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You searched for subject:(peer based learning). Showing records 1 – 22 of 22 total matches.

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NSYSU

1. Chen, Li-Ling. The Effect of Game-feedback and Peer-interaction on Learning Outcome and Intention of Use.

Degree: Master, Information Management, 2012, NSYSU

 With the rapid development of information and communication technologies (ICTs), researchers have been engaging in exploring the potential of ICTs on educational settings. Game-based learning(more)

Subjects/Keywords: Game-based learning; e-Learning; Feedback; Peer-interaction; Learning Performance; Intention of Use

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APA (6th Edition):

Chen, L. (2012). The Effect of Game-feedback and Peer-interaction on Learning Outcome and Intention of Use. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0812112-024807

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

Chicago Manual of Style (16th Edition):

Chen, Li-Ling. “The Effect of Game-feedback and Peer-interaction on Learning Outcome and Intention of Use.” 2012. Thesis, NSYSU. Accessed July 17, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0812112-024807.

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

MLA Handbook (7th Edition):

Chen, Li-Ling. “The Effect of Game-feedback and Peer-interaction on Learning Outcome and Intention of Use.” 2012. Web. 17 Jul 2019.

Vancouver:

Chen L. The Effect of Game-feedback and Peer-interaction on Learning Outcome and Intention of Use. [Internet] [Thesis]. NSYSU; 2012. [cited 2019 Jul 17]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0812112-024807.

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

Council of Science Editors:

Chen L. The Effect of Game-feedback and Peer-interaction on Learning Outcome and Intention of Use. [Thesis]. NSYSU; 2012. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0812112-024807

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


Virginia Tech

2. Seibel, Megan Marie. Community-Based Education through a Paraprofessional Model: An Experiential Learning Perspective of Peer Education.

Degree: PhD, Agricultural and Extension Education, 2012, Virginia Tech

 ABSTRACT In community-based peer education models, it is necessary to understand the relationship between learning, context and paraprofessional identity construction. Social relations are important in… (more)

Subjects/Keywords: peer educator; community-based; paraprofessional model; experiential learning; reflection; nutrition education

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APA (6th Edition):

Seibel, M. M. (2012). Community-Based Education through a Paraprofessional Model: An Experiential Learning Perspective of Peer Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26478

Chicago Manual of Style (16th Edition):

Seibel, Megan Marie. “Community-Based Education through a Paraprofessional Model: An Experiential Learning Perspective of Peer Education.” 2012. Doctoral Dissertation, Virginia Tech. Accessed July 17, 2019. http://hdl.handle.net/10919/26478.

MLA Handbook (7th Edition):

Seibel, Megan Marie. “Community-Based Education through a Paraprofessional Model: An Experiential Learning Perspective of Peer Education.” 2012. Web. 17 Jul 2019.

Vancouver:

Seibel MM. Community-Based Education through a Paraprofessional Model: An Experiential Learning Perspective of Peer Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/10919/26478.

Council of Science Editors:

Seibel MM. Community-Based Education through a Paraprofessional Model: An Experiential Learning Perspective of Peer Education. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/26478


University of Tasmania

3. MacKean, RM. Ageing well: An inquiry into older people’s experiences of community-based organisations.

Degree: 2010, University of Tasmania

 This study investigates an under-researched area of older people’s activities: the characteristics of the community-based organisations to which older people belong, the activities they pursue… (more)

Subjects/Keywords: older people; participation; learning; peer group; community-based organisation; positive ageing

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APA (6th Edition):

MacKean, R. (2010). Ageing well: An inquiry into older people’s experiences of community-based organisations. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/10722/1/MacKean_whole_thesis.pdf

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

Chicago Manual of Style (16th Edition):

MacKean, RM. “Ageing well: An inquiry into older people’s experiences of community-based organisations.” 2010. Thesis, University of Tasmania. Accessed July 17, 2019. https://eprints.utas.edu.au/10722/1/MacKean_whole_thesis.pdf.

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

MLA Handbook (7th Edition):

MacKean, RM. “Ageing well: An inquiry into older people’s experiences of community-based organisations.” 2010. Web. 17 Jul 2019.

Vancouver:

MacKean R. Ageing well: An inquiry into older people’s experiences of community-based organisations. [Internet] [Thesis]. University of Tasmania; 2010. [cited 2019 Jul 17]. Available from: https://eprints.utas.edu.au/10722/1/MacKean_whole_thesis.pdf.

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

Council of Science Editors:

MacKean R. Ageing well: An inquiry into older people’s experiences of community-based organisations. [Thesis]. University of Tasmania; 2010. Available from: https://eprints.utas.edu.au/10722/1/MacKean_whole_thesis.pdf

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


University of Tasmania

4. Symes, M. Student variables and their influence on the reliability of peer assessment : assessing maritime engineering graduate attributes in problem based learning.

