal Casting; Search Strategies; Search Training; Training Efficacy; Training Methods; Visual Inspection; Engineering; Industrial Engineering; Instructional Media Design

…the best visual inspection outcome. 2 1.2 Search strategies and patterns A visual… …either random or planned. Planned search strategies are commonly referred to as systematic… …options in his cursor tracking study. Systematic search strategies can be improved by training a… …strategy enhancement Search strategies can be augmented by additional systems to improve the… …training systems in the realm of visual inspection using systematic search strategies… 

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

APA (6th Edition):

Clemons, A. J. (2013). Training methods for visual inspection tasks. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/13005

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):

Clemons, Alexander John. “Training methods for visual inspection tasks.” 2013. Thesis, Iowa State University. Accessed April 10, 2020. https://lib.dr.iastate.edu/etd/13005.

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

MLA Handbook (7th Edition):

Clemons, Alexander John. “Training methods for visual inspection tasks.” 2013. Web. 10 Apr 2020.

Vancouver:

Clemons AJ. Training methods for visual inspection tasks. [Internet] [Thesis]. Iowa State University; 2013. [cited 2020 Apr 10]. Available from: https://lib.dr.iastate.edu/etd/13005.

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

Council of Science Editors:

Clemons AJ. Training methods for visual inspection tasks. [Thesis]. Iowa State University; 2013. Available from: https://lib.dr.iastate.edu/etd/13005

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

18. Elliott, Lesley. How Teachers use Structure-based Learning in their Practice: A Case Study of Question Structure.

Degree: 2013, University of Toronto

A major thrust in assessment reform is the instructional use of assessment (Ministry, 2010). Assessment for learning (AFL) has, however, proven challenging for teachers to… (more)

Subjects/Keywords: assessment for learning; structure-based learning; subject pedagogy; task clarification; informational writing; professional learning; teacher practice; taxonomy; strategy instruction; constructivist information processing; reading comprehension; instructional design; teacher change; learning strategies; 0515; 0727; 0525; 0533; 0530

…The Ministry’s approach was to support ‘infusion’ of generic strategies, instructional and… …44 2.3.4 The instructional use of assessment… …89 4.4.2 Study design… …172 6.2 From technical application to design… …184 6.3.3 Implications for instructional units… 

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

APA (6th Edition):

Elliott, L. (2013). How Teachers use Structure-based Learning in their Practice: A Case Study of Question Structure. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/35814

Chicago Manual of Style (16th Edition):

Elliott, Lesley. “How Teachers use Structure-based Learning in their Practice: A Case Study of Question Structure.” 2013. Doctoral Dissertation, University of Toronto. Accessed April 10, 2020. http://hdl.handle.net/1807/35814.

MLA Handbook (7th Edition):

Elliott, Lesley. “How Teachers use Structure-based Learning in their Practice: A Case Study of Question Structure.” 2013. Web. 10 Apr 2020.

Vancouver:

Elliott L. How Teachers use Structure-based Learning in their Practice: A Case Study of Question Structure. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2020 Apr 10]. Available from: http://hdl.handle.net/1807/35814.

Council of Science Editors:

Elliott L. How Teachers use Structure-based Learning in their Practice: A Case Study of Question Structure. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/35814

.