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You searched for subject:(learning experience). Showing records 1 – 30 of 467 total matches.

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University of Adelaide

1. Suksudaj, Nattira. What factors influence learning of psychomotor skills by dental students?.

Degree: 2010, University of Adelaide

 Several key factors have been identified that relate to skill acquisition: a) ability, b) motivation, c) thinking processes and d) learning environments. Other health professions… (more)

Subjects/Keywords: psychomotor skills; learning; learning experience

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APA (6th Edition):

Suksudaj, N. (2010). What factors influence learning of psychomotor skills by dental students?. (Thesis). University of Adelaide. Retrieved from http://hdl.handle.net/2440/63693

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):

Suksudaj, Nattira. “What factors influence learning of psychomotor skills by dental students?.” 2010. Thesis, University of Adelaide. Accessed April 19, 2019. http://hdl.handle.net/2440/63693.

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

MLA Handbook (7th Edition):

Suksudaj, Nattira. “What factors influence learning of psychomotor skills by dental students?.” 2010. Web. 19 Apr 2019.

Vancouver:

Suksudaj N. What factors influence learning of psychomotor skills by dental students?. [Internet] [Thesis]. University of Adelaide; 2010. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/2440/63693.

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

Council of Science Editors:

Suksudaj N. What factors influence learning of psychomotor skills by dental students?. [Thesis]. University of Adelaide; 2010. Available from: http://hdl.handle.net/2440/63693

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

2. Brown, Carol Thompson. EQUIPPING MINDS: APPLYING A BIBLICALLY BASED CURRICULUM FOR IMPROVING WORKING MEMORY.

Degree: 2016, Southern Baptist Theological Seminary

 EQUIPPING MINDS: APPLYING A BIBLICALLY BASED CURRICULUM FOR IMPROVING WORKING MEMORY Carol Thompson Brown Ed.D. The Southern Baptist Theological Seminary, 2016 Supervisor: Dr. Danny R.… (more)

Subjects/Keywords: Memory.; Mediated learning experience.

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APA (6th Edition):

Brown, C. T. (2016). EQUIPPING MINDS: APPLYING A BIBLICALLY BASED CURRICULUM FOR IMPROVING WORKING MEMORY. (Thesis). Southern Baptist Theological Seminary. Retrieved from http://hdl.handle.net/10392/5258

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):

Brown, Carol Thompson. “EQUIPPING MINDS: APPLYING A BIBLICALLY BASED CURRICULUM FOR IMPROVING WORKING MEMORY.” 2016. Thesis, Southern Baptist Theological Seminary. Accessed April 19, 2019. http://hdl.handle.net/10392/5258.

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

MLA Handbook (7th Edition):

Brown, Carol Thompson. “EQUIPPING MINDS: APPLYING A BIBLICALLY BASED CURRICULUM FOR IMPROVING WORKING MEMORY.” 2016. Web. 19 Apr 2019.

Vancouver:

Brown CT. EQUIPPING MINDS: APPLYING A BIBLICALLY BASED CURRICULUM FOR IMPROVING WORKING MEMORY. [Internet] [Thesis]. Southern Baptist Theological Seminary; 2016. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10392/5258.

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

Council of Science Editors:

Brown CT. EQUIPPING MINDS: APPLYING A BIBLICALLY BASED CURRICULUM FOR IMPROVING WORKING MEMORY. [Thesis]. Southern Baptist Theological Seminary; 2016. Available from: http://hdl.handle.net/10392/5258

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


University of Ottawa

3. Collard, Jason. An Experiential Approach to the Delivery of the Grade 10 Civics Curriculum in Ontario: The Case of DILA .

Degree: 2015, University of Ottawa

 This study examines an educational intervention, which attempts to create experiential learning opportunities, to gain an understanding of the effects of teachers’ and students’ development… (more)

Subjects/Keywords: Civic Education; Experience Based Learning

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APA (6th Edition):

Collard, J. (2015). An Experiential Approach to the Delivery of the Grade 10 Civics Curriculum in Ontario: The Case of DILA . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/32392

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):

Collard, Jason. “An Experiential Approach to the Delivery of the Grade 10 Civics Curriculum in Ontario: The Case of DILA .” 2015. Thesis, University of Ottawa. Accessed April 19, 2019. http://hdl.handle.net/10393/32392.

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

MLA Handbook (7th Edition):

Collard, Jason. “An Experiential Approach to the Delivery of the Grade 10 Civics Curriculum in Ontario: The Case of DILA .” 2015. Web. 19 Apr 2019.

Vancouver:

Collard J. An Experiential Approach to the Delivery of the Grade 10 Civics Curriculum in Ontario: The Case of DILA . [Internet] [Thesis]. University of Ottawa; 2015. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10393/32392.

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

Council of Science Editors:

Collard J. An Experiential Approach to the Delivery of the Grade 10 Civics Curriculum in Ontario: The Case of DILA . [Thesis]. University of Ottawa; 2015. Available from: http://hdl.handle.net/10393/32392

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


University of Ottawa

4. Callary, Bettina. Exploring the Process of Lifelong Learning: The Biographies of Five Canadian Women Coaches .

Degree: 2012, University of Ottawa

 Coaches learn from a number of different situations and their past experiences influence what they choose to pay attention to and learn (Werthner & Trudel,… (more)

Subjects/Keywords: lifelong learning; coach; experience; reflection

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APA (6th Edition):

Callary, B. (2012). Exploring the Process of Lifelong Learning: The Biographies of Five Canadian Women Coaches . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/22647

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):

Callary, Bettina. “Exploring the Process of Lifelong Learning: The Biographies of Five Canadian Women Coaches .” 2012. Thesis, University of Ottawa. Accessed April 19, 2019. http://hdl.handle.net/10393/22647.

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

MLA Handbook (7th Edition):

Callary, Bettina. “Exploring the Process of Lifelong Learning: The Biographies of Five Canadian Women Coaches .” 2012. Web. 19 Apr 2019.

Vancouver:

Callary B. Exploring the Process of Lifelong Learning: The Biographies of Five Canadian Women Coaches . [Internet] [Thesis]. University of Ottawa; 2012. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10393/22647.

