This is a list of all the questions and their associated study carrel identifiers. One can learn a lot of the "aboutness" of a text simply by reading the questions.
| identifier | question |
|---|---|
| work_3dody72cwneepkyj5ivugb3v24 | 2015 4 PDF Save Alert Research Feed What Influences Chinese Adolescents ’ Choice Intention between Playing Online Games and Learning? |
| work_43huo4btn5d4hjvdd5xsqy5c6u | The question arises: how does distance learning differ from traditional distance learning? |
| work_7fnwx2hggzbfzmf5qqszibgtay | Firstly what is distance education? |
| work_4wj2q5w2vrej7h4gtgjjiazp2a | In other words, do some elements dominate others, or are some elements insignificant? |
| work_57u2pwx35bgknn3w6akw6o7f3e | Did We Do Something Silly? |
| work_75hzuw2nwvbbpoxrsl7vkladna | The use of social networking services for classroom en- gagement? |
| work_a2jjuguccjezvokniuvs77ctbm | Can this type of learning community be created at a distance using audio teleconferencing with its inherent lack of visual connection? |
| work_67w3ayyp25aqngtnuxq44lqf7q | What Do Students Know? |
| work_6hkcsyqcrbbx5ph4rhpn77b77i | How can one convey the creative intent of a project using conditional graphics? |
| work_2uo67w2ojrbd7prt5s2qeih2d4 | Jones He also asked how much a single course cost at the Open University? |
| work_2uo67w2ojrbd7prt5s2qeih2d4 | W h a t is D i s t a n c e L e a r n i n g( a n d S e l f- S t u d y)? |
| work_2pbmbnutpvhcjj3nghaz7th72u | Commentary on Research in Nurse Education Today: Do we meet our aims and scope? |
| work_2pbmbnutpvhcjj3nghaz7th72u | Research in Nurse Education Today: Do we meet our aims and scope? |
| work_3iqqfss345dsvkjz27gl6tvqla | What does it mean “ NOT TO CAUSE ANY HARM ”, though? |
| work_aqxbafrnmvbandb6ilx6e3duau | Veterinary technicians: how would you characterize the shortage of veterinary technicians and the underlying causes? |
| work_6ztansau7jcxffnejoesxyfpta | How Does Distance Education Compare to Classroom Instruction? |
| work_6ztansau7jcxffnejoesxyfpta | Önce Kalite, Kaliteye Farkl Bir Aç dan Bak: Hizmet Kalitesi Neden ve Nas l Ölçülür?. |
| work_77odaek6d5hb3a7wldz5dmmtwe | What do inventories of students ’ learning processes really measure? |
| work_62ggeusf5nfh3no3oajeq2byx4 | Can You Go the Distance? |
| work_62ggeusf5nfh3no3oajeq2byx4 | The use and effect of distance education in healthcare: What do we know? |
| work_5gdbu572nzhmxoykgwknph5fdi | How''s the E- learning baby? work_5gdbu572nzhmxoykgwknph5fdi [ 24] Khan, B. H.Web- based instruction( WBI): What is it and why is it? |
| work_2oo274uewzbqblwowil2kopx3i | Are MOOCs the Answer? |
| work_2oo274uewzbqblwowil2kopx3i | Chapter 3: Professional Learning through MOOCs? |
| work_2oo274uewzbqblwowil2kopx3i | Chapter 8: What is Best for the Learner? |
| work_2pd7lfyfp5a77pcek2vahxajuy | A correspondence education for the 21st century? |
| work_2pd7lfyfp5a77pcek2vahxajuy | Can Tinto ’s student departure model be applied to nontraditional students? |
| work_2pd7lfyfp5a77pcek2vahxajuy | If student services are so important, then why are we cutting them back? |
| work_3g7ve3nwqfcp5ca6smeuxjerum | Are We There Yet? |
| work_3g7ve3nwqfcp5ca6smeuxjerum | Are teachers technophobes? |
| work_aoafz7qkpjbj3p6ggnzsf763aq | Mentoring: A Brief Overview What is Mentoring? |
| work_aoafz7qkpjbj3p6ggnzsf763aq | Pedagogy vs. andragogy: A false dichotomy? |
| work_3fxoir4vpfh7ldkhyi3opch45m | Do you have a disability? |
| work_3jh24vacfnc57m42ymnyf2kw54 | Distance learning: Promise or threat? |
| work_3jh24vacfnc57m42ymnyf2kw54 | Where are you going to block the time? |
| work_cnqcydrworgkpihwtqo4wea4nm | Why is distance education important in astronomy? |
| work_csphsx5yxnfsjmtlmphyrkxvxy | Can distance education increase educational equality? |
| work_7du4cg2zgzfdvgpo2ycfujwojy | b) How do resources available to the system affect the performance of each system function? |
| work_bkemmxra7jfrtg45ykhrgijr3a | This paper is going to answer these questions: How is the attitude of students seeking for higher education toward distance education? |
| work_bkemmxra7jfrtg45ykhrgijr3a | Is there any difference between male and female students in their attitude toward distance education? |
| work_4kjhgbvfebh2tjxf73sw5ra4xy | 3 What factors do distance learrwrs perceive as engendering anxiety towards instructional materials? |
| work_4kjhgbvfebh2tjxf73sw5ra4xy | Specifically, the study sought answers to the following: To what extent, if any, do distance learners exhibit anxiety towards instructional materials? |
| work_b74qwmz64bh4piraelbatycqu4 | Distance Education: One Solution to the Nursing Shortage?. |
| work_b74qwmz64bh4piraelbatycqu4 | Overview of distance education in nursing: Where are we now and where are we going?. |
| work_cyhqz4sfavaxpbs22vgeu3cnjm | Adakah Ubat- ubatan Anda Halal?. |
| work_56d7q6xehjcvtazs6onpwrv4wm | What differences in communication style, as measured by the TAT, were found in relation to the learning styles observed? |
| work_56d7q6xehjcvtazs6onpwrv4wm | What implications for online interaction and community building, if any, arise from the answers to these questions? |
| work_56d7q6xehjcvtazs6onpwrv4wm | What pattern of learning styles was found in the two study groups using the Kolb Inventory? |
| work_bj44wqwbi5d2jndtcztwzv4zxy | Administering Defining Issues Test Online: Do Response Modes Matter?. |
| work_6ae7sx5tuvcuzbdfo4qvghqn54 | RP2 RQ2 What are the secure software engineering approaches available for mobile learning systems? |
| work_epawowrbs5chdlpp2ltbg7edhy | What is the Difference Between xMOOCs and cMOOCs?, Online Education Blog of TouroCollege, http://blogs.onlineeducation. |
| work_226zrb6dyjbr5o5icqf43e6bna | In K. A. Moore& L. Lippman( Eds), What do children need to flourish? |
| work_226zrb6dyjbr5o5icqf43e6bna | In K. A. Moore& L. Lippman( Eds), What do children need to flourish? |
| work_226zrb6dyjbr5o5icqf43e6bna | What constitutes situational interest? |
| work_25hs2d72xba4digihyzg6mmv7a | ( 2004) How does distance education compare with classroom instruction? |
| work_25hs2d72xba4digihyzg6mmv7a | ( 2005) Talent search research: what have we learned? |
| work_25hs2d72xba4digihyzg6mmv7a | How should distance education be used to create rich learning environments that supplement classroom settings, but not necessarily replace them? |
| work_25hs2d72xba4digihyzg6mmv7a | What benefits can distance education offer gifted students that may not be available at all through regular classrooms? |
| work_44chjhik3nfuvkq2onp3wvlldi | What are the attitudes of associate degree students ’ towards distance education at Vocational Schools of Dokuz Eylul University? |
| work_44chjhik3nfuvkq2onp3wvlldi | What are the attitudes of associate degree students ’ towards distance education at Vocational Schools of Dokuz Eylul University? |
| work_frk7mo7g4jeuba7qji4quvxe5m | Marton, F.( 1976) What does it take to learn? |
| work_7v5bjddmrbhqhlippvvevpksla | ( 2) What is the relationship between cognitive absorption and student satisfaction? |
| work_7v5bjddmrbhqhlippvvevpksla | ( 3) What is the relationship between social presence and cognitive absorption in online learning environments? |
| work_7v5bjddmrbhqhlippvvevpksla | ( 4) What is the relationship between students ’ interest and cognitive absorption and satisfaction? |
| work_7v5bjddmrbhqhlippvvevpksla | The study investigated the following ques- tions:( 1) What is the relationship between social presence and student course satisfaction? |
| work_ep3zdzup7rf7xbasn7vplkkcxe | Does within- culture variation matter? |
| work_ep3zdzup7rf7xbasn7vplkkcxe | Is online higher education right for corporate learning? |
| work_fswocdan4ba7dkdt3u7cjcaqoa | Approaches to learning: Is there a better way to prepare future pilots? |
| work_5ugxohhzzbhateiwjapeoz4isa | Canadian Internet statistics: How many Canadians on- line? |
| work_5ugxohhzzbhateiwjapeoz4isa | For example, would interaction patterns change if the group were larger or if the propor- tion of men and women were unequal? |
| work_5ugxohhzzbhateiwjapeoz4isa | What impact does the presence and nature of a predefined task have on interaction patterns? |
| work_5ugxohhzzbhateiwjapeoz4isa | Would prospect of meeting face- to- face change interaction patterns? |
| work_d3libocc2vduljcpieengraaqa | A methodological morass? |
| work_d3libocc2vduljcpieengraaqa | Cost cutting at what cost? |
| work_5fzgu5frl5ak7ne6qjzi6pa6lm | If such change is about to take place, are there any problems? |
| work_5fzgu5frl5ak7ne6qjzi6pa6lm | What is the difference between online mode and traditional mode? |
| work_5fzgu5frl5ak7ne6qjzi6pa6lm | What is the most effective method for an instructor to deliver a class over the Internet? |
| work_auxow32p7fgenlwhyp4f3d4vy4 | Is peer grading a valid assessment method for Massive Open Online Courses( MOOCs)? |
| work_64ezq4e5rvcipmikiojfydqrsi | 1, 179–188 179 © 2007 Institute of Mathematics and Informatics, Vilnius What ’s the Difference, Still? |
| work_64ezq4e5rvcipmikiojfydqrsi | Ar padarėme išvadas? |
| work_64ezq4e5rvcipmikiojfydqrsi | Until that point, we will just have to keep wondering, “ What ’s the difference? ” References Bisciglia, M.G., and E. Monk – Turner( 2002). |
| work_ell4ddtgjrh2vdgnirsf7s4gqy | Do adult educators need a code of ethics? |
| work_ell4ddtgjrh2vdgnirsf7s4gqy | Why ethical standards are important for distance learning? |
| work_got5k24qyvbuxm3hzs2wiycq7m | Why do gestures matter? |
| work_7ydv2klsurcgjifl5humd2q2me | Indian J Surg( October 2020) 82(5):759–761 761 Journal as a Tool for Distance Education What Are the Shortcomings of a Printed or E- Journal? |
| work_7ydv2klsurcgjifl5humd2q2me | What Are the Shortcomings of a Printed or E- Journal? |
| work_7ydv2klsurcgjifl5humd2q2me | What Is an Interactive Journal? |
| work_7ydv2klsurcgjifl5humd2q2me | What Is an Interactive Journal? |
| work_c7rjrjve25fbjogadaolgeui7a | Mobile learning – it ’s here but what is it? |
| work_c7rjrjve25fbjogadaolgeui7a | Will student devices deliver innovation, inclusion& transformation?, Journal of the Research Center for Educational Technology, 6(1), 3–15. |
| work_c7rjrjve25fbjogadaolgeui7a | ‘ Evaluating mobile learning: What are appropriate methods for evaluating learning in mobile environments? ’ In M. Sharples( Ed. |
| work_2pkf5nb56jdotmp3vhhllkrw6u | Alright, do you want to say hello again? |
| work_2pkf5nb56jdotmp3vhhllkrw6u | It ’s a bit tricky – are you using a mouse or your graphics tablet and pen? |
| work_2pkf5nb56jdotmp3vhhllkrw6u | Okay, it is tricky with the mouse is n’t it? |
| work_2pkf5nb56jdotmp3vhhllkrw6u | You could n’t wait to see what ’s coming up, could you? |
| work_bx2xwrktgbda7gzs2mf7py5beu | For example, are the buildings on campus considered to be sunk or not? |
| work_bx2xwrktgbda7gzs2mf7py5beu | Forman, C., Goldfarb, A., and Greenstein, S.( 2005) “ How Did Location Affect Adoption of the Commercial Internet? |
| work_bx2xwrktgbda7gzs2mf7py5beu | “ Do Innovations Diffuse Faster Within Geographical Cluster? ” International journal of industrial organization, Vol. |
| work_2urucyns4fdgzeuc5opxs6foay | & Cox, W.F., 2008, ‘ How Christianly is Christian distance higher education? ’ Christian Higher Education 7, 1–22. |
| work_2urucyns4fdgzeuc5opxs6foay | Can ethics, morals and spirituality be taught online – can we produce an OEH? |
| work_2urucyns4fdgzeuc5opxs6foay | So what exactly is distance learning? |
| work_cble76c4ojbatbuxvcihrr7lte | & Sarah, T. R.( 2011) ‘ Introduction: shaped or shaping? |
| work_cble76c4ojbatbuxvcihrr7lte | Grimstad, K.& Grabe, M.( 2004) ‘ Are online study questions beneficial? ’, Teaching in Psychology, vol. |
| work_34ky46ehj5fn5luqp5uw6etm7i | Alright, do you want to say hello again? |
| work_34ky46ehj5fn5luqp5uw6etm7i | It ’s a bit tricky – are you using a mouse or your graphics tablet and pen? |
| work_34ky46ehj5fn5luqp5uw6etm7i | Okay, it is tricky with the mouse is n’t it? |
| work_34ky46ehj5fn5luqp5uw6etm7i | You could n’t wait to see what ’s coming up, could you? |
| work_7rudeku4e5esvkmfq43thsmkly | An Academic ‘ Glass Cliff ’? |
| work_7rudeku4e5esvkmfq43thsmkly | Breaking the Glass Ceiling? |
| work_7rudeku4e5esvkmfq43thsmkly | What are the factors/ barriers and challenges affecting women advancement in leadership at the Zimbabwe Open University? |
| work_7rudeku4e5esvkmfq43thsmkly | What can be done to promote and support women to senior management positions in the Zimbabwe Open University? |
| work_4u5crcetuzbvbptycthten77fi | 2) Are the instructional design activities in the courses effective? |
| work_4u5crcetuzbvbptycthten77fi | 3) Are students satisfied with the online courses? |
| work_4u5crcetuzbvbptycthten77fi | 4) Are adequate the student ’s support services provided? |
| work_4u5crcetuzbvbptycthten77fi | These were: 1) Are nursing and allied professions ’ students able to apply the skills and knowledge from this program to their work setting? |
| work_dcfaevcy2ng23apunm33cpxe7m | How do employees perceive work relations, training and orientation and extrinsic reward at CoDE, UCC? |
| work_dcfaevcy2ng23apunm33cpxe7m | What drives employees to switch organisations? |
| work_dcfaevcy2ng23apunm33cpxe7m | What is the level of employee commitment among a staff of CoDE, UCC? |
| work_fbjexfufrrfclget72fcmg57zu | Moore M: What does research say about the learners using computer- mediated communication in distance learning?. |
| work_4vlppz3tcjgsffqli66w22tlxm | Better learning online? |
| work_4vlppz3tcjgsffqli66w22tlxm | Students ’ responses to the question, ‘ ‘ Did the discussion forum help you in your studies? ’ ’. |
| work_4vlppz3tcjgsffqli66w22tlxm | Students ’ responses to the question, ‘ ‘ Did you use the discussion forum? ’ ’. |
| work_4vlppz3tcjgsffqli66w22tlxm | Students ’ responses to the question, ‘ ‘ Would you prefer administrative communication through the Internet? ’ ’. |
| work_5m4usadmrva6vh2msigmyhixqu | Does the Open University benefit from the computing knowledge and skills acquired by TAC staff at home or at their main workplace? |
| work_5m4usadmrva6vh2msigmyhixqu | How will the tutor''s role change with the increased use of ICTs for OU work? |
| work_5m4usadmrva6vh2msigmyhixqu | Might tutors without such skills find themselves disadvantaged even though they fulfil the criteria in terms of subject and teaching expertise? |
| work_5m4usadmrva6vh2msigmyhixqu | Who gains most from wider use of ICTs by TAC staff? |
| work_5x62x5ffq5dixe7cyqgeyfurme | Research and practice of student retention: What next? |
| work_5x62x5ffq5dixe7cyqgeyfurme | bContrast B: Is there a statistically significant difference in motivation between the online treatment group and the face- to- face classroom? |
| work_e3yf2e4unjedhftb53b3g6cldm | In addition, are there more extensive learning gains and greater knowledge transfer in courses that use the R2D2 method over those that do not? |
| work_e3yf2e4unjedhftb53b3g6cldm | Internet2 at a crossroads: The network has transformed research, teaching, and daily campus life, but can colleges afford its ambitions? |
| work_fb4yvs2horaixo3cn5qpyd52f4 | Adult learning activities: What is distance learning? |
| work_fb4yvs2horaixo3cn5qpyd52f4 | Through which approach the distance learning can be more efficient? |
| work_fb4yvs2horaixo3cn5qpyd52f4 | What kind of an educational environment is expected for an undergraduate student? |
| work_jd65tfnhh5fgvlr2buqgsy57yq | National Aboriginal History Organization( NAHO) National Aboriginal History Organization( NAHO) Looking for Something? |
| work_23znfpm7afh2fhkmt76rl7odly | Are these different from the skills required by the traditional on- campus instructor? |
| work_23znfpm7afh2fhkmt76rl7odly | To what extent do corresponding studies of other systems find similar or disparate results? |
| work_23znfpm7afh2fhkmt76rl7odly | What are the cost benefits of''the various media as these relate to the accomplishment of specific learning outcomes? |
| work_23znfpm7afh2fhkmt76rl7odly | What are the skills required for distance teaching? |
| work_23znfpm7afh2fhkmt76rl7odly | What institutional policies support or hinder distance teaching? |
| work_dlpsi3djmrcfxgmpphxtescdre | Krange, I.; Ludvigsen, S. What does it mean? |
| work_dlpsi3djmrcfxgmpphxtescdre | Prince, M. Does active learning work? |
| work_dlpsi3djmrcfxgmpphxtescdre | The research question is this: How does the digital pedagogical model influence the learning experience? |
| work_i6lxhvj3qzff7ltf3atttsnb6i | Developing the scholarship of teaching: What is the role of e- teaching and learning? |
| work_i6lxhvj3qzff7ltf3atttsnb6i | First year students ’ experiences with technology: Are they really digital natives? |
| work_l3zf6jq6dna6dch736ul3iuid4 | Phipps, R.( 1999), What is the Difference? |
| work_2zutjgfpcfgurbcl36pofvw74q | But who said that the Western way of development is the only possible way? |
| work_2zutjgfpcfgurbcl36pofvw74q | Res., 15( 10): 1396- 1400, 2013 1398 emotions, intuition and religious mysticism? |
| work_2zutjgfpcfgurbcl36pofvw74q | Works: Fairness or equality? |
| work_2zutjgfpcfgurbcl36pofvw74q | focus on the West and, therefore, continue to economize our thinking? |
| work_2zutjgfpcfgurbcl36pofvw74q | non- conscious, solving the most important political issues? |
| work_lhv5izfuo5gu3gutbsnrn3qax4 | 46- Simon Midgley: What is Distance Learning? |
| work_hl77l3up2zenfpfk6tbljtbshu | Structured support versus learner choice via the World Wide Web( WWW): Where is the payoff? |
| work_hl77l3up2zenfpfk6tbljtbshu | Why Do We Need Learning Supports? |
| work_hslq2jepazgvdntaybk6gqpw6u | Library? |
| work_hslq2jepazgvdntaybk6gqpw6u | What library? |
| work_k7yxm25ybvb7pe6vqujsktjgli | Autonomy at any price? |
| work_k7yxm25ybvb7pe6vqujsktjgli | ‘ Too carefully led or too carelessly left alone? ’ Language Learning Journal, 17, 70–74. |
| work_523t7o6fdraptaw6doqnqrsljq | A key question is: how can we offer the students in the virtual class an environment that invites them and supports them to be active? |
| work_523t7o6fdraptaw6doqnqrsljq | Are virtual classes effective in student participation and achievement? |
| work_523t7o6fdraptaw6doqnqrsljq | Does this mean that media are not important? |
| work_523t7o6fdraptaw6doqnqrsljq | How Does Distance Education Compare With Classroom Instruction? |
| work_523t7o6fdraptaw6doqnqrsljq | Is there an adequate pedagogical approach? |
| work_523t7o6fdraptaw6doqnqrsljq | Our main questions are: How should we organize the virtual classroom? |
| work_523t7o6fdraptaw6doqnqrsljq | Which tool or which features of a tool should we use? |
| work_iw7ktu4pcrb57kzmgxozevbzae | Distance learning rReceptivity – Are they ready yet? |
| work_iw7ktu4pcrb57kzmgxozevbzae | Does Jane compute? |
| work_iw7ktu4pcrb57kzmgxozevbzae | What makes a differ- ence? |
| work_j2k5bvuhojh4pixeg3vuiua6gi | Illusory intelligences? |
| work_3zv7xlambjagjpzcckzinlq5ni | Could important motivation factors include: i) Factoring of OERs in the API and promotion? |
| work_3zv7xlambjagjpzcckzinlq5ni | How could private and some profit- making institutions use OERs to their advantage, and why are public institutions lagging behind? |
| work_3zv7xlambjagjpzcckzinlq5ni | Is professional ethics anything to do with use of OER? |
| work_3zv7xlambjagjpzcckzinlq5ni | Why does a positive attitude toward OER not lead to actual use of OER? |
| work_3zv7xlambjagjpzcckzinlq5ni | Why is it that the prime factor of student actual use and learning effectiveness is not a significant motivator? |
| work_3zv7xlambjagjpzcckzinlq5ni | ii) Who shares the cost of developing OER? |
| work_3zv7xlambjagjpzcckzinlq5ni | iii) When one ’s own OER is sharable, why bring in the issue of authentication of OER developed by others? |
| work_acxa3wdfdzcjfneh7eluqdemb4 | Some examples follow: Dialogue in a distance education physics course 271 • How did you learn? |
| work_acxa3wdfdzcjfneh7eluqdemb4 | That is, what kinds of learning activities did you engage in? |
| work_acxa3wdfdzcjfneh7eluqdemb4 | • Did you personally communicate with the instructor or with other students? |
| work_acxa3wdfdzcjfneh7eluqdemb4 | • Did you post messages on the web site? |
| work_acxa3wdfdzcjfneh7eluqdemb4 | • What did you do when you could n’t solve a problem? |
| work_acxa3wdfdzcjfneh7eluqdemb4 | • What factors influenced your choice of learning activities? |
| work_lraubxsob5e6lauleq7pubnbva | ( 2009) Podcasting in higher education: What are the implications for teaching and learning? |
| work_lraubxsob5e6lauleq7pubnbva | [ 19] Moore, J. L., Dickson- Deane, C. and Galyen, K.( 2011) e- Learning, online learning, and distance learning environments: Are they the same? |
| work_hdlyxm3iynbnxcuqnj7ug6okcm | As Carver( 1978) puts it: What is the probability of obtaining a dead person given that the person was hanged? |
| work_hdlyxm3iynbnxcuqnj7ug6okcm | What better way to determine the equality of experiences than to compare student achievement between the two groups? |
| work_hdlyxm3iynbnxcuqnj7ug6okcm | What is the probability that a person has been hanged, given that the person is dead? |
| work_hdlyxm3iynbnxcuqnj7ug6okcm | Will media influence learning? |
| work_nmmt7yuw7fcf7ltzgyoa2sjgh4 | [ 5] Goodwin, C. and Bowman, M., Is the bottom line of online out of line? |
| work_ftjmqfqrtzctlg2nkrhbqycyja | 8 Why do we need RCLs as a solution in physics education? |
| work_ftjmqfqrtzctlg2nkrhbqycyja | In The Learning Superhighway: New world? |
| work_ftjmqfqrtzctlg2nkrhbqycyja | New worries? |
| work_ftjmqfqrtzctlg2nkrhbqycyja | Teaching Science at- a- Distance: what is so difficult? |
| work_ftjmqfqrtzctlg2nkrhbqycyja | What is a ‘ good ’ RCL? |
| work_lxnntab2crb4xatl356uac3smu | Three worlds of CSCL: Can we support CSCL? |
| work_nqcurkz54rfuxeyrq3ezpkf2je | DISTANCE EDUCATION SYSTEM – WHAT IS IT? |
| work_m7q6jotomnai5loee7d4qicbcu | Can e- learning replace classroom learning? |
| work_m7q6jotomnai5loee7d4qicbcu | Can you see me now? |
| work_b47h7q4oafgctds24m4qf4da2a | Aker, J.C.; Ksoll, C. Can mobile phones improve agricultural outcomes? |
| work_b47h7q4oafgctds24m4qf4da2a | Can informatization improve farmers ’ market participation? |
| work_b47h7q4oafgctds24m4qf4da2a | Chen, S.; Mu, R.; Ravallion, M. Are There Lasting Impacts of Aid to Poor Areas? |
| work_b47h7q4oafgctds24m4qf4da2a | Deichmann, U.; Goyal, A.; Mishra, D. Will Digital Technologies Transform Agriculture in Developing Countries? |
| work_b47h7q4oafgctds24m4qf4da2a | Grimes, S. Rural areas in the information society: Diminishing distance or increasing learning capacity? |
| work_b47h7q4oafgctds24m4qf4da2a | The digital divide in farming: A problem of access or engagement? |
| work_b47h7q4oafgctds24m4qf4da2a | Verhofatadt, E.; Maertens, M. Smallholder cooperatives and agricultural performance in Rwanda: Do organizational differences matter? |
| work_mbtsm42qjbhkbm2yoaejb7mobq | 1.2 Objectives of the Study The basic question is that, whether the Government of Eritrea( GoE) is able to implement this educational program or not? |
| work_mbtsm42qjbhkbm2yoaejb7mobq | FUTURE PROSPECT FOR DISTANCE EDUCATION PROGRAMMES 4.1 Why distance education in Eritrea? |
| work_64sqarsnrrejvkmlseqpnyrkvi | • Assuming that “ communities of inquiry ” may be identified, what are the ratios between social and subject matter- oriented dialogues? |
| work_64sqarsnrrejvkmlseqpnyrkvi | • How does a teacher ’s background knowledge of content prepare him or her for facil- itating dialogue? |
| work_64sqarsnrrejvkmlseqpnyrkvi | • What happens to dialogue when no one apparently leads? |
| work_64sqarsnrrejvkmlseqpnyrkvi | • What kinds of dialogue( inquiry, conversation, instruction, and debate) best support constructivist pedagogy and under what circumstances? |
| work_64sqarsnrrejvkmlseqpnyrkvi | • What kinds of interpersonal dialogue best support instructivist pedagogy? |
| work_64sqarsnrrejvkmlseqpnyrkvi | • When and for whom is a certain interpersonal dialogue type, say debate, effective? |
| work_6e3lmcsoabbfxlbcvmdngwmwuy | ( 2) Does the intensity of radia- tion change over time or distance? |
| work_6e3lmcsoabbfxlbcvmdngwmwuy | ( 2) What are some different types of radiation? |
| work_6e3lmcsoabbfxlbcvmdngwmwuy | ( 3) What is radioactive decay, and how does it work? |
| work_6e3lmcsoabbfxlbcvmdngwmwuy | First, we examined test questions that could be answered using the readings, including( 1) What is radiation? |
| work_6e3lmcsoabbfxlbcvmdngwmwuy | Is motion more important than it sounds? |
| work_6e3lmcsoabbfxlbcvmdngwmwuy | Participants gave more thorough answers to the question “ What is radiation? ” after than before the lab, F(1, 119)= 88.62, p=<.001. |
| work_6e3lmcsoabbfxlbcvmdngwmwuy | We also examined content questions that could be answered by doing the lab, including( 1) How can you measure radioactivity? |
| work_6tdc2gp7yvgqfd2oi34ql5mmwe | And what does the future hold for our program and others like it? |
| work_6tdc2gp7yvgqfd2oi34ql5mmwe | How did we begin? |
| work_6tdc2gp7yvgqfd2oi34ql5mmwe | How does the program differ from traditional graduate courses? |
| work_6tdc2gp7yvgqfd2oi34ql5mmwe | How much did the program cost to develop and to operate and what are the universities''return on these investments? |
| work_6tdc2gp7yvgqfd2oi34ql5mmwe | What challenges emerged and how did we try to overcome them? |
| work_6tdc2gp7yvgqfd2oi34ql5mmwe | What could the literature on distance learning tell us about the best way to structure the program? |
| work_6tdc2gp7yvgqfd2oi34ql5mmwe | Whose Students, Which Transcript? |
| work_iphyl7sccneb5na53dyo2qruym | EDUCATIONAL COMMUNICATION AND TECH- NOLOGY, 31:2, Summer 1983 Cassidy, Michael F.& Knowlton, James Q.,"Visual literacy: a failed metaphor?" |
| work_ntii45sshrgdjbsy5uv36s6eau | Does this sound like a typical day at the local café? |
| work_kvhbk36tt5dizae424xy3neggq | 1377[ 39] A. Pyrgelis, C. Troncoso, and E De Cristofaro, “ Knock knock, who ’s 1378 there? |
| work_kvhbk36tt5dizae424xy3neggq | 525–536, Sep. 2006.1284[ 7] A.-S. Charest, “ How can we analyze differentially- private synthetic1285 datasets? |
| work_n5yombgyangdjplw2oss4apju4 | J Sex Med 2012;9(10):2516–2524 11 Dyer K, das Nair R. Why do n’t healthcare professionals talk about sex? |
| work_h5ked2vfvbh3tmnmcn23unlnzi | Do employability skills really matter in the UK grad- uate labour market? |
| work_h5ked2vfvbh3tmnmcn23unlnzi | Is the feedback in higher education assessment worth the paper it is written on? |
| work_h5ked2vfvbh3tmnmcn23unlnzi | Technology- enhanced learning and teaching in higher education: what is ‘ enhanced ’ and how do we know? |
| work_h5ked2vfvbh3tmnmcn23unlnzi | What is student engagement? |
| work_h5ked2vfvbh3tmnmcn23unlnzi | When and where do we apply what we learn? |
| work_onit5qgpeza7fiix3lka3g2zvu | Harnessing the affordances of Web 2.0 and social software tools: Can we finally make"student- centered"learning a reality? |
| work_lg7lobbkhrga3d747ezpphg27y | CHALLENGES FOR DISTANCE EDUCATION PROGRAMME Why the Ex- distance Learning in Eritrea Ceased? |
| work_lg7lobbkhrga3d747ezpphg27y | Is the cultural problem in International Distance Education? |
| work_lg7lobbkhrga3d747ezpphg27y | Why Distance Education in Eritrea? |
| work_jhq6cmwgeze67jrkfrwkdrrll4 | ( 2006) Analysing online discussions: What are students learning?in Who''s learning? |
| work_jhq6cmwgeze67jrkfrwkdrrll4 | An Argument for Clarity: what are learning management systems, what are they not, and what should they become?. |
| work_jhq6cmwgeze67jrkfrwkdrrll4 | Whose Technology? |
| work_jhq6cmwgeze67jrkfrwkdrrll4 | taught in distance education, which criteria do you take into account to do an evaluation?" |
| work_orp5vjtr6ndd3nmc5qs6va5riy | Our question in designing this course was: How do we motivate our students engaged in distance activities to learn how to learn? |
| work_ospr24w2jvfsffm2pfij36fum4 | Viewpoints: Is the quality of pharmacy education keeping up with pharmacy school expansion? |
| work_jnj6ycc2x5fqxokf6fopirmqwm | For example, how can a teacher and students come to know each other if they can not see each other? |
| work_jnj6ycc2x5fqxokf6fopirmqwm | How can they effectively understand and communicate with each other if they are separated by space and, in many instances, time? |
| work_jnj6ycc2x5fqxokf6fopirmqwm | How do others know we are there and how do they perceive us? |
| work_jnj6ycc2x5fqxokf6fopirmqwm | Who are we when we go online? |
| work_ctr2kqs2afahpnm6r5dnp3ddva | Have undergraduate students taken an online course previously? |
| work_ctr2kqs2afahpnm6r5dnp3ddva | What are the reasons for undergraduate students to enroll/ not enroll is distance education courses? |
| work_ctr2kqs2afahpnm6r5dnp3ddva | What are undergraduate students ’ perceptions of distance education? |
| work_ctr2kqs2afahpnm6r5dnp3ddva | What is a MOOC? |
| work_ctr2kqs2afahpnm6r5dnp3ddva | What is the undergraduate students ’ receptivity towards enrolling in distance education courses? |
| work_ctr2kqs2afahpnm6r5dnp3ddva | What preparation do undergraduate students feel they need to have before taking distance education courses? |
| work_ctr2kqs2afahpnm6r5dnp3ddva | What types of distance education would undergraduate students be interested in taking? |