Degree: 2017, University of Tasmania

 The work detailed in this thesis investigates the development and assessment of graduate attributes in problem-based learning (PBL). The PBL experience provides students with realistic… (more)

Subjects/Keywords: Peer Assessment; Student variables; Problem Based Learning; Graduate Attributes

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APA (6th Edition):

Symes, M. (2017). Student variables and their influence on the reliability of peer assessment : assessing maritime engineering graduate attributes in problem based learning. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/27495/1/Symes_whole_thesis_ex_pub_mat.pdf ; https://eprints.utas.edu.au/27495/2/Symes_whole_thesis.pdf ; Symes, M ORCID: 0000-0001-9052-6273 <https://orcid.org/0000-0001-9052-6273> 2017 , 'Student variables and their influence on the reliability of peer assessment : assessing maritime engineering graduate attributes in problem based learning', PhD thesis, University of Tasmania.

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

Chicago Manual of Style (16th Edition):

Symes, M. “Student variables and their influence on the reliability of peer assessment : assessing maritime engineering graduate attributes in problem based learning.” 2017. Thesis, University of Tasmania. Accessed July 17, 2019. https://eprints.utas.edu.au/27495/1/Symes_whole_thesis_ex_pub_mat.pdf ; https://eprints.utas.edu.au/27495/2/Symes_whole_thesis.pdf ; Symes, M ORCID: 0000-0001-9052-6273 <https://orcid.org/0000-0001-9052-6273> 2017 , 'Student variables and their influence on the reliability of peer assessment : assessing maritime engineering graduate attributes in problem based learning', PhD thesis, University of Tasmania..

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

MLA Handbook (7th Edition):

Symes, M. “Student variables and their influence on the reliability of peer assessment : assessing maritime engineering graduate attributes in problem based learning.” 2017. Web. 17 Jul 2019.

Vancouver:

Symes M. Student variables and their influence on the reliability of peer assessment : assessing maritime engineering graduate attributes in problem based learning. [Internet] [Thesis]. University of Tasmania; 2017. [cited 2019 Jul 17]. Available from: https://eprints.utas.edu.au/27495/1/Symes_whole_thesis_ex_pub_mat.pdf ; https://eprints.utas.edu.au/27495/2/Symes_whole_thesis.pdf ; Symes, M ORCID: 0000-0001-9052-6273 <https://orcid.org/0000-0001-9052-6273> 2017 , 'Student variables and their influence on the reliability of peer assessment : assessing maritime engineering graduate attributes in problem based learning', PhD thesis, University of Tasmania..

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

Council of Science Editors:

Symes M. Student variables and their influence on the reliability of peer assessment : assessing maritime engineering graduate attributes in problem based learning. [Thesis]. University of Tasmania; 2017. Available from: https://eprints.utas.edu.au/27495/1/Symes_whole_thesis_ex_pub_mat.pdf ; https://eprints.utas.edu.au/27495/2/Symes_whole_thesis.pdf ; Symes, M ORCID: 0000-0001-9052-6273 <https://orcid.org/0000-0001-9052-6273> 2017 , 'Student variables and their influence on the reliability of peer assessment : assessing maritime engineering graduate attributes in problem based learning', PhD thesis, University of Tasmania.

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


Montana State University

5. Hutson, Ruth Lehmann. The effects of technical writing strategies on student writing and scientific comprehension.

Degree: Graduate School, 2016, Montana State University

 For this research project, two writing strategies, Self-directed Inquiry (SDI) and Calibrated Peer Review (CPR), were evaluated to determine which strategy would be most effective… (more)

Subjects/Keywords: High school students.; Inquiry-based learning.; Peer review.; Communication in science.

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APA (6th Edition):

Hutson, R. L. (2016). The effects of technical writing strategies on student writing and scientific comprehension. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10059

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

Chicago Manual of Style (16th Edition):

Hutson, Ruth Lehmann. “The effects of technical writing strategies on student writing and scientific comprehension.” 2016. Thesis, Montana State University. Accessed July 17, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10059.

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

MLA Handbook (7th Edition):

Hutson, Ruth Lehmann. “The effects of technical writing strategies on student writing and scientific comprehension.” 2016. Web. 17 Jul 2019.

Vancouver:

Hutson RL. The effects of technical writing strategies on student writing and scientific comprehension. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Jul 17]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10059.

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

Council of Science Editors:

Hutson RL. The effects of technical writing strategies on student writing and scientific comprehension. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10059

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


Wright State University

6. Kelly, Darrell Scott. IDENTIFICATION AND EXAMINATION OF KEY COMPONENTS OF ACTIVE LEARNING.

Degree: PhD, Human Factors and Industrial/Organizational Psychology PhD, 2016, Wright State University

 The purpose of this study was to examine key components of active learning. I hypothesized that feedback, accountability, and guided exploration were key components of… (more)

Subjects/Keywords: Psychology; Active learning; training; problem based learning; team based learning; peer instruction; accountability; feedback; guided exploration

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APA (6th Edition):

Kelly, D. S. (2016). IDENTIFICATION AND EXAMINATION OF KEY COMPONENTS OF ACTIVE LEARNING. (Doctoral Dissertation). Wright State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=wright1482954350788861

Chicago Manual of Style (16th Edition):

Kelly, Darrell Scott. “IDENTIFICATION AND EXAMINATION OF KEY COMPONENTS OF ACTIVE LEARNING.” 2016. Doctoral Dissertation, Wright State University. Accessed July 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=wright1482954350788861.

