subject:(online learning)

1. Kompella, Varun Raj. Slowness learning for curiosity-driven agents.

Degree: 2014, Università della Svizzera italiana

► In the absence of external guidance, how can a robot learn to map the many raw pixels of high-dimensional visual inputs to useful action sequences?… (more)

▼ In the absence of external guidance, how can a robot learn to map the many raw pixels of high-dimensional visual inputs to useful action sequences? I study methods that achieve this by making robots self-motivated (curious) to continually build compact representations of sensory inputs that encode different aspects of the changing environment. Previous curiosity-based agents acquired skills by associating intrinsic rewards with world model improvements, and used reinforcement learning (RL) to learn how to get these intrinsic rewards. But unlike in previous implementations, I consider streams of high-dimensional visual inputs, where the world model is a set of compact low-dimensional representations of the high-dimensional inputs. To learn these representations, I use the slowness learning principle, which states that the underlying causes of the changing sensory inputs vary on a much slower time scale than the observed sensory inputs. The representations learned through the slowness learning principle are called slow features (SFs). Slow features have been shown to be useful for RL, since they capture the underlying transition process by extracting spatio-temporal regularities in the raw sensory inputs. However, existing techniques that learn slow features are not readily applicable to curiosity-driven online learning agents, as they estimate computationally expensive covariance matrices from the data via batch processing. The first contribution called the incremental SFA (IncSFA), is a low-complexity, online algorithm that extracts slow features without storing any input data or estimating costly covariance matrices, thereby making it suitable to be used for several online learning applications. However, IncSFA gradually forgets previously learned representations whenever the statistics of the input change. In open-ended online learning, it becomes essential to store learned representations to avoid re- learning previously learned inputs. The second contribution is an online active modular IncSFA algorithm called the curiosity-driven modular incremental slow feature analysis (Curious Dr. MISFA). Curious Dr. MISFA addresses the forgetting problem faced by IncSFA and learns expert slow feature abstractions in order from least to most costly, with theoretical guarantees. The third contribution uses the Curious Dr. MISFA algorithm in a continual curiosity-driven skill acquisition framework that enables robots to acquire, store, and re-use both abstractions and skills in an online and continual manner. I provide (a) a formal analysis of the working of the proposed algorithms; (b) compare them to the existing methods; and (c) use the iCub humanoid robot to demonstrate their application in real-world environments. These contributions together demonstrate that the online implementations of slowness learning make it suitable for an open-ended curiosity-driven RL agent to acquire a repertoire of skills that map the many raw pixels of high-dimensional images to multiple sets of action sequences. Advisors/Committee Members: Schmidhuber, Jürgen (Dir.).

Subjects/Keywords: Online learning

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APA (6^th Edition):

Kompella, V. R. (2014). Slowness learning for curiosity-driven agents. (Thesis). Università della Svizzera italiana. Retrieved from http://doc.rero.ch/record/234698

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

Chicago Manual of Style (16^th Edition):

Kompella, Varun Raj. “Slowness learning for curiosity-driven agents.” 2014. Thesis, Università della Svizzera italiana. Accessed March 04, 2021. http://doc.rero.ch/record/234698.

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

MLA Handbook (7^th Edition):

Kompella, Varun Raj. “Slowness learning for curiosity-driven agents.” 2014. Web. 04 Mar 2021.

Vancouver:

Kompella VR. Slowness learning for curiosity-driven agents. [Internet] [Thesis]. Università della Svizzera italiana; 2014. [cited 2021 Mar 04]. Available from: http://doc.rero.ch/record/234698.

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

Council of Science Editors:

Kompella VR. Slowness learning for curiosity-driven agents. [Thesis]. Università della Svizzera italiana; 2014. Available from: http://doc.rero.ch/record/234698

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

Massey University

2. Sasai, Lalida. The relationship between self-regulated learning and the use of online portfolios in an online learning environment.

Degree: PhD, Education, 2015, Massey University

URL: http://hdl.handle.net/10179/7182

► Self-Regulated Learning (SRL) theory provides an explanation for how learners control and direct their thoughts, feelings, and actions in relation to their learning goals and… (more)

Subjects/Keywords: Selr-regulated learning; Online learning; Online portfolios; Online learning environment; Learning

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APA (6^th Edition):

Sasai, L. (2015). The relationship between self-regulated learning and the use of online portfolios in an online learning environment. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/7182

Chicago Manual of Style (16^th Edition):

Sasai, Lalida. “The relationship between self-regulated learning and the use of online portfolios in an online learning environment.” 2015. Doctoral Dissertation, Massey University. Accessed March 04, 2021. http://hdl.handle.net/10179/7182.

MLA Handbook (7^th Edition):

Sasai, Lalida. “The relationship between self-regulated learning and the use of online portfolios in an online learning environment.” 2015. Web. 04 Mar 2021.

Vancouver:

Sasai L. The relationship between self-regulated learning and the use of online portfolios in an online learning environment. [Internet] [Doctoral dissertation]. Massey University; 2015. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10179/7182.

Council of Science Editors:

Sasai L. The relationship between self-regulated learning and the use of online portfolios in an online learning environment. [Doctoral Dissertation]. Massey University; 2015. Available from: http://hdl.handle.net/10179/7182

University of Georgia

3. Edwards, Jennifer Leigh Cook. Adjusting online delivery to meet student learning styles.

Degree: 2016, University of Georgia

URL: http://hdl.handle.net/10724/35185

► This action research study examined student perceptions and achievement of online course materials when designed and delivered to meet different learning styles. The Felder-Silverman (1988)… (more)

▼ This action research study examined student perceptions and achievement of online course materials when designed and delivered to meet different learning styles. The Felder-Silverman (1988) model of learning styles guided the design, development, and delivery of selected instructional learning modules. Prior to the delivery of course content, students’ individual learning styles were assessed with the Felder and Soloman’s (1998) Index of Learning Styles Survey. Students completed a demographics questionnaire providing personal information, and responded to a survey describing their perceptions of previous online courses. Using the cyclical, iterative process of action research, the first cycle involved a unit of study administered in a traditional, asynchronous, online teaching format; all content was readily available with deadlines clearly communicated and marked. Data from Pre-Satisfaction surveys, Written Narratives, homework, and a unit quiz were gathered and analyzed at the end of the first cycle. This data served as a baseline of how students performed in a traditional, self-directed online teaching design and also revealed that verbal learners performed best compared to other learning styles. Student perceptions of this method were determined, which indicated moderate to low levels of satisfaction. The next cycle identified the types and distribution of students’ learning preferences. The second cycle consisted of a unit of study containing assignments and activities designed to meet visual learners which were the predominant student learning preference and the lowest performers from the previous cycle. Results of the second cycle were used to identify the learning style with the least academic improvement, active and reflective learners, which led to a third phase. The third cycle incorporated activities designed to meet learning style needs of both active and reflective learners. A fourth and final cycle attempted to meet all learning styles by allowing students to choose from a variety of assignment designs posted in the online course. Student academic performance was average when course content was delivered with no consideration to learning styles. However, achievement scores improved among all learner groups when instructional content was designed and delivered to meet learning styles. Significant improvements in course satisfaction were also noted when individual learning styles were met or when the course was delivered in an attempt to meet all learning styles.

Subjects/Keywords: online learning, online teaching; student learning styles; online achievement; online satisfaction

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APA (6^th Edition):

Edwards, J. L. C. (2016). Adjusting online delivery to meet student learning styles. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/35185

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

Chicago Manual of Style (16^th Edition):

Edwards, Jennifer Leigh Cook. “Adjusting online delivery to meet student learning styles.” 2016. Thesis, University of Georgia. Accessed March 04, 2021. http://hdl.handle.net/10724/35185.

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

MLA Handbook (7^th Edition):

Edwards, Jennifer Leigh Cook. “Adjusting online delivery to meet student learning styles.” 2016. Web. 04 Mar 2021.

Vancouver:

Edwards JLC. Adjusting online delivery to meet student learning styles. [Internet] [Thesis]. University of Georgia; 2016. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10724/35185.

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

Council of Science Editors:

Edwards JLC. Adjusting online delivery to meet student learning styles. [Thesis]. University of Georgia; 2016. Available from: http://hdl.handle.net/10724/35185

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

Oklahoma State University

4. Lambeth, Krista. Digital Communication Applications in the Online Learning Environments.

Degree: School of Teaching and Curriculum Leadership, 2011, Oklahoma State University

URL: http://hdl.handle.net/11244/7472

► The purpose of this study was for the researcher to obtain a better understanding of the online learning environment, to explore the various ways online… (more)

Subjects/Keywords: online learning; education

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APA (6^th Edition):

Lambeth, K. (2011). Digital Communication Applications in the Online Learning Environments. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7472

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

Chicago Manual of Style (16^th Edition):

Lambeth, Krista. “Digital Communication Applications in the Online Learning Environments.” 2011. Thesis, Oklahoma State University. Accessed March 04, 2021. http://hdl.handle.net/11244/7472.

