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Dissertations / Theses on the topic 'Education delivery'
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Stinnett, David. "Web-based curriculum delivery." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000stinnettd.pdf.
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Jenkins, Timothy Edward. "Adult learning outcomes based on course delivery methodology." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2853.
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This study compared student satisfaction and academic performance in online and face-to-face classes. 105 ITT Technical Institute students who were simultaneously enrolled in one online course and two on-campus courses were surveyed and interviewed. Factors examined included student to instructor communication, student to student interaction, content selection for online courses and course management for online courses. Sixty-four percent of the students did not pass their online courses and expressed dissatisfaction with the learning process. Course components and processes that could be improved were identified.
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Chao, Yaxin. "Content delivery networks." Thesis, University of Ottawa (Canada), 2003. http://hdl.handle.net/10393/26458.
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Since bottlenecks and congestion often happen with the phenomenal growth in the use of the network, the demand for improving network delivered performance is very necessary. Deploying Content Delivery Networks (CDNs) technology to improve delivery performance has caused more and more people's attention. Content Delivery Networks employ many geographically distributed sites to improve the scalability and improves network performance by reducing the client's response time.
In this thesis, we initially present the background knowledge on CDNs, which includes CDNs concept, function, methodology, components and market analysis. The thesis emphasizes analyzing, comparing and evaluating various aspects of CDNs. We divide the whole comparison and evaluation into three parts. Firstly, we analyze and compare CDNs to other methods for improving performance and congestion control. Secondly, we overview different technologies that can be used within CDNs, then compare and analyze various CDNs components and implementations. Thirdly, we select current representative CDNs companies or providers to compare and evaluate their products and services. In this thesis, we also describe some main applications of CDNs and do a case study of Cisco ECDN and Volera Velocity CDN for E-learning. Finally, we conclude this thesis by summarizing our analysis and giving recommended trends for CDNs development.
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Martin, David. "Delivery of ITV Chemistry Classes." TopSCHOLAR®, 2007. http://digitalcommons.wku.edu/theses/407.
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Western Kentucky University (WKU) offered a course entitled Biochemistry for the Health Sciences in the spring semester of 2007. The course was taught in Interactive Television (ITV) format, and was the first time a class had been taught in the format enabling two-way communication by the Chemistry Department. One section was present in an ITV broadcast classroom on the main campus in Bowling Green, Kentucky. Another section received the broadcast on the campus of Western Kentucky University-Owensboro (WKU-O), at Owensboro Community and Technical College (OCTC), located in Owensboro, Kentucky. The purpose of this thesis is to evaluate the delivery of the chemistry class and to ascertain if ITV is a suitable format for chemistry classes. Professor Larry Byrd taught the class in person to twenty-nine students in Bowling Green. David Martin, the author of this thesis, attended the class at WKU-0 along with one student, who was required to take the class for her Health Sciences major. The thesis addresses the technical aspects of an ITV class, the logistical challenges faced at both locations, the subject matter covered, and the reactions of students. A survey was administered to the Bowling Green class and the Owensboro student was interviewed. Suggestions for improvements were made for future classes. The conclusion is that ITV can certainly be used successfully for the delivery of chemistry classes. The student in Owensboro received an "A" for the semester. This result compared to 50% "A's", 32 % "B's", 9% "C's", and 9% "D's" and "W's" for the total class. The most needed improvement for the class is the inclusion of demonstrations of laboratory experiments on video. The technical and logistical challenges encountered can be overcome with more experience on the part of the professor and improvements in the courier transportation system. This particular class is scheduled to be offered via ITV in the fall 2007 semester and will be broadcast to multiple remote locations. This limited study of an ITV chemistry class shows that the delivery method is appropriate and reasonable. To broaden the statistical base for comparison of ITV classes to traditional classes, another series of experiments should be performed. A proposal for a study between a traditional class, an ITV main campus class, an ITV remote class, and a web-based class is included. This study is designed to compare student performance over a range of delivery methods for the same course.
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Sauer, Eve R. "Teacher Preferences for Professional Development Delivery Models and Delivery Model Influence on Teacher Behavior in the Classroom." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/942.
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Current trends and research in education indicated that teacher learning is a crucial link to student achievement. There is a void in the research regarding teacher preferences for delivery models in professional development Determining teacher preferences is an important component in professional development planning and the driving inquiry for this research. The purpose of this exploratory case study was to determine teacher preferences in delivery models for professional development and whether delivery models influenced teacher behaviors in the classroom. The primary theory for this study was based on andragogy, and the research was conducted under the conceptual framework of constructivist principles. Data collection included interviews with 10 classroom teachers using open ended questions. Data analysis included the extraction of themes and subthemes emerging from the interviews. Findings indicated teachers' preference for hands on professional learning opportunities and technology use in delivery models. Teachers also expressed an interest in being given a choice in the delivery model of their professional learning opportunities. Implications for positive social change focus on professional development planners and facilitators, who are encouraged to seek preferences from teachers to best meet the needs and interests of educators in order to advance changes in teacher behavior and subsequent improvement to student achievement.
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Morrish, Margot. "The delivery of cross-cultural family violence prevention education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ32196.pdf.
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Dixon, John Robert. "Examining the impacts of Web-based education delivery systems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ58335.pdf.
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Griffin, Michael Leonard. "AIDS education and adolescents: Implications for service delivery personnel." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184885.
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The purpose of this study was to determine if frequently used AIDS education programs in schools, such as popular half-hour video presentations, are effective in increasing the knowledge of adolescents to risk behaviors and transmission modes for the Human Immunodeficiency Virus (HIV) that causes AIDS. Two distinctly different award winning films about AIDS were used to compare effects of treatment on students' knowledge and attitudes as measured by an anonymous written survey comparing adolescents with survey participants in a 1986 Boston metropolitan area study (Strunin, Hingson, 1987). Analysis of post-treatment survey data was conducted using the chi-square statistic for contingency tables comparing the two treatment groups with controls for each of the survey question's responses. More than half of the survey's knowledge questions were found statistically significant at the.05 level or better due to differences attributed to the films. An evaluation of the statistically significant knowledge questions by gender also indicated that differences existed for most questions by sex of respondents; most were statistically significant for one sex, but not both. A comparison of survey results with the original Strunin-Hingson study revealed significant changes in both attitude and knowledge levels for adolescents participating in this study. It was observed that levels of knowledge were generally higher in this study group, and there was a measurable increase in concern or worry over AIDS that was not evident in the 1986 data. A large percentage (46%) of this study's respondents indicated that they would abstain from sex as a behavior change to protect them from AIDS, compared with only 10% responding similarly in 1986. Only 25% of respondents indicated that they would use condoms, compared with 10% in 1986; and 9% would elect to be monogamous, compared with 3% previously. The findings of this study led to the conclusion that educational films may differ in their effect on imparting accurate AIDS knowledge to adolescents, and the messages about AIDS transmission (e.g. kissing, saliva) might be better understood by viewing films such as Suzi's Story in conjunction with didactic AIDS presentations.