MLA Handbook (7th Edition):

Kelly, Darrell Scott. “IDENTIFICATION AND EXAMINATION OF KEY COMPONENTS OF ACTIVE LEARNING.” 2016. Web. 17 Jul 2019.

Vancouver:

Kelly DS. IDENTIFICATION AND EXAMINATION OF KEY COMPONENTS OF ACTIVE LEARNING. [Internet] [Doctoral dissertation]. Wright State University; 2016. [cited 2019 Jul 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=wright1482954350788861.

Council of Science Editors:

Kelly DS. IDENTIFICATION AND EXAMINATION OF KEY COMPONENTS OF ACTIVE LEARNING. [Doctoral Dissertation]. Wright State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=wright1482954350788861


University of Windsor

7. Menard, Jessica. Using Curriculum-Based Measurement in the Assessment of Reading Disabilities.

Degree: PhD, Psychology, 2015, University of Windsor

  The present investigation looked at students’ reading achievement within the context of the Peer Assisted Learning Strategies (PALS) intervention. It consisted of three separate… (more)

Subjects/Keywords: curriculum-based measurement; Peer Assisted Learning Strategies; prosody; reading achievement; reading disabilities; summer learning loss

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APA (6th Edition):

Menard, J. (2015). Using Curriculum-Based Measurement in the Assessment of Reading Disabilities. (Doctoral Dissertation). University of Windsor. Retrieved from https://scholar.uwindsor.ca/etd/5487

Chicago Manual of Style (16th Edition):

Menard, Jessica. “Using Curriculum-Based Measurement in the Assessment of Reading Disabilities.” 2015. Doctoral Dissertation, University of Windsor. Accessed July 17, 2019. https://scholar.uwindsor.ca/etd/5487.

MLA Handbook (7th Edition):

Menard, Jessica. “Using Curriculum-Based Measurement in the Assessment of Reading Disabilities.” 2015. Web. 17 Jul 2019.

Vancouver:

Menard J. Using Curriculum-Based Measurement in the Assessment of Reading Disabilities. [Internet] [Doctoral dissertation]. University of Windsor; 2015. [cited 2019 Jul 17]. Available from: https://scholar.uwindsor.ca/etd/5487.

Council of Science Editors:

Menard J. Using Curriculum-Based Measurement in the Assessment of Reading Disabilities. [Doctoral Dissertation]. University of Windsor; 2015. Available from: https://scholar.uwindsor.ca/etd/5487


Wilfrid Laurier University

8. Worton, Sarah Kathleen. Knowledge mobilization for complex community initiatives: Examining how peer learning strategies influence capacity for local implementation of Housing First.

Degree: 2018, Wilfrid Laurier University

 Knowledge-to-action theories (such as knowledge mobilization, translation, and dissemination) have been developed to address a persistent disconnect between research and practice. Critiques of these theories… (more)

Subjects/Keywords: Knowledge mobilization; homelessness; Housing First; networks; peer learning; evidence-based practice; Community Psychology

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APA (6th Edition):

Worton, S. K. (2018). Knowledge mobilization for complex community initiatives: Examining how peer learning strategies influence capacity for local implementation of Housing First. (Thesis). Wilfrid Laurier University. Retrieved from https://scholars.wlu.ca/etd/2069

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

Chicago Manual of Style (16th Edition):

Worton, Sarah Kathleen. “Knowledge mobilization for complex community initiatives: Examining how peer learning strategies influence capacity for local implementation of Housing First.” 2018. Thesis, Wilfrid Laurier University. Accessed July 17, 2019. https://scholars.wlu.ca/etd/2069.

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

MLA Handbook (7th Edition):

Worton, Sarah Kathleen. “Knowledge mobilization for complex community initiatives: Examining how peer learning strategies influence capacity for local implementation of Housing First.” 2018. Web. 17 Jul 2019.

Vancouver:

Worton SK. Knowledge mobilization for complex community initiatives: Examining how peer learning strategies influence capacity for local implementation of Housing First. [Internet] [Thesis]. Wilfrid Laurier University; 2018. [cited 2019 Jul 17]. Available from: https://scholars.wlu.ca/etd/2069.

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

Council of Science Editors:

Worton SK. Knowledge mobilization for complex community initiatives: Examining how peer learning strategies influence capacity for local implementation of Housing First. [Thesis]. Wilfrid Laurier University; 2018. Available from: https://scholars.wlu.ca/etd/2069

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


Loughborough University

9. Wema, Evans F. Developing information literacy programmes for public university libraries in Tanzania : a case study of the University of Dar es Salaam.

Degree: 2006, Loughborough University

 The aim of the research was to develop a training course that inculcated infonnation literacy that could be implemented by staff at the University of… (more)

Subjects/Keywords: 025.567709678; Information literacy : Information seeking behaviour : Information literacy models : Information behaviour research : Problem-based learning : Information literacy culture : Thinking skills : Peer-to-peer shared learning : Scaffolding

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APA (6th Edition):

Wema, E. F. (2006). Developing information literacy programmes for public university libraries in Tanzania : a case study of the University of Dar es Salaam. (Doctoral Dissertation). Loughborough University. Retrieved from https://dspace.lboro.ac.uk/2134/10918 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443568

Chicago Manual of Style (16th Edition):

Wema, Evans F. “Developing information literacy programmes for public university libraries in Tanzania : a case study of the University of Dar es Salaam.” 2006. Doctoral Dissertation, Loughborough University. Accessed July 17, 2019. https://dspace.lboro.ac.uk/2134/10918 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443568.