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

MLA Handbook (7^th Edition):

Lambeth, Krista. “Digital Communication Applications in the Online Learning Environments.” 2011. Web. 04 Mar 2021.

Vancouver:

Lambeth K. Digital Communication Applications in the Online Learning Environments. [Internet] [Thesis]. Oklahoma State University; 2011. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11244/7472.

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

Council of Science Editors:

Lambeth K. Digital Communication Applications in the Online Learning Environments. [Thesis]. Oklahoma State University; 2011. Available from: http://hdl.handle.net/11244/7472

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

University of Wollongong

5. Al-Ismaiel, Omar Abdulwahab. Collaborative blended learning with higher education students in an Arabic context.

Degree: Doctor of Philosophy, Faculty of Education, 2013, University of Wollongong

URL: ; https://ro.uow.edu.au/theses/3983

► In Saudi Arabia, online learning is still a relatively new concept in higher education. There is limited research investigating online collaborative learning environments which… (more)

▼ In Saudi Arabia, online learning is still a relatively new concept in higher education. There is limited research investigating online collaborative learning environments which examine social interactions between students. The purpose of this study was to investigate student collaboration in Saudi higher education through the use of online collaborative tools, which were selected to compliment the face-to-face experiences traditionally offered. This study examined how these online tools may support student learning through group tasks orchestrated and completed within an online learning environment. Throughout the two iterations of this study, particular attention was paid to contextual and cultural factors that may potentially support or hinder student learning in blended learning environments. Two cohorts of fifteen male education students in a first year IT class at King Faisal University (KFU) in Saudi Arabia participated in this study over two iterations (each bound by a teaching semester of fifteen weeks). A design-based research approach (Reeves, 2000, 2006) was used to organise and report on the two iterations. Qualitative research which included observations and interviews, as well as action research, were employed to collect and analyse data from the two cohorts. The students were observed to examine their interactions while completing the two collaborative tasks in the online learning context. They were also interviewed (preliminary, second, and post interviews) by a Teaching Assistant to explore their cultural/social backgrounds and beliefs regarding technology, and to investigate difficulties with technology and collaboration, and personal factors that have affected their use of technology. This study revealed that the participants found it difficult to deeply engage in the processes of online collaboration to complete their tasks. They did not make meaning or demonstrate understanding of the tasks within their discussions through their engagement with the online tools. The discussion forum was the most used tool, followed by the chat tool and then the email tool. Cultural and contextual factors affected student learning in the online environment. Cultural factors were found that limited students’ meaning-making and engagement in collaboration. These factors included their preference for face-to-face learning, and a lack of experience in engaging in collaborative learning and using online tools for learning. Contextual factors that limited student collaboration and interaction through the…

Subjects/Keywords: collaborative learning; blended learning; online learning; collaborative online learning

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APA (6^th Edition):

Al-Ismaiel, O. A. (2013). Collaborative blended learning with higher education students in an Arabic context. (Doctoral Dissertation). University of Wollongong. Retrieved from ; https://ro.uow.edu.au/theses/3983

Chicago Manual of Style (16^th Edition):

Al-Ismaiel, Omar Abdulwahab. “Collaborative blended learning with higher education students in an Arabic context.” 2013. Doctoral Dissertation, University of Wollongong. Accessed March 04, 2021. ; https://ro.uow.edu.au/theses/3983.

MLA Handbook (7^th Edition):

Al-Ismaiel, Omar Abdulwahab. “Collaborative blended learning with higher education students in an Arabic context.” 2013. Web. 04 Mar 2021.

Vancouver:

Al-Ismaiel OA. Collaborative blended learning with higher education students in an Arabic context. [Internet] [Doctoral dissertation]. University of Wollongong; 2013. [cited 2021 Mar 04]. Available from: ; https://ro.uow.edu.au/theses/3983.

Council of Science Editors:

Al-Ismaiel OA. Collaborative blended learning with higher education students in an Arabic context. [Doctoral Dissertation]. University of Wollongong; 2013. Available from: ; https://ro.uow.edu.au/theses/3983

Cornell University

6. Karampatziakis, Nikolaos. Online Learning Algorithms For Sequence Prediction, Importance Weighted Classification, And Active Learning.

Degree: PhD, Computer Science, 2012, Cornell University

URL: http://hdl.handle.net/1813/31116

► This thesis studies three problems in online learning. For all the problems the proposed solutions are simple yet non-trivial adaptations of existing online machine learning… (more)

Subjects/Keywords: machine learning; online learning; active learning

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APA (6^th Edition):

Karampatziakis, N. (2012). Online Learning Algorithms For Sequence Prediction, Importance Weighted Classification, And Active Learning. (Doctoral Dissertation). Cornell University. Retrieved from http://hdl.handle.net/1813/31116

Chicago Manual of Style (16^th Edition):

Karampatziakis, Nikolaos. “Online Learning Algorithms For Sequence Prediction, Importance Weighted Classification, And Active Learning.” 2012. Doctoral Dissertation, Cornell University. Accessed March 04, 2021. http://hdl.handle.net/1813/31116.

MLA Handbook (7^th Edition):

Karampatziakis, Nikolaos. “Online Learning Algorithms For Sequence Prediction, Importance Weighted Classification, And Active Learning.” 2012. Web. 04 Mar 2021.

Vancouver:

Karampatziakis N. Online Learning Algorithms For Sequence Prediction, Importance Weighted Classification, And Active Learning. [Internet] [Doctoral dissertation]. Cornell University; 2012. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1813/31116.

Council of Science Editors:

Karampatziakis N. Online Learning Algorithms For Sequence Prediction, Importance Weighted Classification, And Active Learning. [Doctoral Dissertation]. Cornell University; 2012. Available from: http://hdl.handle.net/1813/31116

University of Georgia

7. Hong, Sunjoo. Factors and issues supporting learning communities among distance learners.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/21531

► The purpose of this study was to investigate sources and processes that impacted community building among distance learners enrolled in an online cohort program within… (more)

▼ The purpose of this study was to investigate sources and processes that impacted community building among distance learners enrolled in an online cohort program within the context of higher education. Sub-purposes were threefold. First, this study identified the existence of a community in the online cohort program. Next, it identified factors and issues that supported the creation and sustained the community in the online cohort. A third purpose was to describe the processes of individual participants’ involvement in the community throughout the period of the cohort program. A qualitative case study design was appropriate, given the research questions. The case was an online, four semester-long, non-degree program based on a cohort model offered in a large southeastern university. Data were primarily gathered through two phases of open-ended questionnaires to self-selected participants. Another source of data was the postings on the course bulletin boards made by the four primary participants during the last three semesters. Data were inductively analyzed and interpreted searching for themes and patterns. Those indicators that supported the development of a community extracted from related literature were also found in the data. These indicators included shared goals and practice, support, and feelings of belonging. In this study, the students of the cohort shared the communal goal of pursuing additional credential to their education certification. Through interaction, engagement, and alignment, the students showed that they supported each other’s learning, developed shared practice, and felt a sense of belonging. Community building in this online cohort was a result of the interaction of students, instructors, and circumstances of this particular program. Interaction, engagement, and alignment among the students; assistance and facilitation by the instructors; course structure; and the use of a cohort model appeared to have had an impact on community building. Although the students belonged to the same community, they revealed diverse experiences in it. They engaged in the community differently depending on their individual needs, desire, and situations. The individual students reported different concepts of a community, different levels of involvement in the community, and different way of connecting with others in the community.

Subjects/Keywords: Online learning; Distance learning; Learning communities; Community

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APA (6^th Edition):

Hong, S. (2014). Factors and issues supporting learning communities among distance learners. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/21531

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

Chicago Manual of Style (16^th Edition):

Hong, Sunjoo. “Factors and issues supporting learning communities among distance learners.” 2014. Thesis, University of Georgia. Accessed March 04, 2021. http://hdl.handle.net/10724/21531.

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

MLA Handbook (7^th Edition):

Hong, Sunjoo. “Factors and issues supporting learning communities among distance learners.” 2014. Web. 04 Mar 2021.

