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You searched for subject:(learner agency). Showing records 1 – 12 of 12 total matches.

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University of Edinburgh

1. Umrani, Sumera. Constructing, negotiating and reconstructing English Language Learner Identity : a case study of a public sector university in Postcolonial Pakistan.

Degree: PhD, 2016, University of Edinburgh

 This is an instrumental case study that focuses on the construction of English Language Learner Identity (ELLI) in postcolonial Pakistan. It is a study of… (more)

Subjects/Keywords: 428.0071; language learner identity; learner agency; third space

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APA (6th Edition):

Umrani, S. (2016). Constructing, negotiating and reconstructing English Language Learner Identity : a case study of a public sector university in Postcolonial Pakistan. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/25483

Chicago Manual of Style (16th Edition):

Umrani, Sumera. “Constructing, negotiating and reconstructing English Language Learner Identity : a case study of a public sector university in Postcolonial Pakistan.” 2016. Doctoral Dissertation, University of Edinburgh. Accessed August 14, 2020. http://hdl.handle.net/1842/25483.

MLA Handbook (7th Edition):

Umrani, Sumera. “Constructing, negotiating and reconstructing English Language Learner Identity : a case study of a public sector university in Postcolonial Pakistan.” 2016. Web. 14 Aug 2020.

Vancouver:

Umrani S. Constructing, negotiating and reconstructing English Language Learner Identity : a case study of a public sector university in Postcolonial Pakistan. [Internet] [Doctoral dissertation]. University of Edinburgh; 2016. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/1842/25483.

Council of Science Editors:

Umrani S. Constructing, negotiating and reconstructing English Language Learner Identity : a case study of a public sector university in Postcolonial Pakistan. [Doctoral Dissertation]. University of Edinburgh; 2016. Available from: http://hdl.handle.net/1842/25483


Northeastern University

2. Smith, Nina. Students' Perceptions Of Learner Agency: A Phenomenographic Inquiry Into The Lived Learning Experiences Of High School Students.

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

 Abstract Learner agency is an important concept in current education. This research describes the perceptions high school seniors have about their learning experiences. Educational research… (more)

Subjects/Keywords: deeper learning; learner agency; learner-centered; learning environment;

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APA (6th Edition):

Smith, N. (2017). Students' Perceptions Of Learner Agency: A Phenomenographic Inquiry Into The Lived Learning Experiences Of High School Students. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20320140

Chicago Manual of Style (16th Edition):

Smith, Nina. “Students' Perceptions Of Learner Agency: A Phenomenographic Inquiry Into The Lived Learning Experiences Of High School Students.” 2017. Doctoral Dissertation, Northeastern University. Accessed August 14, 2020. http://hdl.handle.net/2047/D20320140.

MLA Handbook (7th Edition):

Smith, Nina. “Students' Perceptions Of Learner Agency: A Phenomenographic Inquiry Into The Lived Learning Experiences Of High School Students.” 2017. Web. 14 Aug 2020.

Vancouver:

Smith N. Students' Perceptions Of Learner Agency: A Phenomenographic Inquiry Into The Lived Learning Experiences Of High School Students. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/2047/D20320140.

Council of Science Editors:

Smith N. Students' Perceptions Of Learner Agency: A Phenomenographic Inquiry Into The Lived Learning Experiences Of High School Students. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20320140


University of Adelaide

3. Tran, Ha Thi Ngoc. English language learner autonomy in the Vietnamese higher education context: enabling factors and barriers arising from assessment practice.

Degree: 2019, University of Adelaide

Learner autonomy has gained particular attention in Vietnamese higher education since a major education reform launched in 2005. Although a number of studies have been… (more)

Subjects/Keywords: Formative assessment; learner autonomy; learner agency; sociocultural theory; conceptual space; autonomy offered; autonomoy demonstrated

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APA (6th Edition):

Tran, H. T. N. (2019). English language learner autonomy in the Vietnamese higher education context: enabling factors and barriers arising from assessment practice. (Thesis). University of Adelaide. Retrieved from http://hdl.handle.net/2440/123107

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):

Tran, Ha Thi Ngoc. “English language learner autonomy in the Vietnamese higher education context: enabling factors and barriers arising from assessment practice.” 2019. Thesis, University of Adelaide. Accessed August 14, 2020. http://hdl.handle.net/2440/123107.