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

Council of Science Editors:

Callary B. Exploring the Process of Lifelong Learning: The Biographies of Five Canadian Women Coaches . [Thesis]. University of Ottawa; 2012. Available from: http://hdl.handle.net/10393/22647

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


University of Illinois – Urbana-Champaign

5. Broomell, Stephen B. Studies of experience based decision making.

Degree: PhD, 0338, 2010, University of Illinois – Urbana-Champaign

 A series of papers aimed at characterizing how decision makers (DMs) make choices based on past experiences have revealed patterns that differ from those reported… (more)

Subjects/Keywords: Decision Making; Experience; Learning

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APA (6th Edition):

Broomell, S. B. (2010). Studies of experience based decision making. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/16719

Chicago Manual of Style (16th Edition):

Broomell, Stephen B. “Studies of experience based decision making.” 2010. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed April 19, 2019. http://hdl.handle.net/2142/16719.

MLA Handbook (7th Edition):

Broomell, Stephen B. “Studies of experience based decision making.” 2010. Web. 19 Apr 2019.

Vancouver:

Broomell SB. Studies of experience based decision making. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2010. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/2142/16719.

Council of Science Editors:

Broomell SB. Studies of experience based decision making. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/16719

6. Álvarez, Victória del Pino. Technological learning in microalgae production systems: revisiting the experience curve and the learning mechanisms.

Degree: 2010, RCAAP

Dissertação de mest., Economia da Inovação e do Empreendedorismo, Faculdade de Economia, Univ. do Algarve, 2010

Facing the world scenario, businesses are striving for efficiency… (more)

Subjects/Keywords: Experience curve; Learning curve; Learning mechanisms; Microalgae

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APA (6th Edition):

Álvarez, V. d. P. (2010). Technological learning in microalgae production systems: revisiting the experience curve and the learning mechanisms. (Thesis). RCAAP. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:sapientia.ualg.pt:10400.1/1690

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):

Álvarez, Victória del Pino. “Technological learning in microalgae production systems: revisiting the experience curve and the learning mechanisms.” 2010. Thesis, RCAAP. Accessed April 19, 2019. http://www.rcaap.pt/detail.jsp?id=oai:sapientia.ualg.pt:10400.1/1690.

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

MLA Handbook (7th Edition):

Álvarez, Victória del Pino. “Technological learning in microalgae production systems: revisiting the experience curve and the learning mechanisms.” 2010. Web. 19 Apr 2019.

Vancouver:

Álvarez VdP. Technological learning in microalgae production systems: revisiting the experience curve and the learning mechanisms. [Internet] [Thesis]. RCAAP; 2010. [cited 2019 Apr 19]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:sapientia.ualg.pt:10400.1/1690.

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

Council of Science Editors:

Álvarez VdP. Technological learning in microalgae production systems: revisiting the experience curve and the learning mechanisms. [Thesis]. RCAAP; 2010. Available from: http://www.rcaap.pt/detail.jsp?id=oai:sapientia.ualg.pt:10400.1/1690

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


University of Tasmania

7. Sakulwichitsintu, S. Impact of peer learning: an investigation into the role and impact of peer learning in an online environment: a case study on students’ learning experience.

Degree: 2018, University of Tasmania

 This research investigates the role and impact of technology-supported peer learning activities in an online environment through a case study examining students’ learning experience. The… (more)

Subjects/Keywords: peer learning; impact of peer learning; learning experience; online environment

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APA (6th Edition):

Sakulwichitsintu, S. (2018). Impact of peer learning: an investigation into the role and impact of peer learning in an online environment: a case study on students’ learning experience. (Thesis). University of Tasmania. Retrieved from Sakulwichitsintu, S ORCID: 0000-0002-2827-2580 <https://orcid.org/0000-0002-2827-2580> 2018 , 'Impact of peer learning: an investigation into the role and impact of peer learning in an online environment: a case study on students’ learning experience', PhD thesis, University of Tasmania.

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):

Sakulwichitsintu, S. “Impact of peer learning: an investigation into the role and impact of peer learning in an online environment: a case study on students’ learning experience.” 2018. Thesis, University of Tasmania. Accessed April 19, 2019. Sakulwichitsintu, S ORCID: 0000-0002-2827-2580 <https://orcid.org/0000-0002-2827-2580> 2018 , 'Impact of peer learning: an investigation into the role and impact of peer learning in an online environment: a case study on students’ learning experience', PhD thesis, University of Tasmania..

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

MLA Handbook (7th Edition):

Sakulwichitsintu, S. “Impact of peer learning: an investigation into the role and impact of peer learning in an online environment: a case study on students’ learning experience.” 2018. Web. 19 Apr 2019.

Vancouver:

Sakulwichitsintu S. Impact of peer learning: an investigation into the role and impact of peer learning in an online environment: a case study on students’ learning experience. [Internet] [Thesis]. University of Tasmania; 2018. [cited 2019 Apr 19]. Available from: Sakulwichitsintu, S ORCID: 0000-0002-2827-2580 <https://orcid.org/0000-0002-2827-2580> 2018 , 'Impact of peer learning: an investigation into the role and impact of peer learning in an online environment: a case study on students’ learning experience', PhD thesis, University of Tasmania..

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

Council of Science Editors:

Sakulwichitsintu S. Impact of peer learning: an investigation into the role and impact of peer learning in an online environment: a case study on students’ learning experience. [Thesis]. University of Tasmania; 2018. Available from: Sakulwichitsintu, S ORCID: 0000-0002-2827-2580 <https://orcid.org/0000-0002-2827-2580> 2018 , 'Impact of peer learning: an investigation into the role and impact of peer learning in an online environment: a case study on students’ learning experience', PhD thesis, University of Tasmania.

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


University of Cincinnati

8. Marita, Samantha. Understanding the Educational Experiences of Individuals with Learning Disabilities: A Narrative Perspective.