Vancouver:

Hong S. Factors and issues supporting learning communities among distance learners. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10724/21531.

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

Council of Science Editors:

Hong S. Factors and issues supporting learning communities among distance learners. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/21531

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

San Jose State University

8. Christensen, Kallan Kay. The Effects of Online Course Pedagogies on Learning and Cognitive Workload.

Degree: MA, Psychology, 2016, San Jose State University

URL: https://doi.org/10.31979/etd.pzu7-bk78 ; https://scholarworks.sjsu.edu/etd_theses/4683

► The use of recorded lecture video is a common online practice, although the implementation of this pedagogy varies and may have differential impacts on… (more)

Subjects/Keywords: cognitive workload; learning; online education; online pedagogy

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APA (6^th Edition):

Christensen, K. K. (2016). The Effects of Online Course Pedagogies on Learning and Cognitive Workload. (Masters Thesis). San Jose State University. Retrieved from https://doi.org/10.31979/etd.pzu7-bk78 ; https://scholarworks.sjsu.edu/etd_theses/4683

Chicago Manual of Style (16^th Edition):

Christensen, Kallan Kay. “The Effects of Online Course Pedagogies on Learning and Cognitive Workload.” 2016. Masters Thesis, San Jose State University. Accessed March 04, 2021. https://doi.org/10.31979/etd.pzu7-bk78 ; https://scholarworks.sjsu.edu/etd_theses/4683.

MLA Handbook (7^th Edition):

Christensen, Kallan Kay. “The Effects of Online Course Pedagogies on Learning and Cognitive Workload.” 2016. Web. 04 Mar 2021.

Vancouver:

Christensen KK. The Effects of Online Course Pedagogies on Learning and Cognitive Workload. [Internet] [Masters thesis]. San Jose State University; 2016. [cited 2021 Mar 04]. Available from: https://doi.org/10.31979/etd.pzu7-bk78 ; https://scholarworks.sjsu.edu/etd_theses/4683.

Council of Science Editors:

Christensen KK. The Effects of Online Course Pedagogies on Learning and Cognitive Workload. [Masters Thesis]. San Jose State University; 2016. Available from: https://doi.org/10.31979/etd.pzu7-bk78 ; https://scholarworks.sjsu.edu/etd_theses/4683

Delft University of Technology

9. Zattoni Scroccaro, Pedro (author). Online Convex Optimization with Predictions: Static and Dynamic Environments.

Degree: 2020, Delft University of Technology

URL: http://resolver.tudelft.nl/uuid:ce13b0da-fb0a-4e9f-b5a4-ef9b0dadf29b

►

In this thesis, we study Online Convex Optimization algorithms that exploit predictive and/or dynamical information about a problem instance. These features are inspired by recent… (more)

Subjects/Keywords: Online Convex Optimization; Prediction; Online Learning

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APA (6^th Edition):

Zattoni Scroccaro, P. (. (2020). Online Convex Optimization with Predictions: Static and Dynamic Environments. (Masters Thesis). Delft University of Technology. Retrieved from http://resolver.tudelft.nl/uuid:ce13b0da-fb0a-4e9f-b5a4-ef9b0dadf29b

Chicago Manual of Style (16^th Edition):

Zattoni Scroccaro, Pedro (author). “Online Convex Optimization with Predictions: Static and Dynamic Environments.” 2020. Masters Thesis, Delft University of Technology. Accessed March 04, 2021. http://resolver.tudelft.nl/uuid:ce13b0da-fb0a-4e9f-b5a4-ef9b0dadf29b.

MLA Handbook (7^th Edition):

Zattoni Scroccaro, Pedro (author). “Online Convex Optimization with Predictions: Static and Dynamic Environments.” 2020. Web. 04 Mar 2021.

Vancouver:

Zattoni Scroccaro P(. Online Convex Optimization with Predictions: Static and Dynamic Environments. [Internet] [Masters thesis]. Delft University of Technology; 2020. [cited 2021 Mar 04]. Available from: http://resolver.tudelft.nl/uuid:ce13b0da-fb0a-4e9f-b5a4-ef9b0dadf29b.

Council of Science Editors:

Zattoni Scroccaro P(. Online Convex Optimization with Predictions: Static and Dynamic Environments. [Masters Thesis]. Delft University of Technology; 2020. Available from: http://resolver.tudelft.nl/uuid:ce13b0da-fb0a-4e9f-b5a4-ef9b0dadf29b

University of North Texas

10. Samruayruen, Buncha. Self-regulated Learning Characteristics of Successful Versus Unsuccessful Online Learners in Thailand.

Degree: 2013, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc271889/

► The purpose of this study was to identify the existing level of self-regulated learning (SRL) among Thai online learners, to examine the relationship between SRL… (more)

▼ The purpose of this study was to identify the existing level of self-regulated learning (SRL) among Thai online learners, to examine the relationship between SRL and academic achievement based on a) course completion and b) course grades, and to investigate differences in SRL as they correlate to demographic factors. A mixed-methods research design with modified MSLQ online surveys and semi-structured interviews was used during the process of data collection. One hundred eighty-eight of the 580 online learners enrolled in the certificate programs of the Thailand Cyber University Project responded to the surveys; 7 of these also participated in the interview process. The findings indicated that Thai online learners reported high levels of SRL characteristics. Independent sample t-test results revealed that successful learners were higher in SRL learning strategies than those who did not succeed the course. Results from multiple regression analyses indicated that critical thinking and time/study environmental management were significant predictors of academic course grade with a small effect size (R2 = .113). Comparison of mean differences revealed that some SRL characteristics were different among demographic subgroups determined by factors including gender, age range, marital status, and Internet use; female reported a significantly higher level of task value than male; younger learners had a significantly higher level of test anxiety than older learners; married learners reported a significantly higher level of self-efficacy and task value than single learners; online learners who had more Internet experience reported a significantly higher level of self-efficacy, metacognitive self-regulation, and time/study environmental management than those who had less Internet experience. In addition, the qualitative findings confirmed that participants reported the use of learning strategies in four categories, with a high number of references to metacognitive self-regulation and elaboration, and a low number of references to critical thinking and time/study environmental management. Furthermore, the qualitative results revealed that Thai online learners used different tools for social and personal activities, communication, and information searching. Advisors/Committee Members: Knezek, Gerald A., Warren, Scott, Lin, Lin.

Subjects/Keywords: Self-regulated learning; self-regulation; online learning; online learning in Thailand

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APA (6^th Edition):

Samruayruen, B. (2013). Self-regulated Learning Characteristics of Successful Versus Unsuccessful Online Learners in Thailand. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc271889/

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

Chicago Manual of Style (16^th Edition):

Samruayruen, Buncha. “Self-regulated Learning Characteristics of Successful Versus Unsuccessful Online Learners in Thailand.” 2013. Thesis, University of North Texas. Accessed March 04, 2021. https://digital.library.unt.edu/ark:/67531/metadc271889/.

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

MLA Handbook (7^th Edition):

Samruayruen, Buncha. “Self-regulated Learning Characteristics of Successful Versus Unsuccessful Online Learners in Thailand.” 2013. Web. 04 Mar 2021.

Vancouver:

Samruayruen B. Self-regulated Learning Characteristics of Successful Versus Unsuccessful Online Learners in Thailand. [Internet] [Thesis]. University of North Texas; 2013. [cited 2021 Mar 04]. Available from: https://digital.library.unt.edu/ark:/67531/metadc271889/.