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

MLA Handbook (7th Edition):

Tran, Ha Thi Ngoc. “English language learner autonomy in the Vietnamese higher education context: enabling factors and barriers arising from assessment practice.” 2019. Web. 14 Aug 2020.

Vancouver:

Tran HTN. English language learner autonomy in the Vietnamese higher education context: enabling factors and barriers arising from assessment practice. [Internet] [Thesis]. University of Adelaide; 2019. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/2440/123107.

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

Council of Science Editors:

Tran HTN. English language learner autonomy in the Vietnamese higher education context: enabling factors and barriers arising from assessment practice. [Thesis]. University of Adelaide; 2019. Available from: http://hdl.handle.net/2440/123107

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


University of Sydney

4. Johns, Johanna Elizabeth. The impact of interactive systems on preadolescent children in out-of-school time. Issues and answers from multiple cases and diverse contexts .

Degree: 2013, University of Sydney

 This research investigates the experiences of preadolescents in School Age Care contexts (popularly known as After-school Care) in New South Wales (NSW), Australia. The study… (more)

Subjects/Keywords: Childcare; Learner identity formation; Agency; Schooling,; Preadolescent; Network; Transition

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APA (6th Edition):

Johns, J. E. (2013). The impact of interactive systems on preadolescent children in out-of-school time. Issues and answers from multiple cases and diverse contexts . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/10143

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):

Johns, Johanna Elizabeth. “The impact of interactive systems on preadolescent children in out-of-school time. Issues and answers from multiple cases and diverse contexts .” 2013. Thesis, University of Sydney. Accessed August 14, 2020. http://hdl.handle.net/2123/10143.

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

MLA Handbook (7th Edition):

Johns, Johanna Elizabeth. “The impact of interactive systems on preadolescent children in out-of-school time. Issues and answers from multiple cases and diverse contexts .” 2013. Web. 14 Aug 2020.

Vancouver:

Johns JE. The impact of interactive systems on preadolescent children in out-of-school time. Issues and answers from multiple cases and diverse contexts . [Internet] [Thesis]. University of Sydney; 2013. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/2123/10143.

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

Council of Science Editors:

Johns JE. The impact of interactive systems on preadolescent children in out-of-school time. Issues and answers from multiple cases and diverse contexts . [Thesis]. University of Sydney; 2013. Available from: http://hdl.handle.net/2123/10143

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


University of Arkansas

5. Bronn, Bryan. Tapping the Voices of Learners for Authentic Student Engagement.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2018, University of Arkansas

  The purpose of this study was to examine the problem of practice of the decline in student engagement from the perceptions of secondary school… (more)

Subjects/Keywords: Engagement; Learner Agency; Learner-Centered; Learning Environment; Personalized Learning; Voice; Educational Assessment, Evaluation, and Research; Educational Leadership; Secondary Education

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APA (6th Edition):

Bronn, B. (2018). Tapping the Voices of Learners for Authentic Student Engagement. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2660

Chicago Manual of Style (16th Edition):

Bronn, Bryan. “Tapping the Voices of Learners for Authentic Student Engagement.” 2018. Doctoral Dissertation, University of Arkansas. Accessed August 14, 2020. https://scholarworks.uark.edu/etd/2660.

MLA Handbook (7th Edition):

Bronn, Bryan. “Tapping the Voices of Learners for Authentic Student Engagement.” 2018. Web. 14 Aug 2020.

Vancouver:

Bronn B. Tapping the Voices of Learners for Authentic Student Engagement. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2020 Aug 14]. Available from: https://scholarworks.uark.edu/etd/2660.

Council of Science Editors:

Bronn B. Tapping the Voices of Learners for Authentic Student Engagement. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2660


Linnaeus University

6. Pull, Alexandra. Strategies in use- Theory and practice : A study of teachers’ use of strategies in relation to the guidelines provided by the Swedish National Agency for Education in order to help teachers provide learning strategies for their students.