Degree: PhD, Education, Criminal Justice, and Human Services: Educational Studies, 2018, University of Cincinnati

 Students with learning disabilities are the largest population of students receiving special education services and accommodations in schools. There is a large body of research… (more)

Subjects/Keywords: Special Education; learning disability; narrative; educational experience; disability experience; special education

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APA (6th Edition):

Marita, S. (2018). Understanding the Educational Experiences of Individuals with Learning Disabilities: A Narrative Perspective. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522320041872335

Chicago Manual of Style (16th Edition):

Marita, Samantha. “Understanding the Educational Experiences of Individuals with Learning Disabilities: A Narrative Perspective.” 2018. Doctoral Dissertation, University of Cincinnati. Accessed April 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522320041872335.

MLA Handbook (7th Edition):

Marita, Samantha. “Understanding the Educational Experiences of Individuals with Learning Disabilities: A Narrative Perspective.” 2018. Web. 19 Apr 2019.

Vancouver:

Marita S. Understanding the Educational Experiences of Individuals with Learning Disabilities: A Narrative Perspective. [Internet] [Doctoral dissertation]. University of Cincinnati; 2018. [cited 2019 Apr 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522320041872335.

Council of Science Editors:

Marita S. Understanding the Educational Experiences of Individuals with Learning Disabilities: A Narrative Perspective. [Doctoral Dissertation]. University of Cincinnati; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522320041872335

9. Draper, Christijan D. Ships Passing in the Night? E-Learning Designers' Experiences with User Experience.

Degree: PhD, 2015, Brigham Young University

 This qualitative study investigated the extent to which a diverse sub-set of e-learning designers were aware of UX principles and practices, where their e-learning design… (more)

Subjects/Keywords: e-learning; user experience; design; instructional design; learner experience; Educational Psychology

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Draper, C. D. (2015). Ships Passing in the Night? E-Learning Designers' Experiences with User Experience. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6486&context=etd

Chicago Manual of Style (16th Edition):

Draper, Christijan D. “Ships Passing in the Night? E-Learning Designers' Experiences with User Experience.” 2015. Doctoral Dissertation, Brigham Young University. Accessed April 19, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6486&context=etd.

MLA Handbook (7th Edition):

Draper, Christijan D. “Ships Passing in the Night? E-Learning Designers' Experiences with User Experience.” 2015. Web. 19 Apr 2019.

Vancouver:

Draper CD. Ships Passing in the Night? E-Learning Designers' Experiences with User Experience. [Internet] [Doctoral dissertation]. Brigham Young University; 2015. [cited 2019 Apr 19]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6486&context=etd.

Council of Science Editors:

Draper CD. Ships Passing in the Night? E-Learning Designers' Experiences with User Experience. [Doctoral Dissertation]. Brigham Young University; 2015. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6486&context=etd


University of Limerick

10. Stack, Amy. Student experience of the Visiting Aphasia Scheme (VAS); impact on attitudes and the learning experience.

Degree: 2015, University of Limerick

non-peer-reviewed

Background: Experience of participating in a conversation partner scheme can make significant improvements in the students’ ability to build a rapport with their client… (more)

Subjects/Keywords: Visiting Aphasia Scheme; attitudes; learning experience

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APA (6th Edition):

Stack, A. (2015). Student experience of the Visiting Aphasia Scheme (VAS); impact on attitudes and the learning experience. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/4978

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):

Stack, Amy. “Student experience of the Visiting Aphasia Scheme (VAS); impact on attitudes and the learning experience.” 2015. Thesis, University of Limerick. Accessed April 19, 2019. http://hdl.handle.net/10344/4978.

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

MLA Handbook (7th Edition):

Stack, Amy. “Student experience of the Visiting Aphasia Scheme (VAS); impact on attitudes and the learning experience.” 2015. Web. 19 Apr 2019.

Vancouver:

Stack A. Student experience of the Visiting Aphasia Scheme (VAS); impact on attitudes and the learning experience. [Internet] [Thesis]. University of Limerick; 2015. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10344/4978.

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

Council of Science Editors:

Stack A. Student experience of the Visiting Aphasia Scheme (VAS); impact on attitudes and the learning experience. [Thesis]. University of Limerick; 2015. Available from: http://hdl.handle.net/10344/4978

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


University of Alberta

11. Mirian HosseinAbadi, MahdiehSadat. A Computational Model of Learning from Replayed Experience in Spatial Navigation.

Degree: MS, Department of Computing Science, 2011, University of Alberta

 In this thesis we propose a computational model of animal behavior in spatial navigation, based on reinforcement learning ideas. In the field of computer science… (more)

Subjects/Keywords: Experience replay; Reinforcement learning; Spatial navigation

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APA (6th Edition):

Mirian HosseinAbadi, M. (2011). A Computational Model of Learning from Replayed Experience in Spatial Navigation. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/8w32r575j

Chicago Manual of Style (16th Edition):

Mirian HosseinAbadi, MahdiehSadat. “A Computational Model of Learning from Replayed Experience in Spatial Navigation.” 2011. Masters Thesis, University of Alberta. Accessed April 19, 2019. https://era.library.ualberta.ca/files/8w32r575j.

MLA Handbook (7th Edition):

Mirian HosseinAbadi, MahdiehSadat. “A Computational Model of Learning from Replayed Experience in Spatial Navigation.” 2011. Web. 19 Apr 2019.

Vancouver:

Mirian HosseinAbadi M. A Computational Model of Learning from Replayed Experience in Spatial Navigation. [Internet] [Masters thesis]. University of Alberta; 2011. [cited 2019 Apr 19]. Available from: https://era.library.ualberta.ca/files/8w32r575j.

Council of Science Editors:

Mirian HosseinAbadi M. A Computational Model of Learning from Replayed Experience in Spatial Navigation. [Masters Thesis]. University of Alberta; 2011. Available from: https://era.library.ualberta.ca/files/8w32r575j


University of Leicester

12. Davis, Geraldine. Bioscience knowledge and the registered nurse : an exploratory study of nurses starting a Nurse Prescriber programme.