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Riley, Joanne. "Evaluating the delivery of sex education in secondary schools." Thesis, University of Southampton, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245009.
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Durbin, Rebecca A. "Teacher Professional Development| The Impact of Delivery Structure, Student Physical Presence, and Technology-Enhanced Instruction." Thesis, Duquesne University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839813.
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In an ever-changing labyrinth of standards, accountability, and standardized testing, educators seek ways to improve instruction. Teachers need learning experiences that help them navigate an environment in which a growing list of student performance standards and standardized tests determine their success in teacher evaluations (Crawford, 2015; Terehoff, 2002). In this same pursuit, many administrators are challenged in their efforts to provide meaningful professional development to support teachers (Terehoff, 2002). The goal of this study is to gain insight into which TPD delivery types and which levels of student presence create the most meaningful and applicable learning for educators and to provide insight and guidance to administrators and TPD planners who are seeking ways to provide quality TPD.
The study data was gathered through qualitative methods, including participant observation, surveys, interviews, and focus groups. The data was exlored through the SPLT model. The major findings of the study suggest that higher model levels—which included student physical presence—led to an increased application of teacher-learning in the classroom and an increased confidence in attempting to apply newly learned techniques and tools. Teachers also suggested that these in-classroom session were more valuable when a pre- or post-discussion accompanied the session. The results demonstrated that learning at all model levels had value for different intended learning purposes. They also suggested that the TPD learning could be more effective when lower model level sessions are followed up with higher-level SPLT model sessions that occur in the classroom during instructional time with students physically present.
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Thompson, Sandra Samuelson 1958. "Special education service delivery: Perceptions and practices in intervention assistance models and traditional models." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/289466.
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Intervention assistance models of special education service delivery are an alternative to traditional refer-test-place models. They are designed to promote problem solving and problem ownership among teachess regarding to difficult-to-teach students, and to reduce unnecessary special education referrals and placements. This study investigated teachers' perceptions of problem ownership as measured by their responses to vignettes which depicted students exhibiting academic and/or behavioral difficulties. The methods and results of the pilot study for this study are also presented. Participants in the present study included teachers from both intervention assistance and traditional model schools. Generalizability theory was used to estimate variance components at the model and the individual levels. Results indicated that no variance in teachers' perceptions of problem ownership was accounted for by different service delivery models. A substantial portion of variance was related to differences among individual teachers. However, the largest source of variance was the vignette-by-teacher interaction. Special education referral and placement practices were also investigated. Referral and placement rates across intervention assistance schools were compared with rates across traditional schools. Both referral and placement rates were significantly lower across intervention assistance than across traditional model schools. The proportion of placements to referrals was also compared between models. Results provided no evidence to indicate that the proportion of placements to referrals differs between the two models. Findings are summarized and discussed, and their implications for future practice and research are examined.
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Spencer-scott, Gail M. "Perceptions of Mode Selection of Textbook Delivery across Course Subjects." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/217.
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Universities are exploring the use of e-books in order to mitigate the high cost of textbooks. The study university was providing both delivery modes to students but was considering adapting to using e-books exclusively. An investigation of users' perceptions on textbook delivery modes had not been conducted at the local site. The purpose of this qualitative case study was to explore the perceptions of students about using e-books and the experiences of textbook directors in the decision-making processes regarding the use of e-books versus textbooks. The Davis' Technology Acceptance Model (TAM) served as the conceptual framework for the study and was used to establish an interview guide. A sample of 12 participants was recruited from the local university in Michigan and was comprised of 5 undergraduate students, 5 graduate students, and 2 textbook directors. For maximum variation, participants were recruited from a variety of courses, while textbook directors were recruited and interviewed based on their roles as university textbook buyers. Individual interviews were conducted and the transcribed data were open coded and analyzed thematically. Results of the data analysis indicated that 6 out of 10 students favored using hard copy textbooks versus e-books for a variety of reasons, while both textbook directors favored providing students with an assortment of delivery modes based on their experiences with student textbook preferences. Implications for positive social change include providing the administration at the local site with data on the perceptions of students regarding the mode of textbook delivery and textbook directors' recommendations for providing both e-books and hard copy texts. Being responsive to students' preferences for learning materials allows for the possibility of improved learning outcomes.
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Paul, Leocordia. "Values and conflict in initial teacher education." Thesis, University of Surrey, 1999. http://epubs.surrey.ac.uk/798096/.
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Mavundla, Yvonne Thembalethu. "Assessing educational infrastructure delivery in the Seshego Circuit, Limpopo Province." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1526.
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Thesis (MPA.) -- University of Limpopo, 2016In post - apartheid South Africa, a lack of adequate financial and physical resources in historically disadvantaged public schools is a major barrier to effective teaching and learning. Schools in the rural South Africa are part of communities and therefore can be seen as microcosms of societal conditions. The national Ministry of Basic Education has a responsibility to provide a necessary educational infrastructure to all public schools. Other relevant stakeholders such as the community and businesses need to assist the government to supplement the delivery of educational infrastructure. It is against this background that the study undertakes to assess the delivery of educational infrastructure that will lead to service delivery improvement. Some of the considered focused areas in the study include the demographics of the schools, the condition of the school infrastructure and the legislative frameworks that serve to support educational infrastructure. Literature on various forms has been reviewed in order to understand the regulatory framework upon which the delivery of educational infrastructure is based. The study used the qualitative method to investigate the delivery of educational infrastructure. The main findings indicated that educational infrastructure in rural schools is generally poor and there is a shortage of physical resources in schools. It is clear in this regard that current processes are hampering the Department of Basic Education to improve service delivery in public schools especially those that are in rural areas. vi KEYWORDS Department of Basic Education in Limpopo Province Educational infrastructure Assessment Physical resources Public schools Service delivery Teaching and learning
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Baral, Ram Chandra. "Delivery of special education services in Nepal: A needs assessment." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187419.
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Since the establishment of a democratically elected multi-party government in 1990, the need for advancing a national educational program has been evident if Nepal is to rise above its present poverty status. This dissertation provides a description of the existing status, the needs, and future proposals concerning special education for exceptional students in Nepal. The purpose of this study was to conduct a needs assessment for the delivery of special education services in Nepal. Specifically, this study provides: (a) a national overview of the status of special education services in Nepal; (b) a description of the specific issues with which school administrators are faced in trying to serve exceptional children and youth, and (c) recommendations for the future. The review of the literature addresses the limited Nepalese data and information on: (a) prevalence of exceptional school-age population; (b) the legal status of special education; and (c) exceptional students being served. The major components of comprehensive special education programs were discussed including: (a) the purposes of special education; (b) the alternative kinds of special education services; and (c) the organization of special education services. The methodology for this study included a description of a conceptual model; unit of analysis; subjects selection; instrumentation, data collection methods; and data analysis procedures. The results described the current status and needs of special education services in all seventy five school districts of Nepal. Interviews and questionnaires were used to collect data from district education officers. These data presented the responses of the district education officers regarding the: types and numbers of children with exceptionalities identified, served, and not served; the kinds of personnel and programs provided; operating procedures; barriers; and administrators' suggestions for improving services. The recommendations from this study included: information about strong and weak areas in existing services and needs to improve the special education services; a new model for the delivery of services; and suggestions for effecting further action. This study concluded with comments on the feasibility of implementing a national plan, with particular attention to the establishment of a nationwide delivery procedure for Nepalese children with special education needs.
