Dissertations / Theses on the topic 'Bridging courses'
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Stevenson, Angela. "Bridging the Gap: Transition from Collegiate IEP Writing Courses to First-Year Writing Courses." University of Dayton / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1591777977234548.
Full textDonovan, Robyn Terese, and r. donovan@cqu edu au. "Towards a framework to assist women enrolled in the WIST bridging program learning communities." Central Queensland University, 2008. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20080717.093639.
Full textStratton, Gregory J. "Whose story is it anyway?: An explanation of how `academic literacy' was constructed in a university transition course for Indigenous Australians during a period of organisational change." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/99.
Full textChittleborough, Glen. "An evaluation of student learning during a tertiary bridging course in chemistry." Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/316.
Full textChirimbana, Moses. "The effect of a problem based learning approach on the teaching and learning of composition and inverses of functions in a foundation programme." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95973.
Full textENGLISH ABSTRACT: The purpose of the study was to investigate The effect of the Problem-Based Learning Problem Based Learning (PBL) approach in the teaching of composition and inverse functions in a foundation programme. PBL is a philosophical approach to teaching and learning where problems drive the learning. The study was important because it was trying to find out if PBL can improve students’ performance in compositions and inverses of functions at the bridging course for undergraduate mathematics at Oshakati Campus. The study intended to come up with a PBL model suitable for FP mathematics in the teaching of compositions and inverses of functions. The study was done on Science Foundation students who are registered for FP. Eighty students were randomly selected from the foundation students registered for the 2013 academic year. The students were randomly assigned into the experimental and the comparison groups of 40 each. In this study the comparison group of the Foundation students was predominantly taught through the traditional lecture approach while the experimental group was predominantly taught using a hybrid PBL approach. The study also attempted to establish the students’ perceptions with regard to the relevance of inverses and compositions of functions as a concept in a topic that determines their academic destination. It also attempted to ascertain how the PBL approach could best be implemented in order to improve FP students’ understanding of inverses and composition of functions; how Bridging course for undergraduate mathematics (FP) students experience the PBL approach in the teaching and learning of inverses and composition of functions compared to those who are taught using the lecture method and how FP students’ performance on inverses and composition of functions as a result of their PBL experience compare to those who are taught using the lecture method. This study used the concurrent nested mixed methods (qualitative and quantitative) research designs. A quasi experimental design was adopted through the administration of a pre-post-test on experimental and comparison groups. The other designs or methods included a questionnaire survey, focus group interviews, non-participant lesson observation and a group research project on compositions and inverses of functions. The experimental group was then mainly taught through a hybrid PBL approach while the comparison group mainly through the lecture approach for a period of three months. The findings of this research study showed that experimental group students performed significantly better in the overall results analysis but there were no significant differences in performance between the two groups for some Hypothetical Learning Trajectory (HLT) domains on compositions and inverses of functions. It is recommended that PBL should be implemented in the other foundation programme subjects. However, the role of the conventional teaching approaches cannot be undermined in the teaching and learning of compositions and inverses of functions since the students who were taught using this method also improved their performances, and as such these conventional teaching approaches should be used together with PBL in order to get the best results on FP students’ mathematics performance. This study recommends further research on how PBL can be implemented in other FP subjects. This study also recommended that PBL should be implemented right at the beginning of the year when the FP students start their classes in the foundation programme.