Degree: EdD, 2009, University of Leicester

 Registered nurses entering a Nurse Prescriber programme participated in a mixed methods case study to explore the extent of their bioscience knowledge and the confidence… (more)

Subjects/Keywords: 610.73; Bioscience Nurse Prescriber confidence experience learning

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APA (6th Edition):

Davis, G. (2009). Bioscience knowledge and the registered nurse : an exploratory study of nurses starting a Nurse Prescriber programme. (Doctoral Dissertation). University of Leicester. Retrieved from http://hdl.handle.net/2381/4135

Chicago Manual of Style (16th Edition):

Davis, Geraldine. “Bioscience knowledge and the registered nurse : an exploratory study of nurses starting a Nurse Prescriber programme.” 2009. Doctoral Dissertation, University of Leicester. Accessed April 19, 2019. http://hdl.handle.net/2381/4135.

MLA Handbook (7th Edition):

Davis, Geraldine. “Bioscience knowledge and the registered nurse : an exploratory study of nurses starting a Nurse Prescriber programme.” 2009. Web. 19 Apr 2019.

Vancouver:

Davis G. Bioscience knowledge and the registered nurse : an exploratory study of nurses starting a Nurse Prescriber programme. [Internet] [Doctoral dissertation]. University of Leicester; 2009. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/2381/4135.

Council of Science Editors:

Davis G. Bioscience knowledge and the registered nurse : an exploratory study of nurses starting a Nurse Prescriber programme. [Doctoral Dissertation]. University of Leicester; 2009. Available from: http://hdl.handle.net/2381/4135


Vanderbilt University

13. Ryan, Kaitlin Frances. Gender Differences in Recognition of Toy Faces Suggest a Contribution of Experience.

Degree: MS, Psychology, 2016, Vanderbilt University

 When there is a gender effect, women perform better than men in face recognition tasks. Prior work has not documented a male advantage on a… (more)

Subjects/Keywords: gender differences; learning; experience; face recognition

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APA (6th Edition):

Ryan, K. F. (2016). Gender Differences in Recognition of Toy Faces Suggest a Contribution of Experience. (Masters Thesis). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07142016-094743/ ;

Chicago Manual of Style (16th Edition):

Ryan, Kaitlin Frances. “Gender Differences in Recognition of Toy Faces Suggest a Contribution of Experience.” 2016. Masters Thesis, Vanderbilt University. Accessed April 19, 2019. http://etd.library.vanderbilt.edu/available/etd-07142016-094743/ ;.

MLA Handbook (7th Edition):

Ryan, Kaitlin Frances. “Gender Differences in Recognition of Toy Faces Suggest a Contribution of Experience.” 2016. Web. 19 Apr 2019.

Vancouver:

Ryan KF. Gender Differences in Recognition of Toy Faces Suggest a Contribution of Experience. [Internet] [Masters thesis]. Vanderbilt University; 2016. [cited 2019 Apr 19]. Available from: http://etd.library.vanderbilt.edu/available/etd-07142016-094743/ ;.

Council of Science Editors:

Ryan KF. Gender Differences in Recognition of Toy Faces Suggest a Contribution of Experience. [Masters Thesis]. Vanderbilt University; 2016. Available from: http://etd.library.vanderbilt.edu/available/etd-07142016-094743/ ;


Curtin University of Technology

14. Mayberry, Lorel. A qualitative study of undergraduate students' learning experience in sexology .

Degree: 2012, Curtin University of Technology

 This study responds to significant issues related to the problematic nature of perceptions of sexuality in Australian society. It also explores the extent to which… (more)

Subjects/Keywords: learning experience; sexology; qualitative study; undergraduate students

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APA (6th Edition):

Mayberry, L. (2012). A qualitative study of undergraduate students' learning experience in sexology . (Thesis). Curtin University of Technology. Retrieved from http://hdl.handle.net/20.500.11937/1156

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):

Mayberry, Lorel. “A qualitative study of undergraduate students' learning experience in sexology .” 2012. Thesis, Curtin University of Technology. Accessed April 19, 2019. http://hdl.handle.net/20.500.11937/1156.

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

MLA Handbook (7th Edition):

Mayberry, Lorel. “A qualitative study of undergraduate students' learning experience in sexology .” 2012. Web. 19 Apr 2019.

Vancouver:

Mayberry L. A qualitative study of undergraduate students' learning experience in sexology . [Internet] [Thesis]. Curtin University of Technology; 2012. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/20.500.11937/1156.

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

Council of Science Editors:

Mayberry L. A qualitative study of undergraduate students' learning experience in sexology . [Thesis]. Curtin University of Technology; 2012. Available from: http://hdl.handle.net/20.500.11937/1156

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

15. Rinn, Avril. Wistful determination: Adults’ perceptions of their learning disability diagnoses.

Degree: 2017, Athabasca University

It was once supposed that children “grew out of” learning disabilities (LDs), but it is now known that these are lifelong conditions that can negatively… (more)

Subjects/Keywords: heuristic inquiry; learning disability; lived experience; phenomenology

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

APA (6th Edition):

Rinn, A. (2017). Wistful determination: Adults’ perceptions of their learning disability diagnoses. (Thesis). Athabasca University. Retrieved from http://hdl.handle.net/10791/224

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):

Rinn, Avril. “Wistful determination: Adults’ perceptions of their learning disability diagnoses.” 2017. Thesis, Athabasca University. Accessed April 19, 2019. http://hdl.handle.net/10791/224.

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

MLA Handbook (7th Edition):

Rinn, Avril. “Wistful determination: Adults’ perceptions of their learning disability diagnoses.” 2017. Web. 19 Apr 2019.

Vancouver:

Rinn A. Wistful determination: Adults’ perceptions of their learning disability diagnoses. [Internet] [Thesis]. Athabasca University; 2017. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10791/224.

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

Council of Science Editors:

Rinn A. Wistful determination: Adults’ perceptions of their learning disability diagnoses. [Thesis]. Athabasca University; 2017. Available from: http://hdl.handle.net/10791/224

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


University of Ottawa

16. Kellam, Hugh James Dowler. A Conceptual Framework to Guide the Design, Delivery and Evaluation of Quality Mobile Learning Experiences .