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

Council of Science Editors:

Samruayruen B. Self-regulated Learning Characteristics of Successful Versus Unsuccessful Online Learners in Thailand. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc271889/

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

Indiana University

11. Xu, Shuya. Investigating an Online Community of Self-Directed Language Learners at The Mixxer .

Degree: 2019, Indiana University

URL: http://hdl.handle.net/2022/22983

► The present study investigated The Mixxer language exchange site (https://www.language-exchanges.org/) as a typical informal online community of self-directed language learners with a focus on how… (more)

▼ The present study investigated The Mixxer language exchange site (https://www.language-exchanges.org/) as a typical informal online community of self-directed language learners with a focus on how learners interact with each other. Learners’ perception was also studied regarding how their language learning was impacted by their participation in the community. An exploratory sequential mixed methods design was adopted for this work. Data collection started with the iterative feature analysis of The Mixxer website and document analysis of website posts and records, along with an interview with the website administrator. Eight English learners and eight native speakers of English were then interviewed regarding their language learning experiences at The Mixxer after an initial understanding of The Mixxer environment was obtained. Data from interviews with learners were analyzed thematically to inform the development of the survey questionnaire for the last stage of data collection. During the last phase, a survey was distributed to over 12,000 users of The Mixxer. Importantly, more than 500 total responses were received. Of that total, 396 responses were analyzed in SPSS and MS Excel to reveal the interaction patterns and related experiences of all learners at The Mixxer. Analysis results showed that learners conducted conversational language exchange and writing corrections at The Mixxer. The user profile and search system as well as the messaging/chat tool of The Mixxer facilitated the connection of language partners. Learners used Skype or other communication tools to meet with their partners. Meanwhile, a smaller group of learners engaged in writing correction activities in the forum-style Writing section of The vii Mixxer. The Mixxer learners had one to four language partners on average. Among the 71.21% learners who had language exchange experiences at The Mixxer, they typically had one to four 31- to 60-minute exchanges each month. Ordinary learners attempted to arrange equal language practice opportunities for both parties during the exchange. They liked to chat casually with partners, ask each other questions, and teach basic knowledge of the language. They also corrected each other’s mistakes or gave other types of feedback. Some other learners had more structured activities for their language exchange engagement, such as reviewing different types of learning materials together or designing meaningful activities for language practice. Learner’s preferences of language partners were also discussed. Analysis of qualitative and quantitative data with the Community of Inquiry (CoI) framework suggested a strong social presence in The Mixxer community with a variety of indicators and examples. Cognitive presence was identified from learners’ regular language input and output practices during the exchange. Teaching presence in The Mixxer community was largely performed by learners themselves in the categories of design and organization and direct instruction. Evidence was also found for learning presence that… Advisors/Committee Members: Bonk, Curtis J (advisor).

Subjects/Keywords: online language learning community; self-directed online learning; informal online language learning; language exchange

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

APA (6^th Edition):

Xu, S. (2019). Investigating an Online Community of Self-Directed Language Learners at The Mixxer . (Thesis). Indiana University. Retrieved from http://hdl.handle.net/2022/22983

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

Chicago Manual of Style (16^th Edition):

Xu, Shuya. “Investigating an Online Community of Self-Directed Language Learners at The Mixxer .” 2019. Thesis, Indiana University. Accessed March 04, 2021. http://hdl.handle.net/2022/22983.

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

MLA Handbook (7^th Edition):

Xu, Shuya. “Investigating an Online Community of Self-Directed Language Learners at The Mixxer .” 2019. Web. 04 Mar 2021.

Vancouver:

Xu S. Investigating an Online Community of Self-Directed Language Learners at The Mixxer . [Internet] [Thesis]. Indiana University; 2019. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2022/22983.

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

Council of Science Editors:

Xu S. Investigating an Online Community of Self-Directed Language Learners at The Mixxer . [Thesis]. Indiana University; 2019. Available from: http://hdl.handle.net/2022/22983

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

University of Alberta

12. Saumure, Kristie. Motivation and the information behaviours of online learning students: the case of a professionally-oriented, graduate program.

Degree: PhD, Department of Psychology and the School of Library and Information Studies, 2010, University of Alberta

URL: https://era.library.ualberta.ca/files/n870zs421

► Online learning is a wonderful opportunity for students who cannot attend classes at conventional times and places to further their education. However, to some extent,… (more)

▼ Online learning is a wonderful opportunity for students who cannot attend classes at conventional times and places to further their education. However, to some extent, accessing and sharing information is often quite different and potentially more difficult for this particular group (e.g., they may lack access to the campus library). For this reason, it is important to appreciate both how the students are seeking and sharing information in this environment, as well as what drives these information behaviours. Understanding these processes will better enable instructors, librarians, and other relevant parties to facilitate information access to this population (e.g., through in-depth database training and/or better technology tools). With that in mind, this research asked: 1) In what types of information seeking and sharing behaviours do online learning students engage? 2) What motivates online learning students to both seek and share information? 3) Can a theoretical model of students’ motivational orientations as they apply to their information behaviours be developed? To answer these questions, the Teacher-Librarianship by Distance Learning Program was examined as an in-depth case study. A grounded theory approach was employed to enable the development of the motivational theory. Data were collected exclusively through in-depth, semi-structured interviews, though with two distinct groups of people: 15 students and 3 key informants. The students were asked to reflect on their experiences accessing and sharing information in the online setting as well as what they thought drove their information behaviours, while the key informants provided context around the program itself and offered their insights into how they believe the students interact with information. Overall, this study revealed that both electronic and local resources are key to these students’ information seeking successes. Furthermore, the results suggest that personally or professionally relevant assignments provide students with the greatest motivation to seek information for their coursework. Students in this online learning environment were inclined to share professional, academic, and personal information with others because they believed that this online learning environment fostered a culture of sharing.

Subjects/Keywords: information behaviours; motivation; online learning

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APA (6^th Edition):

Saumure, K. (2010). Motivation and the information behaviours of online learning students: the case of a professionally-oriented, graduate program. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/n870zs421

Chicago Manual of Style (16^th Edition):

Saumure, Kristie. “Motivation and the information behaviours of online learning students: the case of a professionally-oriented, graduate program.” 2010. Doctoral Dissertation, University of Alberta. Accessed March 04, 2021. https://era.library.ualberta.ca/files/n870zs421.

MLA Handbook (7^th Edition):

Saumure, Kristie. “Motivation and the information behaviours of online learning students: the case of a professionally-oriented, graduate program.” 2010. Web. 04 Mar 2021.

Vancouver:

Saumure K. Motivation and the information behaviours of online learning students: the case of a professionally-oriented, graduate program. [Internet] [Doctoral dissertation]. University of Alberta; 2010. [cited 2021 Mar 04]. Available from: https://era.library.ualberta.ca/files/n870zs421.

Council of Science Editors:

Saumure K. Motivation and the information behaviours of online learning students: the case of a professionally-oriented, graduate program. [Doctoral Dissertation]. University of Alberta; 2010. Available from: https://era.library.ualberta.ca/files/n870zs421

University of Alberta

13. Wu, Yifan. Online Learning under Partial Feedback.

Degree: MS, Department of Computing Science, 2016, University of Alberta

URL: https://era.library.ualberta.ca/files/cvd66w003h

► In an online learning problem a player makes decisions in a sequential manner. In each round, the player receives some reward that depends on his… (more)

Subjects/Keywords: online learning; partial feedback; bandits

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APA (6^th Edition):

Wu, Y. (2016). Online Learning under Partial Feedback. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/cvd66w003h

Chicago Manual of Style (16^th Edition):

Wu, Yifan. “Online Learning under Partial Feedback.” 2016. Masters Thesis, University of Alberta. Accessed March 04, 2021. https://era.library.ualberta.ca/files/cvd66w003h.

MLA Handbook (7^th Edition):

Wu, Yifan. “Online Learning under Partial Feedback.” 2016. Web. 04 Mar 2021.

Vancouver:

Wu Y. Online Learning under Partial Feedback. [Internet] [Masters thesis]. University of Alberta; 2016. [cited 2021 Mar 04]. Available from: https://era.library.ualberta.ca/files/cvd66w003h.

Council of Science Editors:

Wu Y. Online Learning under Partial Feedback. [Masters Thesis]. University of Alberta; 2016. Available from: https://era.library.ualberta.ca/files/cvd66w003h

Nelson Mandela Metropolitan University

14. Olamijulo, Christianah. An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom.

Degree: Faculty of Arts, 2012, Nelson Mandela Metropolitan University

URL: http://hdl.handle.net/10948/d1020149

► This study intends to explore how social media or social networking sites (SNSs) such as Facebook can facilitate communication channels or create dialogue spaces in… (more)

▼ This study intends to explore how social media or social networking sites (SNSs) such as Facebook can facilitate communication channels or create dialogue spaces in a language class. Social media is a form of participatory media, which broadly refers to the “collection of communication channels or mediums (primarily online and mobile) through which social networks originate and are sustained” (Flew 2008:109). Although the term social media is often used as a collective term for SNSs or as the core trademark of Web 2.0, Flew (2008:17) also distinguishes social media by calling it a “communications infrastructure” that allows for “participation, interactivity, collaborative learning and social networking”. Flew (2008) identifies various online sites including the online encyclopaedia Wikipedia and the online user-generated video site YouTube as well as various personalised web space sites such as MySpace, Facebook, Friendster and Bebo as participatory media. The study’s data collection was situated at Nelson Mandela Metropolitan University (NMMU) and investigated how social media can be used to facilitate dialogue between a tutor and BKI1120 Communication in English B students in a Higher Education (HE) context using qualitative methodology. This study compared the use of existing and more traditional or conventional classroom communication practices with those of SNSs as a communication channel, while focusing on social media application as a communication tool to create dialogue spaces that support teaching and learning practices. The research also attempted to identify alternative applications of social media for teaching and learning practices to inform researchers in the fields of HE and media. In the first data-collection phase, BKI1120 Communication in English B Public Management students were selected as the sample for the study. Seventeen students participated in the BKI1120 Facebook page created for the purpose of this study. In the second data-collection phase, a taped focus-group interview was conducted with eight BKI1120 Communication in English B students. The interview transcript was then analysed qualitatively for themes. The research findings showed that social media or SNSs such as Facebook can facilitate communication channels or create dialogue spaces in a language class, if it is managed effectively.