AFRIKAANSE OPSOMMING: Die doel van die studie was om die effek van die probleemgebaseerde leer (PBL) benadering in die onderrig van die samestelling en inverse funksies in 'n Stigting program te ondersoek. PBL is 'n filosofiese benadering tot onderrig en leer waar probleme ry die leer. Die studie is belangrik omdat dit probeer het om uit te vind of PBL kan studente se prestasie in komposisies en inverses van funksies te verbeter by die Stigting Program op Oshakati-kampus. Die studie bedoel om vorendag te kom met 'n PBL model wat geskik is vir fondament in die onderrig van komposisies en inverses van funksies. Die studie is gedoen op Science Foundation studente by Oshakati-kampus van die Universiteit van Namibië. Tagtig studente is lukraak gekies uit die fondament studente wat geregistreer is vir die 2013 akademiese jaar. Die studente is ewekansig toegewys in die eksperimentele en die vergelyking groepe van 40 elk. In hierdie studie is die vergelyking groep van die Stigting studente is hoofsaaklik geleer word deur die tradisionele lesing benadering terwyl die eksperimentele groep was hoofsaaklik geleer met behulp van 'n hibriede PBL benadering. Die studie het ook probeer om vas te stel uit wat die studente se persepsies met betrekking tot die toepaslikheid van inverses en komposisies van funksies is soos 'n konsep in 'n onderwerp wat bepaal hul akademiese bestemming. Dit het ook probeer om vas te stel hoe die PBL benadering kan die beste om FP studente se begrip van inverses en samestelling van funksies te verbeter geïmplementeer word; hoe FP studente die PBL benadering in die onderrig en leer van inverses en samestelling van funksies in vergelyking met diegene wat geleer is met behulp van die lesing metode en hoe FP studente se prestasie op inverses en samestelling van funksies as 'n gevolg van hul PBL ervaring vergelyk met dié wat geleer is met behulp van die lesing-metode. Hierdie studie gebruik om die konkurrente geneste gemengde metodes (kwalitatiewe en kwantitatiewe) navorsing ontwerpe. 'N quasi eksperimentele ontwerp is aangeneem deur die administrasie van 'n pre-na-toets op eksperimentele en vergelyking groepe. Die ander ontwerpe of metodes het 'n vraelys opname, fokusgroeponderhoude, nie-deelnemer leswaarneming, en 'n groep navorsingsprojek oor komposisies en inverses van funksies. Die eksperimentele groep is dan hoofsaaklik geleer deur middel van 'n kruising PBL benadering terwyl die vergelyking groep hoofsaaklik deur die lesing benadering vir 'n tydperk van drie maande. Die bevindinge van hierdie navorsing het getoon dat die eksperimentele groep studente uitgevoer aansienlik beter in die algehele resultate analise, maar daar was geen betekenisvolle verskille in prestasie tussen die twee groepe vir 'n paar MTT gebiede op komposisies en inverses van funksies. Die studie het ook bevind dat PBL aan die begin van die jaar reg geïmplementeer moet word wanneer die FP studente begin hul klasse in die fondament program. Dit word aanbeveel dat PBL in al die ander fondament program vakke moet geïmplementeer word. Tog kan die rol van die konvensionele onderrig benaderings nie ondermyn word in die onderrig en leer van komposisies en inverses van funksies, en as sodanig die konvensionele onderrig benaderings moet saam met PBL word gebruik om die beste resultate op FP studente se wiskunde prestasie te kry . Hierdie studie beveel aan verdere navorsing oor hoe PBL in 'n ander fondament program vakke geïmplementeer kan word.
Chittleborough, Glen. "An evaluation of student learning during a tertiary bridging course in chemistry." Curtin University of Technology, Science and Mathematics Education Centre, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10586.
Full textHill, Celeste. "Bridging the Generation Gap: When Cyber Seniors and Millennials Meet." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/secfr-conf/2019/schedule/13.
Full textHess, Cecilia. "Enrolled bridging course learners’ perspectives related to factors influencing their learning in the clinical environment." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71633.