Degree: 2015, University of Ottawa

 Mobile learning has the pedagogical potential to provide informal, context-based educational experiences that can teach practical and applicable workplace skills and behaviors. The goal of… (more)

Subjects/Keywords: mobile learning; conceptual framework; mobile learning experience; informal learning; mobile learning evaluation

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APA (6th Edition):

Kellam, H. J. D. (2015). A Conceptual Framework to Guide the Design, Delivery and Evaluation of Quality Mobile Learning Experiences . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/32955

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):

Kellam, Hugh James Dowler. “A Conceptual Framework to Guide the Design, Delivery and Evaluation of Quality Mobile Learning Experiences .” 2015. Thesis, University of Ottawa. Accessed April 19, 2019. http://hdl.handle.net/10393/32955.

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

MLA Handbook (7th Edition):

Kellam, Hugh James Dowler. “A Conceptual Framework to Guide the Design, Delivery and Evaluation of Quality Mobile Learning Experiences .” 2015. Web. 19 Apr 2019.

Vancouver:

Kellam HJD. A Conceptual Framework to Guide the Design, Delivery and Evaluation of Quality Mobile Learning Experiences . [Internet] [Thesis]. University of Ottawa; 2015. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10393/32955.

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

Council of Science Editors:

Kellam HJD. A Conceptual Framework to Guide the Design, Delivery and Evaluation of Quality Mobile Learning Experiences . [Thesis]. University of Ottawa; 2015. Available from: http://hdl.handle.net/10393/32955

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

17. Bronson, Stefanie. First-year Kinesiology Studentsâ Learning Experience in a Practice-based Course.

Degree: 2016, University of Toronto

The purpose of this study was to investigate first-year kinesiology studentsâ learning experience in a practice-based course. Semi-structured interviews were conducted with eleven first-student kinesiology… (more)

Subjects/Keywords: Experiential learning; Practice-based learning; Student experience; 0745

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APA (6th Edition):

Bronson, S. (2016). First-year Kinesiology Studentsâ Learning Experience in a Practice-based Course. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/74536

Chicago Manual of Style (16th Edition):

Bronson, Stefanie. “First-year Kinesiology Studentsâ Learning Experience in a Practice-based Course.” 2016. Masters Thesis, University of Toronto. Accessed April 19, 2019. http://hdl.handle.net/1807/74536.

MLA Handbook (7th Edition):

Bronson, Stefanie. “First-year Kinesiology Studentsâ Learning Experience in a Practice-based Course.” 2016. Web. 19 Apr 2019.

Vancouver:

Bronson S. First-year Kinesiology Studentsâ Learning Experience in a Practice-based Course. [Internet] [Masters thesis]. University of Toronto; 2016. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1807/74536.

Council of Science Editors:

Bronson S. First-year Kinesiology Studentsâ Learning Experience in a Practice-based Course. [Masters Thesis]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/74536


Texas A&M University

18. Yopp, Ashley Michelle. The Human Interaction Effect: An Ethnography of (Dis)Engagement in Teaching and Learning.

Degree: PhD, Agricultural Leadership, Education, and Communications, 2016, Texas A&M University

 Educators and students struggle with engagement in many educational settings and at all levels. A lack of engagement has been reported to contribute to an… (more)

Subjects/Keywords: teaching; learning; engagement; ethnography; quasi-experiment; experience; qualitative; personality; learning style

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

APA (6th Edition):

Yopp, A. M. (2016). The Human Interaction Effect: An Ethnography of (Dis)Engagement in Teaching and Learning. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158718

Chicago Manual of Style (16th Edition):

Yopp, Ashley Michelle. “The Human Interaction Effect: An Ethnography of (Dis)Engagement in Teaching and Learning.” 2016. Doctoral Dissertation, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/158718.

MLA Handbook (7th Edition):

Yopp, Ashley Michelle. “The Human Interaction Effect: An Ethnography of (Dis)Engagement in Teaching and Learning.” 2016. Web. 19 Apr 2019.

Vancouver:

Yopp AM. The Human Interaction Effect: An Ethnography of (Dis)Engagement in Teaching and Learning. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/158718.

Council of Science Editors:

Yopp AM. The Human Interaction Effect: An Ethnography of (Dis)Engagement in Teaching and Learning. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/158718


Open Universiteit Nederland

19. Kool, Liesbeth. Self-Directed Learning: Hoe verloskundigen leren op de werkplek .

Degree: 2010, Open Universiteit Nederland

 Verloskundigen ontwikkelen tijdens de HBO-bachelor opleiding verloskunde self-directed learning (SDL) vaardigheden. Zij worden opgeleid tot beginnend zelfstandig medisch professional in de verloskunde (Klink, 2008). Na… (more)

Subjects/Keywords: self-directed learning skills; self-assessment; learning from working experience; onderwijswetenschappen

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

APA (6th Edition):

Kool, L. (2010). Self-Directed Learning: Hoe verloskundigen leren op de werkplek . (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/2848

Chicago Manual of Style (16th Edition):

Kool, Liesbeth. “Self-Directed Learning: Hoe verloskundigen leren op de werkplek .” 2010. Masters Thesis, Open Universiteit Nederland. Accessed April 19, 2019. http://hdl.handle.net/1820/2848.

MLA Handbook (7th Edition):

Kool, Liesbeth. “Self-Directed Learning: Hoe verloskundigen leren op de werkplek .” 2010. Web. 19 Apr 2019.

Vancouver:

Kool L. Self-Directed Learning: Hoe verloskundigen leren op de werkplek . [Internet] [Masters thesis]. Open Universiteit Nederland; 2010. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1820/2848.