| work_noqvf74obvh2rcflpzxmtuxeuq | 2007 26 PDF Save Alert Research Feed Media richness or media naturalness? |
| work_kqmdvn5yv5eg5b4m2p75537kva | Distance learning with compressed interactive video: What are the issues? |
| work_hxqmesr4jbdyjpe5jsebn7fx6u | Computer- aided Learning in the real world of medical education: does the quality of interaction with the computer affect student learning? |
| work_hxqmesr4jbdyjpe5jsebn7fx6u | Devitt P, Palmer E. Computer- aided learning: an overvalued educational resource? |
| work_hxqmesr4jbdyjpe5jsebn7fx6u | Do computers teach better? |
| work_hxqmesr4jbdyjpe5jsebn7fx6u | What do infit and outfit, mean- square and standardized mean? |
| work_b3looqew5ja27osuwsashgnwge | Change, technology and Higher Education: Are universities capable of organisational change? |
| work_b3looqew5ja27osuwsashgnwge | Do we plan the journey or read the compass? |
| work_b3looqew5ja27osuwsashgnwge | Figure 1: How would you describe your current role? |
| work_b3looqew5ja27osuwsashgnwge | Integrating quantitative and qualitative research: How is it done? |
| work_b3looqew5ja27osuwsashgnwge | New professional and new technologies in new higher education? |
| work_b3looqew5ja27osuwsashgnwge | What do Learning Technologists do? |
| work_ekdhl3bhxjbuzi2ebcjyrrpaim | 152 Simona Ferrari and Serena Triacca Webinars in distance learning – the key to student progression? |
| work_ekdhl3bhxjbuzi2ebcjyrrpaim | 52 Alejandro Quintas- Hijós and Lorena Latre- Navarro Cynicism toward university: a measure to predict academic dropout? |
| work_ekdhl3bhxjbuzi2ebcjyrrpaim | 69 Edit Kővári and Gerda Bak Does Test Anxiety increase in times of uncertainty? |
| work_ekdhl3bhxjbuzi2ebcjyrrpaim | : Are moocs open educational resources? |
| work_ekdhl3bhxjbuzi2ebcjyrrpaim | : The Need for Change in Education: Open- ness as Default? |
| work_ekdhl3bhxjbuzi2ebcjyrrpaim | Gaskell, A., Mills, R.: The quality and reputation of open, distance and e- learning: what are the challenges? |
| work_6vufrvamdvexngc2hj6tq2v7ya | & How do you do it when you are not in the same room with them? |
| work_6vufrvamdvexngc2hj6tq2v7ya | How could they go beyond information presentation and make the new information relevant and meaningful? |
| work_6vufrvamdvexngc2hj6tq2v7ya | Or should the modules help prepare competitors for future pitch competitions? |
| work_6vufrvamdvexngc2hj6tq2v7ya | Should the modules be aimed at potential inventors working 651TechTrends( 2020) 64:646–654 on their own pitches? |
| work_6vufrvamdvexngc2hj6tq2v7ya | What is an authentic learning environment? |
| work_6vufrvamdvexngc2hj6tq2v7ya | What would you do differ- ently next time? |
| work_6vufrvamdvexngc2hj6tq2v7ya | Would the modules serve as a guide for the general public on the essentials of a pitch? |
| work_l4ass7ci7rc2fo3oxnz2mayleu | Towards Expert Knowledge? |
| work_l4ass7ci7rc2fo3oxnz2mayleu | What Makes a Portfolio a Portfolio? |
| work_l4ass7ci7rc2fo3oxnz2mayleu | Öyleyse, bu ilkeler çevrimiçi ortama geçildiğinde nasıl değiĢiklik gösterirler? |
| work_l4ass7ci7rc2fo3oxnz2mayleu | Öğretmenin derste''''ġu an ne ve nasıl yapıyorum?'''' |
| work_peppdjvqmze2xokgnwnuyofqxe | From urban foresight to urban futures? |
| work_3e66bfkgmzgefjabt3n3qfe56a | Do issues of privacy influence online social interaction? |
| work_3e66bfkgmzgefjabt3n3qfe56a | Does the use of CMC intensify social interaction among online learners? |
| work_3e66bfkgmzgefjabt3n3qfe56a | How can social presence affect online learning? |
| work_3e66bfkgmzgefjabt3n3qfe56a | How do social relationships affect online interaction? |
| work_3e66bfkgmzgefjabt3n3qfe56a | How does interactivity impact online interaction? |
| work_3e66bfkgmzgefjabt3n3qfe56a | How does online communication impact interaction on CMC? |
| work_3e66bfkgmzgefjabt3n3qfe56a | How does social pres- ence theory apply to CMC systems? |
| work_3e66bfkgmzgefjabt3n3qfe56a | Is there a relationship between social presence and online interac- tion? |
| work_ol7cfdfzm5dnncm46br24rwqk4 | Today ’s fad or tomorrow ’s future? |
| work_jf425qye2jd5rb3p6tmvmeleoy | Accomodatror The characteristic question for this learning type is “ What if? ”. |
| work_jf425qye2jd5rb3p6tmvmeleoy | Assimilator Their characteristic question is “ What? ”. |
| work_jf425qye2jd5rb3p6tmvmeleoy | Converger The characteristic question for this learning type is “ How? ”. |
| work_jf425qye2jd5rb3p6tmvmeleoy | Diverger The characteristic question is “ Why? ”. |
| work_ct7dkb2wcfeqnk6nlbrr6vpbrm | 6 Learner support Where is this thesis leading? |
| work_ct7dkb2wcfeqnk6nlbrr6vpbrm | Is it the institution based teaching approach, the 9 manufacturing industry, or the student based approach, the service industry? |
| work_ct7dkb2wcfeqnk6nlbrr6vpbrm | What are the relative costs of supporting minority groups such as the disabled or ethnic minorities? |
| work_ct7dkb2wcfeqnk6nlbrr6vpbrm | What do I mean by this? |
| work_ct7dkb2wcfeqnk6nlbrr6vpbrm | What is the policy of the institution to such groups? |
| work_a42z3wwh65a3rnzmkedljsyhd4 | For example, do all children need their own device? |
| work_a42z3wwh65a3rnzmkedljsyhd4 | How can longevity of the scheme be assured? |
| work_a42z3wwh65a3rnzmkedljsyhd4 | How can young people and their families be supported to technology in the home? |
| work_a42z3wwh65a3rnzmkedljsyhd4 | If not, how many young people could reasonably use the same device? |
| work_a42z3wwh65a3rnzmkedljsyhd4 | Is a mobile sufficient, or do young people need a laptop for learning and education? |
| work_a42z3wwh65a3rnzmkedljsyhd4 | Three common questions that such schemes have to address are: What is an adequate level of digital access? |
| work_a42z3wwh65a3rnzmkedljsyhd4 | What are the minimum technical specifications a device should have? |
| work_a42z3wwh65a3rnzmkedljsyhd4 | What is the age group that such a scheme would impact the most? |
| work_a42z3wwh65a3rnzmkedljsyhd4 | What kind of internet connection is sufficient? |
| work_a42z3wwh65a3rnzmkedljsyhd4 | “ What ’s Next for Ed- Tech? |
| work_hqtdkejtwnhjhksxa237cl6sjy | Assessment and learning: Contradictory or complementary? |
| work_hqtdkejtwnhjhksxa237cl6sjy | But this it ’s like – well what ’s it going to offer me if I ca n’t phone? |
| work_hqtdkejtwnhjhksxa237cl6sjy | Do you know your student ’s basic skills exposure? |
| work_hqtdkejtwnhjhksxa237cl6sjy | Interprofessional education in health and social care: Fashion or informed practice? |
| work_hqtdkejtwnhjhksxa237cl6sjy | What is an authentic learning environment? |
| work_hre7rnolb5hshcreuw6q45o2xi | Motivating learners in open and distance learning: do we need a new theory of learner support? |
| work_hre7rnolb5hshcreuw6q45o2xi | What are your perceptions with regard to the use of technologies in the FAC2602 module? |
| work_hre7rnolb5hshcreuw6q45o2xi | With regard to the use of different technologies in the FAC2602 module, with which one of the following statements do you agree? |
| work_hre7rnolb5hshcreuw6q45o2xi | c. With regard to the use of technologies in a Unisa module, with which one of the following do you agree? |
| work_hre7rnolb5hshcreuw6q45o2xi | d. What would you change with regard the use of technologies at Unisa? |
| work_hre7rnolb5hshcreuw6q45o2xi | e. What are your perceptions on the use of social media( Facebook, Twitter, BBM, Whatsapp, MXit etc) in academic support? |
| work_hohzbmua2ng3tm567dlsofssi4 | And they both lived happily ever after? |
| work_hohzbmua2ng3tm567dlsofssi4 | BIOS? |
| work_hohzbmua2ng3tm567dlsofssi4 | Changing the game: What happens when video games enter the classroom?. |
| work_hohzbmua2ng3tm567dlsofssi4 | What can K-12 school leaders learn from video games and gaming?. |
| work_hohzbmua2ng3tm567dlsofssi4 | What makes things fun to learn? |
| work_hohzbmua2ng3tm567dlsofssi4 | What would be a state of the art instructional video game look like?. |
| work_otuxupbtgzanjezex762indtoe | · Who pays for which costs? |
| work_i6yn43wfvvhzjb7qwjyhkwhhkm | Do high- quality postings create more benefits when contributed earlier, than later, in the discussion? |
| work_ibk2xdgzuraclmmwtqwgwhhepm | Can the student perform the application? |
| work_ibk2xdgzuraclmmwtqwgwhhepm | Findings 3.1 Which method(s) do you employ in order to measure the achievement of the student in the distance education system? |
| work_ibk2xdgzuraclmmwtqwgwhhepm | What are the assessment and evaluation related problems you face when teaching over distance education system? |
| work_ibk2xdgzuraclmmwtqwgwhhepm | What are the criteria you consider in choosing the method(s)? |
| work_ibk2xdgzuraclmmwtqwgwhhepm | What are your solutions for better assessment and evaluation in the distance education system? |
| work_jxv7noif3rdw7nr2g6jgcy46pu | Are you crazy?!. |
| work_jxv7noif3rdw7nr2g6jgcy46pu | Changelings and shape shifters? |
| work_jxv7noif3rdw7nr2g6jgcy46pu | Identity presence and knowledge building: Joint emergence in online learning environments? |
| work_jxv7noif3rdw7nr2g6jgcy46pu | Online social networks: Why do students use facebook? |
| work_46xx2x463jhm5ju6jivrbvhsji | A pedagogy of abundance or a pedagogy to support human beings? |
| work_46xx2x463jhm5ju6jivrbvhsji | Are online learners frustrated with collaborative learning experiences?. |
| work_46xx2x463jhm5ju6jivrbvhsji | Are there discussions while watching a video, or after finishing a video lecture? |
| work_46xx2x463jhm5ju6jivrbvhsji | Concerning discussions, we aim to examine: When do the group members usually discuss? |
| work_46xx2x463jhm5ju6jivrbvhsji | Further, is there an influence of the video- watching configuration on the discussion patterns of the group members? |
| work_46xx2x463jhm5ju6jivrbvhsji | Spontaneous collaborative learning: A new dimension in student learning experience?. |
| work_46xx2x463jhm5ju6jivrbvhsji | Thus, our question is: Do the different video- watching styles lead to difference in the amount of interactivity with the video lectures? |
| work_46xx2x463jhm5ju6jivrbvhsji | While the power of group learning has been demonstrated, how can we realize it in the context of MOOCs? |
| work_46xx2x463jhm5ju6jivrbvhsji | Will massive open online courses change how we teach?. |
| work_qhfdonkzdzfwjjmdn7g2uaklhu | Improving communication through mobile technologies: which possibilities? |
| work_gwaytftz3jbrdlfzpsjnbywq3y | 55.1 27.5 17.4 4 Is it possible for the learners to actively participate in the inquiry experimental environment? |
| work_gwaytftz3jbrdlfzpsjnbywq3y | 70.2 19.4 10.4 2 Is it composed to understand the learning contents well? |
| work_gwaytftz3jbrdlfzpsjnbywq3y | 72.3 17.0 10.7 5 Is it composed so that you can effectively achieve the inquiry objective? |
| work_gwaytftz3jbrdlfzpsjnbywq3y | 74.4 13.2 12.4 3 Can the learners selectively study according to their level? |
| work_gwaytftz3jbrdlfzpsjnbywq3y | 76.1 19.4 4.5 6 Is the sense of immersion provided by this virtual experiment environment helpful in giving the learners interest and motivation? |
| work_gwaytftz3jbrdlfzpsjnbywq3y | 82.1 14.9 3.0 7 Is the interaction of the learner on this virtual experiment environment easy? |
| work_gwaytftz3jbrdlfzpsjnbywq3y | Questions A C D 1 Is the learning situation similar to the real situation? |
| work_guz55jcnazfa7jjabqvqat427a | Does policy make a difference? |
| work_guz55jcnazfa7jjabqvqat427a | What are the relationships between selected inmates characteristics( demographics) includ- ing education background and distance education advantages? |
| work_guz55jcnazfa7jjabqvqat427a | What are the relationships between selected inmates characteristics( demographics) includ- ing education background and potential situations? |
| work_guz55jcnazfa7jjabqvqat427a | What are the relationships between selected inmates characteristics( demographics) includ- ing education background and training experiences? |
| work_r56w7ygyejefvnhgjxsff7d3m4 | Behavior Modification through Guidance and Counseling among Students in Selected Public Universities in Zambia: Is it Possible? |
| work_okov6khvhjenxfcshey3wlhhsu | * Employee Spouse/ Dependent Are you a JCI USA member or benefitted employee, or the spouse/ dependent of an employee? |
| work_oqwltwdzlvgwhohmbqnxog2auq | Why do you think that is? |
| work_24gmxgwktraw7k4lizjfupkwny | ? |
| work_24gmxgwktraw7k4lizjfupkwny | Comment procéder pour garder le lien avec nos stagiaires? |
| work_24gmxgwktraw7k4lizjfupkwny | Dans ce sens nous nous demandons: jusqu’à quel point l’enseignement à distance a pu se substituer à l’enseignement en présentiel? |
| work_24gmxgwktraw7k4lizjfupkwny | In this article we will try to answer the following question: how the distance learning been able to compensate the face- to- face learning? |
| work_24gmxgwktraw7k4lizjfupkwny | Jusqu’à quel point les stagiaires impliqués seraient assidus, actifs et acteurs de leur apprentissage? |
| work_24gmxgwktraw7k4lizjfupkwny | Quels obstacles mes stagiaires et moi- même risquerons de rencontrer? |
| work_24gmxgwktraw7k4lizjfupkwny | Serons- nous capables de les surmonter? |
| work_24gmxgwktraw7k4lizjfupkwny | [ 9] Moore, J.L., Dickson- Deane, C.,& Galyen, K.,`` e- Learning, online learning, and distance learning environments: Are they the same? |
| work_24gmxgwktraw7k4lizjfupkwny | `` De la formation en présentiel à la formation à distance: Comment s’y retrouver? |
| work_rixue7jdnnesnbagpwutiwrski | Kearsley, G., Hunter, B.,& Seidel, R.( 1983) Two decades of computer based instruction projects: What have we learned? |
| work_jj4vsxn3nrgaxpttciw5qwkgb4 | Are there differences in students ’ satisfaction results about resources and methodology depending on the type of survey( traditional vs. smileys)? |
| work_jj4vsxn3nrgaxpttciw5qwkgb4 | Are there differences in the methodology evaluation according to the period of the survey response when using the smileys tool? |
| work_jj4vsxn3nrgaxpttciw5qwkgb4 | Are there differences in the methodology evaluation according to the students ’ study level when using the smileys tool? |
| work_jj4vsxn3nrgaxpttciw5qwkgb4 | Are there differences in the resource evaluation according to the period of the survey response when using the smileys tool? |
| work_jj4vsxn3nrgaxpttciw5qwkgb4 | Are there differences in the resource evaluation according to the students ’ study level when using the smileys tool? |
| work_jj4vsxn3nrgaxpttciw5qwkgb4 | [ 16] W. Nakamura, L. Marques, L. Rivero, E. Oliveira and T. Conte, “ Are generic UX evaluation techniques enough? |
| work_rl6gmpaiqbc3rhsuc3meq3oiii | Chronic disease management: what will it take to improve care for chronic illness? |
| work_6yjimq6tqfedfp6hi6sjkxhyl4 | Disturbing the Educational Universe: Universities in the Digital Age – Dinosaurs or Prometheans? |
| work_6yjimq6tqfedfp6hi6sjkxhyl4 | How will distance education at university level evolve in the future? |
| work_6yjimq6tqfedfp6hi6sjkxhyl4 | How will e- learning at university level evolve in the future? |
| work_6yjimq6tqfedfp6hi6sjkxhyl4 | Virtual University? |
| work_6yjimq6tqfedfp6hi6sjkxhyl4 | Why is it difficult to implement e- learning in large distance teaching institutions? |
| work_6yjimq6tqfedfp6hi6sjkxhyl4 | ‘ Will distance disappear in distance studies? |
| work_6yjimq6tqfedfp6hi6sjkxhyl4 | ‘ Will distance education disappear in distance studies? |
| work_duduxu262vblroeyrrdforg7di | ( Note the pereentagefigures f`eitt? |
| work_duduxu262vblroeyrrdforg7di | * Facts?'' |
| work_duduxu262vblroeyrrdforg7di | .-(2) What Torlioportion of the sample are able to perform the calculations with oar a''brief reminder''? |
| work_duduxu262vblroeyrrdforg7di | 4? |
| work_duduxu262vblroeyrrdforg7di | A basic and, on the face of it self- evident, tenet of goodo teaching is that the teaching''material should be matched: toethe 4? |
| work_duduxu262vblroeyrrdforg7di | Guesswork.or Facts? |
| work_duduxu262vblroeyrrdforg7di | are.the best that cah be mad? |
| work_duduxu262vblroeyrrdforg7di | e( 1)''What Proportion of the sample targi population are able to carry out simple calculations without any help from T101? |
| work_o3ivok4u2vgnjnax5aqkjelpiu | ( 2000) Problem- based learning the distance learning way: a bridge too far? |
| work_o3ivok4u2vgnjnax5aqkjelpiu | A general topic guide was used, starting with broad questions such as,''Tell me about what studying at a distance was like for you?'' |
| work_o3ivok4u2vgnjnax5aqkjelpiu | Clark, E.( 1994) Open learning- passing educational fancy or key player in flexible educational provision? |
| work_o3ivok4u2vgnjnax5aqkjelpiu | Field, T.( 2002) Internet- based education for enrolled nurses: could it be E- ffective? |
| work_pkeo2t76infulmmxer4u7gqs6u | Login oublié? |
| work_pkeo2t76infulmmxer4u7gqs6u | Promoting the quality of work life, innovation at work and job performance of hospital managers: proactivity at work a new resource?. |
| work_src3t37q7feezoms5g6kgbsrtq | Šta je obrazovanje na daljinu? |
| work_sqlpjnimgfcuvpdhrsag2zeoqy | An evolving gender digital divide? |
| work_fboruprnxfhrdo6exm2csjk24i | Do GUDEVS students ’ resistance levels towards web based learning differ according to age? |
| work_fboruprnxfhrdo6exm2csjk24i | Do GUDEVS students ’ resistance levels towards web based learning differ according to gender? |
| work_fboruprnxfhrdo6exm2csjk24i | Do GUDEVS students ’ resistance levels towards web based learning differ according to grade level? |
| work_fboruprnxfhrdo6exm2csjk24i | Do GUDEVS students ’ resistance levels towards web based learning differ according to the program they attend? |
| work_fboruprnxfhrdo6exm2csjk24i | Now, it becomes important to find answers to the question “ Why these factors affect resistance level? ” by additional research findings. |
| work_rfjfrryzpve2fk5kzwydujshiq | ), Who Learns What from Cases and How? |
| work_7mykt7xe6zesdgfc3pcybaefiq | A pedagogy of abundance or a pedagogy to support human beings? |
| work_7mykt7xe6zesdgfc3pcybaefiq | Another commenter in this thread contended, “ Who needs professors? |
| work_7mykt7xe6zesdgfc3pcybaefiq | Compulsory participation in online discussions: Is this constructivism or normalisation of learning? |
| work_7mykt7xe6zesdgfc3pcybaefiq | Connectivism: Learning theory of the future or vestige of the past? |
| work_7mykt7xe6zesdgfc3pcybaefiq | Is Coursera the beginning of the end for traditional higher educa- tion? |
| work_7mykt7xe6zesdgfc3pcybaefiq | Is MOOC more than just a buzzword? |
| work_7mykt7xe6zesdgfc3pcybaefiq | Massiveness+ openness= new literacies of participation? |
| work_7mykt7xe6zesdgfc3pcybaefiq | Open educational resources: Education for the world? |
| work_7mykt7xe6zesdgfc3pcybaefiq | Retrieved from http://www.universityworldnews.com/article.php? |
| work_tn7ijmukhvgqfgrxm6mgsczfwy | Information Retrieval On Mind Maps- What Could It Be Good For?. |
| work_4nhxzpitabdu5brsldvsew4rry | Can you explain? |
| work_4nhxzpitabdu5brsldvsew4rry | Can you explain? |
| work_4nhxzpitabdu5brsldvsew4rry | Can you explain? |
| work_4nhxzpitabdu5brsldvsew4rry | Question: Are there any sections that you had difficulty with when using the system? |
| work_4nhxzpitabdu5brsldvsew4rry | Question: Did the system change your point of view on problem solving? |
| work_4nhxzpitabdu5brsldvsew4rry | Question: Did you like the visual design of the system? |
| work_4nhxzpitabdu5brsldvsew4rry | Question: Was the system helpful for your problem solving process? |
| work_4nhxzpitabdu5brsldvsew4rry | Question: What are your opinions and suggestions about the system? |
| work_4nhxzpitabdu5brsldvsew4rry | Question: What features of the system are the easiest to use? |
| work_4nhxzpitabdu5brsldvsew4rry | Question: Which one of the features of the system did you like most/ least? |
| work_4nhxzpitabdu5brsldvsew4rry | What are they? |
| work_4nhxzpitabdu5brsldvsew4rry | What are your thoughts in terms of improvement? |
| work_4pqm3cm6zneehf6tllstg3wole | ( 2012) Por que interações síncronas em um curso à distância?. |
| work_4pqm3cm6zneehf6tllstg3wole | ( Tomo I – Que Educação?). |
| work_4pqm3cm6zneehf6tllstg3wole | ; and ii) does learning occur? |
| work_4pqm3cm6zneehf6tllstg3wole | Can the Cannon simulation be used to explain anything that orbits something else? ”( student – forum). |
| work_4pqm3cm6zneehf6tllstg3wole | Em que escola? |
| work_4pqm3cm6zneehf6tllstg3wole | Para que cidadania? |
| work_4pqm3cm6zneehf6tllstg3wole | Que educação? |
| work_4pqm3cm6zneehf6tllstg3wole | The immediate question that can be raised is – are these resources being effective? |
| work_4pqm3cm6zneehf6tllstg3wole | This research focused on part of this analysis, which is: i) how are interactions connected with the resources provided? |
| work_4pqm3cm6zneehf6tllstg3wole | Where would it fall to? |
| work_46cz3ikyjngfzmyie32vyty4iq | Visual 228 59,84 Aural 121 31,76 Tactual 32 8,40 What do you use information communication tools for? |
| work_46cz3ikyjngfzmyie32vyty4iq | [ 32] Khan, B. H., Joshi, V. E- Learning Who, What and How?. |
| work_46cz3ikyjngfzmyie32vyty4iq | [ 47] SENG, L., MOHAMAD, F., S. Online Learning Is it Meant for Science Courses? |
| work_46cz3ikyjngfzmyie32vyty4iq | [ 50] Sun, P. C., Tsai, R. J., Finger, G., Chen, Y. Y., Yeh, D. What drives a successful e- Learning? |
| work_tvo77im6irh6zdhxltlfuriday | What ’s the difference? |
| work_bi6igbmk5vfkrgbkfpczui5aji | ( 2) Which technology or form of technology was optimally used for instruction and learning? |
| work_bi6igbmk5vfkrgbkfpczui5aji | ( 3) What components are critical to the success of online learning? |
| work_bi6igbmk5vfkrgbkfpczui5aji | ( 3) What learning, instructional, or combination of approaches were required or preferred for success? |
| work_bi6igbmk5vfkrgbkfpczui5aji | ( 5) What prerequisite knowledge should students possess before they begin learning online? |
| work_bi6igbmk5vfkrgbkfpczui5aji | Distance Education 239( 4) What strategies help ensure student success in online learning? |
| work_bi6igbmk5vfkrgbkfpczui5aji | The final questions were:( 1) Which technology would have been most difficult to do without? |
| work_bi6igbmk5vfkrgbkfpczui5aji | What were your successes and failures? |
| work_bi6igbmk5vfkrgbkfpczui5aji | What ’s the difference? |
| work_bi6igbmk5vfkrgbkfpczui5aji | Why? |
| work_qvpjgj5izvfidm3avye5jqfmti | Castaño Muñoz J., Punie Y., Inamorato dos Santos A., Mitic M., Morais R.( 2016) How Are Higher Education Institutions Dealing with Openness? |
| work_qvpjgj5izvfidm3avye5jqfmti | Freitas S. I., Morgan J., Gibson D.( 2015) Will MOOCs Transform Learning and Teaching in Higher Education? |
| work_qvpjgj5izvfidm3avye5jqfmti | Kop R., Fournier H., Mak S. F.J( 2011) A Pedagogy of Abundance or a Pedago- gy to Support Human Beings? |
| work_tvrxzlgdkneirfg7w76nsx4cri | Work, Employment and Society, speak louder than words?. |
| work_n4bfltfe35eyfie5354sihgvq4 | Apart from teaching interaction itself, when else is inter- learner group interaction between students highly desirable? |
| work_n4bfltfe35eyfie5354sihgvq4 | How can we achieve it? |
| work_n4bfltfe35eyfie5354sihgvq4 | Is it worth the cost? |
| work_n4bfltfe35eyfie5354sihgvq4 | What does real time interaction contribute? |
| work_n4bfltfe35eyfie5354sihgvq4 | What is good interaction? |
| work_o6wajkrqpnfmzmxqcyjppgqqoq | FURNISS KA, KARIEL D. Library catalogs, the World Wide Web, and serving the off- campus user: boon or bust? |
| work_o6wajkrqpnfmzmxqcyjppgqqoq | Outreach to distance learners: when the distance education instructor sends students to the library where do they go? |
| work_o6wajkrqpnfmzmxqcyjppgqqoq | Question 3: Did the Library ‘ ‘ button ’ ’ within the WebCT course software make a difference in finding information you needed? |
| work_o6wajkrqpnfmzmxqcyjppgqqoq | Question: 4: Did you think the initial hands- on orientation session helped you know about and use library services during the classes? |
| work_qftnatierfdtrcloep57yea7bq | Is it a function of space – time? |
| work_qftnatierfdtrcloep57yea7bq | Is it just because it is? ” he asked. |
| work_qftnatierfdtrcloep57yea7bq | Vignette 1: Why is pppp, pppp? |
| work_qaynjyuw2jatbmh25zhbflhllm | Asking the right questions: What does research tell us about technology and higher learning? |
| work_qaynjyuw2jatbmh25zhbflhllm | What do faculty want? |
| work_4r35pejatvau3gwz7sdxnplrwu | Curriculum Areas: What Are Programs Teaching? |
| work_4r35pejatvau3gwz7sdxnplrwu | Future Plans What plans do programs have for using dis- tance learning technologies? |
| work_4r35pejatvau3gwz7sdxnplrwu | How does one conduct a site visit when there is no site to visit? |
| work_4r35pejatvau3gwz7sdxnplrwu | Just what constitutes a fTe faculty work load in the distance educa- tion environment? |
| work_4r35pejatvau3gwz7sdxnplrwu | Pedagogy: Online and Virtual or Face- to- Face? |
| work_4r35pejatvau3gwz7sdxnplrwu | Results Development Status: What Are Programs Doing? |
| work_4r35pejatvau3gwz7sdxnplrwu | What Technologies Are Being Used? |
| work_4r35pejatvau3gwz7sdxnplrwu | What if all six faculty members work from different states or coun- tries and never meet face to face? |
| work_4r35pejatvau3gwz7sdxnplrwu | finally, a most important debate is emerg- ing: Should practice be taught in the distance education environment? |
| work_4r35pejatvau3gwz7sdxnplrwu | fit for virtu- al social work practice? |
| work_4r35pejatvau3gwz7sdxnplrwu | yet to what extent? |
| work_6l7vmaped5anva36fudft3iitu | ( 2) What do high school students expect of their videoconference teachers in terms of presence? |
| work_6l7vmaped5anva36fudft3iitu | ( 3) What actions do videoconference teachers take to increase presence in their courses? |
| work_6l7vmaped5anva36fudft3iitu | ( 4) What is the impact on presence when videoconference teachers are required to teach remote and face- to- face students simultaneously? |
| work_6l7vmaped5anva36fudft3iitu | Changing relationship: Who is the learner and who is the teacher in the online educational landscape? |
| work_6l7vmaped5anva36fudft3iitu | How do we measure TPACK? |
| work_6l7vmaped5anva36fudft3iitu | Images of the future for education? |
| work_6l7vmaped5anva36fudft3iitu | Is videoconferencing the killer app for K-12 distance education? |
| work_6l7vmaped5anva36fudft3iitu | Teachers make a difference: What is the research evidence? |
| work_6l7vmaped5anva36fudft3iitu | The videoconferencing classroom: What do students think? |
| work_6l7vmaped5anva36fudft3iitu | What is technological pedagogical content knowledge? |
| work_nsdti5wmiffkpkfxvivqzvqkci | How to write a research proposal? |
| work_nsdti5wmiffkpkfxvivqzvqkci | Reading culture in Kenya: A situation to worry about? |
| work_nsdti5wmiffkpkfxvivqzvqkci | Student retention in distance education: Are we failing our students? |
| work_nsdti5wmiffkpkfxvivqzvqkci | What are the distance learners ’ perceptions of learner support services in Open and Distance Learning in Botswana? |
| work_nsdti5wmiffkpkfxvivqzvqkci | What roles do the learner support services play in Open and Distance Learning? |
| work_nsdti5wmiffkpkfxvivqzvqkci | Which challenges are faced by universities when providing learner support services in Open and Distance Learning? |
| work_qkptcbnk2vf4bpzhxgdisontsa | What Do Faculty Do? |
| work_sfpng7vhxneehetfrqfmb6ydly | Is there any significant difference in information literacy level between male and female students considering the standards? |
| work_sfpng7vhxneehetfrqfmb6ydly | Is there any significant difference in information literacy level between male and female students? |
| work_sfpng7vhxneehetfrqfmb6ydly | What is the information literacy status of male and female students of humanities in Payame Noor University of Mashhad based on their majors? |
| work_3anvdmlw4fd3fimivlm7qlv7ma | A meth- odological morass? |
| work_3anvdmlw4fd3fimivlm7qlv7ma | Are schools ready for today ’s students? |
| work_3anvdmlw4fd3fimivlm7qlv7ma | Are we there yet? |
| work_3anvdmlw4fd3fimivlm7qlv7ma | But does the same hold true for younger students? |
| work_3anvdmlw4fd3fimivlm7qlv7ma | How can virtual schools be a vibrant part of meeting the choice provisions of the No Child Left Behind act? |
| work_3anvdmlw4fd3fimivlm7qlv7ma | Is choice important in distance learning? |
| work_3anvdmlw4fd3fimivlm7qlv7ma | Online learning for K–12 students: What do we know now? |
| work_3anvdmlw4fd3fimivlm7qlv7ma | Paper presented at the Dropouts in America: How Severe is the Problem? |
| work_3anvdmlw4fd3fimivlm7qlv7ma | Virtual learning? |
| work_3anvdmlw4fd3fimivlm7qlv7ma | What are the characteristics of the typical distance education student? |
| work_3anvdmlw4fd3fimivlm7qlv7ma | What components of this type have been found to affect student outcomes in the K–12 arena? |
| work_3anvdmlw4fd3fimivlm7qlv7ma | What ’s it called? |
| work_3anvdmlw4fd3fimivlm7qlv7ma | What ’s the difference? |
| work_taept2io3vaqdfpd3zgjzxbrnq | How about this weather? |
| work_taept2io3vaqdfpd3zgjzxbrnq | The case for social agency in computer- based multimedia learning: Do students learn more deeply when they interact with animated pedagogical agents? |
| work_taept2io3vaqdfpd3zgjzxbrnq | “ The persona effect: How substantial is it? ” Proceedings of Human Computer Interaction( HCI ’ 98),( pp. |