Degree: Languages, 2016, Linnaeus University

  The aim with this essay is to examine how relevant the strategies compiled by the National Agency for Education are to English language teachers… (more)

Subjects/Keywords: Strategy; vocabulary learning; learning strategies; learner autonomy; teacher; the Swedish National Agency for Education; Specific Languages; Studier av enskilda språk

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

APA (6th Edition):

Pull, A. (2016). Strategies in use- Theory and practice : A study of teachers’ use of strategies in relation to the guidelines provided by the Swedish National Agency for Education in order to help teachers provide learning strategies for their students. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53696

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):

Pull, Alexandra. “Strategies in use- Theory and practice : A study of teachers’ use of strategies in relation to the guidelines provided by the Swedish National Agency for Education in order to help teachers provide learning strategies for their students.” 2016. Thesis, Linnaeus University. Accessed August 14, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53696.

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

MLA Handbook (7th Edition):

Pull, Alexandra. “Strategies in use- Theory and practice : A study of teachers’ use of strategies in relation to the guidelines provided by the Swedish National Agency for Education in order to help teachers provide learning strategies for their students.” 2016. Web. 14 Aug 2020.

Vancouver:

Pull A. Strategies in use- Theory and practice : A study of teachers’ use of strategies in relation to the guidelines provided by the Swedish National Agency for Education in order to help teachers provide learning strategies for their students. [Internet] [Thesis]. Linnaeus University; 2016. [cited 2020 Aug 14]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53696.

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

Council of Science Editors:

Pull A. Strategies in use- Theory and practice : A study of teachers’ use of strategies in relation to the guidelines provided by the Swedish National Agency for Education in order to help teachers provide learning strategies for their students. [Thesis]. Linnaeus University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53696

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


University of Washington

7. Fones, Aliza. High School English Language Learner (ELL) Teachers: Departments, Roles, and Agency.

Degree: PhD, 2017, University of Washington

 The work of English language learner (ELL) teachers is a central component of the education ELL students receive. Because of systemic barriers to equitable education,… (more)

Subjects/Keywords: administrator; agency; ELL teacher; English language learner (ELL); high school; professional learning community (PLC); Education; English as a second language; To Be Assigned

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APA (6th Edition):

Fones, A. (2017). High School English Language Learner (ELL) Teachers: Departments, Roles, and Agency. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/40428

Chicago Manual of Style (16th Edition):

Fones, Aliza. “High School English Language Learner (ELL) Teachers: Departments, Roles, and Agency.” 2017. Doctoral Dissertation, University of Washington. Accessed August 14, 2020. http://hdl.handle.net/1773/40428.

MLA Handbook (7th Edition):

Fones, Aliza. “High School English Language Learner (ELL) Teachers: Departments, Roles, and Agency.” 2017. Web. 14 Aug 2020.

Vancouver:

Fones A. High School English Language Learner (ELL) Teachers: Departments, Roles, and Agency. [Internet] [Doctoral dissertation]. University of Washington; 2017. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/1773/40428.

Council of Science Editors:

Fones A. High School English Language Learner (ELL) Teachers: Departments, Roles, and Agency. [Doctoral Dissertation]. University of Washington; 2017. Available from: http://hdl.handle.net/1773/40428


University of Arkansas

8. Childress, Dawn M. Teachers Engaging in Action Research to Increase Learner Agency.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2019, University of Arkansas

  This study is designed to explore the perceptions of teachers in a Northwest Arkansas urban elementary school context as they engage in design-based action… (more)

Subjects/Keywords: Action Research; Collective Efficacy; Learner Agency; School Culture; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Methods; Elementary and Middle and Secondary Education Administration; Elementary Education; Elementary Education and Teaching

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APA (6th Edition):

Childress, D. M. (2019). Teachers Engaging in Action Research to Increase Learner Agency. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/3449

Chicago Manual of Style (16th Edition):

Childress, Dawn M. “Teachers Engaging in Action Research to Increase Learner Agency.” 2019. Doctoral Dissertation, University of Arkansas. Accessed August 14, 2020. https://scholarworks.uark.edu/etd/3449.

MLA Handbook (7th Edition):

Childress, Dawn M. “Teachers Engaging in Action Research to Increase Learner Agency.” 2019. Web. 14 Aug 2020.

Vancouver:

Childress DM. Teachers Engaging in Action Research to Increase Learner Agency. [Internet] [Doctoral dissertation]. University of Arkansas; 2019. [cited 2020 Aug 14]. Available from: https://scholarworks.uark.edu/etd/3449.