Council of Science Editors:

Kool L. Self-Directed Learning: Hoe verloskundigen leren op de werkplek . [Masters Thesis]. Open Universiteit Nederland; 2010. Available from: http://hdl.handle.net/1820/2848


Delft University of Technology

20. Van der Laan, T.A. Consolidated Deep Actor Critic Networks:.

Degree: 2015, Delft University of Technology

 The works [Volodymyr et al. Playing atari with deep reinforcement learning. arXiv preprint arXiv:1312.5602, 2013.] and [Volodymyr et al. Human-level control through deep reinforcement learning.… (more)

Subjects/Keywords: reinforcement learning; deep learning; actor critic model; experience replay

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APA (6th Edition):

Van der Laan, T. A. (2015). Consolidated Deep Actor Critic Networks:. (Masters Thesis). Delft University of Technology. Retrieved from http://resolver.tudelft.nl/uuid:682a56ed-8e21-4b70-af11-0e8e9e298fa2

Chicago Manual of Style (16th Edition):

Van der Laan, T A. “Consolidated Deep Actor Critic Networks:.” 2015. Masters Thesis, Delft University of Technology. Accessed April 19, 2019. http://resolver.tudelft.nl/uuid:682a56ed-8e21-4b70-af11-0e8e9e298fa2.

MLA Handbook (7th Edition):

Van der Laan, T A. “Consolidated Deep Actor Critic Networks:.” 2015. Web. 19 Apr 2019.

Vancouver:

Van der Laan TA. Consolidated Deep Actor Critic Networks:. [Internet] [Masters thesis]. Delft University of Technology; 2015. [cited 2019 Apr 19]. Available from: http://resolver.tudelft.nl/uuid:682a56ed-8e21-4b70-af11-0e8e9e298fa2.

Council of Science Editors:

Van der Laan TA. Consolidated Deep Actor Critic Networks:. [Masters Thesis]. Delft University of Technology; 2015. Available from: http://resolver.tudelft.nl/uuid:682a56ed-8e21-4b70-af11-0e8e9e298fa2


University of Ottawa

21. Taylor, Shaunna. Case Studies in Learning to Coach Athletes with Disabilities: Lifelong Learning in Four Canadian Parasport Coaches .

Degree: 2015, University of Ottawa

 The complex human process of sport coaching is a dynamic and evolving practice that develops over a long period of time. Coaches learn from a… (more)

Subjects/Keywords: Lifelong learning; Coaching; Reflection; Disability sport; Experience; Social learning; Networks

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

APA (6th Edition):

Taylor, S. (2015). Case Studies in Learning to Coach Athletes with Disabilities: Lifelong Learning in Four Canadian Parasport Coaches . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/32234

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):

Taylor, Shaunna. “Case Studies in Learning to Coach Athletes with Disabilities: Lifelong Learning in Four Canadian Parasport Coaches .” 2015. Thesis, University of Ottawa. Accessed April 19, 2019. http://hdl.handle.net/10393/32234.

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

MLA Handbook (7th Edition):

Taylor, Shaunna. “Case Studies in Learning to Coach Athletes with Disabilities: Lifelong Learning in Four Canadian Parasport Coaches .” 2015. Web. 19 Apr 2019.

Vancouver:

Taylor S. Case Studies in Learning to Coach Athletes with Disabilities: Lifelong Learning in Four Canadian Parasport Coaches . [Internet] [Thesis]. University of Ottawa; 2015. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10393/32234.

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

Council of Science Editors:

Taylor S. Case Studies in Learning to Coach Athletes with Disabilities: Lifelong Learning in Four Canadian Parasport Coaches . [Thesis]. University of Ottawa; 2015. Available from: http://hdl.handle.net/10393/32234

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


University of New South Wales

22. Wang, Rui. The Virtual Learning Experience: Learning Styles, Task Complexity and Presence in the Context of Emerging VR Technologies.

Degree: Building Construction Management Program, 2015, University of New South Wales

 This study investigates how emerging virtual reality technologies impact the way architecture and construction students engage in the higher education learning context. The work takes… (more)

Subjects/Keywords: Presence; Virtual Reality Technology; Learning Styles; Learning Experience

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APA (6th Edition):

Wang, R. (2015). The Virtual Learning Experience: Learning Styles, Task Complexity and Presence in the Context of Emerging VR Technologies. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/54629 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:35429/SOURCE02?view=true

Chicago Manual of Style (16th Edition):

Wang, Rui. “The Virtual Learning Experience: Learning Styles, Task Complexity and Presence in the Context of Emerging VR Technologies.” 2015. Doctoral Dissertation, University of New South Wales. Accessed April 19, 2019. http://handle.unsw.edu.au/1959.4/54629 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:35429/SOURCE02?view=true.

MLA Handbook (7th Edition):

Wang, Rui. “The Virtual Learning Experience: Learning Styles, Task Complexity and Presence in the Context of Emerging VR Technologies.” 2015. Web. 19 Apr 2019.

Vancouver:

Wang R. The Virtual Learning Experience: Learning Styles, Task Complexity and Presence in the Context of Emerging VR Technologies. [Internet] [Doctoral dissertation]. University of New South Wales; 2015. [cited 2019 Apr 19]. Available from: http://handle.unsw.edu.au/1959.4/54629 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:35429/SOURCE02?view=true.

Council of Science Editors:

Wang R. The Virtual Learning Experience: Learning Styles, Task Complexity and Presence in the Context of Emerging VR Technologies. [Doctoral Dissertation]. University of New South Wales; 2015. Available from: http://handle.unsw.edu.au/1959.4/54629 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:35429/SOURCE02?view=true

23. Lee, Stella. Design of a Learner-Directed E-Learning Model .

Degree: 2014, University of Hertfordshire

 How can one create online educational material that support and motivate students in guiding their own learning and make meaningful instructional decisions? One of the… (more)

Subjects/Keywords: e-learning; instructional design; learning design; student modelling; Kolb; Experiential Learning Theory; Self-Regulated Learning Theory; learning experience; learning computer programming

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

APA (6th Edition):

Lee, S. (2014). Design of a Learner-Directed E-Learning Model . (Thesis). University of Hertfordshire. Retrieved from http://hdl.handle.net/2299/13894

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):

Lee, Stella. “Design of a Learner-Directed E-Learning Model .” 2014. Thesis, University of Hertfordshire. Accessed April 19, 2019. http://hdl.handle.net/2299/13894.