| work_opbli56cerfg3gazom3hrowhnm | How can online discussion be promoted more widely to encourage increased participation? |
| work_opbli56cerfg3gazom3hrowhnm | Questions still needing answers include Should subsequent projects use the same networking procedures? |
| work_opbli56cerfg3gazom3hrowhnm | Should online discussions be based on the face- to- face conference? |
| work_opbli56cerfg3gazom3hrowhnm | Should several parallel discussions run concurrently? |
| work_opbli56cerfg3gazom3hrowhnm | What was the value of the Bangkok discussions? |
| work_ubjapvlyibf7rncn3rl2j2uliu | How do handicapped children learn concepts? |
| work_ubjapvlyibf7rncn3rl2j2uliu | What is Concept? |
| work_njjzvfoc3rfxrplkfgjw5wnb7y | Is it possible to use distance learning to affect change in attitudes? |
| work_njjzvfoc3rfxrplkfgjw5wnb7y | Learners and Learning in the 21st Century: What do we know about students''attitudes and experiences of ICT that will help us design courses? |
| work_njjzvfoc3rfxrplkfgjw5wnb7y | References[ 1] Asabere, N. Y and Mends- Brew, E( 2012) Distance Learning and Electronic Learning( e- Learning): Are they the same? |
| work_njjzvfoc3rfxrplkfgjw5wnb7y | What ’s the Difference? |
| work_njjzvfoc3rfxrplkfgjw5wnb7y | [ 35] Wulf, Katie( 1996)"Training via the Internet: where are we?" |
| work_njjzvfoc3rfxrplkfgjw5wnb7y | [ 37] IDCE, UG( 2006- 2008) http://www.ug.edu.gh/icde/index1.php? |
| work_njjzvfoc3rfxrplkfgjw5wnb7y | [ 38] IDCE, UG( 2013) http://www.ug.edu.gh/icde/index1.php? |
| work_jodzgz6ggjcjhfzoavmxo4caka | Have you ever taken or are you currently taking a course that was asynchronous, Web- based with online discussion with other members? |
| work_jodzgz6ggjcjhfzoavmxo4caka | Have you ever taken or are you currently taking a course that was live, 2-way interactive with the science expert presenter? |
| work_jodzgz6ggjcjhfzoavmxo4caka | How confident are primary teachers in teaching science?. |
| work_jodzgz6ggjcjhfzoavmxo4caka | Primary science and technology: How confident are teachers?. |
| work_jodzgz6ggjcjhfzoavmxo4caka | So, which perspective is most defensible, based on the results of this study? |
| work_jodzgz6ggjcjhfzoavmxo4caka | What makes professional development effective? |
| work_jxafhw6vvzhe5n36m5j3wy3zoq | Billari, F. C., Giuntella, O.,& Stella, L.( 2017) Does broadband internet affect fertility? |
| work_jxafhw6vvzhe5n36m5j3wy3zoq | Can technology help promote equality of educational opportunities? |
| work_jxafhw6vvzhe5n36m5j3wy3zoq | Cohabitation: A precursor to marriage or an alternative to being single? |
| work_jxafhw6vvzhe5n36m5j3wy3zoq | Human capital investments or norms of role transition? |
| work_jxafhw6vvzhe5n36m5j3wy3zoq | Who, what, where, and when? |
| work_jxafhw6vvzhe5n36m5j3wy3zoq | Will the diffusion of online platforms causally increase student fertility or the fertility tempo among those with a tertiary education? |
| work_tjiighwe6ba7llupekqbhamoge | Furthermore, how do we send the feedback of learning states to teachers? |
| work_tjiighwe6ba7llupekqbhamoge | Given such diversity, how do we analyze students ’ learning behav- iors, characteristics and knowledge struc- tures? |
| work_tjiighwe6ba7llupekqbhamoge | In addition, how do we visualize the analysis results to teachers and students intelligibly? |
| work_uxz4dzjvizhojpsvfrrm7pdgma | ( 2000)[ 17] Gilchrist, D. All work and no play? |
| work_uxz4dzjvizhojpsvfrrm7pdgma | ; McPherson, M.; Firth, C.& Gilchrist, D. “ All Work and No Play? |
| work_l5eyyktiirbafnwjiw4osobh6y | 2) Did you find the 3D walkthroughs difficult? |
| work_l5eyyktiirbafnwjiw4osobh6y | 3) Was drawing the 3D ’s walkthrough a good educational experience? |
| work_l5eyyktiirbafnwjiw4osobh6y | 7 Major Learning Styles – Which One are You? |
| work_l5eyyktiirbafnwjiw4osobh6y | And what kind of curriculum and instructor support best enhances scholarship based virtual reality learning? |
| work_l5eyyktiirbafnwjiw4osobh6y | Both architectural studios were asked the same four( 4) open- end questions: 1) Have you ever drawn 3D ’s walkthroughs before? |
| work_l5eyyktiirbafnwjiw4osobh6y | Do Learning& teaching Styles Affect Students ’ Performance? |
| work_l5eyyktiirbafnwjiw4osobh6y | The research question being asked is: How can Virtual Reality( VR) assist students in learning? |
| work_l5eyyktiirbafnwjiw4osobh6y | We know that virtual reality is more effective than similar activities without simulations and sensors but does it promote deep and coherent learning? |
| work_uzfji3jmzvgp3dauvwx3le4nxm | What are the misconceptions of the instructors, if any, pertaining to their roles and competencies in distance education? |
| work_m5ydbvtwbjhpxa2v65dpowhfau | How did he arrive at his laws? |
| work_m5ydbvtwbjhpxa2v65dpowhfau | Is there going to be any explanation of these laws based on Newton ’s laws? |
| work_m5ydbvtwbjhpxa2v65dpowhfau | Likewise, focus, radius vector, sidereal orbital period, semi- major axis? |
| work_m5ydbvtwbjhpxa2v65dpowhfau | Q What are the speeds at different positions in a circular orbit? |
| work_m5ydbvtwbjhpxa2v65dpowhfau | What is k? |
| work_m5ydbvtwbjhpxa2v65dpowhfau | Who was Kepler? |
| work_m5ydbvtwbjhpxa2v65dpowhfau | Will the student know what an ellipse is? |
| work_w46yzxovrza3rcoyoyii52niey | Kolb''s learning styles and learning preferences: is there a linkage? |
| work_tsriwlikmffz3ceehwz4hbyn7a | Is the technology, the instructor, or the student to be blamed for Tom''s unexpected and troubled classroom interaction? |
| work_tsriwlikmffz3ceehwz4hbyn7a | Literacy technologies: What stance should we take? |
| work_tsriwlikmffz3ceehwz4hbyn7a | Provision of student support in distance education: Do you know what they need? |
| work_wd6nqbuthfefhdnxa2njjyneam | Distributed leadership and digital collaborative learning: A synergistic relationship? |
| work_vayjhg2dw5dfxo67i76ghm54w4 | Solitary learner in online collaborative learning: A disappointing experience? |
| work_vayjhg2dw5dfxo67i76ghm54w4 | of Distance Education Success in Distance Education: Do Learning Styles and Multiple Formats Matter? |
| work_varfb3ahe5acpjng4c5hoxjn5u | Namely, how do you keep up with the global trends and issues that are defining the next generation of distance education options? |
| work_t62tygcbdbfxhkta2b6jk6buca | Does open pedagogy require OER? |
| work_t62tygcbdbfxhkta2b6jk6buca | Responses to survey question 18: Which of the following would influence your selection of textbooks to use in your teaching? |
| work_t62tygcbdbfxhkta2b6jk6buca | Student expectations and perceptions of university textbooks: Is there a role for open textbooks? |
| work_t62tygcbdbfxhkta2b6jk6buca | What is open pedagogy? |
| work_appkfrmbfnc67k46kyp74gqk2y | But are they worse, or even harmful? |
| work_appkfrmbfnc67k46kyp74gqk2y | Can Online Technology Enhance Student Engagement& Learning? |
| work_appkfrmbfnc67k46kyp74gqk2y | Conflicting Purposes of Education: Will Improving Access to Higher Education Undermine Quality?, October 1998. |
| work_appkfrmbfnc67k46kyp74gqk2y | Does it matter? |
| work_appkfrmbfnc67k46kyp74gqk2y | Is any of this true? |
| work_appkfrmbfnc67k46kyp74gqk2y | To what extent can student achievement in online courses be improved through specific pedagogies used in online courses? |
| work_appkfrmbfnc67k46kyp74gqk2y | To what extent can we discover factors or dimensions of learning predictive of success in online courses? |
| work_appkfrmbfnc67k46kyp74gqk2y | What can be learned by studying current practices in online education and their impact on student learning? |
| work_appkfrmbfnc67k46kyp74gqk2y | and To what extent can student achievement in online courses be improved through specific pedagogies used in online courses? |
| work_s6bhosi2brgm3n33q4obf7y7qm | All of these attributes are grounded in answers to the question"What do professionals in the real world get paid to do?" |
| work_s6bhosi2brgm3n33q4obf7y7qm | How can these beliefs be implemented in distance learning settings? |
| work_s6bhosi2brgm3n33q4obf7y7qm | Objectivism versus constructivism: Do we need a new philosophical paradigm? |
| work_s6bhosi2brgm3n33q4obf7y7qm | What is computer- mediated communication? |
| work_vj6rlyabzzhwni4l4rqggjukh4 | RQ2: What is the perceived role of technology in this form of education? |
| work_x7acba3m5zb4xlq3uqtgtbv4yi | Web- based distance learning and teaching: Revolutionary invention or reaction to necessity? |
| work_qaezcsrhorfv5feuzmllngatia | ''Fred Smith( q91234567): Sample Multi- discipliJ:1e assignment? |
| work_qaezcsrhorfv5feuzmllngatia | 17 FigureL CAMP: Selecting passage for feedback VVhy was th6 OSIReferenceMod~''develope4? |
| work_qaezcsrhorfv5feuzmllngatia | CAMP makes use of the XML document object model( DOM) application''programming interface( API)? |
| work_qaezcsrhorfv5feuzmllngatia | Providing support for self- managed learning? |
| work_qaezcsrhorfv5feuzmllngatia | VVhy are the layers of the OSlo so important? |
| work_qaezcsrhorfv5feuzmllngatia | WebCT and online assessment: The bestthingsince SOAP? |
| work_aegt4um2yrdkdlv2iqqedf4veq | Are help tools going to be used more, or less, intensively in these di!erent modes of tutorial intervention? |
| work_aegt4um2yrdkdlv2iqqedf4veq | Are they going to be used more, or less, appropriately? |
| work_aegt4um2yrdkdlv2iqqedf4veq | Does the presence of an HT tutor influence the use of help tools? |
| work_aegt4um2yrdkdlv2iqqedf4veq | Enhancing interpersonal communication in distance education: can « Voice- mail » help?. |
| work_aegt4um2yrdkdlv2iqqedf4veq | Is this information going to inhibit use of the help tools? |
| work_aegt4um2yrdkdlv2iqqedf4veq | L’encadrement des études à distance par des personnes tutrices: qu’en pensent les étudiants?. |
| work_aegt4um2yrdkdlv2iqqedf4veq | Or, on the contrary, is it going to stimulate their use? |
| work_aegt4um2yrdkdlv2iqqedf4veq | Perhaps you should go back and re- read the description of the problem? |
| work_aegt4um2yrdkdlv2iqqedf4veq | Peux- tu m''indiquer comment... je dois faire pour passer à la phase suivante? |
| work_aegt4um2yrdkdlv2iqqedf4veq | Quels rôles et quelle formation pour les tuteurs intervenant dans des dispositifs de formation à distance?. |
| work_aegt4um2yrdkdlv2iqqedf4veq | Which modes of tutoring encourage learners to use computerised help? |
| work_5gc7uzdckrfjlbcrjqucoptroy | Do you think that distance education can provide practical skills and competencies and ensure quality control of knowledge? |
| work_5gc7uzdckrfjlbcrjqucoptroy | First, you need to establish distance learning- a form of education or the use of technology? |
| work_5gc7uzdckrfjlbcrjqucoptroy | How did the level of your communication with colleagues/ students change during the quarantine related to COVID-19? |
| work_5gc7uzdckrfjlbcrjqucoptroy | How has this affected the teaching community? |
| work_5gc7uzdckrfjlbcrjqucoptroy | comfortable uncomfortable 9) Are you satisfied with the quality of Internet communication provided by your provider? |
| work_5gc7uzdckrfjlbcrjqucoptroy | yes No partially I use 3 G/ 4 G 10) What communication tools and technologies do you use during the COVID19 pandemic? |
| work_5gc7uzdckrfjlbcrjqucoptroy | yes no other 14) What kind of activity is a priority during the COVID19 pandemic? |
| work_jzymff255vgcjbb6dyywxzrb34 | Why,they asked,"must the Phase II recommendations stress competition and haste?" |
| work_jzymff255vgcjbb6dyywxzrb34 | First, which institution will grant the degree? |
| work_jzymff255vgcjbb6dyywxzrb34 | Hi her education and state overnments: renewed artnershi cooperation, or competition? |
| work_jzymff255vgcjbb6dyywxzrb34 | How are these conflicts being resolved in the three case study states? |
| work_jzymff255vgcjbb6dyywxzrb34 | People from Maine are asking us,"how did you manage to do this, and why were n''t the 24 2 institutions opposed to it?" |
| work_jzymff255vgcjbb6dyywxzrb34 | Second, who will determine quality standards and ensure program effectiveness? |
| work_jzymff255vgcjbb6dyywxzrb34 | What distance education structures, if any, are most suitable in helping a state meet its goals for improving access to postsecondary education? |
| work_jzymff255vgcjbb6dyywxzrb34 | Why do these people have so much time to come down here and talk?'' |
| work_u6fbn7afsvahpcgzlmdqkagcou | [ If] it is just like in junior or senior high school, just theory, then what is it for? |
| work_6osyei4zyzamnc2zpwzp5ogrri | 1 under the Task 2.1 “ How to open a door intuitively in the right direction- pull or push? ”. |
| work_6osyei4zyzamnc2zpwzp5ogrri | Here are some examples of the educational problems: How to eliminate heating of PC- beamer? |
| work_6osyei4zyzamnc2zpwzp5ogrri | How to avoid sparking in a brushed DC- motor? |
| work_6osyei4zyzamnc2zpwzp5ogrri | How to increase load capacity of roller bearing? |
| work_6osyei4zyzamnc2zpwzp5ogrri | How to reduce the water consumption of a washing machine? |
| work_6osyei4zyzamnc2zpwzp5ogrri | Question: Is this correct? |
| work_6osyei4zyzamnc2zpwzp5ogrri | What innovation tools and techniques are suitable for asynchronous education? |
| work_6osyei4zyzamnc2zpwzp5ogrri | What is the optimal workload and course duration? |
| work_o2th2ke67ba7bmnrazxdoorm3y | D. Research Question 4: Are There Adequate Learning Materials for Students? |
| work_o2th2ke67ba7bmnrazxdoorm3y | Is there adequate learning material for students? |
| work_o2th2ke67ba7bmnrazxdoorm3y | Research Question 1: What Are the Sources of Financing UIDLC? |
| work_o2th2ke67ba7bmnrazxdoorm3y | Research Question 2: What Are the Percentages of Cost that Constitutes Expenditures in the DLC? |
| work_o2th2ke67ba7bmnrazxdoorm3y | What are the proportions of cost that constitutes expenditures in the UIDLC? |
| work_o2th2ke67ba7bmnrazxdoorm3y | What is the unit/ average cost per? |
| work_o2th2ke67ba7bmnrazxdoorm3y | [ 5] R. Bell and M. Tight, “ Open Universities: A British Tradition? |
| work_u3cxbc6raje43beigouahmu3ui | LEGAL LIABILITY FOR STREAMING? |
| work_u3cxbc6raje43beigouahmu3ui | When considering the nature of the work, analyze whether the content is technical or fact based, or is it more artistic and creative? |
| work_ossh5qsbxbgi7bb5rr662yj3te | 2. how should the changing decisions related to courses be made? |
| work_ossh5qsbxbgi7bb5rr662yj3te | 3. how should the coordination be among the stakeholders? |
| work_ossh5qsbxbgi7bb5rr662yj3te | 4. what should be the future plans? |
| work_ossh5qsbxbgi7bb5rr662yj3te | 5. how should the properties and quality of the education be? |
| work_ossh5qsbxbgi7bb5rr662yj3te | 6. should there be applications which are different from traditional face- to- face education? |
| work_ossh5qsbxbgi7bb5rr662yj3te | Problem Statement: How are the learners ’ opinions toward structuring a graduate program in distance education? |
| work_ossh5qsbxbgi7bb5rr662yj3te | What kind of? |
| work_yn5uebhpfvaezlvt73k7z3zjbu | Why do people decide to study andragogy and what happens during their studies? |
| work_w4bdhoiwcvet3gu3gj5tqxtkxa | ( 1999), What''s the Difference? |
| work_xhfwantvpndtffzzwijdcu7cqm | Nunamaker, Can e- learning replace classroom learning?, Communications of the ACM 47(5), 2004, pp. |
| work_xhfwantvpndtffzzwijdcu7cqm | [ 14] C. Forman, A. Goldfarb, S. Greenstein, How did location affect adoption of the commercial Internet? |
| work_owy3lvvet5d6hclfisi7qfpg3u | ( 2) Is it feasible to use a completed hypertext document to demonstrate content mastery and health professional competency? |
| work_owy3lvvet5d6hclfisi7qfpg3u | ( 3) How does working within a group, addressing interprofessional audiences as well as a patient audience, impact professional identity development? |
| work_owy3lvvet5d6hclfisi7qfpg3u | Challenge or connect? |
| work_owy3lvvet5d6hclfisi7qfpg3u | However, what does it mean to be competent? |
| work_owy3lvvet5d6hclfisi7qfpg3u | P itt en ge r] a t 0 6: 18 3 0 A pr il 20 12( 1) To what extent does collaborative writing within a wiki effectively facilitate learning? |
| work_owy3lvvet5d6hclfisi7qfpg3u | What lies beyond effectiveness and ef!ciency? |
| work_qr5f72biwbh7ldfbk7rsiz4nf4 | 2) What did you expect to be the key benefits of receiving the degree? |
| work_qr5f72biwbh7ldfbk7rsiz4nf4 | 3) What did you see as strengths of this on- line program? |
| work_qr5f72biwbh7ldfbk7rsiz4nf4 | 4) Did completion of the degree allow you to realize your expectations? |
| work_qr5f72biwbh7ldfbk7rsiz4nf4 | 5) What has been the impact on your professional life from receiving this degree? |
| work_qr5f72biwbh7ldfbk7rsiz4nf4 | Are these programs able to accommodate the expectations of this non- traditional student population? |
| work_xsr6wprnfzhfvhxw5urqscsz3m | An appraisal of Web- based simula- tion: Whither we wander? |
| work_xsr6wprnfzhfvhxw5urqscsz3m | “ Web- based simulation: Revolution or evolution? |
| work_weybcmhwfrbxjg66ovl5lypkna | WHAT IS WEB CREDIBILITY? |
| work_weybcmhwfrbxjg66ovl5lypkna | [ 15] B. Fogg, C. Soohoo, D. R. Danielson, L. Marable, J. Stanford, and E. R. Tauber,"How do users evaluate the credibility of Web sites? |
| work_weybcmhwfrbxjg66ovl5lypkna | [ 2] Fogg, J. Marshall, O. Laraki, A. Osipovich, C. Varma, N. Fang, et al.,"What makes Web sites credible? |
| work_fnxtbpiajbelxn4uexnsh5kdnq | ; Lange Salvia, A.; Rayman- Bacchus, L.; Platje, J. COVID-19 and the UN sustainable development goals: Threat to solidarity or an opportunity? |
| work_fnxtbpiajbelxn4uexnsh5kdnq | How the COVID-19 pandemic will affect the UN sustainable development goals? |
| work_fnxtbpiajbelxn4uexnsh5kdnq | Vlachopoulos, D. COVID-19: Threat or opportunity for online education? |
| work_ahyleqfxcrdw7l3eqsu2z5rf7q | And you? |
| work_ahyleqfxcrdw7l3eqsu2z5rf7q | Can we guess where their logical errors lie? |
| work_ahyleqfxcrdw7l3eqsu2z5rf7q | Can we pinpoint the conceptual difficulties of students, concerning the notions of eigenvalues and eigen- vectors? |
| work_ahyleqfxcrdw7l3eqsu2z5rf7q | Distance education “ Can we teach mathematics at a distance? ” is a question that has generated a lot of discussion. |
| work_ahyleqfxcrdw7l3eqsu2z5rf7q | Do AB and BA have the same eigenvalues? |
| work_ahyleqfxcrdw7l3eqsu2z5rf7q | Do AB and BA have the same eigenvalues? |
| work_ahyleqfxcrdw7l3eqsu2z5rf7q | Right? |
| work_ahyleqfxcrdw7l3eqsu2z5rf7q | What is wrong then? |
| work_ahyleqfxcrdw7l3eqsu2z5rf7q | What sense can we make of this answer as an instructor? |
| work_ahyleqfxcrdw7l3eqsu2z5rf7q | [ 10] A. Oktaç, The teaching and learning of linear algebra: is it the same at a distance? |
| work_ahyleqfxcrdw7l3eqsu2z5rf7q | the mistake is not in the argument itself but in the manner they present the information to be proved? |
| work_nflat6qisvcfrlnmotx6uygfcq | ( 1997) Studying computer programming externally: Who succeeds? |
| work_nflat6qisvcfrlnmotx6uygfcq | 1989,''Antecedents to dropout in distance education: Does one model fit all? |
| work_nflat6qisvcfrlnmotx6uygfcq | Boekaerts, M. 1994, ‘ Action control: How relevant is it for classroom learning? |
| work_nflat6qisvcfrlnmotx6uygfcq | Can students''completion or non- completion of a distance education introductory programming course be predicted? |
| work_nflat6qisvcfrlnmotx6uygfcq | Can success be predicted? |
| work_nflat6qisvcfrlnmotx6uygfcq | References Aveling, N., Smith, S.& Wilson, C. 1992,''Meeting the needs of isolated students: Is a technological fix the answer? |
| work_nflat6qisvcfrlnmotx6uygfcq | Who succeeds? |
| work_nflat6qisvcfrlnmotx6uygfcq | http://dx.doi.org/10.1080/0158791970180205 http://researchrepository.murdoch.edu.au/839/ Studying computer programming externally: Who succeeds? |
| work_xx4yffofqfcl7nkoojxqfk6oli | A. Laraia, J. M. Dodds, S. Benjamin, S. J. Jones, and E. T. Carbone,"Can distance education prepare future public health nutritionists? |
| work_xx4yffofqfcl7nkoojxqfk6oli | B. Bontempi, K. Umble, B. Polhamus, and A. Trester,"Can health professionals learn qualitative evaluation methods on the World Wide Web? |
| work_vj4nh22xjnewxdkbfzskvlekaa | 1 was: “ What do you think about the verification via fingerprint to access online courses? ”. |
| work_vj4nh22xjnewxdkbfzskvlekaa | 2 was: “ Which one of the biometric technologies would you select? ”. |
| work_vj4nh22xjnewxdkbfzskvlekaa | Biometrics or... biohazards? |
| work_vj4nh22xjnewxdkbfzskvlekaa | Is my student at the other side? |
| work_l52qx3jnirgoll4ueawa7ktade | Do we want authors working to a pre- determined framework? |
| work_l52qx3jnirgoll4ueawa7ktade | However, is this the most convenient or appropriate way to provide te.,tual materials to learners? |
| work_l52qx3jnirgoll4ueawa7ktade | Is the course team concept essential for quality control? |
| work_l52qx3jnirgoll4ueawa7ktade | To what extent will satellite--(or- dable)-pfaride''''alternatives to terrestrial broadcasting? |
| work_l52qx3jnirgoll4ueawa7ktade | What benefits would be lost by replacing''older''technologies, such as print? |
| work_l52qx3jnirgoll4ueawa7ktade | What is the potential for these and other''technological developments for distance education? |
| work_l52qx3jnirgoll4ueawa7ktade | What learning or teaching or administrative benefits will they bring? |
| work_l52qx3jnirgoll4ueawa7ktade | overcoming the criticisms above, within the next 10 years? |
| work_y4keussm3jcf7couills6m3ibu | What is your point and why do you think that it is important? |
| work_y4keussm3jcf7couills6m3ibu | Why do you believe the article is important? |
| work_yb5sqo5nivej3mw37t4assnoxu | How to educate health care professionals in developing countries? |
| work_rzkkyliq7ngexcydn4beg7e27q | 4 prikazani su rezultati pitanja Zbog čega ste se odlučili na tradiciona- lan način studiranja, a ne za studiranja na daljinu? |
| work_rzkkyliq7ngexcydn4beg7e27q | Da 23 10.9 Delimično 68 32.2 Ne 120 56.9 Da li ste imate iskustvo u korišćenju Moodle so''vera? |
| work_rzkkyliq7ngexcydn4beg7e27q | Da 29 13.7 Ne 182 86.3 Da li smatrate da fakultet koji studirate treba da uvede mogućnost studiranja na daljinu? |
| work_rzkkyliq7ngexcydn4beg7e27q | How does distance educa- tion compare with classroom instruction? |
| work_rzkkyliq7ngexcydn4beg7e27q | Zbog čega ste se odlučili na tradicionalan način studiranja, a ne za studiranje na daljinu? |
| work_zagaixn7vrexdbpadw3zko2rje | Computer games- For better or for worse? |
| work_zagaixn7vrexdbpadw3zko2rje | problem in math if we are not able to read and understand its content? |
| work_xspcuoheebcanfcwjy3d64nvem | Дистанционное обучение: каким ему быть? |
| work_xspcuoheebcanfcwjy3d64nvem | Що ж слід розуміти під ДН? |
| work_xspcuoheebcanfcwjy3d64nvem | Які моделі ДН[ 4,9,11] є найпривабливішими для ви- щої медичної освіти? |
| work_oxhisq6najamfhsrse7nkynylu | Application of constructive alignment principles to engineering education: Have we really changed? |
| work_oxhisq6najamfhsrse7nkynylu | Engineering Attractiveness in the European Educational Environment: Can Distance Education Approaches Make a Difference? |
| work_oxhisq6najamfhsrse7nkynylu | Falling Behind? |
| work_oxhisq6najamfhsrse7nkynylu | What Are Tertiary Students Choosing to Study? |
| work_oxhisq6najamfhsrse7nkynylu | Why do n’t young people want to become engineers? |
| work_oxhisq6najamfhsrse7nkynylu | education sciences Article Engineering Attractiveness in the European Educational Environment: Can Distance Education Approaches Make a Difference? |
| work_sx74qn6xorgjhphj7kzpjkjywy | ( Continued) Variables N% From work 2 2,7 From university 1 1,4 From several places 2 2,7 Have you taken an DE course before? |
| work_sx74qn6xorgjhphj7kzpjkjywy | Every day 73 98,6 Once a week 1 1,4 Where from do you access internet? |
| work_sx74qn6xorgjhphj7kzpjkjywy | How effective is distance education? |
| work_sx74qn6xorgjhphj7kzpjkjywy | How to implement pharmaceutical care in the curriculum? |
| work_sx74qn6xorgjhphj7kzpjkjywy | Yes 74 100 How often do you check emails? |
| work_qyvzl35a45c5tjlcptcsxmdt34 | Digital exclusion or learning exclusion? |
| work_qyvzl35a45c5tjlcptcsxmdt34 | Novick, G. Is there a bias against telephone interviews in qualitative research? |
| work_qyvzl35a45c5tjlcptcsxmdt34 | Prison inmates ’ educational motives: Are they pushed or pulled? |
| work_qyvzl35a45c5tjlcptcsxmdt34 | Quantitative part — students: • RQ3: How are the students motivated to participate in a course from Eabt? |
| work_qyvzl35a45c5tjlcptcsxmdt34 | • RQ2: How do professionals and volunteers perceive the future of Eabt, and what are the success factors and challenges in this regard? |
| work_qyvzl35a45c5tjlcptcsxmdt34 | • RQ4: What are the results and effects for the students of participating in a course provided by Eabt? |
| work_5uudls4l6bbjjoozq3atoevdhq | Do they have access to the necessary infrastructure? |
| work_5uudls4l6bbjjoozq3atoevdhq | How is this program related with their professional goals? |
| work_5uudls4l6bbjjoozq3atoevdhq | How much time they have for studying? |
| work_5uudls4l6bbjjoozq3atoevdhq | Is there a concrete reason for studying? |
| work_5uudls4l6bbjjoozq3atoevdhq | Learning Profile& Previous experience Which are the main learning preferences? |
| work_5uudls4l6bbjjoozq3atoevdhq | Rural adults in community college distance education: What motivates them to enroll? |
| work_5uudls4l6bbjjoozq3atoevdhq | Self- regulation/ self- efficacy Are they considered disciplined enough to study on their own? |
| work_5uudls4l6bbjjoozq3atoevdhq | What are the expectations for learning according to their previous experience? |
| work_5uudls4l6bbjjoozq3atoevdhq | What is their opinion about the program and its contents? |
| work_5uudls4l6bbjjoozq3atoevdhq | What kind of competences they believe they will develop? |
| work_5uudls4l6bbjjoozq3atoevdhq | What kind of personal/ professional factors may affect their leaning journey? |
| work_5uudls4l6bbjjoozq3atoevdhq | What kind of relation they have with the use of ICT? |
| work_5uudls4l6bbjjoozq3atoevdhq | What type of learning style leads to online participation in the mixed- mode e- learning environment? |
| work_5uudls4l6bbjjoozq3atoevdhq | Where/ in what pace are they going to study? |
| work_5uudls4l6bbjjoozq3atoevdhq | Which are the main challenges they feel they have to face? |
| work_5uudls4l6bbjjoozq3atoevdhq | Which are the main opportunities and challenges for them? |
| work_5uudls4l6bbjjoozq3atoevdhq | Which are the main strong and weak points? |
| work_zjrk4ejvnbhb7jbtrv53hvpieu | 23- 57[ 17] V. Steiner,"What is distance education? |
| work_zjrk4ejvnbhb7jbtrv53hvpieu | [ 4] N. Kalogeropoulos, and X. Karatzas, “ Real or virtual laboratory? |
| work_utxqlwa5wbhlnkrkb5d3tanktq | Academic dishonesty: Why business students participate in these practices?. |
| work_utxqlwa5wbhlnkrkb5d3tanktq | What is specific to the Romanian tutor as compared to the international acceptation of the term? |
| work_utxqlwa5wbhlnkrkb5d3tanktq | What ’s the Difference? |
| work_utxqlwa5wbhlnkrkb5d3tanktq | Which are the aims and the also which are the advantages of adult education? |
| work_utxqlwa5wbhlnkrkb5d3tanktq | Will We Make it? |
| work_fro7obpqmnal7mhfym6c7thvui | 78 The Journal of Dental Hygiene Volume 84 Issue 2 Spring 2010 exist between face – to – face and dis- tance college learners? |
| work_fro7obpqmnal7mhfym6c7thvui | Another question posed is: Can a perspective body of knowledge be generated regarding learner perfor- mance on given standard outcome measures? |
| work_fro7obpqmnal7mhfym6c7thvui | Did statistically significant differences in performance exist relating to individual course grades? |
| work_fro7obpqmnal7mhfym6c7thvui | How does distance education 22. compare with classroom instruction? |
| work_fro7obpqmnal7mhfym6c7thvui | Phipps R, Merisotis J. What ’s the difference? |
| work_fro7obpqmnal7mhfym6c7thvui | Were there significant statistical 2. differences in GPAs? |
| work_fro7obpqmnal7mhfym6c7thvui | Were there significant statistical 3. differences in individual course grades? |
| work_fro7obpqmnal7mhfym6c7thvui | Were there statistically significant differences in learner performance when considering GPAs? |
| work_7uoc2z6zofej5fli5sfq46bsoe | ( 2) How can we define the ideal role of the instructor while interacting with the students in fully online courses? |
| work_7uoc2z6zofej5fli5sfq46bsoe | ( Intro to IT_A) Why do you think other countries would have Cable more popular? |
| work_7uoc2z6zofej5fli5sfq46bsoe | Do you think all cables are fibre optic? |
| work_7uoc2z6zofej5fli5sfq46bsoe | From student: Am I on the right track here? |
| work_7uoc2z6zofej5fli5sfq46bsoe | How active are students in online discussion forums? |
| work_7uoc2z6zofej5fli5sfq46bsoe | Impacts of an online- supported resources- based learning environment: Does one size fit all? |
| work_7uoc2z6zofej5fli5sfq46bsoe | Is there a better way that i am missing? |
| work_7uoc2z6zofej5fli5sfq46bsoe | Sage, guide or ghost? |
| work_7uoc2z6zofej5fli5sfq46bsoe | What value assessment rubrics in shaping students ’ engagement in asyn- chronous online discussions? |
| work_7uoc2z6zofej5fli5sfq46bsoe | Who( or what) is typically connected to each type of communication line? |
| work_7uoc2z6zofej5fli5sfq46bsoe | Would we teach without technology? |