Full textENGLISH ABSTRACT: Exposure to the clinical learning environment forms an essential part of nursing education. Being a nurse lecturer in the private sector, the researcher observed that bridging course learners do not always perform academically as satisfactorily as they should. For the purpose of the current study, the researcher investigated enrolled bridging course learners’ perspectives related to factors influencing their learning in the clinical environment. The study focused on bridging course learners in the private sector. The objectives of the study were to determine whether the following was valid for the population under consideration: - a shortage of staff is a barrier to learning in the clinical environment; - an orientation programme has been implemented for bridging course learners in the clinical environment; - bridging course learners in the clinical environment have to take charge of wards; - the attitude of staff members is a barrier to the learners’ learning experience. - there is a learner/mentor relationship in the clinical environment; - opportunities to gain practical competence exist in the clinical environment. An exploratory descriptive design with a predominantly quantitative approach was applied. The population for the study consisted of bridging course learners at the three private nursing colleges in the Cape metropolitan area (N = 89). Due to the small size of the population, all available learners who voluntarily gave consent were included in the study. The sample size for this study constituted 62% (n = 55) of the target population. A semi-structured questionnaire was used to collect data, and both open and closed ended questions were used. Reliability and validity were assured by means of a pilot study and the use of experts in the field of nursing education and statistics. Data were collected personally by the researcher. Ethical approval was obtained from the Committee for Human Science Research at the Faculty of Medicine and Health Sciences at Stellenbosch University. Statistical associations were determined using the Spearman and Mann-Whitney U tests. The results of this study are presented in percentages and tables. The majority (n = 46/84%) of the participants disagreed that the staffing in units was sufficient. Most (n = 40/73%) participants disagreed with the statement that working conditions were conducive to learning. Qualitative analysis revealed that the participants perceived the clinical environment to be hostile, and the majority (n = 47/85%) of the participants agreed that staff members had a negative attitude towards them. Furthermore, only five (n = 5/9%) participants indicated that they always spent time with their mentor, and the majority (n = 36/65%) of the participants disagreed with the statement that they could achieve specific outcomes before moving to another ward. A shortage of staff, being placed in charge of wards in the absence of a registered nurse, negative attitudes of staff members, and the lack of a mentor–learner relationship were identified as factors that impacted negatively on learning in the clinical environment. Several recommendations, grounded in the study findings, were identified, including: - Sufficient staff should be on duty to improve the learning environment, in order for learners to achieve their outcomes according to the curriculum. - Learners should receive adequate supervision and support. - Sufficient time should be allocated for practical procedures, such as releasing learners on practical days to practise procedures. Factors influencing enrolled bridging course learners’ learning experiences in the clinical environment were identified. Strategies to address these factors may improve their clinical experiences and ultimately their clinical competence.
AFRIKAANSE OPSOMMING: Blootstelling aan kliniese leer omgewing is ’n grondliggende deel van verpleegonderrig. As ’n verpleeglektrise in die privaat sektor, het die navorser tot die gevolgtrekking gekom dat oorbruggingsleerders nie akademies na wense presteer nie. Vir die doel van hierdie studie het die navorser die faktore geëvalueer wat die kliniese onderrig van oorbruggingsleerders gedurende hul plasing in die kliniese omgewing beïnvloed. Die ondersoek konsentreer op oorbruggingsleerders wat in die privaat sektor werk. Die oogmerke van die studie was om te bepaal of: - ’n personeeltekort onderrig in die kliniese omgewing belemmer; - daar ’n oriënteringsprogram vir oorbruggingsleerders bestaan; - oorbruggingsleerders die bevel oor eenhede moet oorneem; - leerders personeelgesindhede as ’n hindernis ervaar; - daar ’n leerder/mentor-verhouding in die kliniese omgewing is; - geleenthede vir praktiese onderrig geskep word. ’n Beskrywende, verkennende studie met ’n oorwegend kwantitatiewe