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Students Preferred Pedagogies and Perceived Learning among Education Majors in Distance Education in Tanzania

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Students Preferred Pedagogies and Perceived Learning among Education Majors in Distance Education in Tanzania
论文目录
 
Abstract第1-5页
Acknowledgements第5-7页
Dedication第7-16页
Abbreviations第16-17页
CHAPTER ONE: INTRODUCTION第17-37页
  1.1 Introduction第17-19页
  1.2 Background to the Problem第19-21页
  1.3 Statement of the Problem- Rooted to the Geographical Separation第21-24页
  1.4 Purpose and Objectives of the Study第24-25页
  1.5 Research Questions第25-27页
    1.5.1 What are the Pedagogies Taking Place in Students’ Learning at OUT?第26页
    1.5.2 What are Students’ Preferred Pedagogies in Their Learning Process?第26-27页
    1.5.3 What are Students’ Perceptions about the Influences of Pedagogies at OUT on Their Learning?第27页
    1.5.4 How can Students’ Preferences and Perceptions be interpreted through the COI and IET?第27页
  1.6 Rationale of the Study - Dropouts and Limited Students Participation第27-28页
  1.7 Significance of the Study第28-30页
  1.8 Scope of the Study - Preferred Pedagogies at OUT第30-31页
  1.9 Meaning of Key Terms/Concepts Used in this Study第31-36页
    1.9.1 Preference- The Choice Based on Utility第31页
    1.9.2 Pedagogies - The Relationships between Teaching and Learning第31-32页
    1.9.3 Learning第32-33页
    1.9.4 Distance Education and Related Terms第33-36页
  1.10 Structure of the thesis第36-37页
CHAPTER TWO: THE CONTEXT OF THE STUDY第37-55页
  2.1 Brief description of Tanzania第37-39页
  2.2 A Brief Description of the Selected Regions第39-45页
    2.2.1 Mwanza Region第42-43页
    2.2.2 Arusha Region第43-44页
    2.2.3 Dar es Salaam Region第44-45页
  2.3 The Development of Distance Education in Tanzania第45-47页
  2.4 The Open University of Tanzania第47-54页
    2.4.1 Pedagogies and Structure of Degree Programmes at OUT第48-50页
    2.4.2 Enrolment and Graduation Trends第50-54页
  2.5 Summary of the Chapter第54-55页
CHAPTER THREE: REVIEW OF RELATED LITERATURE第55-89页
  3.1 Pedagogies in Distance and Conventional Education第55-56页
  3.2 Learning Hurdles Commonly Encountered by Distance Education Students第56-61页
    3.2.1 Personal Challenges第57-59页
    3.2.2 Institutional Challenges第59-61页
  3.3 Distance Education Pedagogies and Learning Theories第61-65页
    3.3.1 Behaviourism Applications in Distance Education第62页
    3.3.2 Cognitivists Contributions on Distance Education第62-63页
    3.3.3 Humanistic Influence on Distance Education第63页
    3.3.4 Constructivist Role on Distance Education第63-64页
    3.3.5 Connectivist Effects on Distance Education第64-65页
  3.4 The Development of Pedagogies in Distance Education第65-69页
    3.4.1 The Correspondence Era (1840s- to late 1890s)第66页
    3.4.2 The Mass Media Era (From 1920s)第66-67页
    3.4.3 The Era of Two Way and Interactive Technology (From late 1970s)第67-69页
  3.5 Pedagogies and Students Learning in Distance Education第69-71页
  3.6 Students’ Preferred Pedagogies and their Perceived Benefits in Learning第71-74页
  3.7 Related Pedagogical Theories in Distance Education第74-81页
    3.7.1 The Community of Inquiry framework (COI)第74-79页
    3.7.2 Interaction Equivalency Theorem (IET)第79-81页
  3.8 Theoretical Framework of the Study第81-85页
  3.9 The Summary of the Chapter第85-89页
CHAPTER FOUR: METHODOLOGY第89-103页
  4.1 Research design- Descriptive Mixed Methods第89-90页
  4.2 Population of the Study and Sampling Procedures第90-93页
    4.2.1 Population of the Study- The Open University of Tanzania第90页
    4.2.2 Sampling Procedures and Sample Size第90-93页
  4.3 Instruments, Data Collection and Analysis第93-101页
    4.3.1 The Design of the Questionnaire第93-95页
    4.3.2 Focus Group Discussion第95-96页
    4.3.3 Reliability and Validity第96-98页
    4.3.4 Data Collection Procedures第98-99页
    4.3.5 Data Analysis第99-101页
  4.4 Summary of the Chapter第101-103页
CHAPTER FIVE: FINDINGS第103-169页
  5.1 Pedagogies Taking Place at OUT第103-123页
    5.1.1 Access and Use of Learning Materials第103-107页
    5.1.2 Students’ Interactions with Their Instructors第107-112页
    5.1.3 Learning Assessment Tools and Procedures第112-116页
    5.1.4 Students-Students Interactions第116-121页
    5.1.5 Pedagogies Use across Demographic Characteristics of Participants第121-123页
  5.2 Students’ Preferred Pedagogies at OUT第123-141页
    5.2.1 Students’ Preferences on the Modes of Learning Materials第124-126页
    5.2.2 Students’ Preferences on the Modes of Interaction with Instructors第126-130页
    5.2.3 Students’ Preferences on the Modes of Interaction among Themselves第130-134页
    5.2.4 Students’ Preferences on Learning Assessment Tools第134-138页
    5.2.5 Students’ Preferences on Instructional, Individual, and Social Pedagogies第138-139页
    5.2.6 Students’ Preferences across Age, Gender and Region第139-141页
  5.3 The Perceived influence of the pedagogies at OUT on students’ learning第141-153页
    5.3.1 Association between Students’ Frequency of Use and Preferences of Pedagogies第141-142页
    5.3.2 Association between Students’ Frequency of Use and Perceived Learning ..第142-143页
    5.3.3 Association between Students Preferred Pedagogies and Perceived Learning第143-144页
    5.3.4 Perceived Influence of Pedagogies on Learning across Age, Region, and Gender第144-146页
    5.3.5 Students’ Qualitative View on the Influence of Pedagogies in Learning第146-153页
5.4第153-161页
    5.4.1 Challenges Encountered in Learning Process and how Students Resolved Them第153-160页
    5.4.2 How They Survived in Distance Education Institution第160-161页
  5.5 How to Understand Students Preferences and Perceived Learning from COI and IET Perspectives第161-168页
    5.5.1 Community of Inquiry Framework第161-165页
    5.5.2 The Interaction Equivalency Theorem (IET)第165-168页
  5.6 Summary of the Chapter第168-169页
CHAPTER SIX: DISCUSSION, IMPLICATIONS, AND CONCLUSIONS第169-186页
  6.1 Discussion第170-178页
  6.2 Implications of the Findings for the Practise第178-181页
  6.3 Limitations of the Study第181-182页
  6.4 Suggestions for Further Research第182页
  6.5 Conclusions第182-186页
References第186-207页
Appendices第207-214页
Appendix 1: Questionnaire第207-213页
Appendix 2: Focus Group Discussion Template Questions第213-214页

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