Subjects/Keywords: Online social networks; Blended learning

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APA (6^th Edition):

Olamijulo, C. (2012). An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/d1020149

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

Chicago Manual of Style (16^th Edition):

Olamijulo, Christianah. “An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom.” 2012. Thesis, Nelson Mandela Metropolitan University. Accessed March 04, 2021. http://hdl.handle.net/10948/d1020149.

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

MLA Handbook (7^th Edition):

Olamijulo, Christianah. “An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom.” 2012. Web. 04 Mar 2021.

Vancouver:

Olamijulo C. An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2012. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10948/d1020149.

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

Council of Science Editors:

Olamijulo C. An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom. [Thesis]. Nelson Mandela Metropolitan University; 2012. Available from: http://hdl.handle.net/10948/d1020149

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

University of Exeter

15. Alghamdi, F. The role of social media in developing online learning communities.

Degree: PhD, 2019, University of Exeter

URL: http://hdl.handle.net/10871/39495

► The purpose of this study was to examine the role of social media in develop-ing learning communities in both formal and informal learning contexts. The… (more)

▼ The purpose of this study was to examine the role of social media in develop-ing learning communities in both formal and informal learning contexts. The study was based on a theoretical framework to examine online learning communities from three levels: individual, interactional and group. This study selected two cases: the first case was a formal learning group that used networked learning via Twitter and WhatsApp within a blended learning environment in an academic module; this for-mal learning group was controlled by the teacher of the module. The second case was an informal learning group that used Twitter and WhatsApp to learn and prac-tise English as a second language; this group was created and informally organised by an active member on Twitter who was interested in teaching and practising Eng-lish. Semi-structured interviews, focus groups and WhatsApp discussion samples were the three main data collection methods of this study. The data were analysed using three procedures. Firstly, a thematic analysis of the interviews was conducted to generate a thematic research map and create a coding scheme for analysing the content of the WhatsApp discussions. Secondly, a social network analysis (SNA) was applied to the WhatsApp group discussions to map out the interactions among group members and select the sample of WhatsApp discussion for the third data analysis procedure. The third procedure was content analysis (CA), which was ap-plied to the WhatsApp conversations that occurred during the selected sample (the three most active and connected weeks). Findings from the SNA and CA were used to triangulate the results of the thematic analysis. The findings revealed that the ex-istence of similar learning needs, interactive communication among members and using appropriate communication tools are the main factors that develop online learning communities on social media. Also, it showed that the main function of us-ing Twitter for learning purposes was to develop the academic and social presence of the students/learners, while the main learning function of using WhatsApp was to provide an instant and open communication environment for online learning com-munity members. However, there were different uses of these applications in formal and informal learning contexts, which were described in the study.

Subjects/Keywords: 370; Online learning communities

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APA (6^th Edition):

Alghamdi, F. (2019). The role of social media in developing online learning communities. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/39495

Chicago Manual of Style (16^th Edition):

Alghamdi, F. “The role of social media in developing online learning communities.” 2019. Doctoral Dissertation, University of Exeter. Accessed March 04, 2021. http://hdl.handle.net/10871/39495.

MLA Handbook (7^th Edition):

Alghamdi, F. “The role of social media in developing online learning communities.” 2019. Web. 04 Mar 2021.

Vancouver:

Alghamdi F. The role of social media in developing online learning communities. [Internet] [Doctoral dissertation]. University of Exeter; 2019. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10871/39495.

Council of Science Editors:

Alghamdi F. The role of social media in developing online learning communities. [Doctoral Dissertation]. University of Exeter; 2019. Available from: http://hdl.handle.net/10871/39495

Texas A&M University

16. Perez Guarda, Paola. Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help.

Degree: PhD, Educational Psychology, 2014, Texas A&M University

URL: http://hdl.handle.net/1969.1/153222

► This study adds to the body of knowledge about professional development for teachers. Professionally well-trained teachers will most likely transfer those skills to their students.… (more)

▼ This study adds to the body of knowledge about professional development for teachers. Professionally well-trained teachers will most likely transfer those skills to their students. Therefore, it is necessary to provide opportunities for teachers to develop and grow professionally according to their professional context and needs. This study focuses on professional development of rural teachers in Chile. These teachers work in schools that present unique characteristics, which demand professional development to be supportive and related to teachers’ practices in rural settings. Through a mixed method study implemented through an online survey and later interviews, rural teachers from Chile were asked about their preferences for topics to learn, the importance of participating in activities based on the adult learner paradigm, their preference for delivery methods, and their expectations of professional development for rural teachers. The study also explores the potential use of online systems and online learning communities, by asking teachers about their perceptions of the usefulness of online systems and the perceived benefits as well as obstacles to their implementation in rural areas. The findings of this study suggest that rural teachers tend to favor professional development that provides ongoing support for their teaching practices, foster collaboration, and reflection and addresses their rural context and needs. Technology is perceived as a tool to overcome isolation and to collaborate and reflect with peers; however, this study identified the lack or unstable access to Internet as an obstacle to the use of online systems in professional development. More research is needed to identify the design and learning principles that currently guide professional development for rural teachers. It is also recommended to identify the role of higher education in the integration of technology and education in the training of future teachers. Finally, it is suggested to research about the relationship between current professional development programs for teachers and students learning outcomes in rural areas. Advisors/Committee Members: Zellner, Ronald (advisor), Hall, Robert (advisor), Dooley, Kim (committee member), Gazi, Yakut (committee member).

Subjects/Keywords: professional development; online learning communities

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APA (6^th Edition):

Perez Guarda, P. (2014). Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153222

Chicago Manual of Style (16^th Edition):

Perez Guarda, Paola. “Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help.” 2014. Doctoral Dissertation, Texas A&M University. Accessed March 04, 2021. http://hdl.handle.net/1969.1/153222.

MLA Handbook (7^th Edition):

Perez Guarda, Paola. “Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help.” 2014. Web. 04 Mar 2021.

Vancouver:

Perez Guarda P. Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1969.1/153222.

Council of Science Editors:

Perez Guarda P. Professional Development for Rural Teachers in Chile: What They Need and How Technology Can Help. [Doctoral Dissertation]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153222

Texas A&M University

17. Tabor, Joshua Wayne. Effective Online Learning: An Examination of Online Summer School Curriculum at a Suburban Texas High School.

Degree: EdD, Curriculum and Instruction, 2018, Texas A&M University

URL: http://hdl.handle.net/1969.1/174317

► Online learning has become a vital part of post-secondary education. Over one quarter of college students will register for at least one online course each… (more)

▼ Online learning has become a vital part of post-secondary education. Over one quarter of college students will register for at least one online course each semester they attend school (Smith, 2016). This significant growth in post-secondary education has created a trickle-down effect, shown through the growth of enrollments in secondary online learning programs (Herring, 2016). This fast-paced growth has created a vacuum of research concerning which methods of online learning are the most effective, specifically at the secondary level. Through this mixed methods study, I examined administrators, parents, and students’ perspectives on the effectiveness of online learning. I reviewed assignment scores to determine which online teaching methods successfully engaged high school students. Using pre-interviews, observations, and post-interviews, I determined which methods were the most successful in drawing high school students into the learning process. The results showed all stakeholders believe the online learning method can be effective, for many students but not all, when engaging students. Student engagement varied by lessons, but most were engaged in their coursework an average of eight minutes. No matter levels of engagement, all received credit for their work with scores between 90- 100. Using post-interview data, most students found the work to be simple and easy. The lessons that engaged students were short, usually included videos and some level of questioning to make sure the student focused on the lesson. The main difficulty faced was forcing themselves to sit down and complete the work. The results of this study will help school districts understand what attracts high school students’ focus and retains their attention in online learning environments, which will help curriculum designers create more focused and effective online curricula. Advisors/Committee Members: Capraro, Mary (advisor), Yalvac, Bugrahan (advisor), Irby, Beverly (committee member), Singleton, Julie (committee member).