Council of Science Editors:

Childress DM. Teachers Engaging in Action Research to Increase Learner Agency. [Doctoral Dissertation]. University of Arkansas; 2019. Available from: https://scholarworks.uark.edu/etd/3449


University of Toronto

9. Sibbald, Debra Joy. Potential for Knowledge Building in Large Size Pharmacy Classrooms.

Degree: 2009, University of Toronto

This thesis investigates the potential for Knowledge Building in large size Pharmacy classrooms. Knowledge Building is the social creation and continual improvement of ideas (Scardamalia… (more)

Subjects/Keywords: knowledge building; large size classroom; pharmacy; epistemic agency; community knowledge, collective responsibility; assessment; self-regulation; design methodology; learner control; technological support; social support; undergraduate; 0350; 0572; 0727

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APA (6th Edition):

Sibbald, D. J. (2009). Potential for Knowledge Building in Large Size Pharmacy Classrooms. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/19134

Chicago Manual of Style (16th Edition):

Sibbald, Debra Joy. “Potential for Knowledge Building in Large Size Pharmacy Classrooms.” 2009. Doctoral Dissertation, University of Toronto. Accessed August 14, 2020. http://hdl.handle.net/1807/19134.

MLA Handbook (7th Edition):

Sibbald, Debra Joy. “Potential for Knowledge Building in Large Size Pharmacy Classrooms.” 2009. Web. 14 Aug 2020.

Vancouver:

Sibbald DJ. Potential for Knowledge Building in Large Size Pharmacy Classrooms. [Internet] [Doctoral dissertation]. University of Toronto; 2009. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/1807/19134.

Council of Science Editors:

Sibbald DJ. Potential for Knowledge Building in Large Size Pharmacy Classrooms. [Doctoral Dissertation]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/19134

10. Knight, Janine. Learner agency in online task-based language learning for spoken interaction.

Degree: 2018, Universitat Oberta de Catalunya

 The present study aims to explore the relationship between learner agency, screen-based resources (such as navigational buttons and textual task instructions) and meaning making in… (more)

Subjects/Keywords: poder de decisió i d'acció de l'alumne; poder de decisión y acción del aprendiz; learner agency; recursos en pantalla; recursos basados en la pantalla; screen-based resources; torns multimodals; turnos multimodales; multimodal turn-taking; tasques d'interacció oral; tareas para interacción oral; spoken interaction tasks; comunicació sincrònica mitjançant ordinador (CSMO); CMC síncrona (SCMC); synchronous computer mediated comunication (SCMC); mediació semiòtica; mediación semiótica; semiotic mediation; Aprenentatge de Llengües; 8

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APA (6th Edition):

Knight, J. (2018). Learner agency in online task-based language learning for spoken interaction. (Thesis). Universitat Oberta de Catalunya. Retrieved from http://hdl.handle.net/10803/664231

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

Chicago Manual of Style (16th Edition):

Knight, Janine. “Learner agency in online task-based language learning for spoken interaction.” 2018. Thesis, Universitat Oberta de Catalunya. Accessed August 14, 2020. http://hdl.handle.net/10803/664231.

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

MLA Handbook (7th Edition):

Knight, Janine. “Learner agency in online task-based language learning for spoken interaction.” 2018. Web. 14 Aug 2020.

Vancouver:

Knight J. Learner agency in online task-based language learning for spoken interaction. [Internet] [Thesis]. Universitat Oberta de Catalunya; 2018. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/10803/664231.

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

Council of Science Editors:

Knight J. Learner agency in online task-based language learning for spoken interaction. [Thesis]. Universitat Oberta de Catalunya; 2018. Available from: http://hdl.handle.net/10803/664231

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

11. Andra, Nishitha. The role of technology in addressing personalized learning.

Degree: MA, Curriculum and instruction, 2016, University of Texas – Austin

 The purpose of this report is to provide the findings of a literature review that investigated the role of technology in addressing personalized learning (PL)… (more)

Subjects/Keywords: Learning technologies; Personalized learning; Pace; Agency; Interest-drive; Sequence of content; Learner control; Adaptive learning technologies; Bid data; Student data privacy

…to information and promote learner agency, or to provide individualized feedback with the… …38 2.5 Agency… …40 2.5.1 Advantages of developing agency as a means for personalized learning… …41 2.5.2 The role of technology in enabling agency .................................42… …2.5.3 Concerns about using technology for agency .............................43 2.6 Summary… 

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APA (6th Edition):

Andra, N. (2016). The role of technology in addressing personalized learning. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/41647

Chicago Manual of Style (16th Edition):

Andra, Nishitha. “The role of technology in addressing personalized learning.” 2016. Masters Thesis, University of Texas – Austin. Accessed August 14, 2020. http://hdl.handle.net/2152/41647.