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Parks, Carol J. "Special education service delivery on the middle school interdisciplinary team /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013010.
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Paskvan, Brian A. "Owens Community College: A Case Study on the Effects of Politics, Economics, Social Factors, and Technological Factors on Future Educational Delivery Strategies, Space Needs, and Design." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1308165815.
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Seevers, Gary L. "Identification of criteria for delivery of theological education through distance education : an international Delphi study /." This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-81197-16953/.
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Seevers, Gary L. Jr. "Identification of Criteria for Delivery of Theological Education Through Distance Education: An International Delphi Study." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/30707.
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Distance education is one means of delivering theological education which is being used increasingly. This delivery method is particularly helpful to nontraditional students who desire higher education but who cannot leave family and work commitments for residential study. For some in both developing and developed countries, distance education is the only route open to higher theological education. Criteria for assessing effective delivery of distance education have not been established in the literature. The purpose of this study was to identify such criteria.
Data were collected with a three-round Delphi from an international panel of seventy-four members comprised of denominational and non-denominational educational administrators and distance educators, denominational district representatives, accreditation representatives, and adult education representatives. Two pilot studies were conducted to test the questions used for round one. Criteria statements were retained if they were deemed "important" or "very important" by at least 80 percent of the respondents on rounds two and three. The panel's responses were found to be independent of respondent location--national or international--and the category of the respondent's group membership.
The findings of the study led to the identification of a set of thirty-one criteria in eight categories which may be useful for evaluating existing distance education programs or guiding the development of new programs. The eight categories were ethical concerns, commitment, curriculum, evaluation, support, technology, feedback, and faculty. There was a 100 percent consensus in rating these thirty-one criteria as "important" or "very important" by the panel members.Ph. D.
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Woldeyes, Melese M. "Access to quality postgraduate education through distance education in Ethiopia." Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/45884.
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The aim of this study was to examine the role of distance education in providing access to quality postgraduate education in Ethiopia, using the Indira Gandhi National Open University (IGNOU) as a case study. It draws on the development of distance education and it further explores the distance education programme delivery system in Ethiopia on the postgraduate level. In addition, the study explores the policy gap between conventional and distance education in relation to international postgraduate distance education. The study, specifically, focuses on the Master of Arts in Rural Development (MARD) programme offered by IGNOU in Addis Ababa, Ethiopia, in terms of the opportunities it provides for alternative access to postgraduate education. It also explores the quality and quality assurance strategies employed in distance education.
Two instruments were used to gather relevant data, namely: interviews and document analysis. The structured interviews were conducted with MARD graduates and current students at IGNOU in 2012. Other semi-structured and structured interviews were conducted with the dean and department head, programme coordinator, tutors, the institution‘s top-level managers, the course and materials dispatching officer and administrator as well as with policy-makers at the Ministry of Education (MoE).
Furthermore, interviews were conducted with higher education experts and other MoE senior officials in foreign relations and those involved in cross-border private higher institutions. Senior officials from the Higher Education Relevance and Quality Agency (HERQA) were also interviewed, such as the deputy director and senior officials who are responsible for quality audit and accreditation for both private and public higher education as well as the external quality auditors. A total sample size of thirty respondents participated in the study and the respondents were purposefully selected from diverse areas. The data gathered, using a qualitative method, was analysed. The selected relevant documents for the study were also thoroughly analysed and agreed with the interview findings. The study established that distance education has the potential to contribute significantly to the provision of higher education in Ethiopia. As the main findings of the study revealed, there is recognition of the MARD programme by the participants, especially the graduates in terms of the fulfilment of certain quality elements which is largely due to the promotion they received after the completion of the programme.
The MoE participants indicated an acceptance of IGNOU in terms of it increasing access to higher education, even though it seems to be unrealistic to state that the quality of postgraduate distance education at IGNOU at this level is of the highest standard. Nevertheless, the quality indicators or elements at IGNOU regarding student support services and the quality of course materials and assessment methods are clear evidence that indicate that IGNOU is addressing the issues of quality enhancement and improvement.
There are, however, a number of factors which can affect the realisation of the potential of distance education programmes in Ethiopia. These are considered in terms of the operations of international providers of postgraduate studies and their role in meeting the increasing demand for quality human resource development in the country. In view of the findings and provided that the necessary conditions are met, it is possible to provide postgraduate studies in distance education programmes in Ethiopia in an efficient and successful manner. This requires careful planning and the alignment of the policy framework with the conventional system of higher education. The study further reveals a range of strengths and weaknesses in the postgraduate level distance education programmes offered by international providers and by IGNOU, in particular.
The main areas of emphasis include the national education policy and its implications for distance education development and the entire institutional and pedagogic system of the cross-border institution; the focus of which includes course material development; the provision of various student support services; as well as the integration of ICT and assessment and evaluation methods. In the light of the above factors the study also identifies some strategies that can be used to develop and increase the effectiveness of these programmes. A significant strategy identified in this study recommends the need to decentralise services into different regional administrative centres. There is, therefore, a need to have comprehensively stocked libraries and quality student support services at the regional centres with adequate facilities for distance students including services, such as ICT, access to reference materials and counselling.
Frameworks for assuring quality in open and distance learning, identified by Latchem and Jung in Asian Open and Distance Learning universities (ODL) (2007) and Lockhart and Lacy (2002) and an Assessment model used in the United States‘ distance education context were adopted for the purpose of analysis in this study. Latchem and Jung (2007) examine the various quality assurance approaches employed in Asian Open and Distance Learning universities (ODL). They make suggestions on how to achieve a culture of quality in distance education which is relevant in the context of developing countries, such as Ethiopia. The following three quality indicators were used as tools of analysis: coherence, efficiency and the impact of distance education. These indicators are identified by Perraton (2000:199) and are drawn from the quality criteria specific to distance education. They were adopted as a framework that could be applied to quality distance education in responding to human resource development in Ethiopia.
The study reveals that access to postgraduate studies in the conventional face-to-face system in Ethiopia is still a problem for some students and workers. Therefore, it is recommended that international postgraduate distance education providers should collaborate with local private and public contact higher education institutions in order to provide alternative access to higher education via the distance education mode.Thesis (PhD)--University of Pretoria, 2014.
tm2015
Education Management and Policy Studies
PhD
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Billman, Cynthia Susan. "The impact of instructional delivery methods on retention of BSN-C students." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2008. http://etd.umsl.edu/r3501.
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Burgess, Madeline Jane. "Interrogating the World Bank's policy on innovative delivery for higher education /." Access via Murdoch University Digital Theses Project, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070824.134633.