Subjects/Keywords: online learning; effective curriculum

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APA (6^th Edition):

Tabor, J. W. (2018). Effective Online Learning: An Examination of Online Summer School Curriculum at a Suburban Texas High School. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174317

Chicago Manual of Style (16^th Edition):

Tabor, Joshua Wayne. “Effective Online Learning: An Examination of Online Summer School Curriculum at a Suburban Texas High School.” 2018. Doctoral Dissertation, Texas A&M University. Accessed March 04, 2021. http://hdl.handle.net/1969.1/174317.

MLA Handbook (7^th Edition):

Tabor, Joshua Wayne. “Effective Online Learning: An Examination of Online Summer School Curriculum at a Suburban Texas High School.” 2018. Web. 04 Mar 2021.

Vancouver:

Tabor JW. Effective Online Learning: An Examination of Online Summer School Curriculum at a Suburban Texas High School. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1969.1/174317.

Council of Science Editors:

Tabor JW. Effective Online Learning: An Examination of Online Summer School Curriculum at a Suburban Texas High School. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/174317

University of Vermont

18. Schrenzel, Allison. Knowledge Retention over a Two Year Period Following Completion of an Online Course on The Science of Energy Balance.

Degree: Nutrition and Food Sciences, 2015, University of Vermont

URL: https://scholarworks.uvm.edu/hcoltheses/82

► Objective: To evaluate knowledge retention among students who had taken an online Science of Energy Balance course over a one to two year follow… (more)

Subjects/Keywords: Nutrition; Nutrition Education; Online Learning

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APA (6^th Edition):

Schrenzel, A. (2015). Knowledge Retention over a Two Year Period Following Completion of an Online Course on The Science of Energy Balance. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/hcoltheses/82

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

Chicago Manual of Style (16^th Edition):

Schrenzel, Allison. “Knowledge Retention over a Two Year Period Following Completion of an Online Course on The Science of Energy Balance.” 2015. Thesis, University of Vermont. Accessed March 04, 2021. https://scholarworks.uvm.edu/hcoltheses/82.

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

MLA Handbook (7^th Edition):

Schrenzel, Allison. “Knowledge Retention over a Two Year Period Following Completion of an Online Course on The Science of Energy Balance.” 2015. Web. 04 Mar 2021.

Vancouver:

Schrenzel A. Knowledge Retention over a Two Year Period Following Completion of an Online Course on The Science of Energy Balance. [Internet] [Thesis]. University of Vermont; 2015. [cited 2021 Mar 04]. Available from: https://scholarworks.uvm.edu/hcoltheses/82.

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

Council of Science Editors:

Schrenzel A. Knowledge Retention over a Two Year Period Following Completion of an Online Course on The Science of Energy Balance. [Thesis]. University of Vermont; 2015. Available from: https://scholarworks.uvm.edu/hcoltheses/82

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

University of Debrecen

19. Borotea, Bella Boglárka. Az oktatási piac virtuális környezetben, piacelemzés .

Degree: DE – TEK – Informatikai Kar, 2012, University of Debrecen

URL: http://hdl.handle.net/2437/129839

► A diplomamunkában részletesen bemutatásra kerül az oktatási piac jelenlegi helyzete keresleti és kínálati szempontból is megvizsgálva. Megismerhetjük a hálózatok elterjedésének köszönhetően kialakult online oktatási lehetőségeket.… (more)

Subjects/Keywords: e-learning; online oktatás

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APA (6^th Edition):

Borotea, B. B. (2012). Az oktatási piac virtuális környezetben, piacelemzés . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/129839

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

Chicago Manual of Style (16^th Edition):

Borotea, Bella Boglárka. “Az oktatási piac virtuális környezetben, piacelemzés .” 2012. Thesis, University of Debrecen. Accessed March 04, 2021. http://hdl.handle.net/2437/129839.

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

MLA Handbook (7^th Edition):

Borotea, Bella Boglárka. “Az oktatási piac virtuális környezetben, piacelemzés .” 2012. Web. 04 Mar 2021.

Vancouver:

Borotea BB. Az oktatási piac virtuális környezetben, piacelemzés . [Internet] [Thesis]. University of Debrecen; 2012. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2437/129839.

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

Council of Science Editors:

Borotea BB. Az oktatási piac virtuális környezetben, piacelemzés . [Thesis]. University of Debrecen; 2012. Available from: http://hdl.handle.net/2437/129839

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

Boston College

20. Smith, Kara N. Online Teacher Professional Development: The Importance of Training to Deliver PD Online.

Degree: PhD, Educational Research, Measurement, and Evaluation, 2010, Boston College

URL: http://dlib.bc.edu/islandora/object/bc-ir:101779

► The most recent reauthorization of the Elementary and Secondary Education Act, the No Child Left Behind Act, focuses on the continued importance of teacher professional… (more)

Subjects/Keywords: Online Learning; Professional Development; Training

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APA (6^th Edition):

Smith, K. N. (2010). Online Teacher Professional Development: The Importance of Training to Deliver PD Online. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101779

Chicago Manual of Style (16^th Edition):

Smith, Kara N. “Online Teacher Professional Development: The Importance of Training to Deliver PD Online.” 2010. Doctoral Dissertation, Boston College. Accessed March 04, 2021. http://dlib.bc.edu/islandora/object/bc-ir:101779.

MLA Handbook (7^th Edition):

Smith, Kara N. “Online Teacher Professional Development: The Importance of Training to Deliver PD Online.” 2010. Web. 04 Mar 2021.

Vancouver:

Smith KN. Online Teacher Professional Development: The Importance of Training to Deliver PD Online. [Internet] [Doctoral dissertation]. Boston College; 2010. [cited 2021 Mar 04]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101779.

Council of Science Editors:

Smith KN. Online Teacher Professional Development: The Importance of Training to Deliver PD Online. [Doctoral Dissertation]. Boston College; 2010. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101779

Halmstad University

21. Markus, Marcia. Politeness in Interaction : An analysis of politeness strategies in online learning and teaching.

Degree: Humanities (HUM), 2011, Halmstad University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-16446

Teaching and learning online has become widespread but for some teachers there are a number of challenges involved. This study looks at politeness strategies used in teacher-student and student-student interaction, to what extent they are used and what effects these politeness strategies have on the communication as a whole.

Subjects/Keywords: Interaction; Politeness; Online learning; Teaching

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APA (6^th Edition):

Markus, M. (2011). Politeness in Interaction : An analysis of politeness strategies in online learning and teaching. (Thesis). Halmstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-16446

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

Chicago Manual of Style (16^th Edition):

Markus, Marcia. “Politeness in Interaction : An analysis of politeness strategies in online learning and teaching.” 2011. Thesis, Halmstad University. Accessed March 04, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-16446.

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

MLA Handbook (7^th Edition):

Markus, Marcia. “Politeness in Interaction : An analysis of politeness strategies in online learning and teaching.” 2011. Web. 04 Mar 2021.

Vancouver:

Markus M. Politeness in Interaction : An analysis of politeness strategies in online learning and teaching. [Internet] [Thesis]. Halmstad University; 2011. [cited 2021 Mar 04]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-16446.

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

Council of Science Editors:

Markus M. Politeness in Interaction : An analysis of politeness strategies in online learning and teaching. [Thesis]. Halmstad University; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-16446

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

University of New Mexico

22. Cooley, Mary. Trait Emotional Intelligence (EI) and Job Satisfaction: A Quantitative Analysis of Faculty that Teach Online.

Degree: Organization, Information & Learning Sciences, 2014, University of New Mexico

URL: http://hdl.handle.net/1928/24545

► While the construct of emotional intelligence (EI), has been researched and discussed for nearly 25 years, most research of this variable has been done within… (more)

▼ While the construct of emotional intelligence (EI), has been researched and discussed for nearly 25 years, most research of this variable has been done within traditional learning and workplace environments, namely face-to-face settings (Rudestam & Schoenholtz-Read, 2009), not the online learning environment, where, over the last ten plus years, education has largely been focused (Allen & Seaman, 2013). Mortiboys (2012), along with Powell and Kusuma-Powell (2010), found that successful college faculty tend to possess high levels of trait EI in traditional or face-to-face classroom settings, and yet, to date, very few similar studies have been conducted with faculty teaching in an online setting. This study sought to determine whether a relationship existed between self- assessed EI scores of university faculty members teaching at least one course online and their own job satisfaction levels. This study also sought to explore EI and job vii satisfaction scoring differences tied to the gender of the online instructors, utilizing the Trait Emotional Intelligence Questionnaire short form (Petrides and Furnham, 2004) and the Job Satisfaction Survey (Spector, 1985). A sample of 72 faculty members that taught at least one course in an online format agreed to complete a self-report instrument. Data was analyzed using simple correlations and grounded theory principles (Glaser and Strauss, 1967). Deductive reasoning was applied to the original research questions and quantitative results and inductive reasoning to assess the qualitative responses. Results indicated that trait emotional intelligence is only slightly, positively linked to faculty job satisfaction levels, more so for females than males. An analysis of statistically signi cant correlations at the factor level was also conducted. The study concludes with a discussion of results, limitations and implications for future research in this area. Advisors/Committee Members: Boverie, Patricia, Grassberger, Robert, Smith, Bruce, Taylor, Scott.

