scholarly journals A Comparative Analysis of Challenges Encountered in Achieving Student Outcomes When Teaching a Senior Engineering Technical Core Course Online and Face-to-Face

2021 ◽  
Author(s):  
Riem Rostom ◽  
Sheikh Ferdous ◽  
A. Shahhosseini
Keyword(s):  
Comparative Analysis ◽  
Student Outcomes ◽  
Face To Face ◽  
Core Course

‘Hello, we're outrageously punctual’: Front door rituals between friends in Australia and France

2010 ◽  
Vol 20 (1) ◽  
pp. 17-29 ◽  
Author(s):  
CHRISTINE BÉAL ◽  
VÉRONIQUE TRAVERSO
Keyword(s):  
Comparative Analysis ◽  
Arrival Time ◽  
Face To Face ◽  
Front Door ◽  
Interactional Perspective

ABSTRACTThis paper presents a comparative analysis of Australian and French social visits between friends from an interactional perspective. The study focuses on the first few exchanges that take place as the guests come face to face with their host and are ushered in across the threshold and shows similarities, but also significant differences, in the three main elements that are regularly used in these ‘crossing the threshold’ exchanges: greetings, miscellaneous comments (on setting, arrival time, etc), and laughter.

scholarly journals Alfabetização em Foco: uma Análise Comparativa entre Instituições de Ensino Superior

EAD em FOCO ◽  
2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Elaine Cristina Ferreira de Oliveira ◽  
Mara Rosana Pedrinho ◽  
Adriane Orenha Ottaiano
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Teacher Training ◽  
Online Courses ◽  
Education Institution ◽  
Online Course ◽  
Literacy Curriculum ◽  
Reading And Writing ◽  
Face To Face ◽  
The Face

O trabalho versa sobre os conteúdos relacionados ao tema alfabetização?, presentes nas disciplinas nos cursos de Pedagogia, nas modalidades presencial e à distância. De cunho documental, esta pesquisa tece algumas considerações acerca da formação dos docentes, no que tange a cursos para professores nas modalidades presencial e a distância (EaD). Apresenta uma análiseacerca do rol de atividades presentes por estas instituições, além do estudo das grades e disciplinas ofertadas no que diz respeito à leitura e escrita de alunos. Os resultados indicam que a instituição de ensino superior presencial possui mais matérias sobre alfabetização (um total de treze disciplinas) em relação à faculdade de ensino a distância (seis disciplinas). Estas e outras considerações complementares são explicitadas ao longo do presente artigo.Palavras-chave: Formação docente, Alfabetização, Conteúdo curricular.Literacy on focus: a comparative analysis between Institutions of Higher EducationAbstractThis study deals with the content related to the theme "literacy" present in the disciplines of a face-to-face as well as a distant and online course of Pedagogy. The research begins with a brief historical revisitation of higher education and teacher training, regarding face-to-face as well as distant and online courses for teachers. It also presents an analysis that shows the activities carried out by these institutions, besides the study of the syllabus and disciplines that focus on students reading and writing. The results show that the face-to-face institution has more subjects on literacy (thirteen subjects in all) in comparison to the distant education institution (six subjects). This finding and others shall be explained throughout this paper.Keywords: Teacher Training, Literacy, Curriculum content.

scholarly journals Online Learning Equals Traditional Classroom Training for Master Gardeners

2002 ◽  
Vol 12 (1) ◽  
pp. 148-156 ◽  
Author(s):  
Karen J. Jeannette ◽  
Mary Hockenberry Meyer
Keyword(s):  
Online Training ◽  
Traditional Classroom ◽  
University Of Minnesota ◽  
Master Gardener ◽  
Online Learners ◽  
Face To Face ◽  
Significant Difference ◽  
Classroom Training ◽  
The University ◽  
Core Course

The effectiveness of Internet or online training was compared to traditional classroom training in the Master Gardener Core Course/Horticulture 1003 at the University of Minnesota, St. Paul. Overall horticultural knowledge was significantly greater for both groups in posttest results, and there was no significant difference in horticultural knowledge between the two groups. Online learners did not perceive the lack of instructor face-to-face interaction to be as important as did classroom participants. Online learners also placed a greater value on flexibility of class time and no commuting. Both groups spent approximately 75 hours on the class. However, 20% of classroom participants' time was commuting. Online training was an effective method for teaching Master Gardeners in this study.

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