| work_vwelc3vwkjbnheq2vtq5eo37km | I. why it is needed to build a philosophical system of learning? |
| work_vwelc3vwkjbnheq2vtq5eo37km | how can we build a philosophical system of learning? |
| work_vwelc3vwkjbnheq2vtq5eo37km | how can we build a philosophical system of learning? |
| work_vwelc3vwkjbnheq2vtq5eo37km | why can we build a philosophical system of learning? |
| work_vwelc3vwkjbnheq2vtq5eo37km | why can we build a philosophical system of learning? |
| work_ymyytsbf7fh7tikhljtgnkdjma | ''sorts of people? |
| work_ymyytsbf7fh7tikhljtgnkdjma | Were they largely members of faculty who had been involved in Jistance teaching and/or instructional materials development for distance teaching? |
| work_ymyytsbf7fh7tikhljtgnkdjma | Who were the people that took the time to respond at length on this criti- cal component of distance teaching activity at USP? |
| work_bhd2cpldhbg4vlkpsfooopl3tq | 123 effects possible? |
| work_bhd2cpldhbg4vlkpsfooopl3tq | A methodological morass? |
| work_bhd2cpldhbg4vlkpsfooopl3tq | But is there empirical evidence that interaction is important and what forms of interaction are best? |
| work_bhd2cpldhbg4vlkpsfooopl3tq | Can computer- based learning environments( CBLEs) be used as self- regulatory tools to enhance learning? |
| work_bhd2cpldhbg4vlkpsfooopl3tq | First, does a student believe s/ he can succeed at this learning task? |
| work_bhd2cpldhbg4vlkpsfooopl3tq | How does distance education compare with classroom instruction? |
| work_bhd2cpldhbg4vlkpsfooopl3tq | Interactivity or instruction? |
| work_bhd2cpldhbg4vlkpsfooopl3tq | Second, does a student believe that this tool will help him/ her succeed? |
| work_bhd2cpldhbg4vlkpsfooopl3tq | Third, does a student want to take responsibility for his/ her own learning? |
| work_bhd2cpldhbg4vlkpsfooopl3tq | What has been the overall outcome of all of this primary research and meta- analytic activity based upon it? |
| work_bhd2cpldhbg4vlkpsfooopl3tq | Why is this form of primary study so popular? |
| work_me54qzu43ff3fdlhjkn3bgdszq | Did you attend regular or extended tutorial sessions or not at all? |
| work_me54qzu43ff3fdlhjkn3bgdszq | Harlow, R.& Cantor, N.( 1995) To whom do people turn when things go poorly? |
| work_me54qzu43ff3fdlhjkn3bgdszq | How many obligatory exercises were assigned in this course? |
| work_me54qzu43ff3fdlhjkn3bgdszq | Was it possible to call the course coordinator beyond his or her consulting hours? |
| work_me54qzu43ff3fdlhjkn3bgdszq | Was it possible to call the instructor beyond his or her consulting hours? |
| work_me54qzu43ff3fdlhjkn3bgdszq | Why for many students, were peers the first partner for interpersonal dialogue despite faculty being generally available beyond the formal hours? |
| work_me54qzu43ff3fdlhjkn3bgdszq | c. What is your current grade point average? |
| work_me54qzu43ff3fdlhjkn3bgdszq | d. Approximately how many students attended tutorial sessions? |
| work_me54qzu43ff3fdlhjkn3bgdszq | d. How did you prefer to learn, alone or with others? |
| work_me54qzu43ff3fdlhjkn3bgdszq | e. How did you overcome a specific conceptual difficulty that occurred while read- ing the self- instruction texts? |
| work_me54qzu43ff3fdlhjkn3bgdszq | g. How did you deal with a specific difficulty that occurred while working on a mandatory assignment? |
| work_me54qzu43ff3fdlhjkn3bgdszq | updated at least once a week, or new messages are added to the course discussion group at least twice a week)? |
| work_sgqn7kvzczbbjhxvvamg5lwlau | Motivating learners in open and distance learning: Do we need a new theory of leaner support? |
| work_sgqn7kvzczbbjhxvvamg5lwlau | Should I ask for help? |
| work_sgqn7kvzczbbjhxvvamg5lwlau | Student retention in distance education: Are we failing our students? |
| work_sgqn7kvzczbbjhxvvamg5lwlau | What matters in college student success? |
| work_nuuycm5hjncqrcdgdkhafc5lva | 22 88 3 12 Do you have a team for preparing course materials in distance learning centre? |
| work_nuuycm5hjncqrcdgdkhafc5lva | 23 92 2 8 Do the distance learning centre students follow the courses through LMS? |
| work_nuuycm5hjncqrcdgdkhafc5lva | 5 20 10 40 3 12 6 2 4 1 4 How many materials including animation on average are used in distance education courses? |
| work_nuuycm5hjncqrcdgdkhafc5lva | 5 20 14 56 3 12 1 4 2 8 How many sound files are used on average in distance education courses? |
| work_nuuycm5hjncqrcdgdkhafc5lva | 8 32 7 28 4 16 1 4 5 20 How many simulation practices are there in distance education courses on average? |
| work_nuuycm5hjncqrcdgdkhafc5lva | The Providing of Distance Education Materials How are the materials that are used in the distance education courses provided? |
| work_ufbzrfnvtnfnvg2g3tmebnc2k4 | Why is the institution interested in distance edu- cation programs? |
| work_ufbzrfnvtnfnvg2g3tmebnc2k4 | • Institutional Mission and Intent: Is the mission of the institution consistent with its intent to pro- vide educational programming at a distance? |
| work_u7emrnqzxrejlcss4mfybq7vfu | Do virtual professors dream of electric students? |
| work_u7emrnqzxrejlcss4mfybq7vfu | They may ask themselves, for example, “ What features do I notice when I recognize this thing? |
| work_u7emrnqzxrejlcss4mfybq7vfu | What are the criteria by which I make this judgment? |
| work_u7emrnqzxrejlcss4mfybq7vfu | What happens when teachers design educational technol- ogy? |
| work_u7emrnqzxrejlcss4mfybq7vfu | What procedures am I enact- ing when I perform this skill? |
| work_rasmmy2j4fcppbaowwz4medd6q | & Twigg, C.( 2001) Is MIT giving away the store?, The Learning MarketSpace, May 01. |
| work_rasmmy2j4fcppbaowwz4medd6q | ( 1999) ‘ Virtual ’ seminars in GIS: academic future or flash in the pan?, Geo Info Systems, 9(3), pp. |
| work_rasmmy2j4fcppbaowwz4medd6q | But what about teaching GIScience at a distance? |
| work_rasmmy2j4fcppbaowwz4medd6q | DiBiase, D.( 2000) Is distance education more work or less work?, American Journal of Distance Education, 14(3), pp. |
| work_rasmmy2j4fcppbaowwz4medd6q | Institute for Higher Education Policy( 1999) What ’s the difference? |
| work_rasmmy2j4fcppbaowwz4medd6q | Length of time distance education courses have been offered, and in what form( asynchronous or synchronous)? |
| work_rasmmy2j4fcppbaowwz4medd6q | Or do all distance education offerings have the same challenges, regardless of subject? |
| work_zxhgeumsubby5f5ptwaxpsjn3m | Images of the future for education? |
| work_zxhgeumsubby5f5ptwaxpsjn3m | Video conferencing: An effective solution to long distance student placement support? |
| work_zxhgeumsubby5f5ptwaxpsjn3m | What makes a tutor effective? |
| work_tdsc7hhdjbf47lgadd7o7ljlcq | 127 GAYTAN AND McEWEN Question 5: The Internet: Effective Instructional Environment or Merely a Convenience? |
| work_tdsc7hhdjbf47lgadd7o7ljlcq | Continuous assessment: Guaranteed learning? |
| work_tdsc7hhdjbf47lgadd7o7ljlcq | How is instructional quality maintained in online courses? |
| work_tdsc7hhdjbf47lgadd7o7ljlcq | To what extent do e- learners consider the Internet to be an effective instructional environment or merely a convenience? |
| work_tdsc7hhdjbf47lgadd7o7ljlcq | What are the characteristics of faculty and students engaged in online learning? |
| work_tdsc7hhdjbf47lgadd7o7ljlcq | What strategies are usually used to assess learning in online courses? |
| work_tdsc7hhdjbf47lgadd7o7ljlcq | What types of online assessments are perceived as being effective by students and by faculty? |
| work_vxl5w3yyqjfghgxx2jqunecbva | And( 2) does job mismatch have a significant negative effect on the income of a distance learner? |
| work_vxl5w3yyqjfghgxx2jqunecbva | Bates, T. Is There a Future for Distance Education? |
| work_vxl5w3yyqjfghgxx2jqunecbva | Is there a Value in an Arts Education? |
| work_vxl5w3yyqjfghgxx2jqunecbva | Li, F.; Sun, Y.; Xie, K. Can Distance Learners Enjoy the Cost Advantage? |
| work_vxl5w3yyqjfghgxx2jqunecbva | What do Educational Mismatches Tell us about Skills Mismatches? |
| work_s7okkzsirrdotcthm4znp3fezi | How are they doing? |
| work_s7okkzsirrdotcthm4znp3fezi | How does distance education compare with classroom instruction? |
| work_s7okkzsirrdotcthm4znp3fezi | Individual student characteristics: Can any be predictors of success in online classes? |
| work_s7okkzsirrdotcthm4znp3fezi | Place‐based education in the standards‐based reform era — Conflict or complement? |
| work_s7okkzsirrdotcthm4znp3fezi | What does a school mean to a community? |
| work_s7okkzsirrdotcthm4znp3fezi | � Are the reasons given by students for dropping out similar to or different from on- site facilitators ’ reported reasons for student dropout? |
| work_5krugyycv5fybaqppe47pxfshm | Celia Wade- Brown( overflow will be streamed into ICON) 0930 – 1025 KEYNOTE SPEAKER – The future is new? |
| work_5krugyycv5fybaqppe47pxfshm | He aha te mea nui? |
| work_5krugyycv5fybaqppe47pxfshm | Translation: What is the most important thing? |
| work_vb6bbllejrhu7bdmk67wgc2vq4 | Do hybrid flexible delivery teaching methods improve accounting students ’ learning outcomes? |
| work_vb6bbllejrhu7bdmk67wgc2vq4 | Is academic achievement of the treatment group students different from the achievement of students in the Control Group A? |
| work_vb6bbllejrhu7bdmk67wgc2vq4 | Is academic achievement of the treatment group students different from the achievement of students in the Control Group B? |
| work_vb6bbllejrhu7bdmk67wgc2vq4 | Is academic achievement of the treatment group students different from the achievement of students in the control groups? |
| work_kly2syl3erhd3hiwsbgvq3r3ba | ( 2) How much technological anxiety do participants exhibit in the online envi- ronment at the beginning of the course? |
| work_kly2syl3erhd3hiwsbgvq3r3ba | ( 3) How, if so, will participants ’ anxiety change during the semester? |
| work_kly2syl3erhd3hiwsbgvq3r3ba | ( 4) Is there a correlation between technological anxiety and student satisfaction? |
| work_kly2syl3erhd3hiwsbgvq3r3ba | ( 5) Do participants who feel anxiety in one domain tend to feel anxiety in other domains? |
| work_kly2syl3erhd3hiwsbgvq3r3ba | Distance Education 91 Research question 5: Do participants who feel anxiety in one domain tend to feel anxiety in other domains? |
| work_kly2syl3erhd3hiwsbgvq3r3ba | Do participants who feel satisfied in one domain tend to feel satis- fied in other domains? |
| work_kly2syl3erhd3hiwsbgvq3r3ba | Do participants who feel satisfied in one domain tend to feel satisfied in other domains? |
| work_kly2syl3erhd3hiwsbgvq3r3ba | Research question 1: How satisfied are doctoral students with a required writing- intensive research- design course that is delivered online? |
| work_kly2syl3erhd3hiwsbgvq3r3ba | Research question 2: How much technological anxiety do participants exhibit in the online environment at the beginning of the course? |
| work_kly2syl3erhd3hiwsbgvq3r3ba | Research question 3: How, if so, will participants ’ anxiety change during the semester? |
| work_kly2syl3erhd3hiwsbgvq3r3ba | Research question 4: Is there a correlation between technological anxiety and student satisfaction? |
| work_kly2syl3erhd3hiwsbgvq3r3ba | What drives a successful e- Learning? |
| work_kly2syl3erhd3hiwsbgvq3r3ba | What matters in college? |
| work_flozadodpbdxpp722sqya2musy | How will the students access the data? |
| work_flozadodpbdxpp722sqya2musy | 20% too short? |
| work_flozadodpbdxpp722sqya2musy | 27% right length? |
| work_flozadodpbdxpp722sqya2musy | 33% no answer? |
| work_flozadodpbdxpp722sqya2musy | 33% pression of the useful 60% graphics used? |
| work_flozadodpbdxpp722sqya2musy | A new era of satellite communica- tion: Can education benefit from it? |
| work_flozadodpbdxpp722sqya2musy | Did you have any problems with the Yes 53% system? |
| work_flozadodpbdxpp722sqya2musy | Herrmann, T.,& Leppmann, T.(198 11 · PSI, Personalized for Whom? |
| work_flozadodpbdxpp722sqya2musy | How did you find inaccurate 7% the graphic depic- some uncertainty 33% tion of content? |
| work_flozadodpbdxpp722sqya2musy | Is this the first time Moderately easy to use 100% you have taken a Yes 100% test using Telidon? |
| work_flozadodpbdxpp722sqya2musy | PSI, What are the Critical Elements? |
| work_flozadodpbdxpp722sqya2musy | Was the display much too slow? |
| work_flozadodpbdxpp722sqya2musy | Was the test... too long? |
| work_flozadodpbdxpp722sqya2musy | Was the wording of Yes, very 27% question easy to Yes, fairly 60% understand? |
| work_flozadodpbdxpp722sqya2musy | What was your Very easy to use 40% reaction to this Moderately easy to use 60% technology? |
| work_flozadodpbdxpp722sqya2musy | What was your i m · added significantly? |
| work_flozadodpbdxpp722sqya2musy | Would you like to have access to this materRil during the semester as a self · Yes 93% testing aid? |
| work_m4kvijmqxnaifdm66xteapyvfm | Distance education: rebottling or a new brew? |
| work_m4kvijmqxnaifdm66xteapyvfm | Distance education: why are the attrition rates so high? |
| work_m4kvijmqxnaifdm66xteapyvfm | Doing distance education: what works? |
| work_m4kvijmqxnaifdm66xteapyvfm | Global on- line learning: hope or hype? |
| work_m4kvijmqxnaifdm66xteapyvfm | How near and yet how far? |
| work_m4kvijmqxnaifdm66xteapyvfm | Is anyone making money on distance education? |
| work_m4kvijmqxnaifdm66xteapyvfm | Is there an optimal design for on- line MBA courses?. |
| work_m4kvijmqxnaifdm66xteapyvfm | Learning and value creation — strategies missing? |
| work_m4kvijmqxnaifdm66xteapyvfm | The World Wide Web: A technology to enhance teaching and learning? |
| work_m4kvijmqxnaifdm66xteapyvfm | Transnational teams in the electronic age: are team identity and high- performance at risk? |
| work_m4kvijmqxnaifdm66xteapyvfm | Web- based teaching and learning: a panacea? |
| work_m4kvijmqxnaifdm66xteapyvfm | What ’s the difference? |
| work_m4kvijmqxnaifdm66xteapyvfm | http://www.edu.tw/EDU_WEB/EDU_MGT/HIGH/EDU6136001/distancelearning.htm? |
| work_yqwff3enzjfifbgsgwcmndpzgm | How will professors react to these possibilities? |
| work_yqwff3enzjfifbgsgwcmndpzgm | If students seldom see each other, how does the social life in universities change? |
| work_yqwff3enzjfifbgsgwcmndpzgm | Is it possible that a particular institute becomes so popular that all students receive credits from it? |
| work_vhg2hea7dbgl5lo37atyjuxuwi | 2. Review of literature 2.1 What is distance education? |
| work_vhg2hea7dbgl5lo37atyjuxuwi | Are the materials developed by specialized teachers used effectively as in face- to- face courses in distance education? |
| work_vhg2hea7dbgl5lo37atyjuxuwi | Q-1: Did the course meet your expectations? |
| work_vhg2hea7dbgl5lo37atyjuxuwi | Q-2: What three things did you like most about this course? |
| work_vhg2hea7dbgl5lo37atyjuxuwi | Q-3: What three things did you like least about this course? |
| work_vhg2hea7dbgl5lo37atyjuxuwi | This freedom brings many questions together such as Does it lead to low- quality education? |
| work_vhg2hea7dbgl5lo37atyjuxuwi | Who controls the materials? |
| work_vhg2hea7dbgl5lo37atyjuxuwi | Why distance education? |
| work_y6uuak6tffdohey2hne5hlxswy | Does it depend on the nature of the exercise and the reason for using the Web 2.0 technology in the first place? |
| work_y6uuak6tffdohey2hne5hlxswy | Is Wiki an effective platform for group course work? |
| work_y6uuak6tffdohey2hne5hlxswy | Jackson, P.; Garner, S.; Klobas, J. Wiki Design for Student Assignments: Should it be Prescribed or Emergent? |
| work_y6uuak6tffdohey2hne5hlxswy | Ke, F.; Carr- Chellman, A. Solitary learner in online collaborative learning: A disappointing experience? |
| work_y6uuak6tffdohey2hne5hlxswy | We ask to what extent should they? |
| work_5x5vsegsp5abjeayedvibcw45i | Alternatively, is teaching optional for learning? |
| work_5x5vsegsp5abjeayedvibcw45i | And then, what if that achievement was vali- dated formally, so as to be recognized socially? |
| work_5x5vsegsp5abjeayedvibcw45i | As assessors and examiners of work produced by self- taught students? |
| work_5x5vsegsp5abjeayedvibcw45i | As voluntary academic tutors? |
| work_5x5vsegsp5abjeayedvibcw45i | But why certify learning at all? |
| work_5x5vsegsp5abjeayedvibcw45i | Could it happen? |
| work_5x5vsegsp5abjeayedvibcw45i | Do we see ourselves as materials producers? |
| work_5x5vsegsp5abjeayedvibcw45i | Does learning require teaching? |
| work_5x5vsegsp5abjeayedvibcw45i | Is it desirable? |
| work_5x5vsegsp5abjeayedvibcw45i | What role — if any — might we play in supporting informal students( citizens?) |
| work_5x5vsegsp5abjeayedvibcw45i | Will it hap- pen? |
| work_5x5vsegsp5abjeayedvibcw45i | a shift in societal conceptualizations of learners from didactic to autodidactic beings? |
| work_5x5vsegsp5abjeayedvibcw45i | to become effective autodidacts? |
| work_5x5vsegsp5abjeayedvibcw45i | • Does the proliferation of OER materials online inspire or require( or both?, or neither?) |
| work_5x5vsegsp5abjeayedvibcw45i | • Does the proliferation of OER materials online inspire or require( or both?, or neither?) |
| work_q3rdj3n5pzgcnmpf6bun6uonm4 | Do students scan the instructor ’s notes more or less frequently than they scan the notes of their peers? |
| work_q3rdj3n5pzgcnmpf6bun6uonm4 | Do they scan notes at the same rate as students? |
| work_q3rdj3n5pzgcnmpf6bun6uonm4 | Do they scan notes at the same rate as students? |
| work_q3rdj3n5pzgcnmpf6bun6uonm4 | Is there a relationship between students ’ tendency to scan notes and the size of the notes they read? |
| work_q3rdj3n5pzgcnmpf6bun6uonm4 | Question 1: Typical Course Scan Rates Is there a relationship between students ’ tendency to scan notes and the size of notes they read? |
| work_q3rdj3n5pzgcnmpf6bun6uonm4 | Question 3: Instructor Scanning Practices To what degree do instructors scan notes? |
| work_q3rdj3n5pzgcnmpf6bun6uonm4 | Reading and skimming from computer screens and books: The paperless office revisited? |
| work_q3rdj3n5pzgcnmpf6bun6uonm4 | Reading online or on paper: Which is faster? |
| work_q3rdj3n5pzgcnmpf6bun6uonm4 | To what degree do instructors scan notes? |
| work_3usfcgzurnakbakdslpsbzfs2m | ( Tick ONE only) 10 • Yes 90.00% • No 10.00% Question 3 Why do you think you did not receive the SMSs? |
| work_3usfcgzurnakbakdslpsbzfs2m | 1 2010: 1- 11 11 Appendix A n= 230 Frequency missing Question 1 Do you own a cell/ mobile phone? |
| work_3usfcgzurnakbakdslpsbzfs2m | Did you receive these SMSs? |
| work_3usfcgzurnakbakdslpsbzfs2m | Did you understand all the messages? |
| work_3usfcgzurnakbakdslpsbzfs2m | How “ good ” is your institution''s retention rat? |
| work_3usfcgzurnakbakdslpsbzfs2m | Is dis da future of English? |
| work_3usfcgzurnakbakdslpsbzfs2m | Mobile learning- a new paradigm shift in distance education? |
| work_3usfcgzurnakbakdslpsbzfs2m | The following hypothesis was tested in this research: Does receiving SMSs from the lecturer assist students with their learning? |
| work_3usfcgzurnakbakdslpsbzfs2m | The purpose of the questionnaire was to establish the answers to the following questions: □ Did students receive the SMSs? |
| work_3usfcgzurnakbakdslpsbzfs2m | What leads students to have thoughts, talk to someone about, and take steps to leave their institution? |
| work_3usfcgzurnakbakdslpsbzfs2m | Which ONE of the following do you think best describes the workload per SMS? |
| work_3usfcgzurnakbakdslpsbzfs2m | With which ONE of the following do you agree? |
| work_3usfcgzurnakbakdslpsbzfs2m | □ Could students finish the workload given in every SMS in the particular week? |
| work_3usfcgzurnakbakdslpsbzfs2m | □ Did students have a problem with the SMS language used? |
| work_3usfcgzurnakbakdslpsbzfs2m | □ Did the SMSs assist students with their studies? |
| work_3usfcgzurnakbakdslpsbzfs2m | □ Was the first SMS sent at a good time? |
| work_3usfcgzurnakbakdslpsbzfs2m | □ Why did students not receive the SMSs? |
| work_3usfcgzurnakbakdslpsbzfs2m | □ Would a reply SMS to lecturers be helpful? |
| work_uik7i47sqzawxptfzc53g32fu4 | 3.3.Is grade level effect significantly of computer preservice teachers ’ attitudes towards distance education? |
| work_uik7i47sqzawxptfzc53g32fu4 | Average of total attitude score 3.2.Is gender effect significantly of computer preservice teachers ’ attitudes towards distance education? |
| work_uik7i47sqzawxptfzc53g32fu4 | Findings 3.1.What are the students ’ attitudes towards distance education? |
| work_uik7i47sqzawxptfzc53g32fu4 | Is gender effect significantly of computer preservice teachers ’ attitudes towards distance education? |
| work_uik7i47sqzawxptfzc53g32fu4 | Is grade level effect significantly of computer preservice teachers ’ attitudes towards distance education? |
| work_uik7i47sqzawxptfzc53g32fu4 | What are the students ’ attitudes towards distance education? |
| work_qf3ilk4subeavp7jum7rwoiiky | If There Is No Significant Difference, Why Should We Care? |
| work_qf3ilk4subeavp7jum7rwoiiky | Is it the technology/ media? |
| work_qf3ilk4subeavp7jum7rwoiiky | Or is it the teaching methodology? |
| work_qf3ilk4subeavp7jum7rwoiiky | They mainly ask research questions such as “ Which media or technology is better for learning?" |
| work_qf3ilk4subeavp7jum7rwoiiky | What''s the difference? |
| work_xfum3hom2rcqlgbd6efb225vhm | Blogging as a duty vs. voluntary activity? |
| work_xfum3hom2rcqlgbd6efb225vhm | For example, you could ask yourself the following questions: What causes/ caused me problems( and why)? |
| work_xfum3hom2rcqlgbd6efb225vhm | How do/ did I approach the current problem? |
| work_xfum3hom2rcqlgbd6efb225vhm | What am I contributing to the team project? |
| work_xfum3hom2rcqlgbd6efb225vhm | Where was I unable to find a solution( and why)? |
| work_xfum3hom2rcqlgbd6efb225vhm | Which solutions have I found/ tried that could also be useful for my colleagues? |
| work_xfum3hom2rcqlgbd6efb225vhm | Who blogs? |
| work_tm4uizjtnnapdc5kd4h3drzf3i | Barriers to brand building in UK universities? |
| work_tm4uizjtnnapdc5kd4h3drzf3i | Communicating brand personality: Are the web sites doing the talking for the top South African Business Schools? |
| work_tm4uizjtnnapdc5kd4h3drzf3i | Corporate brands: What are they? |
| work_tm4uizjtnnapdc5kd4h3drzf3i | Do UK Universities communicate their brands? |
| work_tm4uizjtnnapdc5kd4h3drzf3i | Effectively through their websites? ” Journal of Marketing for Higher Education, Vol. |
| work_tm4uizjtnnapdc5kd4h3drzf3i | What are the values that open and distance education universities use while delivering their brand promises through their websites? |
| work_tm4uizjtnnapdc5kd4h3drzf3i | What defines successful university brands? ” International Journal of Public Sector, Vol. |
| work_tm4uizjtnnapdc5kd4h3drzf3i | What is online branding? |
| work_tm4uizjtnnapdc5kd4h3drzf3i | What of them? ” European Journal of Marketing, Vol. |
| work_tusxhjhjbzfblfbhnh5fsyaife | Could such behaviour persist in students ’ professional lives? |
| work_tusxhjhjbzfblfbhnh5fsyaife | Is this example just a matter of different tastes in humour or are there more serious issues at stake? |
| work_tusxhjhjbzfblfbhnh5fsyaife | Might student online behaviour create reputational risk for professions? |
| work_tusxhjhjbzfblfbhnh5fsyaife | Retrieved from www.ibanet.org/Document/Default.aspx? |
| work_tusxhjhjbzfblfbhnh5fsyaife | So what are the professional problems that social media can exacerbate? |
| work_tusxhjhjbzfblfbhnh5fsyaife | To friend or not to friend? |
| work_tusxhjhjbzfblfbhnh5fsyaife | Will it lessen their chances of becoming professionals? |
| work_ncgz34yefzbgng744iqnhi6oo4 | Do I think this is a good book? |
| work_ncgz34yefzbgng744iqnhi6oo4 | Earth ’s heartbeat and how it can falter; Conclusion: What does the past tell us about what is possible now? |
| work_ncgz34yefzbgng744iqnhi6oo4 | How can we measure if we have made a difference in ending violence against children? |
| work_ncgz34yefzbgng744iqnhi6oo4 | How can we measure if we have made a difference in ending violence against children? |
| work_ncgz34yefzbgng744iqnhi6oo4 | Introduction – What is Climate? |
| work_ncgz34yefzbgng744iqnhi6oo4 | Is leadership associated with function within a bureaucratically ordered hierarchy, is it widely shared across communities or is it both? |
| work_ncgz34yefzbgng744iqnhi6oo4 | What are their views about the child protection system? |
| work_ncgz34yefzbgng744iqnhi6oo4 | What are their views about the child protection system? |
| work_ncgz34yefzbgng744iqnhi6oo4 | What is the difference between weather and climate? |
| work_ncgz34yefzbgng744iqnhi6oo4 | What is the difference between weather and climate? |
| work_ncgz34yefzbgng744iqnhi6oo4 | Why are there such distinct regions and landscapes, ranging from the wide plains of Northern Europe to the mountains of the South? |
| work_d2ruh6x7angchhvpz6lqg7swii | But what to do about the other 93%? |
| work_d2ruh6x7angchhvpz6lqg7swii | Challenging educational expectations of the social web: A Web 2.0 far? |
| work_d2ruh6x7angchhvpz6lqg7swii | Has the ubiquitous intervention of screens in our lives thus made it harder to understand and communicate directly with one another? |
| work_d2ruh6x7angchhvpz6lqg7swii | How ’s it going? |
| work_d2ruh6x7angchhvpz6lqg7swii | How ’s it going? |
| work_d2ruh6x7angchhvpz6lqg7swii | How`s it going? |
| work_d2ruh6x7angchhvpz6lqg7swii | I am supposed to choose some readings among the reference list, but which ones are the more relevant to the topic of this week? |
| work_d2ruh6x7angchhvpz6lqg7swii | I am sure this will be some interactions when I reach to the co- op tasks, but where are the people now? |
| work_d2ruh6x7angchhvpz6lqg7swii | Indeed, is it really possible to ascertain what exactly in these words delivered via a brief video segment meant for this xMOOC student? |
| work_d2ruh6x7angchhvpz6lqg7swii | Is this then Bogost ’s( 2013) traditional lecture but reformatted for the small screen? |
| work_d2ruh6x7angchhvpz6lqg7swii | Justice: What is the right thing to do? |
| work_d2ruh6x7angchhvpz6lqg7swii | Or is it more akin to Thrun ’s Stanford experience( cited in Wolfson, 2013) but scaled up? |
| work_d2ruh6x7angchhvpz6lqg7swii | Or is it, as Thrun( cited in Wolfson, 2013) suggested, more like a massively scaled up version of the Stanford experience? |
| work_d2ruh6x7angchhvpz6lqg7swii | Or perhaps it is something else? |
| work_d2ruh6x7angchhvpz6lqg7swii | Or watching a sitcom? |
| work_d2ruh6x7angchhvpz6lqg7swii | Thus, we may rightly inquire, what is it really like for students to learn in a MOOC? |
| work_d2ruh6x7angchhvpz6lqg7swii | What ’s in a name? |
| work_d2ruh6x7angchhvpz6lqg7swii | Which ones does the teacher recommend? |
| work_qp754abjmzdxvoki7viuv22rgi | And how can the effectiveness and efficiency of its integration be measured? |
| work_qp754abjmzdxvoki7viuv22rgi | Can the institu- tion afford distance education? |
| work_qp754abjmzdxvoki7viuv22rgi | How do we assess the experience and learning outcomes of these stu- dents? |
| work_qp754abjmzdxvoki7viuv22rgi | References Adelman, C. “ What Proportion of College Students Earn a Degree? ” AAHE Bulletin, 1998, 51( 2), 7–9. |
| work_qp754abjmzdxvoki7viuv22rgi | What if an institution were to document that 20 percent of its freshmen left but transferred successfully and earned bachelor ’s degrees elsewhere? |
| work_qp754abjmzdxvoki7viuv22rgi | Which person is more likely to be hired? |
| work_qp754abjmzdxvoki7viuv22rgi | Why, anyway, should institutional researchers pay attention to distance education? |
| work_qp754abjmzdxvoki7viuv22rgi | Would that not be an indicator of success for both the institution and those stu- dents? |
| work_yux5mr6h4fen3op4mirgw4zeoy | Are learning objects found only in repositories, or may they be found in other sources? |
| work_yux5mr6h4fen3op4mirgw4zeoy | But the skeptic in me makes me wonder who is making money off me? ” The second appeared to be a lack of confidence. |
| work_yux5mr6h4fen3op4mirgw4zeoy | In your search for learning ob- jects, what helpful resources did you find? |
| work_yux5mr6h4fen3op4mirgw4zeoy | Is digital format a requirement? |
| work_yux5mr6h4fen3op4mirgw4zeoy | Is metadata a requirement for something to be considered a learn- ing object? |
| work_yux5mr6h4fen3op4mirgw4zeoy | What difficulties or barriers have you encountered? |
| work_yux5mr6h4fen3op4mirgw4zeoy | What particularly good ex- amples of learning objects have you found? |
| work_zqbre2zbzralrbfozq7jg2uhou | Do the attitude point averages of CEIT preservice teachers regarding distance education differentiate according to class level? |
| work_zqbre2zbzralrbfozq7jg2uhou | Do the attitudes of CEIT preservice teachers regarding distance education change significantly according to class level? |
| work_zqbre2zbzralrbfozq7jg2uhou | Do the attitudes of CEIT preservice teachers regarding distance education change significantly according to gender? |
| work_zqbre2zbzralrbfozq7jg2uhou | What are the attitudes of CEIT preservice teachers regarding distance education? |
| work_zqbre2zbzralrbfozq7jg2uhou | What are the attitudes of CEIT preservice teachers regarding distance education? |
| work_j5dvrnprwncuncnej4eu6ngr2a | ; ¿ mejora el aprendizaje si a la enseñanza presencial se le añade la en- señanza on- line? |