MLA Handbook (7th Edition):

Wema, Evans F. “Developing information literacy programmes for public university libraries in Tanzania : a case study of the University of Dar es Salaam.” 2006. Web. 17 Jul 2019.

Vancouver:

Wema EF. Developing information literacy programmes for public university libraries in Tanzania : a case study of the University of Dar es Salaam. [Internet] [Doctoral dissertation]. Loughborough University; 2006. [cited 2019 Jul 17]. Available from: https://dspace.lboro.ac.uk/2134/10918 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443568.

Council of Science Editors:

Wema EF. Developing information literacy programmes for public university libraries in Tanzania : a case study of the University of Dar es Salaam. [Doctoral Dissertation]. Loughborough University; 2006. Available from: https://dspace.lboro.ac.uk/2134/10918 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443568


NSYSU

10. Wu, Shih-neng. The Evaluation of Inquiry-based Learning with Incentive Mechanisms on Peer-to-Peer Networks.

Degree: Master, Information Management, 2004, NSYSU

 With rapid development of information technologies, especially the Internet technology, people can communicate more flexibly via various media, in which knowledge can be also shared.… (more)

Subjects/Keywords: Inquiry-based learning process; peer-to-peer networks; dynamic pricing strategy; incentive mechanism

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APA (6th Edition):

Wu, S. (2004). The Evaluation of Inquiry-based Learning with Incentive Mechanisms on Peer-to-Peer Networks. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0727104-160345

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

Chicago Manual of Style (16th Edition):

Wu, Shih-neng. “The Evaluation of Inquiry-based Learning with Incentive Mechanisms on Peer-to-Peer Networks.” 2004. Thesis, NSYSU. Accessed July 17, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0727104-160345.

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

MLA Handbook (7th Edition):

Wu, Shih-neng. “The Evaluation of Inquiry-based Learning with Incentive Mechanisms on Peer-to-Peer Networks.” 2004. Web. 17 Jul 2019.

Vancouver:

Wu S. The Evaluation of Inquiry-based Learning with Incentive Mechanisms on Peer-to-Peer Networks. [Internet] [Thesis]. NSYSU; 2004. [cited 2019 Jul 17]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0727104-160345.

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

Council of Science Editors:

Wu S. The Evaluation of Inquiry-based Learning with Incentive Mechanisms on Peer-to-Peer Networks. [Thesis]. NSYSU; 2004. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0727104-160345

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


NSYSU

11. Wu, Kung-Ting. Effects of high level prompts and peer assessment on learner reflection in a web-based learning environment.

Degree: Master, Information Management, 2007, NSYSU

 In recent years, E-learning has become more and more popular, and reflection is one of the most important factors that affect learning. Therefore, the issue… (more)

Subjects/Keywords: web-based learning; reflection; prompts; peer assessment

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APA (6th Edition):

Wu, K. (2007). Effects of high level prompts and peer assessment on learner reflection in a web-based learning environment. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0723107-003751

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

Chicago Manual of Style (16th Edition):

Wu, Kung-Ting. “Effects of high level prompts and peer assessment on learner reflection in a web-based learning environment.” 2007. Thesis, NSYSU. Accessed July 17, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0723107-003751.

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

MLA Handbook (7th Edition):

Wu, Kung-Ting. “Effects of high level prompts and peer assessment on learner reflection in a web-based learning environment.” 2007. Web. 17 Jul 2019.

Vancouver:

Wu K. Effects of high level prompts and peer assessment on learner reflection in a web-based learning environment. [Internet] [Thesis]. NSYSU; 2007. [cited 2019 Jul 17]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0723107-003751.

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

Council of Science Editors:

Wu K. Effects of high level prompts and peer assessment on learner reflection in a web-based learning environment. [Thesis]. NSYSU; 2007. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0723107-003751

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


University of Georgia

12. Huggins, Elizabeth Whittaker. The Inquiry Experience:: engaging Seminars for first and second year students.

Degree: EdD, Student Affairs Leadership, 2017, University of Georgia

 Academic engagement plays an integral role in both student learning and student retention. Institutional initiatives, such as “High-Impact Practices” (HIPs), can foster student engagement, increase… (more)

Subjects/Keywords: Engagement; Faculty Interaction; First Year Experience; High Impact Practices (HIPs); Inquiry; NSSE; Peer Collaboration; Problem-Based Learning; Sophomores

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APA (6th Edition):

Huggins, E. W. (2017). The Inquiry Experience:: engaging Seminars for first and second year students. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37793

Chicago Manual of Style (16th Edition):

Huggins, Elizabeth Whittaker. “The Inquiry Experience:: engaging Seminars for first and second year students.” 2017. Doctoral Dissertation, University of Georgia. Accessed July 17, 2019. http://hdl.handle.net/10724/37793.

MLA Handbook (7th Edition):

Huggins, Elizabeth Whittaker. “The Inquiry Experience:: engaging Seminars for first and second year students.” 2017. Web. 17 Jul 2019.