Subjects/Keywords: Emotional intelligence; faculty; online learning

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APA (6^th Edition):

Cooley, M. (2014). Trait Emotional Intelligence (EI) and Job Satisfaction: A Quantitative Analysis of Faculty that Teach Online. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/24545

Chicago Manual of Style (16^th Edition):

Cooley, Mary. “Trait Emotional Intelligence (EI) and Job Satisfaction: A Quantitative Analysis of Faculty that Teach Online.” 2014. Doctoral Dissertation, University of New Mexico. Accessed March 04, 2021. http://hdl.handle.net/1928/24545.

MLA Handbook (7^th Edition):

Cooley, Mary. “Trait Emotional Intelligence (EI) and Job Satisfaction: A Quantitative Analysis of Faculty that Teach Online.” 2014. Web. 04 Mar 2021.

Vancouver:

Cooley M. Trait Emotional Intelligence (EI) and Job Satisfaction: A Quantitative Analysis of Faculty that Teach Online. [Internet] [Doctoral dissertation]. University of New Mexico; 2014. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1928/24545.

Council of Science Editors:

Cooley M. Trait Emotional Intelligence (EI) and Job Satisfaction: A Quantitative Analysis of Faculty that Teach Online. [Doctoral Dissertation]. University of New Mexico; 2014. Available from: http://hdl.handle.net/1928/24545

University of Melbourne

23. Toniolo, Antoine. Comics go global: evaluating an online collaborative project using the community of inquiry framework.

Degree: 2017, University of Melbourne

URL: http://hdl.handle.net/11343/219196

► This thesis examines the feasibility of evaluating online collaborative education programs, specifically, it explore the question, to what extent does Comics Go Global (CGG), an… (more)

▼ This thesis examines the feasibility of evaluating online collaborative education programs, specifically, it explore the question, to what extent does Comics Go Global (CGG), an extra-curricular, online collaborative arts based project, represent a positive educational experience from the perspective of its students, as defined by the Community of Inquiry as a framework (Arbaugh, 2008). In exploring this question this study addresses how the promise of collaborative online learning for education might be delivered through projects such as “Comics Go Global” (CCG). The role of the “Community of Inquiry” (CoI) framework was to serve as a tool for gathering and measuring empirical research. This helped identify the extent to which students perceived the CGG program as a positive experience and also explore what promise online collaborative learning has for education. In this feasibility study the two mentor/teachers who I selected to participate in the study received two professional development sessions in July 2016, under my direction. These focused on delivering the Comics Go Global project within a CoI framework as well as establishing norms and expectations of student behaviours and the monitoring of technical issues. Later, in order to gather qualitative and quantitative data about their experiences and viewpoint with respect to the CGG program and student involvement, I interviewed them at the end of week four and eight. The interviews enabled mentor/teachers to share their views with me; they reported that the students had a positive learning experience in the CGG program. These interviews were also designed to provide data to identify what promise online collaborative learning has for education and how that promise might be delivered. In order to assess the extent to which students perceived themselves to have had positive experience as per the set criteria identified by the Community of Inquiry framework, five of the six students who participated in the study were surveyed, using the CoI Survey Instrument. This survey has been validated in large-scale trials. Participant surveys were analysed using descriptive strategies and the Wilcoxon Signed-Rank Test “a non-parametric test designed for comparing pairs of results that may not represent a normal distribution or be derived from an equal-interval scale”. The results of the CoI survey confirmed that students perceived the program to be a positive experience. These positive findings were echoed in the transcripts provided by the eight weeks of online classes and the mid and post program semi-structured interviews. To build on the findings of this research, further work needs to be conducted to demonstrate whether the experiences in a full scale study, students and teachers could be replicated, or improved, if greater numbers of teachers utilising the CoI framework model could work with larger numbers of students exploring fields other than CGG visual narratives. For example, alternative online collaborative classes might cover subjects and activities…

Subjects/Keywords: online teaching and learning

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APA (6^th Edition):

Toniolo, A. (2017). Comics go global: evaluating an online collaborative project using the community of inquiry framework. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/219196

Chicago Manual of Style (16^th Edition):

Toniolo, Antoine. “Comics go global: evaluating an online collaborative project using the community of inquiry framework.” 2017. Masters Thesis, University of Melbourne. Accessed March 04, 2021. http://hdl.handle.net/11343/219196.

MLA Handbook (7^th Edition):

Toniolo, Antoine. “Comics go global: evaluating an online collaborative project using the community of inquiry framework.” 2017. Web. 04 Mar 2021.

Vancouver:

Toniolo A. Comics go global: evaluating an online collaborative project using the community of inquiry framework. [Internet] [Masters thesis]. University of Melbourne; 2017. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11343/219196.

Council of Science Editors:

Toniolo A. Comics go global: evaluating an online collaborative project using the community of inquiry framework. [Masters Thesis]. University of Melbourne; 2017. Available from: http://hdl.handle.net/11343/219196

University of Limerick

24. Morris, Fidelma. An investigation into the use of online short-term learning communities in the continuing professional development of primary teachers.

Degree: 2013, University of Limerick

URL: http://hdl.handle.net/10344/3884

►

non-peer-reviewed

This study is carried out in the Professional Development Unit (PDU) of the Irish National Teachers; Organisation (INTO). The focus of the study is… (more)

Subjects/Keywords: INTO; primary teachers; online learning

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APA (6^th Edition):

Morris, F. (2013). An investigation into the use of online short-term learning communities in the continuing professional development of primary teachers. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/3884

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

Chicago Manual of Style (16^th Edition):

Morris, Fidelma. “An investigation into the use of online short-term learning communities in the continuing professional development of primary teachers.” 2013. Thesis, University of Limerick. Accessed March 04, 2021. http://hdl.handle.net/10344/3884.

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

MLA Handbook (7^th Edition):

Morris, Fidelma. “An investigation into the use of online short-term learning communities in the continuing professional development of primary teachers.” 2013. Web. 04 Mar 2021.

Vancouver:

Morris F. An investigation into the use of online short-term learning communities in the continuing professional development of primary teachers. [Internet] [Thesis]. University of Limerick; 2013. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10344/3884.

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

Council of Science Editors:

Morris F. An investigation into the use of online short-term learning communities in the continuing professional development of primary teachers. [Thesis]. University of Limerick; 2013. Available from: http://hdl.handle.net/10344/3884

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

25. Coombe, Peter. ONLINE LEARNING IN A RURAL SCHOOL SETTING.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2017, Georgia State University

URL: https://scholarworks.gsu.edu/eps_diss/165

► Background: Online learning is a growing delivery model for education; however, there exists a void in the literature regarding the adoption of online learning… (more)

Subjects/Keywords: Asynchronous online learning; Student achievement

11 more images…

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APA (6^th Edition):

Coombe, P. (2017). ONLINE LEARNING IN A RURAL SCHOOL SETTING. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/165

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

Chicago Manual of Style (16^th Edition):

Coombe, Peter. “ONLINE LEARNING IN A RURAL SCHOOL SETTING.” 2017. Thesis, Georgia State University. Accessed March 04, 2021. https://scholarworks.gsu.edu/eps_diss/165.

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

MLA Handbook (7^th Edition):

Coombe, Peter. “ONLINE LEARNING IN A RURAL SCHOOL SETTING.” 2017. Web. 04 Mar 2021.

Vancouver:

Coombe P. ONLINE LEARNING IN A RURAL SCHOOL SETTING. [Internet] [Thesis]. Georgia State University; 2017. [cited 2021 Mar 04]. Available from: https://scholarworks.gsu.edu/eps_diss/165.