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

MLA Handbook (7th Edition):

Lee, Stella. “Design of a Learner-Directed E-Learning Model .” 2014. Web. 19 Apr 2019.

Vancouver:

Lee S. Design of a Learner-Directed E-Learning Model . [Internet] [Thesis]. University of Hertfordshire; 2014. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/2299/13894.

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

Council of Science Editors:

Lee S. Design of a Learner-Directed E-Learning Model . [Thesis]. University of Hertfordshire; 2014. Available from: http://hdl.handle.net/2299/13894

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


Texas A&M University

24. Guarguati Ariza, Juliana Andrea. Systemic Approach to Improve Learning from Incidents.

Degree: 2017, Texas A&M University

Learning from incidents has always been very challenging for industry and regulators due to the associated complexity in human and organizational behavior. In spite of… (more)

Subjects/Keywords: Learning from incidents; organizational learning; learning from experience; safety knowledge; incident investigation process

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APA (6th Edition):

Guarguati Ariza, J. A. (2017). Systemic Approach to Improve Learning from Incidents. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/161386

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):

Guarguati Ariza, Juliana Andrea. “Systemic Approach to Improve Learning from Incidents.” 2017. Thesis, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/161386.

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

MLA Handbook (7th Edition):

Guarguati Ariza, Juliana Andrea. “Systemic Approach to Improve Learning from Incidents.” 2017. Web. 19 Apr 2019.

Vancouver:

Guarguati Ariza JA. Systemic Approach to Improve Learning from Incidents. [Internet] [Thesis]. Texas A&M University; 2017. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/161386.

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

Council of Science Editors:

Guarguati Ariza JA. Systemic Approach to Improve Learning from Incidents. [Thesis]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/161386

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


Queensland University of Technology

25. Zakaria, Mohd Hafiz. E-learning 2.0 experiences within higher education : theorising students' and teachers' experiences in Web 2.0 learning.

Degree: 2013, Queensland University of Technology

 This study explores and evaluates students’ and teachers’ experiences when using a range of Web 2.0 tools in Higher Education teaching and learning. It contributes… (more)

Subjects/Keywords: e-learning 2.0; social media learning; Web 2.0; mixed methods research design; learning experience

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APA (6th Edition):

Zakaria, M. H. (2013). E-learning 2.0 experiences within higher education : theorising students' and teachers' experiences in Web 2.0 learning. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/61958/

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):

Zakaria, Mohd Hafiz. “E-learning 2.0 experiences within higher education : theorising students' and teachers' experiences in Web 2.0 learning.” 2013. Thesis, Queensland University of Technology. Accessed April 19, 2019. https://eprints.qut.edu.au/61958/.

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

MLA Handbook (7th Edition):

Zakaria, Mohd Hafiz. “E-learning 2.0 experiences within higher education : theorising students' and teachers' experiences in Web 2.0 learning.” 2013. Web. 19 Apr 2019.

Vancouver:

Zakaria MH. E-learning 2.0 experiences within higher education : theorising students' and teachers' experiences in Web 2.0 learning. [Internet] [Thesis]. Queensland University of Technology; 2013. [cited 2019 Apr 19]. Available from: https://eprints.qut.edu.au/61958/.

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

Council of Science Editors:

Zakaria MH. E-learning 2.0 experiences within higher education : theorising students' and teachers' experiences in Web 2.0 learning. [Thesis]. Queensland University of Technology; 2013. Available from: https://eprints.qut.edu.au/61958/

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

26. Matérn, Gunnur von. Differences in Children’s Experiences when Playing with a Social Robo : a Field Experiment.

Degree: Technology and Environmental Studies, 2014, Södertörn University

This study explored human-robot interaction where children got to play with the interactive social robot Romo. The focus of the study was to explore… (more)

Subjects/Keywords: Robot; HRI; User experience; Pleasurable experience; Play; Playful learning; Interactive design; Romo

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APA (6th Edition):

Matérn, G. v. (2014). Differences in Children’s Experiences when Playing with a Social Robo : a Field Experiment. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-26164

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):

Matérn, Gunnur von. “Differences in Children’s Experiences when Playing with a Social Robo : a Field Experiment.” 2014. Thesis, Södertörn University. Accessed April 19, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-26164.

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

MLA Handbook (7th Edition):

Matérn, Gunnur von. “Differences in Children’s Experiences when Playing with a Social Robo : a Field Experiment.” 2014. Web. 19 Apr 2019.

Vancouver:

Matérn Gv. Differences in Children’s Experiences when Playing with a Social Robo : a Field Experiment. [Internet] [Thesis]. Södertörn University; 2014. [cited 2019 Apr 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-26164.

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

Council of Science Editors:

Matérn Gv. Differences in Children’s Experiences when Playing with a Social Robo : a Field Experiment. [Thesis]. Södertörn University; 2014. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-26164

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


Dublin City University

27. Moebs, Sabine. QoS-based experience-aware adaptation in multimedia e-learning - A learner, is a learner, is a user, is a customer.

Degree: School of Electronic Engineering, 2011, Dublin City University

 One of the challenges for the future of technology-enhanced learning is the retention of learners. On-line learning environments should engage learners and provide an appropriate… (more)

Subjects/Keywords: Educational technology; Multimedia systems; multimedia e-learning; flow experience; quality of experience

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APA (6th Edition):

Moebs, S. (2011). QoS-based experience-aware adaptation in multimedia e-learning - A learner, is a learner, is a user, is a customer. (Thesis). Dublin City University. Retrieved from http://doras.dcu.ie/16519/

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):

Moebs, Sabine. “QoS-based experience-aware adaptation in multimedia e-learning - A learner, is a learner, is a user, is a customer.” 2011. Thesis, Dublin City University. Accessed April 19, 2019. http://doras.dcu.ie/16519/.

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

MLA Handbook (7th Edition):

Moebs, Sabine. “QoS-based experience-aware adaptation in multimedia e-learning - A learner, is a learner, is a user, is a customer.” 2011. Web. 19 Apr 2019.