| work_j5dvrnprwncuncnej4eu6ngr2a | En comparación con tus experiencias de enseñanza presencial, ¿ cómo encuentras la enseñanza de Psicología a distancia con las TIC? |
| work_j5dvrnprwncuncnej4eu6ngr2a | En comparación con tus experiencias de enseñanza presencial, ¿ cómo encuentras la enseñanza de Psicología a distancia con las TIC? |
| work_j5dvrnprwncuncnej4eu6ngr2a | En comparación con tus experiencias de enseñanza presencial, ¿ cómo encuentras la interacción con el profesorado a distancia usando las TIC? |
| work_j5dvrnprwncuncnej4eu6ngr2a | ¿ La metodología a distancia permite una adecuada formación en Psicología? |
| work_j5dvrnprwncuncnej4eu6ngr2a | ¿ Permite la metodología a distancia una adecuada formación en Psicología? |
| work_j5dvrnprwncuncnej4eu6ngr2a | ¿ Por qué implantar la enseñanza universitaria on- line? |
| work_j5dvrnprwncuncnej4eu6ngr2a | ¿ Qué condiciones o requisitos son necesarios a nivel social para que pueda implantarse la enseñanza uni- versitaria on- line? |
| work_j5dvrnprwncuncnej4eu6ngr2a | ¿ Qué inconvenientes puede conllevar la enseñanza on- line en el ámbito uni- versitario? |
| work_j5dvrnprwncuncnej4eu6ngr2a | – ¿ Consideran los estudiantes la enseñanza on- line equiparable, en términos generales, a la formación en enseñanza presencial? |
| work_j5dvrnprwncuncnej4eu6ngr2a | – ¿ Consideran los estudiantes que la ense- ñanza on- line facilita o mejora las habilida- des y capacidades de los estudiantes? |
| work_lz6ffw5gcrbklfawhk3l73ialy | Can ATM facilitated instruction accommodate diverse student and faculty abilities, motivations, and personalities? |
| work_lz6ffw5gcrbklfawhk3l73ialy | Does the technology satisfy institutional requirements? |
| work_lz6ffw5gcrbklfawhk3l73ialy | How are institutions currently using ATM? |
| work_lz6ffw5gcrbklfawhk3l73ialy | How can managers develop ATM networking capabilities? |
| work_lz6ffw5gcrbklfawhk3l73ialy | Is ATM affordable? |
| work_lz6ffw5gcrbklfawhk3l73ialy | Is the cost/ benefit relationship associated with ATM implementation strong enough to warrant a commitment of university funding? |
| work_lz6ffw5gcrbklfawhk3l73ialy | Should an ATM enabled virtual university replace a physical campus site? |
| work_lz6ffw5gcrbklfawhk3l73ialy | Voice and ATM: Is anybody talking? |
| work_lz6ffw5gcrbklfawhk3l73ialy | What are advantages and limitations associated with ATM implementation? |
| work_lz6ffw5gcrbklfawhk3l73ialy | What are major ATM planning guidelines? |
| work_lz6ffw5gcrbklfawhk3l73ialy | What are some potential applications? |
| work_lz6ffw5gcrbklfawhk3l73ialy | What are the implications of ATM paradigms for the educational community? |
| work_lz6ffw5gcrbklfawhk3l73ialy | What are the merits and limitations of ATM implemented distance education sessions in comparison to traditional classes? |
| work_lz6ffw5gcrbklfawhk3l73ialy | What areas of concern do educators have about ATM deployment? |
| work_lz6ffw5gcrbklfawhk3l73ialy | What factors can contribute to effective teaching and learning in an ATM virtual classroom? |
| work_lz6ffw5gcrbklfawhk3l73ialy | What kinds of strategies can ensure that ATM contributes to effective educational outcomes? |
| work_ypszkbazlvcvhphmvjtcpno2we | But can a Web 2.0 view of knowledge, expertise, and learning overcome these problems? |
| work_ypszkbazlvcvhphmvjtcpno2we | ( 2) what kinds of meaning- making are exhibited in the two sections? |
| work_ypszkbazlvcvhphmvjtcpno2we | ( standardized testing, not being prepared for reality etc) What do you think? |
| work_ypszkbazlvcvhphmvjtcpno2we | RP1: I struggle to answer Dede''s questions you ended with,"But can a Web 2.0 view of knowledge, expertise, and learning overcome these problems?" |
| work_ypszkbazlvcvhphmvjtcpno2we | “ Web 2.0: A New Wave of Innovation for Teaching and Learning? ” Educause Review 41( 2): 32–44. |
| work_xlse7bviajhpvnco2u2nlbyo7a | ( 1= disturbed and 7= not disturbed at all) 6) Track: Can you keep a track of the lecture? |
| work_xlse7bviajhpvnco2u2nlbyo7a | 2) Monitoring participants: Do you feel to be monitored by your tutor during lecture? |
| work_xlse7bviajhpvnco2u2nlbyo7a | 2039 Muhammad Sikandar Lal Khan and Shafi q ur Réhman/ Procedia Manufacturing 3( 2015) 2034 – 2041 5) Disturbing: Do you feel disturbed by the ETS? |
| work_xlse7bviajhpvnco2u2nlbyo7a | 3) Trust: Does the gaze direction of tutor helps to build trust during lecture? |
| work_xlse7bviajhpvnco2u2nlbyo7a | 4) Understanding: Does ETS help you to understand more as compare to traditional online teaching method? |
| work_xlse7bviajhpvnco2u2nlbyo7a | 7) Welcome and Comfortable: Is ETS welcoming and comfortable during teaching? |
| work_xlse7bviajhpvnco2u2nlbyo7a | 8) Time: Do you forget the role of technology over time? |
| work_xlse7bviajhpvnco2u2nlbyo7a | 9) Physical Presence: Do you feel the physical presence of the tutor at your site? |
| work_2l2w2uo3g5fxzdcol4vt3wyf4m | If schools are closed, who will watch our kids? |
| work_2l2w2uo3g5fxzdcol4vt3wyf4m | The full list of questions: • Which level are you teaching? |
| work_2l2w2uo3g5fxzdcol4vt3wyf4m | • Do you or your school have a strategy for transiting to distance education? |
| work_2l2w2uo3g5fxzdcol4vt3wyf4m | • How are you and your schools preparing for distance education? |
| work_2l2w2uo3g5fxzdcol4vt3wyf4m | • How are you making sure that distance education is accessible for all students? |
| work_2l2w2uo3g5fxzdcol4vt3wyf4m | • How are you planning lessons today in relation to the school schedule? |
| work_2l2w2uo3g5fxzdcol4vt3wyf4m | • To what extent do you have access to digital learning resources? |
| work_2l2w2uo3g5fxzdcol4vt3wyf4m | • To what extent do you usually teach using digital learning resources? |
| work_2l2w2uo3g5fxzdcol4vt3wyf4m | • What are the challenges of distance education in extra- ordinary situations, as identified by teachers? |
| work_2l2w2uo3g5fxzdcol4vt3wyf4m | • What are the pedagogical activities that distance education in extra- ordinary situations require? |
| work_2l2w2uo3g5fxzdcol4vt3wyf4m | • What digital tools are used to meet the needs of distance education in extra- ordinary situations? |
| work_2l2w2uo3g5fxzdcol4vt3wyf4m | • What have gone well and what bad in the transition to distance education? |
| work_2l2w2uo3g5fxzdcol4vt3wyf4m | • What is your level of experience in distance education? |
| work_2l2w2uo3g5fxzdcol4vt3wyf4m | • Which challenges do you or your students face when using digital tools for distance education? |
| work_2l2w2uo3g5fxzdcol4vt3wyf4m | • Which digital learning resources are you using for distance education? |
| work_2l2w2uo3g5fxzdcol4vt3wyf4m | • Which functions and digital support do you need to deliver meaningful distance educa- tion? |
| work_2l2w2uo3g5fxzdcol4vt3wyf4m | • Which needs are met with current tools and which are not? |
| work_2l2w2uo3g5fxzdcol4vt3wyf4m | • Which pedagogical activities are important in distance education in the situation cre- ated by covid-19? |
| work_2l2w2uo3g5fxzdcol4vt3wyf4m | • Which pedagogical adaptations are you doing to transit to distance education? |
| work_wwo24ey3unewrpkbrtcb4r2vsm | Does anyone really want to learn at a distance? |
| work_wwo24ey3unewrpkbrtcb4r2vsm | Is distance education a form of conventional education? |
| work_wwo24ey3unewrpkbrtcb4r2vsm | Is distance education a form of conventional education? |
| work_wwo24ey3unewrpkbrtcb4r2vsm | Is distance education an educational activity? |
| work_wwo24ey3unewrpkbrtcb4r2vsm | Is distance education possible, or is it a contradiction in terms? |
| work_wwo24ey3unewrpkbrtcb4r2vsm | and Is distance education possible, or is it a contradiction in terms? |
| work_wwo24ey3unewrpkbrtcb4r2vsm | ● Are the decisions about the method of evaluation and criteria to be used made by the learner or the teacher( autonomy in evaluation)? |
| work_ykz5ij3sgzgv7d4h4ra5uivlmm | Distance education''s perspective on media influence on learning Where in this debate is the field of distance education situated? |
| work_ykz5ij3sgzgv7d4h4ra5uivlmm | Do media merely deliver content, or are they capable of influencing learning? |
| work_ykz5ij3sgzgv7d4h4ra5uivlmm | From a distance? |
| work_ykz5ij3sgzgv7d4h4ra5uivlmm | Is instructional television educationally effective? |
| work_ykz5ij3sgzgv7d4h4ra5uivlmm | Will media influence learning? |
| work_ykz5ij3sgzgv7d4h4ra5uivlmm | carter96.PDF In: Open Learning, February 1996( pp 31- 40) Do media influence learning? |
| work_ykz5ij3sgzgv7d4h4ra5uivlmm | what other perspectives serve to develop enquiry into this topic and bring to distance education an awareness of its criticality? |
| work_tqzzp6pxbfbftidkdyfuajrhnq | ( 1993) Two- year colleges and minority students ’ educational aspirations: help or hindrance? |
| work_tqzzp6pxbfbftidkdyfuajrhnq | ( 1998) What is the ‘ world ’ of phenomenography? |
| work_tqzzp6pxbfbftidkdyfuajrhnq | First, what were the students ’ conceptions of tutoring and did they view tutoring and tuition differently? |
| work_tqzzp6pxbfbftidkdyfuajrhnq | How would you prefer these activities to be provided? |
| work_tqzzp6pxbfbftidkdyfuajrhnq | Kitto, S.& Higgins, V.( 2003) Online university education: liberating the student? |
| work_tqzzp6pxbfbftidkdyfuajrhnq | Protocol for epistolary interviews Question Purpose What does tutoring mean to you? |
| work_tqzzp6pxbfbftidkdyfuajrhnq | Second, what was their experience of the tutorial support that they received on the course? |
| work_tqzzp6pxbfbftidkdyfuajrhnq | Tell me about your experiences of the tutoring on this course? |
| work_tqzzp6pxbfbftidkdyfuajrhnq | What do you expect to do? |
| work_tqzzp6pxbfbftidkdyfuajrhnq | What do you expect your tutor to do? |
| work_tqzzp6pxbfbftidkdyfuajrhnq | What is tuition — is there any difference? |
| work_tqzzp6pxbfbftidkdyfuajrhnq | What kind of support are you talking about? |
| work_tqzzp6pxbfbftidkdyfuajrhnq | What kinds of things do you expect to happen in tutoring? |
| work_tqzzp6pxbfbftidkdyfuajrhnq | … Can you say anything more about this? |
| work_qlvagmhdwfch3hepylhuhgothi | /WHOIS? |
| work_qlvagmhdwfch3hepylhuhgothi | ; 2) did the adoption of figurative language encourage 10 further use by peers and tutors? |
| work_qlvagmhdwfch3hepylhuhgothi | ; 3) are instances of figurative language classifiable according to some set of recurring types of conceptual categories? |
| work_qlvagmhdwfch3hepylhuhgothi | Do n’t you know that these contraptions have eyes, ears and a tongue? |
| work_qlvagmhdwfch3hepylhuhgothi | Do n’t you know that they love playing tricks and being the centre of attention? |
| work_qlvagmhdwfch3hepylhuhgothi | Here is one of the final evaluations made at the end of the course: Are we in the army? |
| work_qlvagmhdwfch3hepylhuhgothi | How is conversation like literary discourse? |
| work_qlvagmhdwfch3hepylhuhgothi | Online or face- to- face? |
| work_qlvagmhdwfch3hepylhuhgothi | Only the tip of the iceberg: Who understands what about metaphor?, Journal of Pragmatics, 31(12), 1675- 1683. |
| work_qlvagmhdwfch3hepylhuhgothi | What kind of empathy are we able to create with the Other/ others? |
| work_qlvagmhdwfch3hepylhuhgothi | What ’s Special About Figurative Language in Emotional Communication?. |
| work_qlvagmhdwfch3hepylhuhgothi | Why do people use figurative language?, Psychological Science, 5(3), 159- 163. |
| work_qlvagmhdwfch3hepylhuhgothi | of course not … but we ’ve had a good dose of training too, have n’t we? |
| work_zcpbggzc2vgaxej6ujrailpnxa | But how does this theory � t with the earlier suggestion of Bates( 1997) that online tuition can not be picked up along the way? |
| work_zcpbggzc2vgaxej6ujrailpnxa | But what does all this mean for the traditional face- to- face teacher? |
| work_zcpbggzc2vgaxej6ujrailpnxa | We have talked much in this paper about the need for training for distance educators, but who can be included in this category? |
| work_zcpbggzc2vgaxej6ujrailpnxa | What kind of training is needed? |
| work_zcpbggzc2vgaxej6ujrailpnxa | Who needs training? |
| work_zcpbggzc2vgaxej6ujrailpnxa | Who says it is a good thing? ’, Open Praxis, Vol 1, 1994, pp 29–30. |
| work_rrqmtxc2bvekxbinaorp6ph3z4 | Culture: Can you take it anywhere? |
| work_rrqmtxc2bvekxbinaorp6ph3z4 | Did having distance learners in the course affect your participation? |
| work_rrqmtxc2bvekxbinaorp6ph3z4 | Do you see what we see? |
| work_rrqmtxc2bvekxbinaorp6ph3z4 | How does taking a course where some students participate at a distance affect students ’ participation and learning? |
| work_rrqmtxc2bvekxbinaorp6ph3z4 | If so, how were the courses different? |
| work_rrqmtxc2bvekxbinaorp6ph3z4 | Initiating Questions: Have students attending the courses participated in hybrid/ blended courses before? |
| work_rrqmtxc2bvekxbinaorp6ph3z4 | Initiating Questions: What are the benefits and challenges associated with taking a course where some students participate at a distance? |
| work_rrqmtxc2bvekxbinaorp6ph3z4 | Initiating Questions: What do students need to know and do in order to be successful in a class where some students participate at a distance? |
| work_rrqmtxc2bvekxbinaorp6ph3z4 | Is online life a breeze? |
| work_rrqmtxc2bvekxbinaorp6ph3z4 | Is online life a breeze? |
| work_rrqmtxc2bvekxbinaorp6ph3z4 | Was it the same or harder? |
| work_rrqmtxc2bvekxbinaorp6ph3z4 | What does interaction in one of these classes look like? |
| work_rrqmtxc2bvekxbinaorp6ph3z4 | What types of technology enable learning in this way? |
| work_jhy6wboqh5gv7dsf2llxwecsva | Are there support structures for OER produc- tion? |
| work_jhy6wboqh5gv7dsf2llxwecsva | Are we ready for open educational resources? |
| work_jhy6wboqh5gv7dsf2llxwecsva | But the question that must be asked is: Does this apply in African contexts? |
| work_jhy6wboqh5gv7dsf2llxwecsva | Conclusion So what are the implications for OER development and sustainability in the broader African context? |
| work_jhy6wboqh5gv7dsf2llxwecsva | How sustainable is OER Health? |
| work_jhy6wboqh5gv7dsf2llxwecsva | Institutionalized cultural capital � Is institutional policy amenable to OER? |
| work_jhy6wboqh5gv7dsf2llxwecsva | Is the movement with its early adopters positioned to cross the chasm to an early majority and normativity? |
| work_jhy6wboqh5gv7dsf2llxwecsva | Objectified cultural capital � Is OER production doable and viable? |
| work_jhy6wboqh5gv7dsf2llxwecsva | What is social capital? |
| work_jhy6wboqh5gv7dsf2llxwecsva | Working with OER in African contexts: What are we learning? |
| work_jhy6wboqh5gv7dsf2llxwecsva | � Are productions original or adapted from existing sources? |
| work_jhy6wboqh5gv7dsf2llxwecsva | � Does project management provide suitable support and promote wider networking and collaboration? |
| work_jhy6wboqh5gv7dsf2llxwecsva | � Have OER produced in one participat- ing institution been used in another? |
| work_jhy6wboqh5gv7dsf2llxwecsva | � Is the website a pivotal resource for networking? |
| work_jhy6wboqh5gv7dsf2llxwecsva | � Is there a sufficient threshold of academics confident, competent, and active in OER production and use? |
| work_jhy6wboqh5gv7dsf2llxwecsva | � Is there alignment of relevant struc- tures( e.g., ICT, library)? |
| work_jhy6wboqh5gv7dsf2llxwecsva | � Is there funding for OER? |
| work_jhy6wboqh5gv7dsf2llxwecsva | � Preparedness to create OER? |
| work_jhy6wboqh5gv7dsf2llxwecsva | � What has been produced? |
| work_wdpgmxdw5fhf5kmvxywsgb4qza | ), Constructivist instruction: Success or failure?, pp. |
| work_wdpgmxdw5fhf5kmvxywsgb4qza | ;( 2) What shortcomings do English teachers observe in the writing pedagogy module and what improvements do they suggest? |
| work_wdpgmxdw5fhf5kmvxywsgb4qza | Bertram, C., 2011, ‘ What does research say about teacher learning and teacher knowledge? |
| work_wdpgmxdw5fhf5kmvxywsgb4qza | Kennedy, M.M., 1998, Learning to teach writing: Does teacher education make a difference?, Teachers College Press, New York. |
| work_wdpgmxdw5fhf5kmvxywsgb4qza | Moll, I., 2003, What is a learning- centred learning centre?, South African Institute for Distance Education( SAIDE), Johannesburg. |
| work_wdpgmxdw5fhf5kmvxywsgb4qza | • What shortcomings do English teachers observe in the writing pedagogy module and what improvements do they suggest? |
| work_i5eozmpi4vayrmzx4wku6uhtny | Cross- national validation of the What Is Happening In This Class? |
| work_i5eozmpi4vayrmzx4wku6uhtny | Do you know what you look like? |
| work_i5eozmpi4vayrmzx4wku6uhtny | Individual study, interactive multimedia, or cooperative learning: Which best supplements lecture- based distance education? |
| work_i5eozmpi4vayrmzx4wku6uhtny | Is enough too much? |
| work_i5eozmpi4vayrmzx4wku6uhtny | Is virtual education for real? |
| work_i5eozmpi4vayrmzx4wku6uhtny | Meanwhile, the What Is Happening In This Class? |
| work_i5eozmpi4vayrmzx4wku6uhtny | On target? |
| work_i5eozmpi4vayrmzx4wku6uhtny | Otherwise, why would students take the class? |
| work_i5eozmpi4vayrmzx4wku6uhtny | Panel discussion: Online education – are universities prepared? |
| work_i5eozmpi4vayrmzx4wku6uhtny | Similarly, Margianti( 2002) makes note of the use of the “ Indonesian version of the What Is Happening In This Class? ” questionnaire( p. 157). |
| work_i5eozmpi4vayrmzx4wku6uhtny | That is, to what extents do items within a scale measure the same construct as the other items in the scale? |
| work_i5eozmpi4vayrmzx4wku6uhtny | Towards expert knowledge? |
| work_i5eozmpi4vayrmzx4wku6uhtny | What do you want to be when you grow up? |
| work_i5eozmpi4vayrmzx4wku6uhtny | What is distance education? |
| work_i5eozmpi4vayrmzx4wku6uhtny | What is going on in your classroom? |
| work_i5eozmpi4vayrmzx4wku6uhtny | What motivates teachers to use ICT? |
| work_i5eozmpi4vayrmzx4wku6uhtny | What''s the difference? |
| work_i5eozmpi4vayrmzx4wku6uhtny | Why survey online? |
| work_ul6bwlwavjgibosfeibkkw5iz4 | 기술하는 것이 뭐고 레포트는 뭐고 북한말로는 기술하라는 것이라 는 것이 뭐라고 하는 것인가? |
| work_ul6bwlwavjgibosfeibkkw5iz4 | 리포트 보러 뭐라고 하는 것인가? |
| work_ul6bwlwavjgibosfeibkkw5iz4 | 뭐라고 그러더라? |
| work_ul6bwlwavjgibosfeibkkw5iz4 | 새터민 사이버학습 경험자들이 경험 한 내용은 무엇인가? |
| work_ul6bwlwavjgibosfeibkkw5iz4 | 야.. 어머니 나도 이런 나이에 어머니 나이에 공 부 할까요? |
| work_ul6bwlwavjgibosfeibkkw5iz4 | 이런** 작업 같은 거 막 찍은 거 놓고서는 편집할 때는 사람이 거기에 혼이 빠졌다고 할까요? |
| work_ul6bwlwavjgibosfeibkkw5iz4 | 제가 들어오면 딱 덮어버리 고.. 그래서 다른 짓 하는가 해서 그게 뭔데? |
| work_ul6bwlwavjgibosfeibkkw5iz4 | 하고 봤더니 글쎄 내 책을.. 그래 서 너 이 책을 왜 보니? |
| work_ul6bwlwavjgibosfeibkkw5iz4 | 하니까 어머니 공부하는 게 뭔지 궁금해서 그랬다 고.. 그러면서 엄마 책 나중에 자기한테 주면 안돼? |
| work_uuovx7s3hzggro3zx7jkdswtxe | A European Demos? |
| work_uuovx7s3hzggro3zx7jkdswtxe | Bowman ’s epigraph)? |
| work_uuovx7s3hzggro3zx7jkdswtxe | Did she, for example, hold the same view in 1993? |
| work_uuovx7s3hzggro3zx7jkdswtxe | From message posting to dialogue? |
| work_uuovx7s3hzggro3zx7jkdswtxe | Gone Shopping? |
| work_uuovx7s3hzggro3zx7jkdswtxe | How Revolutionary was the print revolution? |
| work_uuovx7s3hzggro3zx7jkdswtxe | If conversations are an exchange of meaning, how can they be regarded as outcomes, products or, in Bringlish( Brussels- English), as''deliverables''? |
| work_uuovx7s3hzggro3zx7jkdswtxe | Is the freezing of conversations enough? |
| work_uuovx7s3hzggro3zx7jkdswtxe | Should we freeze conversations in the form of audio- visual DVDs? |
| work_uuovx7s3hzggro3zx7jkdswtxe | Virtual Society? |
| work_uuovx7s3hzggro3zx7jkdswtxe | laws) applicable in other situations? |
| work_uuovx7s3hzggro3zx7jkdswtxe | the invention of the alphabet, zero, or moveable- type printing)? |
| work_ktdkparzxzdl5be7paqj5ts76i | Are older distance learners unrepresentative of their generation? |
| work_ktdkparzxzdl5be7paqj5ts76i | Are there differences between the motivation construct values when examined by socio- demographic variables? |
| work_ktdkparzxzdl5be7paqj5ts76i | From whence have we come? |
| work_ktdkparzxzdl5be7paqj5ts76i | However, with ample benefits documented, why are older adults not flocking to distance education programs? |
| work_ktdkparzxzdl5be7paqj5ts76i | Is there a relationship between the motivation constructs and distance education learning environment variables? |
| work_ktdkparzxzdl5be7paqj5ts76i | Is there a relationship between the motivation constructs and student satisfaction? |
| work_ktdkparzxzdl5be7paqj5ts76i | On the origins of helpless behavior of students with learning disabilities: Avoidance motivation? |
| work_ktdkparzxzdl5be7paqj5ts76i | Overview of Motivation Theory People have always speculated about the “ why? ” of action. |
| work_ktdkparzxzdl5be7paqj5ts76i | Participation in Lifelong Learning institutes: What turns members on? |
| work_ktdkparzxzdl5be7paqj5ts76i | What are the motivation constructs of older adult learners at the National Op University of Taiwan( NOUT)? |
| work_ktdkparzxzdl5be7paqj5ts76i | What are the socio- demographic characteristics of the participants? |
| work_ktdkparzxzdl5be7paqj5ts76i | What factors may prevent their enrollment? |
| work_ktdkparzxzdl5be7paqj5ts76i | What is it that I ’m trying to achieve? |
| work_ktdkparzxzdl5be7paqj5ts76i | What is your academic status at National Open University? |
| work_ktdkparzxzdl5be7paqj5ts76i | What is your gender? |
| work_ktdkparzxzdl5be7paqj5ts76i | What is your highest level of education completed? |
| work_ktdkparzxzdl5be7paqj5ts76i | What is your major? |
| work_ktdkparzxzdl5be7paqj5ts76i | What is your retirement condition? |
| work_ktdkparzxzdl5be7paqj5ts76i | When were you born? |
| work_x4gv4ounuvhgrfyvwrbhzgxqdu | A pedagogy of abundance or a pedagogy to support human beings? |
| work_x4gv4ounuvhgrfyvwrbhzgxqdu | Author accepted manuscript April 2016 12 Figure 2: Heatmap for the ‘ What is a Mind? ’ course showing patterns in steps completed. |
| work_x4gv4ounuvhgrfyvwrbhzgxqdu | Can you have repressed the obvious Freudian allusion?! |
| work_x4gv4ounuvhgrfyvwrbhzgxqdu | Could I ask that you perhaps write it in English as I do not understand Spanish(?). |
| work_x4gv4ounuvhgrfyvwrbhzgxqdu | Creating effective student engagement in online courses: What do students find engaging? |
| work_x4gv4ounuvhgrfyvwrbhzgxqdu | Figure 3 shows the total number of comments made by learners over the 42 day duration of the ‘ What is a Mind? ” course. |
| work_x4gv4ounuvhgrfyvwrbhzgxqdu | Figure 5: The proportion of learners continuing to the next step in the ‘ What is a Mind? ’ course. |
| work_x4gv4ounuvhgrfyvwrbhzgxqdu | Figure 5: The proportion of learners continuing to the next step in the ‘ What is a Mind? ’ course. |
| work_x4gv4ounuvhgrfyvwrbhzgxqdu | Massiveness+openness= new literacies of participation? |
| work_x4gv4ounuvhgrfyvwrbhzgxqdu | Our experience with Medicine and the Arts and What is a mind? |
| work_x4gv4ounuvhgrfyvwrbhzgxqdu | What to do...? |
| work_x4gv4ounuvhgrfyvwrbhzgxqdu | Will MOOCs transform learning and teaching in higher education? |
| work_3omeu3svlrgyraxbvlfwyich6i | Connect with the most prestigious organizations Looking for World Class Researchers? |
| work_3omeu3svlrgyraxbvlfwyich6i | Do you Complain About it? |
| work_3omeu3svlrgyraxbvlfwyich6i | Do you think one single model could fit all learners? |
| work_3omeu3svlrgyraxbvlfwyich6i | Do you think you should use other strategies as well? |
| work_3omeu3svlrgyraxbvlfwyich6i | E- Learning: Is this teaching at students or teaching with students? |
| work_3omeu3svlrgyraxbvlfwyich6i | E- learning: Between augmentation and disruption? |
| work_3omeu3svlrgyraxbvlfwyich6i | Following their engagement with the module materials have their thoughts about teaching changed? |
| work_3omeu3svlrgyraxbvlfwyich6i | For example, from Learning and Teaching 1: Why are there so many learning models? |
| work_3omeu3svlrgyraxbvlfwyich6i | How do you think your students should be taught? |
| work_3omeu3svlrgyraxbvlfwyich6i | If so( and if not), why? |
| work_3omeu3svlrgyraxbvlfwyich6i | Post your job on ScienceDirect Upload your CV/ resume and get recruited Searching for jobs can be hard work, so why not let the jobs come to you? |
| work_3omeu3svlrgyraxbvlfwyich6i | Post your job on ScienceDirect Upload your CV/ resume and get recruited Searching for jobs can be hard work, so why not let the jobs come to you? |
| work_3omeu3svlrgyraxbvlfwyich6i | The Impact of Blended Learning on Student Outcomes: is there room on the horse fo r two? |
| work_3omeu3svlrgyraxbvlfwyich6i | What strategies do you use to teach your students? |
| work_3omeu3svlrgyraxbvlfwyich6i | Why or why not? |
| work_3omeu3svlrgyraxbvlfwyich6i | Why or why not? |
| work_3omeu3svlrgyraxbvlfwyich6i | other strategies? |
| work_xvg65yh6nfeelgzo7q62d5mabe | ( 1) How do women enrolled in the distance education, professional doctoral programs describe their development as scholars and persistence? |
| work_xvg65yh6nfeelgzo7q62d5mabe | ( 3) How do women seek to integrate and balance their family of origin and current family system with their doctoral development and persistence? |
| work_xvg65yh6nfeelgzo7q62d5mabe | Beatrice highlighted the interplay between the relatedness to Does Family Matter? |
| work_xvg65yh6nfeelgzo7q62d5mabe | DOES FAMILY MATTER? |
| work_xvg65yh6nfeelgzo7q62d5mabe | Different for women? |
| work_xvg65yh6nfeelgzo7q62d5mabe | Does Family Matter? |
| work_xvg65yh6nfeelgzo7q62d5mabe | Does Family Matter? |
| work_xvg65yh6nfeelgzo7q62d5mabe | Does Family Matter? |
| work_xvg65yh6nfeelgzo7q62d5mabe | Does Family Matter? |
| work_xvg65yh6nfeelgzo7q62d5mabe | Does family matter? |
| work_xvg65yh6nfeelgzo7q62d5mabe | How many interviews are enough? |
| work_xvg65yh6nfeelgzo7q62d5mabe | I can hear my mother say[ she mimics her mother ’s voice], “ How can you sit on your computer and miss your daughter ’s game? |
| work_xvg65yh6nfeelgzo7q62d5mabe | In some cases, the Does Family Matter? |
| work_xvg65yh6nfeelgzo7q62d5mabe | My little girl can do anything she sets her mind to. ” He helped me envi- Does Family Matter? |
| work_xvg65yh6nfeelgzo7q62d5mabe | They spoke of their need for the family to tolerate, and, ideally, encourage their scholarly Does Family Matter? |
| work_xvg65yh6nfeelgzo7q62d5mabe | Work and family — Allies or enemies? |
| work_xvg65yh6nfeelgzo7q62d5mabe | “ What''s too much and what''s too little? ” The process of becoming an independent re- searcher in doctoral education. |
| work_ymgg7ip5cravfcviiq3lgkflli | Can the class be categorized into several broad subgroups, each with different characteristics? |
| work_ymgg7ip5cravfcviiq3lgkflli | Can the hardware be improved? |
| work_ymgg7ip5cravfcviiq3lgkflli | Can things be done to the interactive instructional classroom to aid instruction in the future? |
| work_ymgg7ip5cravfcviiq3lgkflli | How to Determine the Quality of the Instruction? |
| work_ymgg7ip5cravfcviiq3lgkflli | How will the students apply the knowledge gained in the course, and how is it sequenced with other courses? |
| work_ymgg7ip5cravfcviiq3lgkflli | If a problem does not relate to hardware, then what was the problem? |
| work_ymgg7ip5cravfcviiq3lgkflli | If a problem occurs with the lesson because of the hardware components of the system, what was the nature of the problem? |
| work_ymgg7ip5cravfcviiq3lgkflli | Is it better to see the instructor, the visuals, or other students? |
| work_ymgg7ip5cravfcviiq3lgkflli | Issues to Address in the Planning Process Who are the Learners? |
| work_ymgg7ip5cravfcviiq3lgkflli | The first relates to reflection on the action or activity:"Is this approach going to work?" |
| work_ymgg7ip5cravfcviiq3lgkflli | The second question then is,"How can I make this better?" |
| work_ymgg7ip5cravfcviiq3lgkflli | Was the problem because of a temporary interference with the transmission? |
| work_ymgg7ip5cravfcviiq3lgkflli | Was weather or some other non- controllable issue causing problems with the transmission? |
| work_ymgg7ip5cravfcviiq3lgkflli | What Teaching Strategies and Media to Use? |
| work_ymgg7ip5cravfcviiq3lgkflli | What is the Essential Content? |
| work_ymgg7ip5cravfcviiq3lgkflli | What is the Learning Environment? |
| work_ymgg7ip5cravfcviiq3lgkflli | What is the level of familiarity of the students with the instructional methods and technological delivery systems under consideration? |
| work_ymgg7ip5cravfcviiq3lgkflli | What materials will be available in libraries and laboratories? |
| work_ymgg7ip5cravfcviiq3lgkflli | What materials will they have at hand? |
| work_ymgg7ip5cravfcviiq3lgkflli | What will the students do during the lesson time if the technology is not operating properly? |
| work_ymgg7ip5cravfcviiq3lgkflli | Will students have access to resources for easy communication with the instructor? |
| work_vnixtekwwbdp5kfwqq7brrdpmm | ( p. 24) DISTANCE EDUCATION: A THREAT TO THE ACADEMY? |
| work_vnixtekwwbdp5kfwqq7brrdpmm | And that is a good thing; on what other basis would one decide what sort of"particular knowledge or skills"is appropriate for solving a problem? |
| work_vnixtekwwbdp5kfwqq7brrdpmm | DISTANCE EDUCATION: A THREAT TO THE ACADEMY? |
| work_vnixtekwwbdp5kfwqq7brrdpmm | DISTANCE EDUCATION: A THREAT TO THE ACADEMY? |
| work_vnixtekwwbdp5kfwqq7brrdpmm | DISTANCE EDUCATION: A THREAT TO THE ACADEMY? |
| work_vnixtekwwbdp5kfwqq7brrdpmm | Did they simply acquire factual information, or did they learn to analyze, synthesize, and exercise crit- ical judgement about the subject matter?" |