Vancouver:

Huggins EW. The Inquiry Experience:: engaging Seminars for first and second year students. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/10724/37793.

Council of Science Editors:

Huggins EW. The Inquiry Experience:: engaging Seminars for first and second year students. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37793


Clemson University

13. Green, Julie. Effects of Peer-Mediated Vocabulary Intervention on Science Achievement of Seventh Grade Students With and Without Learning Disabilities.

Degree: PhD, Curriculum and Instruction, 2010, Clemson University

 Vocabulary knowledge is critical for accessing content-area information for students with learning disabilities who receive instruction in general education content-area classes. Therefore, the purpose of… (more)

Subjects/Keywords: Inclusion; Learning Disabilities; Middle School Science; Peer-Mediated Intervention; Science Vocabulary Instruction; Vocabulary-Matching curriculum-based measurement; Special Education and Teaching

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APA (6th Edition):

Green, J. (2010). Effects of Peer-Mediated Vocabulary Intervention on Science Achievement of Seventh Grade Students With and Without Learning Disabilities. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/675

Chicago Manual of Style (16th Edition):

Green, Julie. “Effects of Peer-Mediated Vocabulary Intervention on Science Achievement of Seventh Grade Students With and Without Learning Disabilities.” 2010. Doctoral Dissertation, Clemson University. Accessed July 17, 2019. https://tigerprints.clemson.edu/all_dissertations/675.

MLA Handbook (7th Edition):

Green, Julie. “Effects of Peer-Mediated Vocabulary Intervention on Science Achievement of Seventh Grade Students With and Without Learning Disabilities.” 2010. Web. 17 Jul 2019.

Vancouver:

Green J. Effects of Peer-Mediated Vocabulary Intervention on Science Achievement of Seventh Grade Students With and Without Learning Disabilities. [Internet] [Doctoral dissertation]. Clemson University; 2010. [cited 2019 Jul 17]. Available from: https://tigerprints.clemson.edu/all_dissertations/675.

Council of Science Editors:

Green J. Effects of Peer-Mediated Vocabulary Intervention on Science Achievement of Seventh Grade Students With and Without Learning Disabilities. [Doctoral Dissertation]. Clemson University; 2010. Available from: https://tigerprints.clemson.edu/all_dissertations/675


University of Minnesota

14. Lloyd, Deborah Ann. Peers influencing peers: substance abuse patterns among students in recovery schools.

Degree: EdD, Educational Policy and Administration, 2009, University of Minnesota

 Underage drinking and drug use continues to be a problem in our public schools. Minnesota has been at the forefront of the school choice movement… (more)

Subjects/Keywords: Adolescent Substance Use; Alternative Education Programs; Peer Role Models; Recovery-Based Schools; Sober Schools; Social Learning Theory; Educational Policy and Administration

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APA (6th Edition):

Lloyd, D. A. (2009). Peers influencing peers: substance abuse patterns among students in recovery schools. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/52364

Chicago Manual of Style (16th Edition):

Lloyd, Deborah Ann. “Peers influencing peers: substance abuse patterns among students in recovery schools.” 2009. Doctoral Dissertation, University of Minnesota. Accessed July 17, 2019. http://purl.umn.edu/52364.

MLA Handbook (7th Edition):

Lloyd, Deborah Ann. “Peers influencing peers: substance abuse patterns among students in recovery schools.” 2009. Web. 17 Jul 2019.

Vancouver:

Lloyd DA. Peers influencing peers: substance abuse patterns among students in recovery schools. [Internet] [Doctoral dissertation]. University of Minnesota; 2009. [cited 2019 Jul 17]. Available from: http://purl.umn.edu/52364.

Council of Science Editors:

Lloyd DA. Peers influencing peers: substance abuse patterns among students in recovery schools. [Doctoral Dissertation]. University of Minnesota; 2009. Available from: http://purl.umn.edu/52364


Queensland University of Technology

15. Ashton-Hay, Sally Ann. Interactive peer-based learning in a comparative case study : what do students gain?.

Degree: 2011, Queensland University of Technology

 As English increasingly becomes one of the most commonly spoken languages in the world today for a variety of economic, social and cultural reasons, education… (more)

Subjects/Keywords: communicative language teaching; English as a second language (ESL); English as a foreign language (EFL); higher education; inclusive education; international students; peer-based learning

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

APA (6th Edition):

Ashton-Hay, S. A. (2011). Interactive peer-based learning in a comparative case study : what do students gain?. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/46111/

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

Chicago Manual of Style (16th Edition):

Ashton-Hay, Sally Ann. “Interactive peer-based learning in a comparative case study : what do students gain?.” 2011. Thesis, Queensland University of Technology. Accessed July 17, 2019. https://eprints.qut.edu.au/46111/.

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

MLA Handbook (7th Edition):

Ashton-Hay, Sally Ann. “Interactive peer-based learning in a comparative case study : what do students gain?.” 2011. Web. 17 Jul 2019.

Vancouver:

Ashton-Hay SA. Interactive peer-based learning in a comparative case study : what do students gain?. [Internet] [Thesis]. Queensland University of Technology; 2011. [cited 2019 Jul 17]. Available from: https://eprints.qut.edu.au/46111/.