Vancouver:

Moebs S. QoS-based experience-aware adaptation in multimedia e-learning - A learner, is a learner, is a user, is a customer. [Internet] [Thesis]. Dublin City University; 2011. [cited 2019 Apr 19]. Available from: http://doras.dcu.ie/16519/.

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

Council of Science Editors:

Moebs S. QoS-based experience-aware adaptation in multimedia e-learning - A learner, is a learner, is a user, is a customer. [Thesis]. Dublin City University; 2011. Available from: http://doras.dcu.ie/16519/

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


Brigham Young University

28. Manwaring, Kristine C. Emotional and Cognitive Engagement in Higher Education Classrooms.

Degree: PhD, 2017, Brigham Young University

 This is a multi-article format dissertation that explores emotional and cognitive engagement in higher education classrooms. Student engagement in higher education classrooms has been associated… (more)

Subjects/Keywords: learner engagement; emotional experience; higher education; blended learning; structural equation models; student experience; Educational Psychology

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

APA (6th Edition):

Manwaring, K. C. (2017). Emotional and Cognitive Engagement in Higher Education Classrooms. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7636&context=etd

Chicago Manual of Style (16th Edition):

Manwaring, Kristine C. “Emotional and Cognitive Engagement in Higher Education Classrooms.” 2017. Doctoral Dissertation, Brigham Young University. Accessed April 19, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7636&context=etd.

MLA Handbook (7th Edition):

Manwaring, Kristine C. “Emotional and Cognitive Engagement in Higher Education Classrooms.” 2017. Web. 19 Apr 2019.

Vancouver:

Manwaring KC. Emotional and Cognitive Engagement in Higher Education Classrooms. [Internet] [Doctoral dissertation]. Brigham Young University; 2017. [cited 2019 Apr 19]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7636&context=etd.

Council of Science Editors:

Manwaring KC. Emotional and Cognitive Engagement in Higher Education Classrooms. [Doctoral Dissertation]. Brigham Young University; 2017. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7636&context=etd

29. BARBOZA, Annye Elizabeth Mendes. A aprendizagem de gestores por meio de suas experiências em uma construtora pernambucana de médio porte: um estudo de caso na Viana & Moura Construções S/A .

Degree: 2015, Universidade Federal de Pernambuco

 A aprendizagem de gestores é um tema de relevância não somente para profissionais e organizações, mas para toda a sociedade. Assim, a lacuna nos estudos… (more)

Subjects/Keywords: Aprendizagem de gestores; Aprendizagem pela experiência; John Dewey; Experiência; Reflexão; Emoções; Managers’ learning; Learning from experience; John Dewey; Experience; Reflection; Emotions

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

APA (6th Edition):

BARBOZA, A. E. M. (2015). A aprendizagem de gestores por meio de suas experiências em uma construtora pernambucana de médio porte: um estudo de caso na Viana & Moura Construções S/A . (Masters Thesis). Universidade Federal de Pernambuco. Retrieved from https://repositorio.ufpe.br/handle/123456789/15657

Chicago Manual of Style (16th Edition):

BARBOZA, Annye Elizabeth Mendes. “A aprendizagem de gestores por meio de suas experiências em uma construtora pernambucana de médio porte: um estudo de caso na Viana & Moura Construções S/A .” 2015. Masters Thesis, Universidade Federal de Pernambuco. Accessed April 19, 2019. https://repositorio.ufpe.br/handle/123456789/15657.

MLA Handbook (7th Edition):

BARBOZA, Annye Elizabeth Mendes. “A aprendizagem de gestores por meio de suas experiências em uma construtora pernambucana de médio porte: um estudo de caso na Viana & Moura Construções S/A .” 2015. Web. 19 Apr 2019.

Vancouver:

BARBOZA AEM. A aprendizagem de gestores por meio de suas experiências em uma construtora pernambucana de médio porte: um estudo de caso na Viana & Moura Construções S/A . [Internet] [Masters thesis]. Universidade Federal de Pernambuco; 2015. [cited 2019 Apr 19]. Available from: https://repositorio.ufpe.br/handle/123456789/15657.

Council of Science Editors:

BARBOZA AEM. A aprendizagem de gestores por meio de suas experiências em uma construtora pernambucana de médio porte: um estudo de caso na Viana & Moura Construções S/A . [Masters Thesis]. Universidade Federal de Pernambuco; 2015. Available from: https://repositorio.ufpe.br/handle/123456789/15657


Virginia Commonwealth University

30. Carwile, Julie. A Case Study of the Self-directed Learning of Women Entrepreneurs in the First Four Years of Business Ownership.

Degree: PhD, Educational Studies, 2009, Virginia Commonwealth University

 In this qualitative case study, self-directed learning theory was used as the lens to explore experiences of nine women entrepreneurs during the first four years… (more)

Subjects/Keywords: Entrepreneneur; self-directed learning; instrumental learning; motivation; prior work experience; experimentation trial and error; Education

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

APA (6th Edition):

Carwile, J. (2009). A Case Study of the Self-directed Learning of Women Entrepreneurs in the First Four Years of Business Ownership. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/1715

Chicago Manual of Style (16th Edition):

Carwile, Julie. “A Case Study of the Self-directed Learning of Women Entrepreneurs in the First Four Years of Business Ownership.” 2009. Doctoral Dissertation, Virginia Commonwealth University. Accessed April 19, 2019. https://scholarscompass.vcu.edu/etd/1715.

MLA Handbook (7th Edition):

Carwile, Julie. “A Case Study of the Self-directed Learning of Women Entrepreneurs in the First Four Years of Business Ownership.” 2009. Web. 19 Apr 2019.

Vancouver:

Carwile J. A Case Study of the Self-directed Learning of Women Entrepreneurs in the First Four Years of Business Ownership. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2009. [cited 2019 Apr 19]. Available from: https://scholarscompass.vcu.edu/etd/1715.

Council of Science Editors:

Carwile J. A Case Study of the Self-directed Learning of Women Entrepreneurs in the First Four Years of Business Ownership. [Doctoral Dissertation]. Virginia Commonwealth University; 2009. Available from: https://scholarscompass.vcu.edu/etd/1715

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