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Marks, Lori J., C. Hales, and P. Alaya. "Ecuadoran and U.S. Partnership in Special Education Professional Development and Service Delivery." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3535.
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Levy, Alexander. "A review of an alternative service delivery model for compensatory education /." Access Digital Full Text version, 1986. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10692290.
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Thesis (Ed. D.)--Teachers College, Columbia University, 1986.Typescript; issued also on microfilm. Sponsor: Jeannette E. Fleischner. Dissertation Committee: Frank L. Smith. Bibliography: leaves 76-79.
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Wilkinson, Colleen Ann. "Differentiating delivery of instruction with online learning modules for teacher candidates." Thesis, State University of New York at Buffalo, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3565836.
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Online learning has become a prevalent method of instruction in higher education. There are many reasons for this change in pedagogy, including rapid developments in technology, as well as the logistic challenges of enrolling in college, such as commuting and coordinating work schedules. The quality of online instruction and its impact on teacher preparation, however, has yet to be fully investigated. The purpose of this study is to add to the existing literature regarding online learning and its use in teacher preparation. This study, more specifically, compared the effects of differentiated use of a specific online learning environment, the IRIS Center for Training Enhancements (http://iris.peabody.vanderbilt.edu/index.html), on knowledge of teacher candidates in two sections of a Teaching Exceptional Learners course for general education undergraduate and graduate teacher candidates. Pre- and post-instructional concept maps were used to measure growth in knowledge in this counterbalanced study. Results indicate both methods of instruction, in-class and at-home, with the IRIS modules are effective for increasing the knowledge base of general education teacher candidates. Analysis of the data showed no significant differences in learning between the two methods. While preference of methods differed, overall, participants felt the IRIS modules were beneficial and made an impact on their learning.
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Palmer, Stuart Rohan, and mikewood@deakin edu au. "An evaluation of Australian undergraduate engineering management education for flexible delivery." Deakin University. School of Engineering and Technology, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.112159.
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This thesis examines issues in Australian undergraduate engineering management studies in the context of flexible learning delivery. It is proposed that, within an Australian context:
a) the management skills and competencies required by graduate engineers can be determined and classified on a rational basis, permitting an educational focus on those elements most appropriate for graduates; and
b) on-line and other computer-based technologies are a practical and effective method for the support of undergraduate engineering management studies.
The doctoral project incorporates:
an examination of the nature of engineering management;
a review of the relevant literature establishing the importance of management studies in undergraduate engineering courses;
a review of historical and recent developments in Australian undergraduate engineering management studies;
an investigation of the management skills and competencies required by graduate engineers - based on original research;
an examination of flexible delivery of engineering education - based on professional practice experience; and
an evaluation of case studies of flexible delivery of engineering management education - based on original research and professional practice experience.
A framework of ranked classified management skills is developed. Broadly, the ranking framework is generic professional skills, followed by general management skills and technical discipline specific management skills, followed by other professional discipline skills and theoretical skills. This framework provides a rational basis for design of undergraduate engineering management studies. This is supplemented by consideration of the management skills required for the future of engineering practice.
It is concluded that undergraduate engineering management education is well suited to delivery and support by on-line and computer-based technology. Recent developments in improved access to the Internet, software systems for on-line collaboration and changes in copyright legislation to create a broad-based right to communication via on-line media have contributed to the facilitation of on-line delivery of teaching and learning. It is noted that though many on-line infrastructure issues have been satisfactorily resolved, higher level issues will emerge as being crucial, including the academic staff development and reward for operating in an online teaching environment and the financial sustainability of on-line development and delivery of courses.
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Burgess, Madeline Jane. "Interrogating the World Bank's policy on innovative delivery for higher education." Burgess, Madeline Jane (2006) Interrogating the World Bank's policy on innovative delivery for higher education. PhD thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/493/.
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Over the past thirty years, the World Bank has intensified its activities relating to education in developing countries. Notable developments in the World Bank's policy on education include promotion of 'innovative delivery', which refers to the use of new and existing Information and Communication Technologies (ICTs) in education. The World Bank claims that the unique characteristics of ICTs have the potential to produce new forms of delivery in higher education that can overcome existing barriers to education and facilitate student-centred learning (World Bank, 1999, 2005).
Many forms of innovative delivery, such as distance education and open learning, are not new forms of instruction. However, promotion of innovative delivery as a global priority for education in developing countries is new. In this thesis, I interrogate the World Bank's assumptions concerning innovative delivery as expressed in their landmark policy statement on education, the 1999 Education Sector Strategy Report (ES99) (World Bank, 1999). I focus on the assumptions that underlie views put forward in the ES99 on the nature of technology and its role in education, the role of innovative delivery in overcoming existing barriers to education, and the potential of innovative delivery to facilitate student-centred learning. A central aim of this thesis was to better understand the socio-cultural and pedagogical issues that may arise when these assumptions are put into practice in different cultural contexts. This was achieved by comparing the assumptions put forward in the ES99 with the reported perceptions of, attitudes toward, and use of ICTs by students and lecturers from three different cultural contexts.
Qualitative and quantitative methodologies were used to gather detailed empirical data on end-users' perceptions, attitudes to and use of online technologies at universities in Australia, Malaysia and the United States. The findings suggested that across all three cultural contexts, respondents' attitudes were not consistent with the World Bank's technocratic view of innovative delivery. Moreover, the findings cast doubt on the extent to which technology-mediated education can overcome existing barriers to education and facilitate a student-centred approach to education. I conclude by suggesting that the World Bank needs to adopt a more questioning stance toward the potential effectiveness of innovative delivery. Other findings point to the contextual nature of technology adoption and the pedagogical implications of this mode of delivery across cultural contexts.
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Malik, Mohammed Rehan. "Improving decision-making systems for decentralized primary education delivery in Pakistan." Santa Monica, CA : RAND, 2007. http://www.rand.org/pubs/rgs_dissertations/RGSD223/.
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Sun, Mingxiu. "Education and practice factory : from factory design to first product delivery." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/118691.
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Thesis: S.M., Massachusetts Institute of Technology, Department of Mechanical Engineering, 2018.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 173-175).
The MIT Education and Practice Factory was launched with support from the Massachusetts Manufacturing Innovation Initiative as part of the education and workforce development program of American Institute of Manufacturing Photonics. It is an advanced manufacturing facility integrated in an academic environment, and is designed to be utilized by three different groups, including researchers, students, and professional manufacturing staff from industry. The current capability of the MIT Education and Practice Factory offers equipment and process solutions for packaging photonics products, including chip packaging and testing. These capabilities fit very well with the research and commercial needs of research groups and industrial partners. The manufacturing scale-up requirements associated with technologies for Test, Assembly and Packaging (TAP) are significant for the photonics industry, and contribute to about seventy percent of the entire production cost. Advances in manufacturing technologies are critical to the value-add supply chain. In this thesis, the creation process of the MIT Education and Practice Factory will be reviewed. Three major stages of the project will be covered in detail, including (1) factory setup, (2) pilot products development, and (3) production ramp up.
by Mingxiu Sun.
