Zobrazeno 1 - 10
of 18
pro vyhledávání: '"Tannis Morgan"'
Autor:
Tannis Morgan
Publikováno v:
Open Praxis, Vol 11, Iss 4, Pp 369-380 (2019)
In their role as support to faculty in the course development process, Instructional Designers (IDs) can play an important part in alleviating some of the well-known barriers of open education practices (OEP): faculty time, institutional or faculty r
Externí odkaz:
https://doaj.org/article/e8d21a84eca7431da6c34d424ac4582e
Autor:
Tannis Morgan, Elizabeth Childs, Christina Hendricks, Michelle Harrison, Irwin DeVries, Rajiv Jhangiani
Publikováno v:
International Review of Research in Open and Distributed Learning, Vol 22, Iss 4 (2021)
This collaborative self-study examines how five higher education institutions in British Columbia (BC), Canada, have achieved momentum with openness and are implementing and sustaining their efforts. A goal of this research was to see whether an inst
Externí odkaz:
https://doaj.org/article/16c2a874b4a245d1b0ffb498649540f1
Autor:
Tannis Morgan
Publikováno v:
Journal of Learning for Development, Vol 6, Iss 3 (2019)
This study examined a Canadian post-secondary institution in the period between 2010 and 2014, with a follow-up assessment in 2018 in order to understand its evolution with open educational resources (OER) and open educational practices (OEP). In the
Externí odkaz:
https://doaj.org/article/9c4791d0bcc04313a1568840b17283cd
Publikováno v:
Canadian Journal of Learning and Technology, Vol 37, Iss 1 (2011)
Generation is often used to explain and rationalize the use of information and communication technologies (ICTs) in higher education. However, a comprehensive review of the research and popular literature on the topic and an empirical study at one po
Externí odkaz:
https://doaj.org/article/0c23e6a1956440269f27aa98a3f8e155
Autor:
Tannis Morgan, Stephen Carey
Publikováno v:
International Review of Research in Open and Distributed Learning, Vol 10, Iss 5 (2009)
Two of the major challenges to international students’ right of access to higher education are geographical/economic isolation and academic literacy in English (Carey, 1999, Hamel, 2007). The authors propose that adopting open course models in trad
Externí odkaz:
https://doaj.org/article/f538adfb608349bfa307c309a590edf5
Autor:
Tannis Morgan
Publikováno v:
International Review of Research in Open and Distributed Learning, Vol 9, Iss 2 (2008)
Re-broadcast of a presentation on original research entitled: Online Teaching in International Contexts: Towards a sociocultural perspective of teaching presence.
Externí odkaz:
https://doaj.org/article/66a0b42fb05845e78319db86449dcff3
Autor:
Tannis Morgan
Publikováno v:
International Review of Research in Open and Distributed Learning, Vol 9, Iss 2 (2008)
Externí odkaz:
https://doaj.org/article/23a778fb4e364671a8bbd186022c2e01
Autor:
Michelle Harrison, Irwin DeVries, Christina Hendricks, Rajiv S. Jhangiani, Tannis Morgan, Elizabeth Childs
Publikováno v:
International Review of Research in Open and Distributed Learning, Vol 22, Iss 4 (2021)
This collaborative self-study examines how five higher education institutions in British Columbia (BC), Canada, have achieved momentum with openness and are implementing and sustaining their efforts. A goal of this research was to see whether an inst
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6c2642315b316947f4bba8b5a6ae7fe7
https://doi.org/10.19173/irrodl.v22i4.5745
https://doi.org/10.19173/irrodl.v22i4.5745
Publikováno v:
The Canadian Modern Language Review. 65:275-305
This collaborative inquiry is based on university instructors' reflections on their experiences in negotiating and facilitating an international telecollaboration that connected their English as a second language and English as a foreign language stu
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1c8fb280d3b9696e644a31054f3521bc
https://doi.org/10.3138/cmlr.65.2.275
https://doi.org/10.3138/cmlr.65.2.275
Autor:
Karen Belfer, Tannis Morgan
In this chapter, we present a framework for planning communication activities according to the level of structure and potential dialogue desired in a given course. This framework serves as a tool for making decisions about how to give students more o
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d972d6e35634fffa2aceb44df32789da
https://doi.org/10.4018/978-1-59140-950-2.ch014
https://doi.org/10.4018/978-1-59140-950-2.ch014