| work_vnixtekwwbdp5kfwqq7brrdpmm | Distance education: Has technology become a threat to the academy? |
| work_vnixtekwwbdp5kfwqq7brrdpmm | Finally, are the rights of the faculty and professional staff protected? |
| work_vnixtekwwbdp5kfwqq7brrdpmm | First, does the technology make sense educationally? |
| work_vnixtekwwbdp5kfwqq7brrdpmm | How are these conveyed in a distance education environ- ment? |
| work_vnixtekwwbdp5kfwqq7brrdpmm | How much does it cost to develop a distance learning course? |
| work_vnixtekwwbdp5kfwqq7brrdpmm | Is instructional content just"data,"or does instruction also involve problem solving, mentoring, and acculturation? |
| work_vnixtekwwbdp5kfwqq7brrdpmm | Is there a realistic cost- benefit analysis? |
| work_vnixtekwwbdp5kfwqq7brrdpmm | Second, does the technology make sense financially? |
| work_vnixtekwwbdp5kfwqq7brrdpmm | Techies vs.? |
| work_vnixtekwwbdp5kfwqq7brrdpmm | They ask, for example, what, if anything, is lost when students and teachers are not together in the classroom? |
| work_vnixtekwwbdp5kfwqq7brrdpmm | Third, will all students and faculty have access to the new technology and know how to use it? |
| work_vnixtekwwbdp5kfwqq7brrdpmm | WHO''S IN CHARGE HERE? |
| work_vnixtekwwbdp5kfwqq7brrdpmm | WILSON, J. M.( 1997b, March/ April) Will the ivory tower survive the electronic village? |
| work_vnixtekwwbdp5kfwqq7brrdpmm | What instructional improvement could be anticipated if that money were directed to other instructional support? |
| work_vnixtekwwbdp5kfwqq7brrdpmm | What is their interest in pressing technology into the classroom? |
| work_vnixtekwwbdp5kfwqq7brrdpmm | What other sources ofpush can be identified? |
| work_5ks5cd2w35bl7efincrtwii7ym | ( 1999) What ’s the difference? |
| work_5ks5cd2w35bl7efincrtwii7ym | ( 2004) How does distance education compare with classroom instruc- tion? |
| work_5ks5cd2w35bl7efincrtwii7ym | 141- 162 ISSN: 1130- 3743 142 LORENZO GARCÍA ARETIO Y MARTA RUIZ CORBELLA LA EFICACIA EN LA EDUCACIÓN A DISTANCIA: ¿ UN PROBLEMA RESUELTO? |
| work_5ks5cd2w35bl7efincrtwii7ym | 141- 162 LORENZO GARCÍA ARETIO Y MARTA RUIZ CORBELLA 143 LA EFICACIA EN LA EDUCACIÓN A DISTANCIA: ¿ UN PROBLEMA RESUELTO? |
| work_5ks5cd2w35bl7efincrtwii7ym | 141- 162 LORENZO GARCÍA ARETIO Y MARTA RUIZ CORBELLA 145 LA EFICACIA EN LA EDUCACIÓN A DISTANCIA: ¿ UN PROBLEMA RESUELTO? |
| work_5ks5cd2w35bl7efincrtwii7ym | 141- 162 LORENZO GARCÍA ARETIO Y MARTA RUIZ CORBELLA 147 LA EFICACIA EN LA EDUCACIÓN A DISTANCIA: ¿ UN PROBLEMA RESUELTO? |
| work_5ks5cd2w35bl7efincrtwii7ym | 141- 162 LORENZO GARCÍA ARETIO Y MARTA RUIZ CORBELLA 149 LA EFICACIA EN LA EDUCACIÓN A DISTANCIA: ¿ UN PROBLEMA RESUELTO? |
| work_5ks5cd2w35bl7efincrtwii7ym | 141- 162 LORENZO GARCÍA ARETIO Y MARTA RUIZ CORBELLA 151 LA EFICACIA EN LA EDUCACIÓN A DISTANCIA: ¿ UN PROBLEMA RESUELTO? |
| work_5ks5cd2w35bl7efincrtwii7ym | 141- 162 LORENZO GARCÍA ARETIO Y MARTA RUIZ CORBELLA 153 LA EFICACIA EN LA EDUCACIÓN A DISTANCIA: ¿ UN PROBLEMA RESUELTO? |
| work_5ks5cd2w35bl7efincrtwii7ym | 141- 162 LORENZO GARCÍA ARETIO Y MARTA RUIZ CORBELLA 155 LA EFICACIA EN LA EDUCACIÓN A DISTANCIA: ¿ UN PROBLEMA RESUELTO? |
| work_5ks5cd2w35bl7efincrtwii7ym | 141- 162 LORENZO GARCÍA ARETIO Y MARTA RUIZ CORBELLA 157 LA EFICACIA EN LA EDUCACIÓN A DISTANCIA: ¿ UN PROBLEMA RESUELTO? |
| work_5ks5cd2w35bl7efincrtwii7ym | 141- 162 LORENZO GARCÍA ARETIO Y MARTA RUIZ CORBELLA 159 LA EFICACIA EN LA EDUCACIÓN A DISTANCIA: ¿ UN PROBLEMA RESUELTO? |
| work_5ks5cd2w35bl7efincrtwii7ym | 141- 162 LORENZO GARCÍA ARETIO Y MARTA RUIZ CORBELLA 161 LA EFICACIA EN LA EDUCACIÓN A DISTANCIA: ¿ UN PROBLEMA RESUELTO? |
| work_5ks5cd2w35bl7efincrtwii7ym | 144 LORENZO GARCÍA ARETIO Y MARTA RUIZ CORBELLA LA EFICACIA EN LA EDUCACIÓN A DISTANCIA: ¿ UN PROBLEMA RESUELTO? |
| work_5ks5cd2w35bl7efincrtwii7ym | 148 LORENZO GARCÍA ARETIO Y MARTA RUIZ CORBELLA LA EFICACIA EN LA EDUCACIÓN A DISTANCIA: ¿ UN PROBLEMA RESUELTO? |
| work_5ks5cd2w35bl7efincrtwii7ym | 150 LORENZO GARCÍA ARETIO Y MARTA RUIZ CORBELLA LA EFICACIA EN LA EDUCACIÓN A DISTANCIA: ¿ UN PROBLEMA RESUELTO? |
| work_5ks5cd2w35bl7efincrtwii7ym | 152 LORENZO GARCÍA ARETIO Y MARTA RUIZ CORBELLA LA EFICACIA EN LA EDUCACIÓN A DISTANCIA: ¿ UN PROBLEMA RESUELTO? |
| work_5ks5cd2w35bl7efincrtwii7ym | 154 LORENZO GARCÍA ARETIO Y MARTA RUIZ CORBELLA LA EFICACIA EN LA EDUCACIÓN A DISTANCIA: ¿ UN PROBLEMA RESUELTO? |
| work_5ks5cd2w35bl7efincrtwii7ym | 156 LORENZO GARCÍA ARETIO Y MARTA RUIZ CORBELLA LA EFICACIA EN LA EDUCACIÓN A DISTANCIA: ¿ UN PROBLEMA RESUELTO? |
| work_5ks5cd2w35bl7efincrtwii7ym | 160 LORENZO GARCÍA ARETIO Y MARTA RUIZ CORBELLA LA EFICACIA EN LA EDUCACIÓN A DISTANCIA: ¿ UN PROBLEMA RESUELTO? |
| work_5ks5cd2w35bl7efincrtwii7ym | 162 LORENZO GARCÍA ARETIO Y MARTA RUIZ CORBELLA LA EFICACIA EN LA EDUCACIÓN A DISTANCIA: ¿ UN PROBLEMA RESUELTO? |
| work_5ks5cd2w35bl7efincrtwii7ym | = L’efficacité dans l’éducation à distance: un problème résolu? |
| work_5ks5cd2w35bl7efincrtwii7ym | = The efficiency in distance education: a resolved problem? |
| work_5ks5cd2w35bl7efincrtwii7ym | A resolved problem? |
| work_5ks5cd2w35bl7efincrtwii7ym | BASU, S.( 2005) If there is no significant difference, why should we care? |
| work_5ks5cd2w35bl7efincrtwii7ym | LA EFICACIA EN LA EDUCACIÓN A DISTANCIA: ¿ UN PROBLEMA RESUELTO? |
| work_5ks5cd2w35bl7efincrtwii7ym | La eficacia en la educación a distancia: ¿ un problema resuelto? |
| work_5ks5cd2w35bl7efincrtwii7ym | Por lo expuesto hasta ahora podríamos preguntarnos, ¿ es que no existen in- convenientes en esta modalidad a distancia? |
| work_5ks5cd2w35bl7efincrtwii7ym | REFERENCIAS BIBLIOGRÁFICAS ANDERSON, T.( 2005) Distance learning- Social software ’s killer ap? |
| work_5ks5cd2w35bl7efincrtwii7ym | Un problème résolu? |
| work_5ks5cd2w35bl7efincrtwii7ym | ¿ Cabe mayor democratización del conocimiento, no sólo en el acceso sino también en la creación? |
| work_5ks5cd2w35bl7efincrtwii7ym | ¿ ESTÁ PROBADO QUE LA EDUCACIÓN A DISTANCIA ES EFICAZ? |
| work_5ks5cd2w35bl7efincrtwii7ym | ¿ SE SIGUE DUDANDO DE LA EFICACIA DE LA EDUCACIÓN A DISTANCIA? |
| work_5ks5cd2w35bl7efincrtwii7ym | ¿ SOLEDAD O INTERACCIÓN SOCIAL? |
| work_5ks5cd2w35bl7efincrtwii7ym | —( 2009) ¿ Por qué va ganando la educación a distancia? |
| work_vfocrxhe4rfyjfxoin2pmp744u | How long will it take? work_vfocrxhe4rfyjfxoin2pmp744u ( 2) how does technology influence the interaction in the classrooms? work_vfocrxhe4rfyjfxoin2pmp744u ( to Janet: Can they hear me?) work_vfocrxhe4rfyjfxoin2pmp744u 2: How does technology influence the interaction in the classrooms? work_vfocrxhe4rfyjfxoin2pmp744u 3: Does the distance have any other effects on communication in or between the classrooms? work_vfocrxhe4rfyjfxoin2pmp744u Can all subject areas even be successfully taught over the system? work_vfocrxhe4rfyjfxoin2pmp744u Did the students feel any connection with those at the origination site? work_vfocrxhe4rfyjfxoin2pmp744u I ca n''t sayWhat''s your name?" |
| work_vfocrxhe4rfyjfxoin2pmp744u | If either of these is true, will teaching and communication strategies be affected? |
| work_vfocrxhe4rfyjfxoin2pmp744u | In an attempt to answer the question,"Is the level of student interaction related to student course outcomes or attitudes?" |
| work_vfocrxhe4rfyjfxoin2pmp744u | Is interaction important across all subject areas? |
| work_vfocrxhe4rfyjfxoin2pmp744u | Is it true that interaction is not important to adult learners, or are other issues just more urgent? |
| work_vfocrxhe4rfyjfxoin2pmp744u | Is this a problem common to distance learning? |
| work_vfocrxhe4rfyjfxoin2pmp744u | Is this true of other college courses being taught over the telecommunications system? |
| work_vfocrxhe4rfyjfxoin2pmp744u | Live and interactive: Is it really important? |
| work_vfocrxhe4rfyjfxoin2pmp744u | Or could technology actually encourage apprehenSive students to be more expressive since they are not face- to- face? |
| work_vfocrxhe4rfyjfxoin2pmp744u | RQ1: What are the influences on the communication that takes place between the actors? |
| work_vfocrxhe4rfyjfxoin2pmp744u | RQ2: How does technology affect the interaction in the classrooms? |
| work_vfocrxhe4rfyjfxoin2pmp744u | RQ3: Does the distance have any other effects on communication in or between the classrooms? |
| work_vfocrxhe4rfyjfxoin2pmp744u | Should remote students be required or encouraged to visit the main campus? |
| work_vfocrxhe4rfyjfxoin2pmp744u | Should teachers be expected to visit or transmit from remote sites? |
| work_vfocrxhe4rfyjfxoin2pmp744u | Will it be possible to foster classroom community in these situations and is classroom community an important issue in mediated classrooms? |
| work_vfocrxhe4rfyjfxoin2pmp744u | Will students who are uncomfortable with technology be discouraged from interacting? |
| work_vfocrxhe4rfyjfxoin2pmp744u | Will the branching out of educational access result in a more diverse student population? |
| work_vfocrxhe4rfyjfxoin2pmp744u | Would these things foster classroom community? |
| work_vfocrxhe4rfyjfxoin2pmp744u | and( 3) does the distance have any other effects on communication in or between classrooms? |
| work_h2eu6e7jgras7awzqssyxqswli | ( 1), and what worked? |
| work_h2eu6e7jgras7awzqssyxqswli | - The types of the instructor � s stories were: advice( 1 story), why? |
| work_h2eu6e7jgras7awzqssyxqswli | 1.3 What are some differences between a technology and a gadget? |
| work_h2eu6e7jgras7awzqssyxqswli | 2.2 Have you ever worked in or encountered what Senge would call a true learning organization? |
| work_h2eu6e7jgras7awzqssyxqswli | 3.3 What future do you see for print in your environment? |
| work_h2eu6e7jgras7awzqssyxqswli | 4.3 What future do you see for audio- based technologies in your organization? |
| work_h2eu6e7jgras7awzqssyxqswli | 5.3 What future do you see for video- based technologies in your organization? |
| work_h2eu6e7jgras7awzqssyxqswli | 6.3 What do you see as the future of computer- based training( CBT) in your organization, if any? |
| work_h2eu6e7jgras7awzqssyxqswli | 7.2 Have you ever been in the role of change agent? |
| work_h2eu6e7jgras7awzqssyxqswli | Did anything strike you as useful, absurd, contrary to your experience, biased, or otherwise interesting in some way? |
| work_h2eu6e7jgras7awzqssyxqswli | Do you have a background in technology you want to mention? |
| work_h2eu6e7jgras7awzqssyxqswli | Especially, what changes do you expect to see in its use? |
| work_h2eu6e7jgras7awzqssyxqswli | Guess what? |
| work_h2eu6e7jgras7awzqssyxqswli | How does distance education compare to classroom instruction? |
| work_h2eu6e7jgras7awzqssyxqswli | How does it decide whether to adopt it or not? |
| work_h2eu6e7jgras7awzqssyxqswli | How well does the model apply? |
| work_h2eu6e7jgras7awzqssyxqswli | Is there such a thing as a"non- advanced � technology? |
| work_h2eu6e7jgras7awzqssyxqswli | Patience would be part of that formula I''m sure??? |
| work_h2eu6e7jgras7awzqssyxqswli | Patience would be part of that formula I''m sure??? |
| work_h2eu6e7jgras7awzqssyxqswli | Patience would be part of that formula I''m sure??? |
| work_h2eu6e7jgras7awzqssyxqswli | Table 3: Narrative types( per Jonassen, 1998), by unit, students � posts only Unit Type 1 � What worked/ didn � t work? |
| work_h2eu6e7jgras7awzqssyxqswli | Type 2 � Why? |
| work_h2eu6e7jgras7awzqssyxqswli | Unit 1: 1.1 The title of this course might raise some questions: what are advanced technologies? |
| work_h2eu6e7jgras7awzqssyxqswli | Unit 4: 4.1 Based on your experience, what is a major merit or shortcoming of audio- based technologies in your organization? |
| work_h2eu6e7jgras7awzqssyxqswli | Unit 5: 5.1 Based on your experience, what is a major merit or shortcoming of video- based technologies in your organization? |
| work_h2eu6e7jgras7awzqssyxqswli | What caused the barrier? |
| work_h2eu6e7jgras7awzqssyxqswli | What do you expect when you see the term? |
| work_h2eu6e7jgras7awzqssyxqswli | What improvements would have made the team more effective? |
| work_h2eu6e7jgras7awzqssyxqswli | What is a"learning technology"? |
| work_h2eu6e7jgras7awzqssyxqswli | What is a"technology?" |
| work_h2eu6e7jgras7awzqssyxqswli | What makes a technology advanced? |
| work_h2eu6e7jgras7awzqssyxqswli | What makes a tool a technology? |
| work_h2eu6e7jgras7awzqssyxqswli | What might reduce or eliminate it? |
| work_h2eu6e7jgras7awzqssyxqswli | What types of CBT are you familiar with, and how well do they work? |
| work_h2eu6e7jgras7awzqssyxqswli | What was the frequency of stories( Table 2)? |
| work_h2eu6e7jgras7awzqssyxqswli | Which criteria are critical, in your experience? |
| work_h2eu6e7jgras7awzqssyxqswli | Why? |
| work_wfsfvrsu4jdelkuuhd77tnedju | Considering the content of your class(es), who is the primary author? |
| work_wfsfvrsu4jdelkuuhd77tnedju | Considering your most recent FULL WEEK of teaching at THIS school: What is your main teaching field? |
| work_wfsfvrsu4jdelkuuhd77tnedju | Degree or certificate If yes, record your: Major field(s) of study( Record all that apply) Bachelor ’s degree(s)? |
| work_wfsfvrsu4jdelkuuhd77tnedju | Do you currently teach at least one class in grades K–12 online? |
| work_wfsfvrsu4jdelkuuhd77tnedju | Do you hold the following degrees or certificates? |
| work_wfsfvrsu4jdelkuuhd77tnedju | Doctorate degree(s)? |
| work_wfsfvrsu4jdelkuuhd77tnedju | How do we transform our schools? |
| work_wfsfvrsu4jdelkuuhd77tnedju | How do you classify your main assignment at THIS school( i.e., the activ- ity at which you spend most of your time) during this school year? |
| work_wfsfvrsu4jdelkuuhd77tnedju | How would you classify the school in which you currently teach? |
| work_wfsfvrsu4jdelkuuhd77tnedju | However, the question asked, “ What is the number of students you teach online? |
| work_wfsfvrsu4jdelkuuhd77tnedju | In which state do you currently teach? |
| work_wfsfvrsu4jdelkuuhd77tnedju | Including this school year, how many years have you been employed as a teacher at THIS school? |
| work_wfsfvrsu4jdelkuuhd77tnedju | Including this school year, how many years have you been employed as a teacher? |
| work_wfsfvrsu4jdelkuuhd77tnedju | Master ’s degree(s)? |
| work_wfsfvrsu4jdelkuuhd77tnedju | Other degree(s)? |
| work_wfsfvrsu4jdelkuuhd77tnedju | Was this type of teaching always a goal? |
| work_wfsfvrsu4jdelkuuhd77tnedju | Was this type of • teaching always a goal? |
| work_wfsfvrsu4jdelkuuhd77tnedju | What are online educators ’ overall impressions and experiences with teaching in a virtual environment? |
| work_wfsfvrsu4jdelkuuhd77tnedju | What is the number of students you teach online? |
| work_wfsfvrsu4jdelkuuhd77tnedju | What is the total number of classes you teach online? |
| work_wfsfvrsu4jdelkuuhd77tnedju | What is your age group? |
| work_wfsfvrsu4jdelkuuhd77tnedju | What is your gender? |
| work_wfsfvrsu4jdelkuuhd77tnedju | What led you to your current position? |
| work_wfsfvrsu4jdelkuuhd77tnedju | What led you to your current position? |
| work_wfsfvrsu4jdelkuuhd77tnedju | What race/ ethnicity do you consider yourself? |
| work_wfsfvrsu4jdelkuuhd77tnedju | Which best describes the way YOUR classes at this school are organized? |
| work_wfsfvrsu4jdelkuuhd77tnedju | Which grades do you currently teach at this school? |
| work_wfsfvrsu4jdelkuuhd77tnedju | Which of the following best describes the format of your online classes? |
| work_wfsfvrsu4jdelkuuhd77tnedju | Which of the following describes the format of your online teaching? |
| work_wfsfvrsu4jdelkuuhd77tnedju | Which specific courses do you teach online?___________________ 13. |
| work_6ceadrst7zhppe7nqxpkwnju6m | ; impact of geography and the socio- political- economic conditions as these may affect access C Costs: What is the cost structure of each technology? |
| work_6ceadrst7zhppe7nqxpkwnju6m | But is this so? |
| work_6ceadrst7zhppe7nqxpkwnju6m | Can the technology be sustained once donor money dries up? |
| work_6ceadrst7zhppe7nqxpkwnju6m | Does it support interactive, two- way communication? |
| work_6ceadrst7zhppe7nqxpkwnju6m | How accessible is the local centre? |
| work_6ceadrst7zhppe7nqxpkwnju6m | How are services to be delivered? |
| work_6ceadrst7zhppe7nqxpkwnju6m | How easy is it to be used? |
| work_6ceadrst7zhppe7nqxpkwnju6m | How flexible is the technology for a particular target group? |
| work_6ceadrst7zhppe7nqxpkwnju6m | How many people can be accommodated at the same time without losing effectiveness? |
| work_6ceadrst7zhppe7nqxpkwnju6m | How quickly can service messages and characteristics be changed? |
| work_6ceadrst7zhppe7nqxpkwnju6m | I have sought to summarise some of the findings by addressing three questions: • Where should we start when considering student services? |
| work_6ceadrst7zhppe7nqxpkwnju6m | Is delivery to the home, or a local centre? |
| work_6ceadrst7zhppe7nqxpkwnju6m | Is the supply over- dependent upon a single manufacturer or are their industry standards enabling a choice of suppliers? |
| work_6ceadrst7zhppe7nqxpkwnju6m | Oblinger, D. 2001, ‘ Will e- business shape the future of open and distance learning? ’, Open Learning vol. |
| work_6ceadrst7zhppe7nqxpkwnju6m | S Speed: How quickly can services be mounted and delivered using this technology? |
| work_6ceadrst7zhppe7nqxpkwnju6m | Sewart, D. 1983, ‘ Distance teaching: a contradiction in terms? ’, in Distance education: International perspectives, eds. |
| work_6ceadrst7zhppe7nqxpkwnju6m | To what extent does the technology put the student in control of the situation? |
| work_6ceadrst7zhppe7nqxpkwnju6m | Understanding of technology and organisational capability N Novelty: How new is this technology? |
| work_6ceadrst7zhppe7nqxpkwnju6m | What approaches best meet these needs? |
| work_6ceadrst7zhppe7nqxpkwnju6m | What are the running costs? |
| work_6ceadrst7zhppe7nqxpkwnju6m | What are the technologies for supporting the service delivery? |
| work_6ceadrst7zhppe7nqxpkwnju6m | What changes in organisation need to be made? |
| work_6ceadrst7zhppe7nqxpkwnju6m | What is the absolute capital cost? |
| work_6ceadrst7zhppe7nqxpkwnju6m | What is the total cost providing the service to all students? |
| work_6ceadrst7zhppe7nqxpkwnju6m | What is the unit cost per learner of providing support through the technology? |
| work_6ceadrst7zhppe7nqxpkwnju6m | What kind of services should be provided? |
| work_6ceadrst7zhppe7nqxpkwnju6m | What will students be asked to pay? |
| work_6ceadrst7zhppe7nqxpkwnju6m | Where should we start when considering student services? |
| work_6ceadrst7zhppe7nqxpkwnju6m | Will all students be able to use the service, or will some( the disabled, for example) be excluded? |
| work_6ceadrst7zhppe7nqxpkwnju6m | Will it allow synchronous communication, or not? |
| work_6ceadrst7zhppe7nqxpkwnju6m | Will it attract external funding( it is often easier to find donor money for newer technology)? |
| work_6ceadrst7zhppe7nqxpkwnju6m | Will it support the development of different types of skills? |
| work_6ceadrst7zhppe7nqxpkwnju6m | Will students be able to access the technology in the home, or will there be other users wanting access for other purposes? |
| work_6ceadrst7zhppe7nqxpkwnju6m | Will students need to learn how to use the technology, and if so, how will training be provided? |
| work_6ceadrst7zhppe7nqxpkwnju6m | Will the media/ technology support the desired presentational framework for the delivery of knowledge and information? |
| work_6ceadrst7zhppe7nqxpkwnju6m | Will they b able to afford to pay for the service? |
| work_6ceadrst7zhppe7nqxpkwnju6m | tutors)? |
| work_6ceadrst7zhppe7nqxpkwnju6m | • How are services to be delivered? |
| work_6ceadrst7zhppe7nqxpkwnju6m | • What kind of services should be provided? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | 2.What does this suggest as regards to the design of distance education? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | 3.What does this suggest as regards to the provision or the delivery of distance education? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | And if so, is the delivery platform a private or public good? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | Are those transparencies analogous? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | Should they be? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | What are the 3 words that comes first in your mind, when somebody mentions about “ Asynchronous Distance Education ”? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | What are the 3 words that comes first in your mind, when somebody mentions about “ Audiotext ”? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | What are the 3 words that comes first in your mind, when somebody mentions about “ Blended Distance Education ”? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | What are the 3 words that comes first in your mind, when somebody mentions about “ Computer ”? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | What are the 3 words that comes first in your mind, when somebody mentions about “ Distance Education ”? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | What are the 3 words that comes first in your mind, when somebody mentions about “ E- Education ”? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | What are the 3 words that comes first in your mind, when somebody mentions about “ E- book ”? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | What are the 3 words that comes first in your mind, when somebody mentions about “ E- mail ”? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | What are the 3 words that comes first in your mind, when somebody mentions about “ Home Page ”? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | What are the 3 words that comes first in your mind, when somebody mentions about “ Internet ”? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | What are the 3 words that comes first in your mind, when somebody mentions about “ Mobile Education ”? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | What are the 3 words that comes first in your mind, when somebody mentions about “ Online Education ”? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | What are the 3 words that comes first in your mind, when somebody mentions about “ Search Engine ”? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | What are the 3 words that comes first in your mind, when somebody mentions about “ Synchronous Distance Education ”? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | What are the 3 words that comes first in your mind, when somebody mentions about “ Technology ”? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | What are the 3 words that comes first in your mind, when somebody mentions about “ Teleconferencing ”? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | What are the 3 words that comes first in your mind, when somebody mentions about “ URL ”? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | What are the 3 words that comes first in your mind, when somebody mentions about “ Videoconferance ”? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | What are the 3 words that comes first in your mind, when somebody mentions about “ Virtual Library ”? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | What are the 3 words that comes first in your mind, when somebody mentions about “ WWW ”? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | What if distance education essentially occurs in the human mind? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | Why you have chosen these? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | Why you have chosen these? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | Why you have chosen these? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | Why you have chosen these? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | Why you have chosen these? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | Why you have chosen these? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | Why you have chosen these? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | Why you have chosen these? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | Why you have chosen these? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | Why you have chosen these? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | Why you have chosen these? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | Why you have chosen these? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | Why you have chosen these? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | Why you have chosen these? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | Why you have chosen these? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | Why you have chosen these? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | Why you have chosen these? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | Why you have chosen these? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | Why you have chosen these? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | Why you have chosen these? |
| work_62v4bh5cybbatjkf2yrmhx6b5a | that members have developed over time? |
| work_auc6cf5owjfbtpxznq5eu7um44 | What is Social Informatics and Why Does it Matter? |
| work_auc6cf5owjfbtpxznq5eu7um44 | And how much work do you have outside of school work? |
| work_auc6cf5owjfbtpxznq5eu7um44 | Distance Learning: Promise or Threat? |
| work_auc6cf5owjfbtpxznq5eu7um44 | Drawn to the Light, Burned by the flame? |
| work_auc6cf5owjfbtpxznq5eu7um44 | How do you feel the sense of a community of learning in this course? |
| work_auc6cf5owjfbtpxznq5eu7um44 | How do you like this web- based class? |
| work_auc6cf5owjfbtpxznq5eu7um44 | How do you think it facilitates learning? |
| work_auc6cf5owjfbtpxznq5eu7um44 | How do you understand other students without seeing them face- to- face? |
| work_auc6cf5owjfbtpxznq5eu7um44 | How familiar were you with computers before taking this course? |
| work_auc6cf5owjfbtpxznq5eu7um44 | How many credit hours are you taking this semester other than this course? |
| work_auc6cf5owjfbtpxznq5eu7um44 | How much do you spend preparing and teaching this course?? |
| work_auc6cf5owjfbtpxznq5eu7um44 | How much do you spend preparing and teaching this course?? |
| work_auc6cf5owjfbtpxznq5eu7um44 | How much time do you spend working on this course weekly? |
| work_auc6cf5owjfbtpxznq5eu7um44 | How would you give feedback to the student? |
| work_auc6cf5owjfbtpxznq5eu7um44 | I do n’t want to be here anymore … I: Too much information? |
| work_auc6cf5owjfbtpxznq5eu7um44 | I mean, we are looking for things, lesson plans that we have to evaluate, right? |
| work_auc6cf5owjfbtpxznq5eu7um44 | I was so frustrated because everyone else could do it, but why not me? |
| work_auc6cf5owjfbtpxznq5eu7um44 | I: Did you complain to your instructor? |
| work_auc6cf5owjfbtpxznq5eu7um44 | I: Four hours? |
| work_auc6cf5owjfbtpxznq5eu7um44 | I: How long have you been here? |
| work_auc6cf5owjfbtpxznq5eu7um44 | I: What ’s the biggest problem in this course? |
| work_auc6cf5owjfbtpxznq5eu7um44 | Is technology a silver bullet? |
| work_auc6cf5owjfbtpxznq5eu7um44 | Is there anything else I should know? |
| work_auc6cf5owjfbtpxznq5eu7um44 | Is there anything else I should know? |
| work_auc6cf5owjfbtpxznq5eu7um44 | Is there anything else you want to tell me about this course? |
| work_auc6cf5owjfbtpxznq5eu7um44 | Is there anything else you want to tell me about this course? |
| work_auc6cf5owjfbtpxznq5eu7um44 | Kathy muttered,"What am I supposed to do? |
| work_auc6cf5owjfbtpxznq5eu7um44 | Prisoners to technology? |
| work_auc6cf5owjfbtpxznq5eu7um44 | She suggested going to a virtual bar to her classmates by typing: How about the bar?, and saw everyone ’s agreement with her suggestion. |
| work_auc6cf5owjfbtpxznq5eu7um44 | That hurt, you know? |
| work_auc6cf5owjfbtpxznq5eu7um44 | Therefore, Kathy typed: Are we supposed to move around now? |
| work_auc6cf5owjfbtpxznq5eu7um44 | What are the biggest problems so far to take this course? |
| work_auc6cf5owjfbtpxznq5eu7um44 | What are the difficulties to teach this course? |
| work_auc6cf5owjfbtpxznq5eu7um44 | What are the enjoyable parts in teaching this course? |
| work_auc6cf5owjfbtpxznq5eu7um44 | What are the issues that you particularly concern when you teach this course in this way? |
| work_auc6cf5owjfbtpxznq5eu7um44 | What do you gain most from this course? |
| work_auc6cf5owjfbtpxznq5eu7um44 | What do you want your students to gain from the course? |
| work_auc6cf5owjfbtpxznq5eu7um44 | What does it test? |
| work_auc6cf5owjfbtpxznq5eu7um44 | What instructional technique do you apply to this course? |
| work_auc6cf5owjfbtpxznq5eu7um44 | What is frustrating most as a part of taking this class? |
| work_auc6cf5owjfbtpxznq5eu7um44 | What is your impression about the students in the course? |
| work_auc6cf5owjfbtpxznq5eu7um44 | When she saw a message referring to Ann, she typed: Who ’s Ann? |
| work_auc6cf5owjfbtpxznq5eu7um44 | When you have a problem whom you can ask for help? |
| work_auc6cf5owjfbtpxznq5eu7um44 | Why did you decide to take this course through distance education? |
| work_thykcuwgv5hk7hxoyboft5gani | ), effectiveness( Were outcomes achieved? |