S.M.
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Li, Daniel Yuk-Keung. "An action research on the delivery of physical education teacher education (PETE) programmes in Hong Kong." Thesis, University of Exeter, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322264.
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Tasillo, Anhony J. "Comparison of the Blended and Face-to-Face Delivery Method for Fire Fighter Training." Thesis, University of Phoenix, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10981901.
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In the fire service industry, training has primarily been offered in the face-to-face format due to lack of leadership support and inability to keep fire fighters in service during required training. The purpose of this quantitative, ex post facto study was to compare the effectiveness of the blended and face-to-face delivery methods for fire fighter training by examining student performance on written certification exams within two fire fighter training programs. The specific problem addressed was the uncertainty of the Texas A&M Engineering Extension Service leadership concerning which of its fire fighter training programs was more effective, the blended or face-to-face program. Archival data from a series of five test scores for 1,100 fire fighter recruits completing training through blended and face-to-face delivery were collected. Comparative analysis using a one-way MANOVA for hypotheses 1, 2, and 5 indicated a significant difference favoring the face-to-face modality (p < .001), and a significant difference favoring the blended modality for hypotheses 3 and 4 ( p < .001). Findings are considered mixed. Examination of MANOVA group means indicated an average difference of 2.72 points between scores in the two delivery methods. Recommendations for future research include (a) replication of the study to include collection and analysis of demographic data, (b) a survey of students to assess satisfaction and knowledge transfer following completion of training, and (c) a survey of employers to assess perceptions of knowledge acquisition and transfer for new hires completing the training programs.
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Faingold, Alan Mark. "Association Between Recruiters' Perceptions of Education Delivery Mode and Applicants' Workplace Readiness." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7640.
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The academy, its faculty, and recruiters have discordant views about credentialed graduates’ workplace viability. As the powerful gatekeepers between education and the employment market, recruiters’ perceptions of college credentials may dictate applicants’ interview progression. Although nearly 100% of today’s college administrators believe higher education programs prepare students for the workplace, less than 12% of recruiters deem graduates ready to succeed in organizational settings after graduation. The purpose of this study was to investigate differences in recruiters’ perceptions of online and face-to-face higher education credentials as indicators of applicants’ workplace readiness. The theoretical foundation of this study was Spence’s signaling theory grounded on the traditional premise that academic credentials profoundly benefit college graduates. Topics of inquiry were recruiters’ perceptions of college degree importance, the applicability of online and face-to-face higher education credentials, academic rigor, educational quality, credential trustworthiness, and applicants’ workplace and leadership readiness. A non-experimental cross-sectional Higher Education and Workplace Readiness Survey comparative design provided quantitative data from 159 recruiters and was analyzed with U, H, and t tests. Recruiters viewed academic credentials as important to applicants’ workplace readiness, yet perceived that online college degree programs lack academic rigor and educational quality. Online bachelors, masters, and doctorate credentials were viewed as inferior to and less trustworthy than face-to-face credentials. Positive social change can occur when academic and organizational leaders collaborate to build principled degree programs around essential job skills, so graduates and recruiters view all academic credentials as trusted predictors of career readiness that benefit society.
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Yadav, Ruby. "Context, Delivery, and Providers’ Perspectives of Family Life Education in TN, USA." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3416.
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In 2015, TN had the 9th highest teen birth rate in the United States. School-based sex education programs have shown promise in curbing teen pregnancy rates. In TN public schools, sex education could be taught by teachers of subjects like biology, health education, or invited guests from ministries, or national or local nonprofit agencies. The content, rigor, and approach of sex education taught by these diverse groups of providers remains unknown. This pilot study tested a survey questionnaire and methodology, while providing information on the providers’ sex education practices and perspectives.
We adapted validated measures from past sex education surveys to reflect the context of TN. The survey items were reviewed and refined by diverse groups of experts on school-based health education, teen pregnancy prevention programs, and adolescent health. The survey was created and distributed via a web-based tool. A recruitment email or letter with a weblink to the survey was sent to 3,249 potential sex education providers, from April to June 2017. Of all contacts, 509 completed the survey, yielding a response rate of 15.7%. Of those who completed the survey, 137 taught sex education in the 2015-2016 school year to any of grades 5 through 12 students. Survey responses were analyzed using descriptive tests.
Abstinence (83.9%) was taught by most respondents, by grade 12, but far less respondents taught topics related to birth control (65.0%) and condoms: how to use condoms (22.6%), how to use and where to get other birth control (31.4%). Providers with more years of experience, and those who expressed that they had received enough training, were more likely to teach more number of topics, including controversial topics, such as condoms and birth control. Most providers indicated that sex education topics should be taught in earlier grades.
This study identified the job titles of providers, content being taught, approach to teaching, and how providers would want to teach sex education. Identifying providers is crucial to designing sex education training programs, tracking program effectiveness, and changes in practices over time, to achieve the goal of curbing TN teen pregnancy rates through quality sex education.
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Teague, Willard D. "Extension education in an integrated theological education delivery system of the West Africa Advanced School of Theology." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.
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Wang, Jason Randle. "Priority time: Employee coping strategies for service delivery to undergraduates." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284252.
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Students, faculty, and administrators are favored research subjects when studying colleges and universities. Often ignored are the frontline employees who deliver service directly to students. To students receiving service, these employees are functionally the voice of the University, yet are often not considered by faculty or administrators when making changes that shape the University as a whole. This case study of four departments at one large, public, Research-I University seeks to understand frontline employee perspectives on time, work, and clients, as well as coping strategies for service delivery. The literatures drawn on include, service delivery methods and trends, time use and management, trends in higher education, and human resources management. Policy recommendations are made in the final chapter.
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Allen, Eileen Marie. "Citizenship education : the search for meaningful delivery within an English high school." Thesis, University of Glasgow, 2009. http://theses.gla.ac.uk/697/.
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This thesis examines the experience of one English high school in the birthing pangs of citizenship education, a mandatory entitlement introduced into English schools in September 2002. The project traces a series of developments over a period of four years and documents my search, as a practitioner-researcher, for a meaningful way to deliver citizenship education within my own school. Staff, parents, governors and students (aged 13 years to 17 years) all contribute towards this project in providing both qualitative and quantitative data. While this research uses a case study approach it also draws upon a sample that extends beyond the immediate school community - this is done in the quest to provide an understanding in the stimuli for active citizenship and probes the perceptions of Members of the Westminster Parliament in office between 2003 and 2004. While many of the findings are generated from a mixture of interviews and questionnaires, a period of quasi-experimentation within the classroom also provides data for discussion. This research provides insight into some of the problems associated with launching a centrally-imposed initiative at school level. It adds to the literature on citizenship education by providing a variety of evidence from the perceptions of an educational community, as well as offering information on the possible effectiveness of differing approaches to citizenship education. In particular, it indicates that efforts to generate a culture of active citizenship might have greater appeal when schools can create not just confident, secure and value-conscious young people, but ones who move in circles outside of their comfort zones. This project also demonstrates the potential value of a mixed-methods approach to practitioner-research. As a separate feature it adds to the knowledge-base on political socialisation.