MLA Handbook (7th Edition):

Andra, Nishitha. “The role of technology in addressing personalized learning.” 2016. Web. 14 Aug 2020.

Vancouver:

Andra N. The role of technology in addressing personalized learning. [Internet] [Masters thesis]. University of Texas – Austin; 2016. [cited 2020 Aug 14]. Available from: http://hdl.handle.net/2152/41647.

Council of Science Editors:

Andra N. The role of technology in addressing personalized learning. [Masters Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/41647


Delft University of Technology

12. Rahimi, E. A Design Framework for Personal Learning Environments.

Degree: 2015, Delft University of Technology

 The purpose of our research was to develop a PLE (personal learning environment) design framework for workplace settings. By doing such, the research has answered… (more)

Subjects/Keywords: personal learning environment; e-learning; technology enhanced learning; learning and development; Web 2.0; organizational learning; e-learning design; design framework; design principles; personal agency; learner control; design-based research; design science

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

APA (6th Edition):

Rahimi, E. (2015). A Design Framework for Personal Learning Environments. (Doctoral Dissertation). Delft University of Technology. Retrieved from http://resolver.tudelft.nl/uuid:432bbd60-c6b9-4f08-aef4-615c2f2a101c ; urn:NBN:nl:ui:24-uuid:432bbd60-c6b9-4f08-aef4-615c2f2a101c ; urn:NBN:nl:ui:24-uuid:432bbd60-c6b9-4f08-aef4-615c2f2a101c ; http://resolver.tudelft.nl/uuid:432bbd60-c6b9-4f08-aef4-615c2f2a101c

Chicago Manual of Style (16th Edition):

Rahimi, E. “A Design Framework for Personal Learning Environments.” 2015. Doctoral Dissertation, Delft University of Technology. Accessed August 14, 2020. http://resolver.tudelft.nl/uuid:432bbd60-c6b9-4f08-aef4-615c2f2a101c ; urn:NBN:nl:ui:24-uuid:432bbd60-c6b9-4f08-aef4-615c2f2a101c ; urn:NBN:nl:ui:24-uuid:432bbd60-c6b9-4f08-aef4-615c2f2a101c ; http://resolver.tudelft.nl/uuid:432bbd60-c6b9-4f08-aef4-615c2f2a101c.

MLA Handbook (7th Edition):

Rahimi, E. “A Design Framework for Personal Learning Environments.” 2015. Web. 14 Aug 2020.

Vancouver:

Rahimi E. A Design Framework for Personal Learning Environments. [Internet] [Doctoral dissertation]. Delft University of Technology; 2015. [cited 2020 Aug 14]. Available from: http://resolver.tudelft.nl/uuid:432bbd60-c6b9-4f08-aef4-615c2f2a101c ; urn:NBN:nl:ui:24-uuid:432bbd60-c6b9-4f08-aef4-615c2f2a101c ; urn:NBN:nl:ui:24-uuid:432bbd60-c6b9-4f08-aef4-615c2f2a101c ; http://resolver.tudelft.nl/uuid:432bbd60-c6b9-4f08-aef4-615c2f2a101c.

Council of Science Editors:

Rahimi E. A Design Framework for Personal Learning Environments. [Doctoral Dissertation]. Delft University of Technology; 2015. Available from: http://resolver.tudelft.nl/uuid:432bbd60-c6b9-4f08-aef4-615c2f2a101c ; urn:NBN:nl:ui:24-uuid:432bbd60-c6b9-4f08-aef4-615c2f2a101c ; urn:NBN:nl:ui:24-uuid:432bbd60-c6b9-4f08-aef4-615c2f2a101c ; http://resolver.tudelft.nl/uuid:432bbd60-c6b9-4f08-aef4-615c2f2a101c

.