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

Council of Science Editors:

Ashton-Hay SA. Interactive peer-based learning in a comparative case study : what do students gain?. [Thesis]. Queensland University of Technology; 2011. Available from: https://eprints.qut.edu.au/46111/

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


IUPUI

16. Wilson, Sarah Beth. A comparison of first-semester organic chemistry students' experiences and mastery of curved-arrow formalism in face-to-face and cyber peer-led team learning.

Degree: 2015, IUPUI

Indiana University-Purdue University Indianapolis (IUPUI)

The cyber Peer-Led Team Learning (cPLTL) workshops are a synchronous online adaptation of the educational intervention PLTL, in which students,… (more)

Subjects/Keywords: Organic Chemistry; Peer-Led Team Learning; Cyber Peer-Led Team Learning; Online learning; Collaborative learning; Peer teaching  – Study and teaching (Higher)  – Research  – Methodology; Chemistry, Organic  – Study and teaching (Higher)  – Research  – Methodology; Team learning approach in education  – Study and teaching (Higher)  – Research  – Methodology; Academic achievement  – Evaluation  – Analysis; Web-based instruction  – Research  – Methodology; Educational tests and measurements  – Evaluation  – Interviews; Qualitative research  – Study and teaching (Higher)  – Evaluation  – Analysis

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

APA (6th Edition):

Wilson, S. B. (2015). A comparison of first-semester organic chemistry students' experiences and mastery of curved-arrow formalism in face-to-face and cyber peer-led team learning. (Thesis). IUPUI. Retrieved from http://hdl.handle.net/1805/10082 ; http://dx.doi.org/10.7912/C2901M

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

Chicago Manual of Style (16th Edition):

Wilson, Sarah Beth. “A comparison of first-semester organic chemistry students' experiences and mastery of curved-arrow formalism in face-to-face and cyber peer-led team learning.” 2015. Thesis, IUPUI. Accessed July 17, 2019. http://hdl.handle.net/1805/10082 ; http://dx.doi.org/10.7912/C2901M.

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

MLA Handbook (7th Edition):

Wilson, Sarah Beth. “A comparison of first-semester organic chemistry students' experiences and mastery of curved-arrow formalism in face-to-face and cyber peer-led team learning.” 2015. Web. 17 Jul 2019.

Vancouver:

Wilson SB. A comparison of first-semester organic chemistry students' experiences and mastery of curved-arrow formalism in face-to-face and cyber peer-led team learning. [Internet] [Thesis]. IUPUI; 2015. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1805/10082 ; http://dx.doi.org/10.7912/C2901M.

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

Council of Science Editors:

Wilson SB. A comparison of first-semester organic chemistry students' experiences and mastery of curved-arrow formalism in face-to-face and cyber peer-led team learning. [Thesis]. IUPUI; 2015. Available from: http://hdl.handle.net/1805/10082 ; http://dx.doi.org/10.7912/C2901M

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


IUPUI

17. Wilson, Sarah Beth. A comparison of first-semester organic chemistry students' experiences and mastery of curved-arrow formalism in face-to-face and cyber peer-led team learning.

Degree: 2015, IUPUI

Indiana University-Purdue University Indianapolis (IUPUI)

The cyber Peer-Led Team Learning (cPLTL) workshops are a synchronous online adaptation of the educational intervention PLTL, in which students,… (more)

Subjects/Keywords: Organic Chemistry; Peer-Led Team Learning; Cyber Peer-Led Team Learning; Online learning; Collaborative learning; Peer teaching  – Study and teaching (Higher)  – Research  – Methodology; Chemistry, Organic  – Study and teaching (Higher)  – Research  – Methodology; Team learning approach in education  – Study and teaching (Higher)  – Research  – Methodology; Academic achievement  – Evaluation  – Analysis; Web-based instruction  – Research  – Methodology; Educational tests and measurements  – Evaluation  – Interviews; Qualitative research  – Study and teaching (Higher)  – Evaluation  – Analysis

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

APA (6th Edition):

Wilson, S. B. (2015). A comparison of first-semester organic chemistry students' experiences and mastery of curved-arrow formalism in face-to-face and cyber peer-led team learning. (Thesis). IUPUI. Retrieved from http://hdl.handle.net/1805/10082

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

Chicago Manual of Style (16th Edition):

Wilson, Sarah Beth. “A comparison of first-semester organic chemistry students' experiences and mastery of curved-arrow formalism in face-to-face and cyber peer-led team learning.” 2015. Thesis, IUPUI. Accessed July 17, 2019. http://hdl.handle.net/1805/10082.

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

MLA Handbook (7th Edition):

Wilson, Sarah Beth. “A comparison of first-semester organic chemistry students' experiences and mastery of curved-arrow formalism in face-to-face and cyber peer-led team learning.” 2015. Web. 17 Jul 2019.

Vancouver:

Wilson SB. A comparison of first-semester organic chemistry students' experiences and mastery of curved-arrow formalism in face-to-face and cyber peer-led team learning. [Internet] [Thesis]. IUPUI; 2015. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1805/10082.