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Haynes, Marilyn J. "Investigating the design and delivery of quality online distance nurse practitioner education /." Internet access available to MUN users only, 2003. http://collections.mun.ca/u?/theses,167583.
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com, Burgessmj@yahoo, and Madeline Jane Burgess. "Interrogating the World Banks Policy on Innovative Delivery for Higher Education." Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070824.134633.
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Over the past thirty years, the World Bank has intensified its activities relating to
education in developing countries. Notable developments in the World Banks policy
on education include promotion of innovative delivery, which refers to the use of new
and existing Information and Communication Technologies (ICTs) in education. The
World Bank claims that the unique characteristics of ICTs have the potential to produce
new forms of delivery in higher education that can overcome existing barriers to
education and facilitate student-centred learning (World Bank, 1999, 2005).
Many forms of innovative delivery, such as distance education and open learning, are
not new forms of instruction. However, promotion of innovative delivery as a global
priority for education in developing countries is new. In this thesis, I interrogate the
World Banks assumptions concerning innovative delivery as expressed in their
landmark policy statement on education, the 1999 Education Sector Strategy Report
(ES99) (World Bank, 1999). I focus on the assumptions that underlie views put forward
in the ES99 on the nature of technology and its role in education, the role of innovative
delivery in overcoming existing barriers to education, and the potential of innovative
delivery to facilitate student-centred learning. A central aim of this thesis was to better
understand the socio-cultural and pedagogical issues that may arise when these
assumptions are put into practice in different cultural contexts. This was achieved by
comparing the assumptions put forward in the ES99 with the reported perceptions of, attitudes toward, and use of ICTs by students and lecturers from three different cultural
contexts.
Qualitative and quantitative methodologies were used to gather detailed empirical data
on end-users perceptions, attitudes to and use of online technologies at universities in
Australia, Malaysia and the United States. The findings suggested that across all three
cultural contexts, respondents attitudes were not consistent with the World Banks
technocratic view of innovative delivery. Moreover, the findings cast doubt on the
extent to which technology-mediated education can overcome existing barriers to
education and facilitate a student-centred approach to education. I conclude by
suggesting that the World Bank needs to adopt a more questioning stance toward the
potential effectiveness of innovative delivery. Other findings point to the contextual
nature of technology adoption and the pedagogical implications of this mode of delivery
across cultural contexts.
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Alderdice, Nancy Baker. "Internet-based delivery of undergraduate management education : current status and future trends /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1362528901&sid=3&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Allen, Eileen Marie. "Citizenship education the search for meaningful delivery within an English high school /." Connect to e-thesis, 2008. http://theses.gla.ac.uk/697/.
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Thesis (Ph.D.) - University of Glasgow, 2008.Ph.D. thesis submitted to the Department of Educational Studies, Faculty of Education, University of Glasgow, 2008. Includes bibliographical references. Print version also available.
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Inouye, Mark Toshio. "Parental perceptions of the special education delivery system in Eau Claire, Wisconsin." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000inouyem.pdf.
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Osman, Nadia. "Measuring persuasive communication in two nutrition education delivery methods in rural Mozambique." Thesis, London School of Hygiene and Tropical Medicine (University of London), 2008. http://researchonline.lshtm.ac.uk/1520138/.
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Background: Nutrition education programmes are frequently implemented in developing countries with the aim of improving dietary practices. Few studies have, to date, examined the various steps in such an education process in a developing country setting. This study, uses McGuire's "Communication/Persuasion" model to assess the impact among poor rural women in Mozambique of two nutrition education delivery methods: group classes only versus group classes plus individual classes. Methods: Study participants were randomly selected from the total population of RCT taking place in rural Mozambique: the Towards Sustainable Nutrition Improvement project. Participants were female, had a child under 5 years of age and had been randomised to receive the nutrition education program. McGuire's output steps (exposure, attention, understanding, memorisation/recall, skills acquisition, and attitude change) were assessed for both nutrition education delivery methods using a range of tools developed by the investigator, ranging from direct observations to questionnaires. The sample size varied for each output step depending on pre-defined criteria. Results: The methods devised in the current study for the assessment of McGuire's output steps were able to detect a good degree of variability in response. Mothers receiving both the group and individual classes (intervention II) scored higher in most output steps than those receiving only the group classes (intervention I), even after adjusting for possible confounding influences. For example, those mothers in intervention II had significantly higher skills acquisition scores than those mothers in intervention I (difference of means 1.03, independent t-test, p<0.001). Within the sample of intervention II mothers, the scores from measurements taken in individual classes were significantly higher than those taken in the group classes. For example, while there was no difference in observed attention scores between intervention II and intervention I mothers when assessed at group classes, observed attention scores at individual classes were Significantly higher (for intervention II mothers) than those of intervention I mothers at group classes (Independent t-test, p=0.031). Further analysis appeared to suggest that this advantage was due to the added benefit of receiving individual classes in addition to group classes; although this cannot be confirmed in the current study given the lack of a study 'arm providing only individual classes. 2 Conclusions: This study has for the first time used McGuire's model to systematically investigate and compare the communication process in two nutrition education delivery methods in a developing country and attempted to develop tools to measure McGuire's output steps in such a setting. McGuire's model emerged as a good conceptual framework to use for this purpose as it is practical, and. allowed for the breakdown of the process into _, discrete steps that permitted comparisons to be made between two delivery methods. The analysis suggested that there was an advantage in providing individual classes in addition to group classes, although this clearly has important resource implications.
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Bonello, Margaret. "Conceptualising the development and delivery of interprofessional health care education in Malta." Thesis, University of Brighton, 2016. https://research.brighton.ac.uk/en/studentTheses/34039706-8105-4fff-b8ea-625ed0d60baf.