benadering is uitgevoer. Die studiebevolking was oorbruggingsleerders (N = 89) wat die drie privaat verpleegkolleges in die Kaapse metropool verteenwoordig. As gevolg van die klein populasie het alle leerders wat vrywillig hul toestemming verleen het, aan die studie deelgeneem. Gevolglik is ’n steekproef (n = 55/62%) van die teikenpopulasie geneem. Die navorser het ’n semi-gestruktureerde vraelys gebruik om data in te win en beide oop en toe vrae was gevra. Betroubaarheid en geldigheid is deur middel van ’n proefstudie sowel as die gebruik van deskundiges op die gebied van verpleegonderrig en statistiek verseker. Die navorser het die data persoonlik ingesamel. Etiese goedkeuring is van die Gesondheidsnavorsingsetiekkomitee van die Fakulteit Geneeskunde en Gesondheidswetenskappe van die Universiteit Stellenbosch verkry. Statistiese korrelasies is met behulp van die Spearman- en Mann-Whitney-U-toetse ondersoek. Die resultate van die studie word in die vorm van persentasies en tabelle aangebied. Die meeste deelnemers (n = 46/84%) reken daar is nie voldoende personeel in die sale nie. Voorts dink die meeste (n=40/73%) ook dat werksomstandighede nie onderrig bevorder nie. Kwalitatiewe ontleding toon dat die deelnemers die kliniese omgewing as bedreigend beskou, en die meeste (n = 47/85%) is dit ook eens dat personeel ’n negatiewe houding teenoor hulle openbaar. Slegs vyf deelnemers (n = 5/9%) het aangedui dat hulle altyd tyd saam met hulle mentor deurbring, terwyl die meeste (n = 36/65%) erken dat hulle nie hulle studie-uitkomste bereik alvorens hulle na ’n ander saal oorgeplaas word nie. Die studie bevind dat ’n personeeltekort, om in bevel van eenhede geplaas te word in die afwesigheid van ‘n geregistreerde verpleegkundige, personeel se negatiewe houding, en die gebrek aan ’n mentor/leerder-verhouding van die faktore is wat onderrig in die kliniese omgewing benadeel. Verskeie aanbevelings word op grond van die studiebevindinge gedoen. Dit sluit die volgende in: - Daar behoort genoegsame personeel aan diens te wees om die onderrigomgewing vir leerders te verbeter en hulle sodoende in staat te stel om hul studie-uitkomste volgens die kurrikulum te behaal. - Behoorlike toesig oor leerders moet verseker word. - Leerders behoort op praktiese dae van ander werk vrygestel te word ten einde hul prosedures te voltooi. Faktore wat die leer ervaring van oorbruggings leerders in die kliniese omgewing beinvloed was identifiseer. Strategieë wat hierdie faktore adresseer, kan hulle kliniese ervaring asook hul kliniese vaardigheid verbeter.
Pillay, Thriscilla. "The perceptions of 2nd year bridging course students regarding mentoring at private nursing colleges in Eastern Cape." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1016157.
Full textJohnson, Karen Gabrielle. "Bridging academic writing with service-learning measuring student perceptions and learning outcomes of an academic writing course /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
Full textAtkinson, Kelsey. "Bridging the Justice Gap: Exploring Approaches for Improving Indigent Access to Civil Counsel." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/pomona_theses/121.
Full text(9792707), Robyn Donovan. "Towards a framework to assist women enrolled in the WIST bridging program learning communities." Thesis, 2008. https://figshare.com/articles/thesis/Towards_a_framework_to_assist_women_enrolled_in_the_WIST_bridging_program_learning_communities/13436264.
Full text"The Work of the Puente Movement from April 23rd, 2010-September 6th, 2012: Shifting Dis /Courses and Bridging Differences to Oppose Senate Bill 1070." Doctoral diss., 2015. http://hdl.handle.net/2286/R.I.29835.
Full textDissertation/Thesis
Doctoral Dissertation English 2015
Grobler, Marian. "A bridging course for ESP technical students at a technikon." Thesis, 2014. http://hdl.handle.net/10210/10685.
Full textNgozwana, Davida-Suzanne. "The validation of a selection battery for screening university bridging-course students." Diss., 2002. http://hdl.handle.net/10500/1040.
Full textIndustrial and Organisational Psychology
M. Adm. (Industrial and Organisational Psychology)
Mogale, Lesego C. "Student nurses' experiences of their clinical accompaniment." Diss., 2011. http://hdl.handle.net/10500/6297.
Full textHealth Studies
M.A. (Health Studies)
Mafumo, Julia Langanani. "Experiences of bridging course learners regarding clinical supervision at the selected hospitals in Vhembe District, Limpopo Province, South Africa." Diss., 2016. http://hdl.handle.net/11602/846.
Full textPhillips, Susan. "The effects of an intensive reading programme on the academic performance of post-matric English Second Language students in Science." Thesis, 2004. http://hdl.handle.net/10500/2138.
Full textLinguistics
MA - SP APPLIED LINGUISTICS