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

Council of Science Editors:

Wilson SB. A comparison of first-semester organic chemistry students' experiences and mastery of curved-arrow formalism in face-to-face and cyber peer-led team learning. [Thesis]. IUPUI; 2015. Available from: http://hdl.handle.net/1805/10082

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

18. Conlan, Louise-Margaret. Exploring Dynamic Processes: a Qualitative Study of Problem-Based Learning Experiences within Clinical Psychology Training .

Degree: 2013, University of Hertfordshire

 Aim: The existing literature on the experiences of individuals who have undertaken Problem-Based Learning (PBL) as part of their doctoral Clinical Psychology training in the… (more)

Subjects/Keywords: Problem-based learning; Problem based learning; Clinical Psychology; Clinical Psychology training; Clinical Psychologists; Trainee Clinical Psychologists; Peer research; Qualitative research; Interpretative Phenomenological Analysis; Professional development; Personal development; Facilitation; Groups; Multi-Disciplinary Team Working; Multi Disciplinary Team Working; Identity; Reflection; Reflective practice; Emotional connection; Acceptance; Validation; Compassion; Anger

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APA (6th Edition):

Conlan, L. (2013). Exploring Dynamic Processes: a Qualitative Study of Problem-Based Learning Experiences within Clinical Psychology Training . (Thesis). University of Hertfordshire. Retrieved from http://hdl.handle.net/2299/10617

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

Chicago Manual of Style (16th Edition):

Conlan, Louise-Margaret. “Exploring Dynamic Processes: a Qualitative Study of Problem-Based Learning Experiences within Clinical Psychology Training .” 2013. Thesis, University of Hertfordshire. Accessed July 17, 2019. http://hdl.handle.net/2299/10617.

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

MLA Handbook (7th Edition):

Conlan, Louise-Margaret. “Exploring Dynamic Processes: a Qualitative Study of Problem-Based Learning Experiences within Clinical Psychology Training .” 2013. Web. 17 Jul 2019.

Vancouver:

Conlan L. Exploring Dynamic Processes: a Qualitative Study of Problem-Based Learning Experiences within Clinical Psychology Training . [Internet] [Thesis]. University of Hertfordshire; 2013. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/2299/10617.

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

Council of Science Editors:

Conlan L. Exploring Dynamic Processes: a Qualitative Study of Problem-Based Learning Experiences within Clinical Psychology Training . [Thesis]. University of Hertfordshire; 2013. Available from: http://hdl.handle.net/2299/10617

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

19. Bradley, Linda. Language learning and technology. Student activities in web-based environments.

Degree: 2013, University of Gothenburg / Göteborgs Universitet

 The impact of the web as a communicative arena, based on the use of social software, has changed conditions for communication on all levels of… (more)

Subjects/Keywords: language learning; web-based technology; learning activities; student integration; peer reviewing; cultural exchange

…43 Web-based technologies in language learning 44 Online peer reviewing and feedback 51… …89 Student interaction in web-based learning environments 90 Forms of peer reviewing in web… …77 Study I: Language learning in a wiki: Student contributions in a web based learning… …based learning environment 92 Intercultural exchanges as part of a pedagogical design 94 Web… …in global collaboration. Such settings are found in classroom-based learning environments… 

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

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

APA (6th Edition):

Bradley, L. (2013). Language learning and technology. Student activities in web-based environments. (Thesis). University of Gothenburg / Göteborgs Universitet. Retrieved from http://hdl.handle.net/2077/32322

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

Chicago Manual of Style (16th Edition):

Bradley, Linda. “Language learning and technology. Student activities in web-based environments.” 2013. Thesis, University of Gothenburg / Göteborgs Universitet. Accessed July 17, 2019. http://hdl.handle.net/2077/32322.

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

MLA Handbook (7th Edition):

Bradley, Linda. “Language learning and technology. Student activities in web-based environments.” 2013. Web. 17 Jul 2019.

Vancouver:

Bradley L. Language learning and technology. Student activities in web-based environments. [Internet] [Thesis]. University of Gothenburg / Göteborgs Universitet; 2013. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/2077/32322.

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

Council of Science Editors:

Bradley L. Language learning and technology. Student activities in web-based environments. [Thesis]. University of Gothenburg / Göteborgs Universitet; 2013. Available from: http://hdl.handle.net/2077/32322

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


Universidade Nova

20. Leslie, Carolyn Elizabeth. Peer interaction and learning opportunities in cohesive and less cohesive L2 classrooms.

Degree: 2016, Universidade Nova

The present study investigates peer to peer oral interaction in two task based language teaching classrooms, one of which was a self-declared cohesive group, and… (more)

Subjects/Keywords: Task based language learning; Peer oral interaction; Cohesive groups; Affect; Learning opportunities; Sociocognition; Quality and quantity of language; Situated nature of language learning; Aprendizagem da língua com base em tarefas; Interacção oral em pares; Grupos coesos; Domínio afectivo; Oportunidades de aprendizagem; Socio-cognição; Qualidade e quantidade de linguagem; Condição e situação de aprendizagem da língua; Domínio/Área Científica::Humanidades::Línguas e Literaturas

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APA (6th Edition):

Leslie, C. E. (2016). Peer interaction and learning opportunities in cohesive and less cohesive L2 classrooms. (Thesis). Universidade Nova. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/17166

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

Chicago Manual of Style (16th Edition):

Leslie, Carolyn Elizabeth. “Peer interaction and learning opportunities in cohesive and less cohesive L2 classrooms.” 2016. Thesis, Universidade Nova. Accessed July 17, 2019. http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/17166.