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This thesis is concerned with the concept of undergraduate Interprofessional Education (IPE) as a possible model of practice for the education of health care professionals at the Faculty of Health Sciences, University of Malta. In 2010, the World Health Organisation published its Framework for Action on IPE and Collaborative Practice outlining a vision for a “collaborative practice-ready workforce” emphasising the importance of the health and educational systems as supporting pillars of IPE and collaborative practices (WHO, 2010, p.7). The concept of IPE had been mentioned in policy documents in Malta but no such model had ever been tried or tested at the University. This study aimed to explore stakeholders’ perspectives and perceptions of IPE and to encourage debate of adopting such an approach at the Faculty of Health Sciences. This thesis starts by tracing a history of IPE internationally, teasing out the diversity of policy drivers and motivating factors behind its inception and highlighting the lessons learnt for its development and sustainability into curricula; which, inter alia, include the importance of political drivers, national coherent policies, organisational support and earmarked central funding. This was crucial to underscore as it brought to the fore the paucity of such triggers for IPE within this research study. The study then adopts a qualitative case study approach underpinned by a social constructionist and interpretative stance designed to explore the possibility of IPE at the University of Malta. The purposive sample totalled sixty four participants and these included academics at the Faculty of Health Sciences, key informants from the education/health sectors and newly qualified health professionals. Data was gathered through a combination of focus group discussions and one-to-one interviews, and analysed using Ritchie and Spencer’s (1994) ‘Framework’ analysis supported by NVivo software. Findings yielded rich insights into participants’ perceptions of IPE; while they lauded the notion in principle, they identified a multiplicity of factors that would pose barriers to its enactment in practice. Some barriers might be described as symbolic while others were rooted in the practical domain of operational systems and structures. On a symbolic level, participants were particularly concerned that IPE would pose a threat to their professional identities and to the maintenance of boundaries that define the conceptual territories of the various professions. Participants also pointed to traits and behaviours they perceived as endemic in Maltese culture that would conflict with the enactment of IPE; these were especially relevant as the influence of macro cultural determinants has been largely overlooked in the interprofessional literature. These findings were interpreted through an interdisciplinary conceptual framework drawing on sociological discourses of professionalism and Bourdieu’s theories of societies and social practices. The framework also drew on concepts in anthropological discourses, focusing in particular on Hofstede’s theory of cultural dimensions as a means of theorising about the role that national culture can play in shaping perceptions and behaviours. The originality of this study lies in its a priori approach by exploring perceptions of an interprofessional model of practice when this philosophy had not yet been considered, and which in the process, identified contextual variables which could impact on the design and delivery of IPE. It is unique in employing various theoretical perspectives so as to transcend the factual findings and engage in higher order reconceptualisation. It is also the first study of IPE to be conducted in Malta; significant to consider for any potential interprofessional initiatives. This research contributes to the body of evidence underpinning IPE in two ways. It highlights again the existence of embedded hierarchies and power struggles across health systems and how these impact on IPE, and it uncovers the potential impact of national culture as a tangible determinant in the planning, development and delivery of IPE initiatives.
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Burger, Dimitri. "Successful delivery of an online higher education course: a quantitative management framework." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14785.
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South Africa has been experiencing several challenges regarding access to higher education, quality of higher education, effectiveness of higher education course delivery, and funding for higher education. In the higher education sector, the bulk of the burden is placed on traditional higher education institutions, most notably universities, in providing higher education to a growing youth base in dire need of education that supports their individual learning needs. With these challenges facing traditional universities, online higher education provided by both public sector higher education institutions and private sector education providers can act as a valuable alternative and solution to access for some of the population. Online education and face-to-face education differ considerably in how they deliver courses to students. Many have argued that these differences are in some cases attributable to strengths in face-to-face education and drawbacks or limitations in online education, large enough that they should serve as the criteria for selecting the former over the latter as the better mode of delivery. While there have been examples of online programmes that have failed to deliver courses successfully by underutilising or misusing the tools and techniques available, there are positive examples where these programmes perform equally as well as face-to-face courses. The defining difference is ultimately and often the management of these courses’ resources, activities, people, processes, and practices. Considering the above, and with examination of the available literature, a conceptual and theoretical framework was constructed and a quantitative research study was undertaken to prove the significant correlational relationships between elements of course delivery and a management framework to govern those elements. The sample consisted of 115 students from a postgraduate degree programme presented in two formats, online and on-campus. The findings provide evidence of significant relationships between the core functions of management as well as between aspects of course delivery, such as opportunities for interaction, opportunities for feedback, and course content in achieving learning outcomes for students and contributing to engagement. The findings also indicate positive perceptions from students in relation to the delivery of the courses.
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Fabian, Lena Marie. "Decreasing the Primary Cesarean Delivery Rate." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6721.
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Cesarean delivery is one of the most frequently performed surgical procedures in the United States with 1 in 3 women giving birth by cesarean section. Nurses play a significant role during the labor and delivery process; yet in a hospital in west Texas, nurses lacked knowledge of the current evidence-based obstetric guidelines that were developed to reduce the primary cesarean delivery rates and associated complications. The purpose of this project was to evaluate the content of educational materials developed to inform obstetrical nurses and midwives about labor support strategies to avoid cesarean delivery. Guided by Knowles's whole-part-whole model, a presentation was developed that included evidence-based guidelines and labor-support strategies for positioning and pain management to decrease the choice of cesarean section when not indicated. A 9-member panel with at least 5 years obstetrical expertise evaluated the materials. Based on a descriptive analysis of questionnaire data, experts had a 100% level of agreement that while the educational program material had the potential to promote nursing care practices that would decrease the number of primary cesarean deliveries, changing clinical delivery practices would likely be met with staff resistance. An evidence-based educational program with preventive strategies to decrease primary cesarean deliveries might produce positive social change by prompting obstetric teams to choose these preferred alternatives to avoid to cesarean delivery, and subsequently, decrease associated complication rates, promote faster maternal recovery after childbirth, and decrease the financial burden on the health care system.
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Kaspar, Margaret Ann. "California's "long-standing, serious noncompliance" in the delivery of special education and related services." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2132.
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The intent of the review, and the list of programs appended to this paper, is to compile examples of successful programs that may serve as models for those in California who have been charged with the development and implementation of programs that will bring the California Department of Education/Office of Special Education and its local education agencies into substantial compliance with the requirements of IDEA.
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Smith, Peter John Brenchley, and mikewood@deakin edu au. "Preparing for flexible delivery in industry: Learners and their workplaces." Deakin University. School of social and cultural studies in education, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060623.095632.
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This thesis examines the learning preferences and learning strategies of apprentices, and the contexts within which they learn in their workplaces.
Since the end of the 1980s Australian vocational education and training (VET) structures and processes have undergone radical change in attempts to develop skills in the workforce that will ensure enterprise, national, and international competitiveness. A major strategy in the national reforms has been the encouragement of flexible delivery as a means through which workplace-based learning can be accessed by a larger number of workers in ways that are cost-efficient, and that reduce the amount of time that workers spend away from their jobs. Although flexible delivery has been championed by governments and industry alike, there has been little attempt to identify the preparedness of either learners or their workplaces for the demands of flexible learning.
The thesis examines the economic context for these changes to VET, and also examines the literature available on workplace learning. Additionally, the thesis examines the conceptualisations of flexible delivery that are available in the literature, pointing to the possibility that the wide range of meanings associated with the term flexible delivery may result in quite different practices and expectations. The thesis also examines the literature on independent learning and self-directed learning, and explores the concept of client-focused flexible delivery.