| work_thykcuwgv5hk7hxoyboft5gani | ), impact( Did the program make a difference? |
| work_thykcuwgv5hk7hxoyboft5gani | ), organizational context( How did the organization affect the project?) |
| work_thykcuwgv5hk7hxoyboft5gani | Authentication Is there concern about the integrity of assessment submissions, or are there other formats that might preclude this operation? |
| work_thykcuwgv5hk7hxoyboft5gani | Communities of Are they encouraged through collaborative activity or learners discouraged due to independent � exibility? |
| work_thykcuwgv5hk7hxoyboft5gani | Elements of student support Student support On- campus Mixed- mode Off- campus Auxiliary information How effective are the communities? |
| work_thykcuwgv5hk7hxoyboft5gani | Examinations Are examinations required, such as for professional accreditation, or are other performance indicators suf � cient? |
| work_thykcuwgv5hk7hxoyboft5gani | Factors affecting outcomes Outcomes Program maintenance Quality audit Teacher performance Learning Very simply, did we get it right? |
| work_thykcuwgv5hk7hxoyboft5gani | Features Personalization How do you plan to nurture students into the collaborative world of online learning? |
| work_thykcuwgv5hk7hxoyboft5gani | In what ways can the learner structure the environment to meet their individualization own individual learner needs or preferences? |
| work_thykcuwgv5hk7hxoyboft5gani | Institutional support What expectations do you have for your students? |
| work_thykcuwgv5hk7hxoyboft5gani | Interoperability Are the learning objects compliant with international standards? |
| work_thykcuwgv5hk7hxoyboft5gani | Project work What options are available for assessment through projects, and which of the participants is responsible for de � ning completion? |
| work_thykcuwgv5hk7hxoyboft5gani | Satisfaction What needs to be done to make it better? |
| work_thykcuwgv5hk7hxoyboft5gani | Security What support personnel and resources have been identi � ed to ensure that students will feel integral to the learning environment? |
| work_thykcuwgv5hk7hxoyboft5gani | Supports content Has the interface been conceptualized to be consistent with the structure content structure while maintaining acceptable standards? |
| work_thykcuwgv5hk7hxoyboft5gani | Supports learning Has the interface been designed to be consistent with the particular design approach paradigm employed for the course? |
| work_thykcuwgv5hk7hxoyboft5gani | User control In what ways are users able to control the learning process and link User centred the activities to their own learning requirements? |
| work_thykcuwgv5hk7hxoyboft5gani | Where, then, does Proactive Evaluation � t? |
| work_thykcuwgv5hk7hxoyboft5gani | Work placement Can performance in the workplace ful � l the learning objectives? |
| work_thykcuwgv5hk7hxoyboft5gani | and unanticipated consequences( What happened that was not expected?). |
| work_thykcuwgv5hk7hxoyboft5gani | context? |
| work_thykcuwgv5hk7hxoyboft5gani | experience? |
| work_thykcuwgv5hk7hxoyboft5gani | responses? |
| work_thykcuwgv5hk7hxoyboft5gani | the learner? |
| work_vv5pd42yl5cghmvet2facwlkb4 | * Canyoudo the things that youwant to do? |
| work_vv5pd42yl5cghmvet2facwlkb4 | * Is it the communication that poses problems? |
| work_vv5pd42yl5cghmvet2facwlkb4 | * Is it the distance between you and the teacher/ stu- dent? |
| work_vv5pd42yl5cghmvet2facwlkb4 | * Is it the lack of presence by the teacher/ student? |
| work_vv5pd42yl5cghmvet2facwlkb4 | * Is it the technology? |
| work_vv5pd42yl5cghmvet2facwlkb4 | * Towhat extent does the feeling of freedomexist? |
| work_vv5pd42yl5cghmvet2facwlkb4 | * Was it bad? |
| work_vv5pd42yl5cghmvet2facwlkb4 | * Was it bad? |
| work_vv5pd42yl5cghmvet2facwlkb4 | * What could be improved? |
| work_vv5pd42yl5cghmvet2facwlkb4 | * What could be improved? |
| work_vv5pd42yl5cghmvet2facwlkb4 | 1 What are the positive aspect/ aspects of distantmusical learning, based on this occasion? |
| work_vv5pd42yl5cghmvet2facwlkb4 | 10 X Inwhatway did the communication between you and the teacher/ studentwork? |
| work_vv5pd42yl5cghmvet2facwlkb4 | 11 X What could further enhance the lesson? |
| work_vv5pd42yl5cghmvet2facwlkb4 | 12 X Are there any positive aspectswith the use of distance learning? |
| work_vv5pd42yl5cghmvet2facwlkb4 | 13 X Are there any negative aspectswith the use of distance learning? |
| work_vv5pd42yl5cghmvet2facwlkb4 | 14 X What could be improvedwith the technology based on this lesson, according to your opinion? |
| work_vv5pd42yl5cghmvet2facwlkb4 | 15 X What could be improved in the teaching, based on this lesson, according to your opinion? |
| work_vv5pd42yl5cghmvet2facwlkb4 | 2 What are the negative aspect/ aspects of distantmusical learning, based on this occasion? |
| work_vv5pd42yl5cghmvet2facwlkb4 | 2 X Inwhatway did it change? |
| work_vv5pd42yl5cghmvet2facwlkb4 | 3 X Inwhatwaywere you able to interact, by speaking and singing/ playing, with the teacher/ student? |
| work_vv5pd42yl5cghmvet2facwlkb4 | 4 X Can you perceive the teacher ’s instructions clearly? |
| work_vv5pd42yl5cghmvet2facwlkb4 | 7 X Can you perceive the music examples from the teacher clearly? |
| work_vv5pd42yl5cghmvet2facwlkb4 | Describe them – Pedagogics* Was it good? |
| work_vv5pd42yl5cghmvet2facwlkb4 | Describe them • Howdid you perceive the sound quality? |
| work_vv5pd42yl5cghmvet2facwlkb4 | Nr Teacher Student Both Question 1 X Did you change your teachingmethods on this occasion? |
| work_vv5pd42yl5cghmvet2facwlkb4 | – Canyou compare it to a known format/ media? |
| work_vv5pd42yl5cghmvet2facwlkb4 | – Did this delay pose any problem for you? |
| work_vv5pd42yl5cghmvet2facwlkb4 | – If yes, which camefirst according to you? |
| work_vv5pd42yl5cghmvet2facwlkb4 | – If you feel free in your practice* What is it thatmakes you feel free in your practice? |
| work_vv5pd42yl5cghmvet2facwlkb4 | – Technology* Was it good? |
| work_vv5pd42yl5cghmvet2facwlkb4 | • Could you complete the master class without being af- fected by the technology/ systemused? |
| work_vv5pd42yl5cghmvet2facwlkb4 | • Did you perceive any “ delay/ latency ” between the sound and video? |
| work_vv5pd42yl5cghmvet2facwlkb4 | • Did you perceive the technology as a hindrance or as a tool? |
| work_vv5pd42yl5cghmvet2facwlkb4 | • Howdid you perceive the sound and video quality? |
| work_vv5pd42yl5cghmvet2facwlkb4 | • Howwas the lesson/ master class? |
| work_vv5pd42yl5cghmvet2facwlkb4 | • If you exclude the sound, how did you perceive the video quality? |
| work_vv5pd42yl5cghmvet2facwlkb4 | • If you exclude the video, how did you perceive the sound quality? |
| work_vv5pd42yl5cghmvet2facwlkb4 | • On the topic of user freedom – Did you feel limited in your practice? |
| work_vv5pd42yl5cghmvet2facwlkb4 | • What worked and what did n’t work during the master class? |
| work_zlbq23lcxndzrdips5mb7ifoya | Did you participate in any other professional development or educational programs this past year? |
| work_zlbq23lcxndzrdips5mb7ifoya | Did you participate in any other professional development or educational programs this past year? |
| work_zlbq23lcxndzrdips5mb7ifoya | Did you participate in any other professional development or educational programs this past year? |
| work_zlbq23lcxndzrdips5mb7ifoya | How can we make this research process better? |
| work_zlbq23lcxndzrdips5mb7ifoya | How did you determine your personal time horizon? |
| work_zlbq23lcxndzrdips5mb7ifoya | How did you determine your long term planning time horizon? |
| work_zlbq23lcxndzrdips5mb7ifoya | How did you determine your personal time horizon ( far term)? |
| work_zlbq23lcxndzrdips5mb7ifoya | How has the Distance Education program impacted your development as a strategic leader? |
| work_zlbq23lcxndzrdips5mb7ifoya | How has time invested in DE contributed to your development as a strategic leader? |
| work_zlbq23lcxndzrdips5mb7ifoya | How helpful was it to be able to explain your selection in each phrase set? |
| work_zlbq23lcxndzrdips5mb7ifoya | How helpful was it to explain your selections in MCPA survey instrument? |
| work_zlbq23lcxndzrdips5mb7ifoya | Summary: Do you have anything else that you would like to add? |
| work_zlbq23lcxndzrdips5mb7ifoya | What are the greatest challenges for strategic leaders? |
| work_zlbq23lcxndzrdips5mb7ifoya | What are the greatest challenges for strategic leaders? |
| work_zlbq23lcxndzrdips5mb7ifoya | What are your biggest challenges as a distance education student? |
| work_zlbq23lcxndzrdips5mb7ifoya | What are your greatest challenges as a DDE student? |
| work_zlbq23lcxndzrdips5mb7ifoya | What are your greatest challenges as a DDE student? |
| work_zlbq23lcxndzrdips5mb7ifoya | What are your greatest challenges as a Distance Education student? |
| work_zlbq23lcxndzrdips5mb7ifoya | What are your greatest challenges as a strategic leader? |
| work_zlbq23lcxndzrdips5mb7ifoya | What are your questions and interests about this study? |
| work_zlbq23lcxndzrdips5mb7ifoya | What aspects of the program challenge, assess and support your cognitive thinking skills? |
| work_zlbq23lcxndzrdips5mb7ifoya | What aspects of the DDE program challenges and support your cognitive thinking skills? |
| work_zlbq23lcxndzrdips5mb7ifoya | What aspects of the course materials and educational process were helpful and not so helpful? |
| work_zlbq23lcxndzrdips5mb7ifoya | What aspects of the program challenge and support your cognitive development? |
| work_zlbq23lcxndzrdips5mb7ifoya | What course material has been most helpful for dealing with complex thinking skills and situations? |
| work_zlbq23lcxndzrdips5mb7ifoya | What implications do you think a deployment may have had on your cognitive development? |
| work_zlbq23lcxndzrdips5mb7ifoya | What implications do you think a deployment had on your cognitive development? |
| work_zlbq23lcxndzrdips5mb7ifoya | What implications do you think a deployment may have had on your education and cognitive development? |
| work_zlbq23lcxndzrdips5mb7ifoya | What survey questions were more difficult than others in determining what phrase sets you liked best? |
| work_zlbq23lcxndzrdips5mb7ifoya | What would you change about the DDE program to better prepare for strategic leadership roles? |
| work_zlbq23lcxndzrdips5mb7ifoya | Will you participate in future Distance Education programs and feedback programs? |
| work_anmlx5a3dvbkhn6hlomwpkakua | 379–439 How Does Distance Education Compare With Classroom Instruction? |
| work_anmlx5a3dvbkhn6hlomwpkakua | Alternatively, can effective pedagogy exist independently of the advantages and restrictions of DE? |
| work_anmlx5a3dvbkhn6hlomwpkakua | By what means might interac- tivity occur? |
| work_anmlx5a3dvbkhn6hlomwpkakua | Can Web courses replace the classroom in principles of microeconomics? |
| work_anmlx5a3dvbkhn6hlomwpkakua | Can we make a more general case? |
| work_anmlx5a3dvbkhn6hlomwpkakua | Considerations for Future DE Research What does this analysis suggest about future DE research directions? |
| work_anmlx5a3dvbkhn6hlomwpkakua | Distance education: Better, worse or as good as traditional educa- tion? |
| work_anmlx5a3dvbkhn6hlomwpkakua | Do learning style and learn- ing environment affect learning outcome? |
| work_anmlx5a3dvbkhn6hlomwpkakua | Do online students perform as well as lec- ture students? |
| work_anmlx5a3dvbkhn6hlomwpkakua | Do studies of statistical power have an effect on the power of studies? |
| work_anmlx5a3dvbkhn6hlomwpkakua | Does interactivity matter in video- based off- campus graduate engineering education? |
| work_anmlx5a3dvbkhn6hlomwpkakua | Does this mean that media are not important? |
| work_anmlx5a3dvbkhn6hlomwpkakua | Finally, how can we begin to explore these issues independently of concerns about method- ological quality and completeness? |
| work_anmlx5a3dvbkhn6hlomwpkakua | How do conditions of synchronicity and asynchronicity moderate the over- all results? |
| work_anmlx5a3dvbkhn6hlomwpkakua | How is this achieved in a DE environment? |
| work_anmlx5a3dvbkhn6hlomwpkakua | If achievement is better and attitudes are more positive in asynchronous DE than in synchronous DE, why is its retention rate lower? |
| work_anmlx5a3dvbkhn6hlomwpkakua | If so, why are these absent from classroom instruction? |
| work_anmlx5a3dvbkhn6hlomwpkakua | Internet teaching of PA practitioners in rural areas: Can complex material with high definition graphics be taught using PC? |
| work_anmlx5a3dvbkhn6hlomwpkakua | Is it necessary or even desirable, then, to continue to conduct studies that directly compare DE with classroom teaching? |
| work_anmlx5a3dvbkhn6hlomwpkakua | Is technology transparent, or is it transformative? |
| work_anmlx5a3dvbkhn6hlomwpkakua | Media Versus Pedagogy: Resolving the Debate? |
| work_anmlx5a3dvbkhn6hlomwpkakua | Media and learning: Are there two kinds of truth? |
| work_anmlx5a3dvbkhn6hlomwpkakua | Overall, is interactive DE as effective, in terms of student achievement, attitudes, and retention, as its classroom- based counterparts? |
| work_anmlx5a3dvbkhn6hlomwpkakua | Professional social- ization of baccalaureate nursing students: Can students in distance nursing programs become socialized? |
| work_anmlx5a3dvbkhn6hlomwpkakua | So what can we learn from classroom instruction that can be translated into effective DE practices? |
| work_anmlx5a3dvbkhn6hlomwpkakua | So, what is the alternative? |
| work_anmlx5a3dvbkhn6hlomwpkakua | The problem is, how can we judge importance or salience without carefully crafted inclusion and exclusion crite- ria? |
| work_anmlx5a3dvbkhn6hlomwpkakua | To what extent do media features and pedagogical features moderate the influences of DE on student learning? |
| work_anmlx5a3dvbkhn6hlomwpkakua | Virtual teaching in higher education: The new intellectual superhighway or just another traffic jam? |
| work_anmlx5a3dvbkhn6hlomwpkakua | What are important implications for practice and future directions for research? |
| work_anmlx5a3dvbkhn6hlomwpkakua | What conditions contribute to more effective DE as compared with class- room instruction? |
| work_anmlx5a3dvbkhn6hlomwpkakua | What is the methodological state of the literature? |
| work_anmlx5a3dvbkhn6hlomwpkakua | What is the nature and extent of the variability of the findings? |
| work_anmlx5a3dvbkhn6hlomwpkakua | What ’s the difference? |
| work_anmlx5a3dvbkhn6hlomwpkakua | When is it appropriate for DE to be compared with traditional instruction, other alternative delivery methods, or a no- instruction control group? |
| work_anmlx5a3dvbkhn6hlomwpkakua | Where are the cognitive tools that encourage deeper, active learning — the ones that Kozma and Cobb predicted would transform learning experiences? |
| work_anmlx5a3dvbkhn6hlomwpkakua | Why Do Comparative DE Studies? |
| work_anmlx5a3dvbkhn6hlomwpkakua | Will media influence learning? |
| work_kea35eiqz5cunmnxvycckkygle | 2. Who will use the results of the evaluation? |
| work_kea35eiqz5cunmnxvycckkygle | 4. Who is going to conduct the program evaluation? |
| work_kea35eiqz5cunmnxvycckkygle | Are certificates or degrees awarded by the program recognized by the appropriate profession? |
| work_kea35eiqz5cunmnxvycckkygle | Are course materials current? |
| work_kea35eiqz5cunmnxvycckkygle | Are courses transferable? |
| work_kea35eiqz5cunmnxvycckkygle | Are instructors qualified to teach online? |
| work_kea35eiqz5cunmnxvycckkygle | Are instructors qualified to teach the content of their courses? |
| work_kea35eiqz5cunmnxvycckkygle | Are instructors sufficiently competent in designing courses for delivery using the e- learning system? |
| work_kea35eiqz5cunmnxvycckkygle | Are program and course objectives sufficiently responsive to these needs? |
| work_kea35eiqz5cunmnxvycckkygle | Are there characteristics that distinguish satisfied and dissatisfied students? |
| work_kea35eiqz5cunmnxvycckkygle | Are these support services responsive to student and instructor needs? |
| work_kea35eiqz5cunmnxvycckkygle | As a result of completing the program did they receive increased pay, acquired professional certifications, received promotions, etc.? |
| work_kea35eiqz5cunmnxvycckkygle | Did the program have any unintended impacts? |
| work_kea35eiqz5cunmnxvycckkygle | Do students feel that they gained the desired knowledge and skills? |
| work_kea35eiqz5cunmnxvycckkygle | Do the instructors feel adequately prepared to use the e- learning system? |
| work_kea35eiqz5cunmnxvycckkygle | Does the instructor provide timely feedback to students? |
| work_kea35eiqz5cunmnxvycckkygle | Does the school apply this information to admission and recruiting policies and decisions? |
| work_kea35eiqz5cunmnxvycckkygle | Does the school monitor the use and quality of support services? |
| work_kea35eiqz5cunmnxvycckkygle | For example, why is the evaluation necessary and what types of decisions will be made about the program? |
| work_kea35eiqz5cunmnxvycckkygle | Have instructors adopted the specialized teaching techniques considered appropriate for the e- learning system? |
| work_kea35eiqz5cunmnxvycckkygle | How does student satisfaction compare with that of courses offered on- campus? |
| work_kea35eiqz5cunmnxvycckkygle | How does the program ensure the integrity of student work and the credibility of the degrees and credits awarded? |
| work_kea35eiqz5cunmnxvycckkygle | How does the school ensure that students admitted possess the knowledge and equipment necessary to use the technology employed in the program? |
| work_kea35eiqz5cunmnxvycckkygle | How easily can course materials be produced using this technology? |
| work_kea35eiqz5cunmnxvycckkygle | How effective was student preenrollment counseling? |
| work_kea35eiqz5cunmnxvycckkygle | How efficient is the course development process? |
| work_kea35eiqz5cunmnxvycckkygle | How efficiently is the program being imple- mented? |
| work_kea35eiqz5cunmnxvycckkygle | How is the integrity of student work assured? |
| work_kea35eiqz5cunmnxvycckkygle | How many students are served by the program? |
| work_kea35eiqz5cunmnxvycckkygle | How will the program evaluation be conducted? |
| work_kea35eiqz5cunmnxvycckkygle | How will the results be used? |
| work_kea35eiqz5cunmnxvycckkygle | Impact evaluation questions What are the effects of the program on graduates? |
| work_kea35eiqz5cunmnxvycckkygle | Input evaluation questions Is the program accredited? |
| work_kea35eiqz5cunmnxvycckkygle | Is the current technology still cost effective? |
| work_kea35eiqz5cunmnxvycckkygle | Is the e- learning system adequate for the program? |
| work_kea35eiqz5cunmnxvycckkygle | Is the program implemented as intended? |
| work_kea35eiqz5cunmnxvycckkygle | Is the program reaching its intended audience? |
| work_kea35eiqz5cunmnxvycckkygle | Is the school ’s admission policy sufficiently rigorous? |
| work_kea35eiqz5cunmnxvycckkygle | Output evaluation questions What are the program results? |
| work_kea35eiqz5cunmnxvycckkygle | Process evaluation questions How well are students satisfied with the program? |
| work_kea35eiqz5cunmnxvycckkygle | Rovai/ Internet and Higher Education 6( 2003) 109–124120 How were faculty selected to teach at a distance? |
| work_kea35eiqz5cunmnxvycckkygle | Should emphasis be placed on input, process, outcome, or impact issues? |
| work_kea35eiqz5cunmnxvycckkygle | To what extent are these resources used? |
| work_kea35eiqz5cunmnxvycckkygle | To what extent does the e- learning system meet program requirements? |
| work_kea35eiqz5cunmnxvycckkygle | To what extent is the learner involved in setting goals and in choosing the tasks, assessments, and standards to reach those goals? |
| work_kea35eiqz5cunmnxvycckkygle | Was the program equally effective for all participants? |
| work_kea35eiqz5cunmnxvycckkygle | Were program and course objectives achieved? |
| work_kea35eiqz5cunmnxvycckkygle | What are the available resources? |
| work_kea35eiqz5cunmnxvycckkygle | What are the consistently most/ least popular courses and why? |
| work_kea35eiqz5cunmnxvycckkygle | What are the constraints( e.g., time and money)? |
| work_kea35eiqz5cunmnxvycckkygle | What are the educational needs of students targeted by the program? |
| work_kea35eiqz5cunmnxvycckkygle | What are the fixed and variable costs associated with this program? |
| work_kea35eiqz5cunmnxvycckkygle | What are the needs of instructors? |
| work_kea35eiqz5cunmnxvycckkygle | What decisions need to be made regarding the program, e.g., continuance, expansion, reducing costs? |
| work_kea35eiqz5cunmnxvycckkygle | What e- learning system is used to deliver the program? |
| work_kea35eiqz5cunmnxvycckkygle | What evaluation and assessment methods does the school use to measure student learning? |
| work_kea35eiqz5cunmnxvycckkygle | What is the administrative and teaching burden of instructors? |
| work_kea35eiqz5cunmnxvycckkygle | What is the best way to use program resources? |
| work_kea35eiqz5cunmnxvycckkygle | What is the extent to which instructors control the content of their courses? |
| work_kea35eiqz5cunmnxvycckkygle | What is the extent to which these needs are satisfied? |
| work_kea35eiqz5cunmnxvycckkygle | What is the level of interaction between students and instructors and among students? |
| work_kea35eiqz5cunmnxvycckkygle | What is the nature and extent of support services needed for instructor success? |
| work_kea35eiqz5cunmnxvycckkygle | What is the nature and extent of support services needed for student and instructor success? |
| work_kea35eiqz5cunmnxvycckkygle | What is the purpose of the evaluation? |
| work_kea35eiqz5cunmnxvycckkygle | What issues have been raised, e.g., low persistence rates, poor student satisfaction, or low enrollment? |
| work_kea35eiqz5cunmnxvycckkygle | What method(s) should be used? |
| work_kea35eiqz5cunmnxvycckkygle | What program and course design components appeared to contribute the most and least to the attainment of these objectives? |
| work_kea35eiqz5cunmnxvycckkygle | What program compo- nents or activities are the most and least effective? |
| work_kea35eiqz5cunmnxvycckkygle | What program will be evaluated? |
| work_kea35eiqz5cunmnxvycckkygle | What relevant professional development activities and support services are provided instructors? |
| work_kea35eiqz5cunmnxvycckkygle | What structures or policies in the school or e- learning environment are supporting or hindering outcomes and overall program effectiveness? |
| work_kea35eiqz5cunmnxvycckkygle | What types of students and instructors are attracted to the program? |
| work_kea35eiqz5cunmnxvycckkygle | Why or why not? |
| work_kea35eiqz5cunmnxvycckkygle | Why or why not? |
| work_kea35eiqz5cunmnxvycckkygle | Would other technologies allow for a more cost- effective program? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | Well, I probably wo n''t understand it anyway, but what are you working on? work_hgjpfwsq4jcvvfoimx7f7h6cgm ( DE, SLG) Co- locating Peter( L): A lot of people are curious,What are you doing?" |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | 186 c. your personal relationships? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | 187 Appendix C: Interview schedule Introduction[ Welcome][ Grounding, relaxation: Where are you located right now? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | 2. your values? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | 3. your beliefs? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | 4. your job? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | 5. your career? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | 6. your course of studies? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | 6.2 Answering the research questions 6.2.1 How do doctoral learners in NL programs describe identity positioning? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | 6.2.2 How do doctoral students in NL programs experience identity positioning in relation to their field of study( Education or Business)? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | 7. your identity? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | 8. your ideas of research, research capabilities? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | 9. other aspect of your life? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | Am I not fit for this? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | And that person said to me,"What? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | And, Dr.[ Name]''s class we took post- modernism and(?) |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | And, but then sort of like how do we know anything? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | And, how did I fit in with them? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | And, how do you know that? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | And, how many of my papers did he read? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | And, how might publishing affect their adjustment to the identity of researcher? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | And, living the learning, right? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | And, she said,"Why are you going to become a doctor for? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | And, so there were definitely times that I felt, you know,"What am I doing? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | And, they really do speak to the heart of universities in the sense of who''s knowledge is of most worth? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | And, what is it grounded in? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | And, you feel that you''re going to be held against sort of that high standard and part of you is saying,"Can I do it?" |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | Are phenomenographic results reliable? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | Before this experience, how would you have described yourself? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | Did the experience feel uncomfortable? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | Did you feel an obligation( or, did you feel compelled) to change your behaviour or viewpoint? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | Do factors such as position, status, and acceptance in the workplace arise from other criteria, knowledge, or behaviours? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | Do you do more things? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | Do you feel that you have not changed much as a result of your studies? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | Do you have any questions? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | Do you know more stuff? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | Does their training in methodology transfer to problem- solving at work? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | Finally, what kind of conventionalization might take place in the other contexts( friends and family, social, and professional)? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | For example, is a given sentence intended to warn, convince, or surprise? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | For example, to what extent does exposure to academic literature inform their activity at work? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | For example, to what extent is the relationship between the learner and the institution important in NL doctoral programs? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | For example, was someone convinced by the speech act? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | For example, what do you think of this level of study? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | For me there are some important questions: How many doctoral learners have given up because of lack of these particular factors? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | Friends, family, co- workers, and cohort- mates are asking, what was the most surprising outcome in your study? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | Have you felt mostly comfortable with your learning experiences so far? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | Have you found that you have become more confident in your viewpoints/ positions/ relationships/ beliefs/ values? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | Have you found that your studies in X have strengthened your viewpoints? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | How are you?] |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | How did your viewpoint on[ your identity/ circumstance identified above] change? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | How do communication and technology researchers study the Internet? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | How do doctoral learners in NL programs describe identity positioning? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | How do doctoral learners in NL programs describe identity positioning? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | How do doctoral students in NL programs experience identity positioning in relation to their field of study( Education or Business)? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | How do doctoral students in NL programs experience identity positioning in relation to their field of study( Education or Business)? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | How do others in cohort( and instructors) view you? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | How do their perceptions of their cohort and their place within their cohort change as they progress? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | How has your doctoral experience affected your life? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | How long did you ponder the experience? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | How might academic socialization be similar or different in NL compared to face- to- face programs? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | How might their experiences be similar and different? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | How were we presenting ourselves and to what end? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | How would you describe yourself as a result of the experience? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | If you have selected any of the above options, please comment briefly on what happened( i.e., what event happened? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | In such a case, would the individual be engaging in passive or active positioning? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | In the case of online, networked doctoral students, what appearances and manners should they adopt? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | Is conventionalization something that might be more apparent as the learner transitions from doctoral learner to early career academic? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | Is that part of the doctoral program? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | Or, will NL learners report a greater disparity between their academic and non- academic contexts? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | Or, would such students have greater access to support? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | Poster presented at Losing momentum? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | Prior to the experience, was there something that you took for granted, but now see as “ questionable ” or uncertain? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | Should I stay or should I go? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | So, I figured if I did n''t understand their language, how could I possibly bring them over to understanding where my thinking was at? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | So, then what''s the difference between[ the master ’s] and doctoral studies? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | The social construction of what?. |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | To what degree does peer comparison and competition foster or hinder student performance and persistence? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | To what extent is this research useful to other doctoral learners? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | Various Steve( M): I guess it would range from dumbfounded to, like"Why would you want to do that?" |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | Well, it''s kind of nebulous, is n''t it? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | What additional factors might be at play? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | What are the implications for universities that rely on alumni involvement and donations? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | What are the program outcomes? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | What aspects of your background might have caused you to have this( prior) viewpoint? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | What did you learn? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | What did you think was an acceptable viewpoint/ behaviour/ position before the experience? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | What is its role in society? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | What kinds of discourses lead graduate- level learners to reconsider their understanding of their communities and their place within them? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | What made you reconsider this/ these things?) |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | What new factors made you rethink your viewpoint? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | What research topic are you working on[ or thinking of working on]? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | What was your viewpoint on[ your identity/ circumstance identified above] before this experience? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | What were they thinking?" |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | When should doctoral students be encouraged to publish? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | Who were these people, really? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | Why did you decide to undertake doctoral studies? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | Will I not be able to complete this? ”( CO). |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | You know,"Who needs that?" |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | You''re going back to school to become smarter?" |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | You''re not smart enough already? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | [ Grounding, relaxation: What are you going to be doing today? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | b. your field of study? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | d. your professional relationships? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | e. other aspects of your life? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | f. your beliefs? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | g. your values? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | h. your identity? |
| work_hgjpfwsq4jcvvfoimx7f7h6cgm | what? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | ''How can you generalise from a single case?'' |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | (? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | ); and what instructional role(s) do they play? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | )? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | - Do learners receive formal credit or other tangible rewards for participating in the programme? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | - Has the university produced discernible ripple effects on other educational institutions, either in the country or abroad? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | - Have feedback procedures been developed to monitor the university''s instructional process and components? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | - How are learners contact sessions organised? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | - How are learners contributions, if any, collected( registration fees, sale of materials, etc.)? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | - How are project staff recruited and trained? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | - How are students recruited and enrolled? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | - How do such achievements and shortcomings compare with those of traditional universities operating in the country? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | - How satisfied are students with the quality of the services and study facilities provided by the institution? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | - How was each component designed, distributed and maintained? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | - Is there evidence that training has benefited the project? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | - To what extent does the university depend on government vs. private financing; on external funding; on contributions from learners? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | - To what extent has the university become financially self- sufficient? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | - To what extent have the university''s major components been institutionalised? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | - Was the university expected to play a temporary or permanent role in the national educational system? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | - Was there a clearly defined audience at the outset? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | - What administrative or organisational problems has the university faced? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | - What are the major benefits and restrictions resulting from the university''s legal status and administrative structures? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | - What changes, if any, have taken place in the legal status or in the administrative structure since the university started? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | - What contacts have existed in the past, and exist now, between this university and other distance education institutions or projects? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | - What form of technical and financial assistance was provided to the university during its start- up phase? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | - What has been the nature and value of networking activities conducted by other international agencies? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | - What have the enrolment statistics been over the years? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | - What is the unit cost( per student) of instruction? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | - What is the university administrative structure? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | - What was[ or still is] the university relationship to existing educational institutions? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | - What were the university''s original educational objectives? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | 123 I1 I? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | 342- What institutions and groups are responsible for developing and maintaining each of the components? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | 343- Approximately how many hours per week are learners expected to participate in the programme? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | 344 Costs and Finance- What resources were required to launch the university? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | 6. Who will establish the accuracy of information? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | 7. Who will use the information and initiate the corrective action? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | ? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | Administration, Management and Financial Issues- What is the university''s legal and constitutional status? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | Are such objectives still valid? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | Are there formal entry requirements? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | Coe, T.,( 1990) What''s hard about teaching easy things? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | Columbus: Charles E. Merrill Publishing Co. Rorty, R.( 1984) Solidarity or Objectivity? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | Delling, R. M.,( 1976) Telematic Teaching? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | Figure 3.3 A systems Model Without Linking Intermediaries Organisational tasks Learning materials producers________________ link? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | Hammersley, M.,( 1992) What is Wrong with Ethnography? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | Has it developed any innovative means of support? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | Henri, F. and Kaye, A.,( 1985) Enseignement a Distance- appretissage Outcome? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | Holmberg, B.,( 1991) The Feasibility of a Predictive Theory of Distance Education: what are we allowed to expect? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | How PNU has benefited with other that relationships and collaborations? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | How does this vary from course and programme? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | How far 5 does it differ from other mediated forms of teaching- learning methods? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | How fast it is needed and what cost will be incurred? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | How has it changed over time? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | How has the university developed and what are its main characteristics? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | How have the planning and management strategies of the university developed and what are their strengths and limitations? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | How much information is needed? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | How will it be established? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | How will the feedback information be obtained? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | I- low should informants be informed that their comments would be used as a source of data? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | If leadership is administration then what is the administration? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | If so, what indicators and/or measures of impact( on the individual student, on the community as a whole) were employed? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | If so, with what frequency are they employed? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | Impact and Sustainability of the University- Has the university ever been formally evaluated? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | In other words, have they found a permanent"institutional niche"within the nation? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | In what courses has there been significant growth or decline in enrolments? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | In what ways has the university benefited from such support? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | International Collaboration and Support- What kinds of technical assistance has the university received? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | Is distance education a different method of teaching or learning or both? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | Is distance education an irmovative method of teaching- learning or a new system of education? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | Is it an educational system that encompasses all of the process of education? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | Lewis, R. and Spencer, D.( 1986) What Is Open Learning? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | Ministry of Science and Higher Education of Iran,(?). |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | Sewart, D.( 1990) Mass Higher Education: where are we going? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | This informant, in response to my question,''What then is the Co- ordination Council of Managers for''? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | To what extent do those who have received training remain with the system? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | What additional training may now be required? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | What agencies are involved; and what are their specific responsibilities? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | What are its current resource requirements? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | What are the origins, assumptions, theoretical orientations and objectives of PNU? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | What aspect of programme will be covered? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | What benefits have been derived from such contacts? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | What can the PNU experience contribute to the international and theoretical literature on distance education? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | What changes have taken place in the institution''s objectives since its foundation? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | What changes, if any, have taken place in the student body over the years? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | What differences, if any, are there in recruitment patterns for different courses or programmes? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | What is Planning? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | What is involved in changing the location of the study from''school''to home? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | What is its relationship to the Ministry of Culture and Higher Education? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | What is known about their study habits? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | What lessons can be learnt from the PNU experience that have relevance for higher education policy and practice in Iran? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | What technical assistance is it receiving now? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | When and how frequently will the feedback information be obtained? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | When, where, and how do they study? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | Which agencies, domestic or foreign, provided such assistance? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | Who/ which agencies will be responsible for generating and analysing feedback information? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | Whose definitions of needs and priorities should determine the direction and level of funding? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | Why and for whom were particular initiatives taken, how were such initiatives implemented; at what cost; and with what result? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | Why it is being planned? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | With what frequency, and with what kind of support? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | how were such objectives established? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | what percentage of students who enrol complete their courses) and, where appropriate, examination pass rates? |
| work_w7ejd7lvgbeu7fz7tvym3l2i5e | what were the specific educational and/or social needs the university was meant to address? |
| work_tjk57iuuejcxfauq34ijddylde | ?? |
| work_tjk57iuuejcxfauq34ijddylde | ?? |
| work_tjk57iuuejcxfauq34ijddylde | ?? |
| work_tjk57iuuejcxfauq34ijddylde | ?? |
| work_tjk57iuuejcxfauq34ijddylde | ?? |
| work_tjk57iuuejcxfauq34ijddylde | ?? |
| work_tjk57iuuejcxfauq34ijddylde | ?? |
| work_tjk57iuuejcxfauq34ijddylde | ?? |
| work_tjk57iuuejcxfauq34ijddylde | ?? |
| work_tjk57iuuejcxfauq34ijddylde | ?? |
| work_tjk57iuuejcxfauq34ijddylde | ?? |
| work_tjk57iuuejcxfauq34ijddylde | ?? |
| work_tjk57iuuejcxfauq34ijddylde | ?? |
| work_tjk57iuuejcxfauq34ijddylde | ?? |
| work_tjk57iuuejcxfauq34ijddylde | ?? |
| work_tjk57iuuejcxfauq34ijddylde | ?? |
| work_tjk57iuuejcxfauq34ijddylde | ?? |
| work_tjk57iuuejcxfauq34ijddylde | ?? |
| work_tjk57iuuejcxfauq34ijddylde | ?? |
| work_tjk57iuuejcxfauq34ijddylde | ?? |
| work_tjk57iuuejcxfauq34ijddylde | Antecedents to drop out in distance education: Does one model fit all? |
| work_tjk57iuuejcxfauq34ijddylde | Attaching( p< 0.01)?? |
| work_tjk57iuuejcxfauq34ijddylde | Attaching( p< 0.01)?? |
| work_tjk57iuuejcxfauq34ijddylde | Attaching?? |
| work_tjk57iuuejcxfauq34ijddylde | Attaching?? |
| work_tjk57iuuejcxfauq34ijddylde | Community Protective Factors Resiliency Skills?? |
| work_tjk57iuuejcxfauq34ijddylde | Community Protective Factors Resiliency Skills?? |
| work_tjk57iuuejcxfauq34ijddylde | Completed a previous distance education course( 1 variable);?? |
| work_tjk57iuuejcxfauq34ijddylde | Completed a previous distance education course( 1 variable);?? |
| work_tjk57iuuejcxfauq34ijddylde | Creating to express feelings?? |
| work_tjk57iuuejcxfauq34ijddylde | Creating to express feelings?? |
| work_tjk57iuuejcxfauq34ijddylde | Creative thinking?? |
| work_tjk57iuuejcxfauq34ijddylde | Creative thinking?? |
| work_tjk57iuuejcxfauq34ijddylde | Creativity and Humor?? |
| work_tjk57iuuejcxfauq34ijddylde | Creativity and Humor?? |
| work_tjk57iuuejcxfauq34ijddylde | Creativity& Humor?? |
| work_tjk57iuuejcxfauq34ijddylde | Creativity& Humor?? |
| work_tjk57iuuejcxfauq34ijddylde | Creativity& Humor?? |
| work_tjk57iuuejcxfauq34ijddylde | Creativity& Humor?? |
| work_tjk57iuuejcxfauq34ijddylde | Distance education drop- out: What can we do? |
| work_tjk57iuuejcxfauq34ijddylde | Distancing?? |
| work_tjk57iuuejcxfauq34ijddylde | Distancing?? |
| work_tjk57iuuejcxfauq34ijddylde | External Commitments Interaction Protective Factors Resiliency Skills?? |
| work_tjk57iuuejcxfauq34ijddylde | External Commitments Interaction Protective Factors Resiliency Skills?? |
| work_tjk57iuuejcxfauq34ijddylde | External Commitments( 6 variables);?? |
| work_tjk57iuuejcxfauq34ijddylde | External Commitments( 6 variables);?? |
| work_tjk57iuuejcxfauq34ijddylde | External Commitments?? |
| work_tjk57iuuejcxfauq34ijddylde | External Commitments?? |
| work_tjk57iuuejcxfauq34ijddylde | Family?? |
| work_tjk57iuuejcxfauq34ijddylde | Family?? |
| work_tjk57iuuejcxfauq34ijddylde | Financial?? |
| work_tjk57iuuejcxfauq34ijddylde | Financial?? |
| work_tjk57iuuejcxfauq34ijddylde | Gender( 1 variable);?? |
| work_tjk57iuuejcxfauq34ijddylde | Gender( 1 variable);?? |
| work_tjk57iuuejcxfauq34ijddylde | General Resilience( p= 0.05 — 0.01)?? |
| work_tjk57iuuejcxfauq34ijddylde | General Resilience( p= 0.05 — 0.01)?? |
| work_tjk57iuuejcxfauq34ijddylde | General Resilience?? |
| work_tjk57iuuejcxfauq34ijddylde | General Resilience?? |
| work_tjk57iuuejcxfauq34ijddylde | Generating?? |
| work_tjk57iuuejcxfauq34ijddylde | Generating?? |
| work_tjk57iuuejcxfauq34ijddylde | Helping others?? |
| work_tjk57iuuejcxfauq34ijddylde | Helping others?? |
| work_tjk57iuuejcxfauq34ijddylde | Home?? |
| work_tjk57iuuejcxfauq34ijddylde | Home?? |
| work_tjk57iuuejcxfauq34ijddylde | How do life events and external commitments influence undergraduate student persistence in distance courses? |
| work_tjk57iuuejcxfauq34ijddylde | How do life events and external commitments influence undergraduate student persistence in distance courses? |
| work_tjk57iuuejcxfauq34ijddylde | How does resilience affect undergraduate student persistence in distance courses? |
| work_tjk57iuuejcxfauq34ijddylde | How does resilience affect undergraduate student persistence in distance courses? |
| work_tjk57iuuejcxfauq34ijddylde | How often do you need to spend time and energy to fulfill community commitments? |
| work_tjk57iuuejcxfauq34ijddylde | How often do you need to spend time and energy to fulfill family commitments? |
| work_tjk57iuuejcxfauq34ijddylde | How often do you need to spend time and energy to fulfill financial commitments? |
| work_tjk57iuuejcxfauq34ijddylde | How often do you need to spend time and energy to fulfill home commitments? |
| work_tjk57iuuejcxfauq34ijddylde | How often do you need to spend time and energy to fulfill personal relationship commitments? |
| work_tjk57iuuejcxfauq34ijddylde | How often do you need to spend time and energy to fulfill work commitments? |
| work_tjk57iuuejcxfauq34ijddylde | Humor?? |
| work_tjk57iuuejcxfauq34ijddylde | Humor?? |
| work_tjk57iuuejcxfauq34ijddylde | Independence?? |
| work_tjk57iuuejcxfauq34ijddylde | Independence?? |
| work_tjk57iuuejcxfauq34ijddylde | Independence?? |
| work_tjk57iuuejcxfauq34ijddylde | Independence?? |
| work_tjk57iuuejcxfauq34ijddylde | Independence?? |
| work_tjk57iuuejcxfauq34ijddylde | Independence?? |
| work_tjk57iuuejcxfauq34ijddylde | Initiative( p= 0.1 — 0.05)?? |
| work_tjk57iuuejcxfauq34ijddylde | Initiative( p= 0.1 — 0.05)?? |
| work_tjk57iuuejcxfauq34ijddylde | Initiative?? |
| work_tjk57iuuejcxfauq34ijddylde | Initiative?? |
| work_tjk57iuuejcxfauq34ijddylde | Initiative?? |
| work_tjk57iuuejcxfauq34ijddylde | Initiative?? |
| work_tjk57iuuejcxfauq34ijddylde | Insight( p=0.1 — 0.05)?? |
| work_tjk57iuuejcxfauq34ijddylde | Insight( p=0.1 — 0.05)?? |
| work_tjk57iuuejcxfauq34ijddylde | Insight?? |
| work_tjk57iuuejcxfauq34ijddylde | Insight?? |
| work_tjk57iuuejcxfauq34ijddylde | Insight?? |
| work_tjk57iuuejcxfauq34ijddylde | Insight?? |
| work_tjk57iuuejcxfauq34ijddylde | Knowing?? |
| work_tjk57iuuejcxfauq34ijddylde | Knowing?? |
| work_tjk57iuuejcxfauq34ijddylde | Knowledge of the factors that Risk Factors?? |
| work_tjk57iuuejcxfauq34ijddylde | Knowledge of the factors that Risk Factors?? |
| work_tjk57iuuejcxfauq34ijddylde | Leaving the community college: attrition, completion, or something else? |
| work_tjk57iuuejcxfauq34ijddylde | Life Events Inventory( 1 variable);?? |
| work_tjk57iuuejcxfauq34ijddylde | Life Events Inventory( 1 variable);?? |
| work_tjk57iuuejcxfauq34ijddylde | Life Events?? |
| work_tjk57iuuejcxfauq34ijddylde | Life Events?? |
| work_tjk57iuuejcxfauq34ijddylde | Life Events?? |
| work_tjk57iuuejcxfauq34ijddylde | Life Events?? |
| work_tjk57iuuejcxfauq34ijddylde | Morality?? |
| work_tjk57iuuejcxfauq34ijddylde | Morality?? |
| work_tjk57iuuejcxfauq34ijddylde | Morality?? |
| work_tjk57iuuejcxfauq34ijddylde | Morality?? |
| work_tjk57iuuejcxfauq34ijddylde | Morality?? |
| work_tjk57iuuejcxfauq34ijddylde | Morality?? |
| work_tjk57iuuejcxfauq34ijddylde | Persistence?? |
| work_tjk57iuuejcxfauq34ijddylde | Persistence?? |
| work_tjk57iuuejcxfauq34ijddylde | Personal?? |
| work_tjk57iuuejcxfauq34ijddylde | Personal?? |
| work_tjk57iuuejcxfauq34ijddylde | Problem solving?? |
| work_tjk57iuuejcxfauq34ijddylde | Problem solving?? |
| work_tjk57iuuejcxfauq34ijddylde | Recruiting( p= 0.01 — 0.05)?? |
| work_tjk57iuuejcxfauq34ijddylde | Recruiting( p= 0.01 — 0.05)?? |
| work_tjk57iuuejcxfauq34ijddylde | Recruiting?? |
| work_tjk57iuuejcxfauq34ijddylde | Recruiting?? |
| work_tjk57iuuejcxfauq34ijddylde | Relationships( p< 0.01)?? |
| work_tjk57iuuejcxfauq34ijddylde | Relationships( p< 0.01)?? |
| work_tjk57iuuejcxfauq34ijddylde | Relationships?? |
| work_tjk57iuuejcxfauq34ijddylde | Relationships?? |
| work_tjk57iuuejcxfauq34ijddylde | Relationships?? |
| work_tjk57iuuejcxfauq34ijddylde | Relationships?? |
| work_tjk57iuuejcxfauq34ijddylde | Risk Factors?? |
| work_tjk57iuuejcxfauq34ijddylde | Risk Factors?? |
| work_tjk57iuuejcxfauq34ijddylde | Sensing?? |
| work_tjk57iuuejcxfauq34ijddylde | Sensing?? |
| work_tjk57iuuejcxfauq34ijddylde | Separating?? |
| work_tjk57iuuejcxfauq34ijddylde | Separating?? |
| work_tjk57iuuejcxfauq34ijddylde | Successful course completers tended to score higher in the following areas: 65 65?? |
| work_tjk57iuuejcxfauq34ijddylde | Successful course completers tended to score higher in the following areas: 65 65?? |
| work_tjk57iuuejcxfauq34ijddylde | Taken a previous distance education course( 1 variable);?? |
| work_tjk57iuuejcxfauq34ijddylde | Taken a previous distance education course( 1 variable);?? |
| work_tjk57iuuejcxfauq34ijddylde | The Life Events Inventory( LEI) is a self- report measure that?? |
| work_tjk57iuuejcxfauq34ijddylde | The Life Events Inventory( LEI) is a self- report measure that?? |
| work_tjk57iuuejcxfauq34ijddylde | The variables studied are listed below:?? |
| work_tjk57iuuejcxfauq34ijddylde | The variables studied are listed below:?? |
| work_tjk57iuuejcxfauq34ijddylde | Understanding?? |
| work_tjk57iuuejcxfauq34ijddylde | Understanding?? |
| work_tjk57iuuejcxfauq34ijddylde | Valuing( p= 0.05 — 0.01)?? |
| work_tjk57iuuejcxfauq34ijddylde | Valuing( p= 0.05 — 0.01)?? |
| work_tjk57iuuejcxfauq34ijddylde | Valuing?? |
| work_tjk57iuuejcxfauq34ijddylde | Valuing?? |
| work_tjk57iuuejcxfauq34ijddylde | What is good strategy use and why is it hard to teach? |
| work_tjk57iuuejcxfauq34ijddylde | Work( p= 0.05—0.01)?? |
| work_tjk57iuuejcxfauq34ijddylde | Work( p= 0.05—0.01)?? |
| work_tjk57iuuejcxfauq34ijddylde | Yes No If you answered YES to the above question, do you complete that course? |
| work_tjk57iuuejcxfauq34ijddylde | and( b) How does resilience affect undergraduate student persistence in distance courses? |
| work_tjk57iuuejcxfauq34ijddylde | in the ability to recruit and select healthy partners and in the ability to develop and maintain healthy relationships;?? |
| work_tjk57iuuejcxfauq34ijddylde | in the ability to recruit and select healthy partners and in the ability to develop and maintain healthy relationships;?? |