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

MLA Handbook (7th Edition):

Leslie, Carolyn Elizabeth. “Peer interaction and learning opportunities in cohesive and less cohesive L2 classrooms.” 2016. Web. 17 Jul 2019.

Vancouver:

Leslie CE. Peer interaction and learning opportunities in cohesive and less cohesive L2 classrooms. [Internet] [Thesis]. Universidade Nova; 2016. [cited 2019 Jul 17]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/17166.

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

Council of Science Editors:

Leslie CE. Peer interaction and learning opportunities in cohesive and less cohesive L2 classrooms. [Thesis]. Universidade Nova; 2016. Available from: http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/17166

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


University of Hong Kong

21. 黎建儀; Lai, Kin-Yi. Effect of peer guided questioning on the problem based learning approach of IES.

Degree: MEd, 2009, University of Hong Kong

published_or_final_version

Education

Master

Master of Education

Subjects/Keywords: Group work in education - China - Hong Kong.; Peer-group tutoring of students - China - Hong Kong.; Problem-based learning - China - Hong Kong.

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APA (6th Edition):

黎建儀; Lai, K. (2009). Effect of peer guided questioning on the problem based learning approach of IES. (Masters Thesis). University of Hong Kong. Retrieved from Lai, K. Y. [黎建儀]. (2009). Effect of peer guided questioning on the problem based learning approach of IES. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4438375 ; http://dx.doi.org/10.5353/th_b4438375 ; http://hdl.handle.net/10722/128715

Chicago Manual of Style (16th Edition):

黎建儀; Lai, Kin-Yi. “Effect of peer guided questioning on the problem based learning approach of IES.” 2009. Masters Thesis, University of Hong Kong. Accessed July 17, 2019. Lai, K. Y. [黎建儀]. (2009). Effect of peer guided questioning on the problem based learning approach of IES. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4438375 ; http://dx.doi.org/10.5353/th_b4438375 ; http://hdl.handle.net/10722/128715.

MLA Handbook (7th Edition):

黎建儀; Lai, Kin-Yi. “Effect of peer guided questioning on the problem based learning approach of IES.” 2009. Web. 17 Jul 2019.

Vancouver:

黎建儀; Lai K. Effect of peer guided questioning on the problem based learning approach of IES. [Internet] [Masters thesis]. University of Hong Kong; 2009. [cited 2019 Jul 17]. Available from: Lai, K. Y. [黎建儀]. (2009). Effect of peer guided questioning on the problem based learning approach of IES. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4438375 ; http://dx.doi.org/10.5353/th_b4438375 ; http://hdl.handle.net/10722/128715.

Council of Science Editors:

黎建儀; Lai K. Effect of peer guided questioning on the problem based learning approach of IES. [Masters Thesis]. University of Hong Kong; 2009. Available from: Lai, K. Y. [黎建儀]. (2009). Effect of peer guided questioning on the problem based learning approach of IES. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4438375 ; http://dx.doi.org/10.5353/th_b4438375 ; http://hdl.handle.net/10722/128715

22. Feigenbaum, Adina Tova. Social Media as a Means of Promoting Peer-Based Learning in Design Education.

Degree: MFA, College of Communication and Information / School of Visual Communication Design, 2013, Kent State University

 Critique is an integral part of design education whereby students review and evaluate projects in order to learn design principles and develop skills such as… (more)

Subjects/Keywords: Design; Education; Communication; graphic design; design; education; social media; social network; peer-based learning; critique; virtual design studio; asynchronous; self-evaluation; communication; feedback

…improved their design process (Sachs, 1999). Peer-Based Learning The premise of peer… …class where the instructor is the sole source of information. Peer-based learning “is an… …another” (Anderson & Speck, 1998, p. 66). Through peer-based learning, students… …it improves their own understanding in the process. Peer-based learning is beneficial for… …developmental in learners. Peer-based learning allows students to share what they know so that… 

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

APA (6th Edition):

Feigenbaum, A. T. (2013). Social Media as a Means of Promoting Peer-Based Learning in Design Education. (Masters Thesis). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1365071166

Chicago Manual of Style (16th Edition):

Feigenbaum, Adina Tova. “Social Media as a Means of Promoting Peer-Based Learning in Design Education.” 2013. Masters Thesis, Kent State University. Accessed July 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1365071166.

MLA Handbook (7th Edition):

Feigenbaum, Adina Tova. “Social Media as a Means of Promoting Peer-Based Learning in Design Education.” 2013. Web. 17 Jul 2019.

Vancouver:

Feigenbaum AT. Social Media as a Means of Promoting Peer-Based Learning in Design Education. [Internet] [Masters thesis]. Kent State University; 2013. [cited 2019 Jul 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1365071166.

Council of Science Editors:

Feigenbaum AT. Social Media as a Means of Promoting Peer-Based Learning in Design Education. [Masters Thesis]. Kent State University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1365071166

.