The study of learner preferences uses data collected from apprentices over a period of some years, in the four occupational areas commanding the highest number of apprentices in Australia. These occupational areas are Metals and Machining, Building, Electrical, and Hairdressing. These data on learning preferences are collected using the commercially available Canfield Learning Styles Inventory (CLSI). The data from the sample of 389 apprentices are analysed statistically through analyses of variance, and indicate that variables such as age, gender, and occupational area are related to learning preferences. Apprentices are shown by this analysis to prefer structured programs of instruction that are instructor-led, and to not have a high preference for independent learning or the development of their own learning goals. Additionally, they are shown to have very low preferences for learning through reading, preferring instead to learn through direct hands-on experience. While these characteristics are largely common among the four occupational groups, the Hairdressing apprentices are shown to have a slightly higher preference for independent learning and goal setting. Females are shown to have a higher preference than males for learning qualitative material through reading. Interestingly, the younger apprentices are shown to have a higher preference than the older ones for self-directed learning. Some possibilities for that finding are discussed. The research also shows that the learning preferences displayed by different groups of apprentices in any one program are much the same over time, providing some confidence that data generated from one group of apprentices can be used to make instructional decisions for future groups in the same program.
The data are also factor analysed to indicate three major factors underlying apprentice learning preferences. The first factor indicates a VerbalNon-verbal preference factor, with apprentices clearly preferring to learn through non-verbal means. A second factor is described as StructureContent, with apprentices showing a preference for learning from structured programs in a structured environment. A third factor, Self-directedSocial preference, indicates apprentices preferring to learn through socially mediated presentations and contexts rather than through more independent forms of learning.
Qualitative data are also generated through interviewing eight apprentices, and focusing on the learning strategies they employ while constructing knowledge in the workplace. That component of the research uses a modification of the Marland, Patching and Putt (1992a, 1992b) stimulated recall technique, and a set of learning strategies derived from the work of OMalley and Chamot (1990) and Billett (1996a). The eight apprentices are drawn from the Metals and Machining, Electrical, and Hairdressing trades. The findings indicate that the learning strategies most often used by apprentices in the workplace are those associated with the construction of knowledge that is structured and provided by the instructor or learning program, and those that include social mediation of learning. Additionally, the strategies associated with demonstration and hands-on practice are most favoured. The qualitative data are confirmatory of the quantitative data.
The research also indicates, through the apprentice interviews, that support for apprentices learning in their workplace is typically unplanned and haphazard. Their experience was sometimes characterised by a reluctance on the part of the workplace to acknowledge learning needs such as trialling and practice of new knowledge, or pro-actively seeking understanding from other more skilled workers.
The learning preferences and learning strategies findings for apprentices, coupled with the findings of typically poor or unplanned support in the workplace, indicate that effective flexible delivery of training to apprentices in the workplace provides a number of challenges. These challenges, it is argued, demand strategies to be developed and implemented to prepare both learners and workplaces for effective engagement with flexible delivery. Using as a theoretical framework Kembers (1995) two-dimensional model of open learning for adults, the thesis integrates the findings into a proposed two-dimensional model of learner and workplace preparedness for flexible delivery. The model provides for a Learner Development Space, a Workplace Development Space, and a Strategy Space. Within the Learner Development Space, focuses for the development of learner preparedness are identified in terms of self-directed learning, skills developments, and effective participation in a community of practice. Focuses for workplace development identified in the Workplace Development Space are those associated with development of training policies, training structures, and trainer skills and abilities. The Strategy Space then provides detail of seventy-nine specific strategies developed to enhance learner and workplace preparedness within each of the focuses identified.
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Riel, Paul E. "Campus Planners' Preferences For Residence Hall Project Delivery Methods." UNF Digital Commons, 2015. http://digitalcommons.unf.edu/etd/558.
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This research determined the preferred project delivery method utilized by campus planners when building student housing on a university campus. Four key performance indicators were also evaluated to determine if they influenced the campus planner to select a particular project delivery method. The four key performance indicators were: owner input, cost, safety, and on-time completion. Campus planners identified though the Society for Campus and University Planners (SCUP), were invited to participate in this survey research method. Five research questions were explored in this study. They were:
1. What is the preferred project delivery method (PDM) when building a residence hall on a college campus?
2. Do key performance indicators influence a campus planner’s choice of preferred project delivery method?
3. Does the preferred project delivery method differ by the number of beds?
4. Does the preferred project delivery method differ geographically?
5. Does the preferred project delivery method differ between public and private institutions?
Based on the survey findings, analyzed using SPSS, sufficient information was garnered from the data to allow responses to the five research questions. In sum, there was a significant preference on the part of campus planners for the construction management at risk project delivery method when building student housing. This finding was consistent across regions and between public and private institutions. The design-bid-build project delivery method was the preferred approach when building student housing of less than 200 beds. Key performance indicators were shown to have little influence on the decision regarding which project delivery method to choose.
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Powell, Jessica. "Postpartum Hemorrhage Evidenced-Based Registered Nurse Staff Education Project." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4474.
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Despite medical technology and research advances postpartum hemorrhages (PPH) continue to be a leading cause of morbidity and mortality for pregnant women, even in developed countries. One possible explanation for PPHs continuing to be a leading cause of maternal death is inconsistent recognition and timely treatment of women experiencing a PPH. This doctor of nursing practice project attempts to improve labor and delivery nurse knowledge through an educational intervention which will contribute to rapid identification and treatment of PPH. Knowledge change was demonstrated though change in pretest and posttest scores. The educational information and process was guided by adult learning theory and content was based on current research and evidence-based practice guidelines on PPH. Ninety six participants were assessed using a PPH pretest posttest design. The tests consisted of 15 questions. Correct scores were added and a percent correct score was calculated. The data demonstrated that 63% of the participants passed the pretest with an 80% or higher and 90% of the participants passed the posttest with an 80% or higher. The difference was statistically significant, indicating there was an increase in knowledge after the educational materials were presented. This DNP project contributes to social change by ensuring women receive excellent and timely PPH care by nurses who have a strong understanding of PPH and can apply that knowledge through rapid identification and treatment.
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Baltz, Diana Lynn-Maria. "Effect of Delivery Method on Nursing Students' Math Competency and Learning Perceptions." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3973.
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The delivery method of a math course may affect the math scores of nursing students, which relates to rates of medication errors that could be fatal. The purpose of this study was to discover the relative effectiveness of a delivery method of a math course. Benner's novice-to-expert theory guided the study. A sequential explanatory, mixed-methods, nonexperimental pre-/posttest alternative treatment design was used. Phase 1 answered which delivery methods-online self-directed, face-to-face, or a mix of online self-directed with instructor lead-were associated with the best Medication Administration Competency exam results. Phase 2 included students' assessment of each learning method. The sample size was 148 students who were admitted to 1 nursing school between 2011 and 2013. The data were collected from 4 sources: (a) archival standardized entrance exam math scores, (b) archival standardized exit exam math scores, (c) a qualitative survey regarding student perceptions of the delivery method, and (d) a qualitative section of the same survey with math questions. The ANCOVA analysis showed no statistically significant difference in the delivery method used. Students with lower pretest exam scores took the posttest exam more times and also had lower posttest grades. The content analysis showed that students from all 3 groups did not see an advantage in the delivery method, but in certain teaching strategies that support learning. Therefore, the nursing school should continue to allow students to select their preferred delivery method, or offer fewer methods as they were equivalent. Positive change could come from using teaching strategies that students valued, improving their ability to provide correct dosages and increasing patient safety in the healthcare environment.