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

Council of Science Editors:

Coombe P. ONLINE LEARNING IN A RURAL SCHOOL SETTING. [Thesis]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/eps_diss/165

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

Virginia Tech

26. Ondin, Zerrin. Experiences of the Students with Blindness and Visual Impairments in Online Learning Environments with regards to Instructional Media.

Degree: PhD, Curriculum and Instruction, 2015, Virginia Tech

URL: http://hdl.handle.net/10919/64393

► Accessibility is a very important criterion to make online learning inclusive to students with different abilities. According to Burgstahler, Corrigan and McCarter (2004) unless design… (more)

▼ Accessibility is a very important criterion to make online learning inclusive to students with different abilities. According to Burgstahler, Corrigan and McCarter (2004) unless design of the courses are accessible to all students, including those with disabilities, the ultimate goal of distance learning to make education available to everyone cannot be accomplished. However, accessibility is rarely a priority for online course developers and students with disabilities are not considered as a large group (Treviranus and Roberts, 2006). This exploratory case study investigated the experiences of the students with visual impairment in online learning environments with regards to media used in their courses with the intent of providing suggestions for accessible media design. Media included text, visuals (pictures, diagrams, charts, and graphs), audio, and multimedia (video and animation) used in online learning environments. This study used a purposive sampling technique and participants who are visually impaired, who had an online course experience, and who are older than 18 years old were included in the study. A semi-structured interview protocol was developed and participants were asked about challenges they experienced and what worked well for them in terms of media in online learning environment. Because of the lack of scientific research examining design of online learning for students with visual impairment, this dissertation fills an important research gap and also makes contributions to the field of Instructional Design and Technology by providing students' perspectives and suggestions for accessible design. Suggestions provided in this study is valuable in terms of designing accessible online courses and that there is a lack of information and guidance for answering the needs of students with visual impairment in online learning environments. Advisors/Committee Members: Lockee, Barbara B. (committeechair), Potter, Kenneth R. (committee member), Asselin, Susan B. (committee member), Burton, John Knox (committee member).

Subjects/Keywords: Accessibility; Online Learning; Visual Impairment

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

APA (6^th Edition):

Ondin, Z. (2015). Experiences of the Students with Blindness and Visual Impairments in Online Learning Environments with regards to Instructional Media. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/64393

Chicago Manual of Style (16^th Edition):

Ondin, Zerrin. “Experiences of the Students with Blindness and Visual Impairments in Online Learning Environments with regards to Instructional Media.” 2015. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021. http://hdl.handle.net/10919/64393.

MLA Handbook (7^th Edition):

Ondin, Zerrin. “Experiences of the Students with Blindness and Visual Impairments in Online Learning Environments with regards to Instructional Media.” 2015. Web. 04 Mar 2021.

Vancouver:

Ondin Z. Experiences of the Students with Blindness and Visual Impairments in Online Learning Environments with regards to Instructional Media. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10919/64393.

Council of Science Editors:

Ondin Z. Experiences of the Students with Blindness and Visual Impairments in Online Learning Environments with regards to Instructional Media. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/64393

Ohio University

27. Mao, Ding. Chinese Parents’ Perceptions of their Children’s Learning in Online Class in the U.S.

Degree: PhD, Instructional Technology (Education), 2020, Ohio University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1584978232779761

► The fast progress of online learning raises the problem of understanding and adequate perception of this process by parents of students because they may influence… (more)

Subjects/Keywords: Educational Technology; Online Learning

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APA (6^th Edition):

Mao, D. (2020). Chinese Parents’ Perceptions of their Children’s Learning in Online Class in the U.S. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1584978232779761

Chicago Manual of Style (16^th Edition):

Mao, Ding. “Chinese Parents’ Perceptions of their Children’s Learning in Online Class in the U.S.” 2020. Doctoral Dissertation, Ohio University. Accessed March 04, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1584978232779761.

MLA Handbook (7^th Edition):

Mao, Ding. “Chinese Parents’ Perceptions of their Children’s Learning in Online Class in the U.S.” 2020. Web. 04 Mar 2021.

Vancouver:

Mao D. Chinese Parents’ Perceptions of their Children’s Learning in Online Class in the U.S. [Internet] [Doctoral dissertation]. Ohio University; 2020. [cited 2021 Mar 04]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1584978232779761.

Council of Science Editors:

Mao D. Chinese Parents’ Perceptions of their Children’s Learning in Online Class in the U.S. [Doctoral Dissertation]. Ohio University; 2020. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1584978232779761

University of Texas – Austin

28. Zhou, Yonghan. Factors affecting faculty technology adoption of online teaching in higher education : literature review.

Degree: MA, Curriculum and Instruction, 2012, University of Texas – Austin

URL: http://hdl.handle.net/2152/ETD-UT-2012-05-5715

► Online teaching and learning has grown rapidly in current educational contexts. Whereas once, the role of faculty was primarily a classroom instructor, in online classrooms,… (more)

Subjects/Keywords: Online teaching; Online learning; Online technology; Technology adoption models; Higher education

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APA (6^th Edition):

Zhou, Y. (2012). Factors affecting faculty technology adoption of online teaching in higher education : literature review. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2012-05-5715

Chicago Manual of Style (16^th Edition):

Zhou, Yonghan. “Factors affecting faculty technology adoption of online teaching in higher education : literature review.” 2012. Masters Thesis, University of Texas – Austin. Accessed March 04, 2021. http://hdl.handle.net/2152/ETD-UT-2012-05-5715.

MLA Handbook (7^th Edition):

Zhou, Yonghan. “Factors affecting faculty technology adoption of online teaching in higher education : literature review.” 2012. Web. 04 Mar 2021.

Vancouver:

Zhou Y. Factors affecting faculty technology adoption of online teaching in higher education : literature review. [Internet] [Masters thesis]. University of Texas – Austin; 2012. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5715.

Council of Science Editors:

Zhou Y. Factors affecting faculty technology adoption of online teaching in higher education : literature review. [Masters Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5715

University of Alberta

29. Zolghadr, Navid. Probe-Efficient Learning.

Degree: MS, Department of Computing Science, 2013, University of Alberta

URL: https://era.library.ualberta.ca/files/kh04dq13n

► This work introduces the “online probing” problem: In each round, the learner is able to purchase the values of a subset of features for the… (more)

Subjects/Keywords: Online Learning; Machine Learning; Costly Observations

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APA (6^th Edition):

Zolghadr, N. (2013). Probe-Efficient Learning. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/kh04dq13n

Chicago Manual of Style (16^th Edition):

Zolghadr, Navid. “Probe-Efficient Learning.” 2013. Masters Thesis, University of Alberta. Accessed March 04, 2021. https://era.library.ualberta.ca/files/kh04dq13n.

MLA Handbook (7^th Edition):

Zolghadr, Navid. “Probe-Efficient Learning.” 2013. Web. 04 Mar 2021.

Vancouver:

Zolghadr N. Probe-Efficient Learning. [Internet] [Masters thesis]. University of Alberta; 2013. [cited 2021 Mar 04]. Available from: https://era.library.ualberta.ca/files/kh04dq13n.

Council of Science Editors:

Zolghadr N. Probe-Efficient Learning. [Masters Thesis]. University of Alberta; 2013. Available from: https://era.library.ualberta.ca/files/kh04dq13n

University of Victoria

30. Azami, Sajjad. Exploring fair machine learning in sequential prediction and supervised learning.

Degree: Department of Computer Science, 2020, University of Victoria

URL: http://hdl.handle.net/1828/12098

► Algorithms that are being used in sensitive contexts such as deciding to give a job offer or giving inmates parole should be accurate as well… (more)

Subjects/Keywords: Machine Learning; Online Learning; Algorithmic Fairness

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APA (6^th Edition):

Azami, S. (2020). Exploring fair machine learning in sequential prediction and supervised learning. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/12098

Chicago Manual of Style (16^th Edition):

Azami, Sajjad. “Exploring fair machine learning in sequential prediction and supervised learning.” 2020. Masters Thesis, University of Victoria. Accessed March 04, 2021. http://hdl.handle.net/1828/12098.

MLA Handbook (7^th Edition):

Azami, Sajjad. “Exploring fair machine learning in sequential prediction and supervised learning.” 2020. Web. 04 Mar 2021.

Vancouver:

Azami S. Exploring fair machine learning in sequential prediction and supervised learning. [Internet] [Masters thesis]. University of Victoria; 2020. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1828/12098.

Council of Science Editors:

Azami S. Exploring fair machine learning in sequential prediction and supervised learning. [Masters Thesis]. University of Victoria; 2020. Available from: http://hdl.handle.net/1828/12098

Open Access Theses and Dissertations