Dissertations / Theses: 'Learning from experience'

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Klunk, Clare Dvoranchik. "Workplace Devaluation: Learning from Experience." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/27337.

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Many successful professionals, recognized for their experience, knowledge, competence and commitment to their field, experience a contradiction when they realize that their contributions are no longer valued by decision-makers in their organizations. Professionals, regardless of gender, position, education, race or profession, who experience workplace devaluation agree that this experience devalues their contributions and demeans their sense of self. This study illuminates the professionals' perspective of workplace devaluation through their experience. Within the framework of grounded theory methodology, this research examined three research questions: (a) What is the experience of professionals' workplace devaluation? (b) How did professionals learn from the experience? (c) What did professionals learn from the experience? The unit of analysis is the professional within an organization. Four participants were selected who (a) had several years experience with their organization; (b) were previously valued by the organization; (c) were current in their field; (d) had experienced workplace devaluation; and (e) were able to articulate insights, thoughts, and emotions on their experience. Multiple interviews with each participant provided the data. A comparative, iterative analysis of the data yielded: (a) a seven-phase process of the experience; (b) six constructs embedded in the process, and (c) four categories of learning. The dialogic interview method facilitated the participants' apperception, reflection, and progress through the process. Three emotions--fear, powerlessness, anger--and their interaction with the other constructs (autonomy, communication, personalization, authority, and recognition) influenced coping strategies and actions taken by each participant. The four narratives explicate the interrelationships of the findings. Three major conclusions are: (a) A rich description of the workplace devaluation experience offers a glimpse into the complexity of this topic and into the professionals' "lived world." (b) The learning process, grounded in the data, depicts how these four professionals used the power of their emotions to create balance within themselves as they attempted to explicate their situation of workplace devaluation. (c) The results indicate that greater learning occurred in organizational knowledge and intrapersonal knowledge for these professionals. Questions for further research are noted along with practical suggestions and recommendations for the praxis of adult educators, decision-makers, and professionals.
Ph. D.

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Bills, Christopher John. "Learning from experience : manifestations of young children's learning from pedagogic representations." Thesis, University of Warwick, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391936.

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Purdy, Martha Leete. "Adult Experience of Learning From Novels." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/40505.

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The Adult Experience Of Learning From NovelsNovel readers may not necessarily read with the primary intention of learning from their novels, but it is known that learning is frequently an outcome. Literature on novels describe their content as both factual and philosophical opportunities to learn but do not describe them in terms of adult learning theory. A study by Radway (1984) found that readers of formula romance have complex learning outcomes from their reading but this was related to literature on novels rather than adult learning theory.Conversely, although learning is a known outcome of novel reading, literature on adult learning theories and research have taken little notice of novel reading as an opportunity to learn. Yet reading novels is an activity in which millions engage. The nature of reading as a highly personal,self-directed activity, suggested a literature review of theory pertaining to self-directed learning, informal learning and how adults make meaning.The purpose of the research was to explore the experience of learning novels; how reading contributes to knowledge,understanding of environment, and social and self-understanding in the context of adult learning theory.The research problem asked what evidence novel readers provide for making meaning as a result of their reading and what they do with that learning outcome. Research was conducted with individual interviews of five regular novel readers which served as case studies. Analysis was done by coding each interview paying particular attention to relationships to personal history, types of learning suggested and their effects. Case studies were then cross coded to discover trends and patterns.Findings showed that respondents used novels to be entertained and escape from their daily responsibilities,but along the way they also experienced a variety of types of learning. They collected new information they found personally interesting or added to an existing knowledge base, challenged their perspectives to think abut themselves and others in new ways. There was also a variety of uses for what they had learned. Respondents reported believing they have a broader knowledge base, could more effective interact with others, arrive at greater self-awareness, and in a few instances change behavior.The experience of learning from novels is a remarkable combination of self-motivation and self-direction undertaken for pleasure, yet incidentally can result in a range of learning outcomes including building a more complex knowledge base, constructivist organization and interpretation of information, critical reflection about self and others, and transformation of understanding to result in change.
Ed. D.

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Lindberg, Anna-Karin. "Learning from accidents : Experience feedback in practice." Doctoral thesis, KTH, Filosofi och teknikhistoria, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-27212.

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Experience feedback from accidents is important for preventive work in companies, authorities and other organisations. This thesis focused on experience feedback from accidents that take place in everyday life, in our neighbourhoods, in our workplaces, in our schools, in traffic and transportation. Essay I is an overview of the literature on learning from accidents and incidents. The focus in this essay is on literature that evaluates the effectiveness and usefulness of different methods in accident investigations. Conclusions drawn from this literature review are that the dissemination of results and knowledge from accident investigations must be improved, and experience feedback systems should be integrated into overall systems of risk management. Essay II is based on an evaluation of the investigation board for workplace accidents (HAKO) that was carried out on commission of the Swedish Work Environment Authority. It was concluded that the accident reports published by HAKO had a high qualitative level but the dissemination of results from the investigations was weak. Essay III investigates twenty-eight supervision cases from eleven Swedish local Environment and Health Administrations. The overall goal of the study was to find out how, and to what extent, experience feedback occurs in Swedish municipalities. Two major problems relevant for the experience feedback have been found; namely that the inspectors do not have enough guidance on how to interpret the law and that they would like more information on what happens to legal cases that they have handed over to the public prosecutors and the police. Essay IV is a document study of incident reports from two municipal fire and rescue services. The overall purpose of this study was to investigate if information from the rescue services could be used to improve experience feedback in sectors where it is weak or non-existent. In the 1120 incident reports that were studied, we found 217 proposals for improvement but these proposals were not used for experience feedback. It is concluded that the reports contain valuable information but this information is not used to prevent future accidents. Essay V investigates experience feedback in Swedish authorities working with accident prevention. The essay is based on two interview studies. In the first study, 21 Swedish authorities participated, and several of these authorities seem to have a functioning experience feedback despite the lack of systematic routines and methods. Yet, only four of the 21 authorities actually handle the whole experience feedback process. These four have at least one common denominator; they have an experience feedback that is turning more inwards than outwards. The second study was a follow-up study of some of the results from the first study, concerning the dissemination of results from experience feedback.
QC 20101209

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Burnard, Philip. "Learning from experience : nurse tutors' and student nurses' perceptions of experiential learning." Thesis, Cardiff University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303729.

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Lawday, G. D. "Problems in practice : learning from experience in management consulting." Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273481.

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One of the strengths of experiential learning in practice is the meaning that we give our actions and therefore our thinking. The inquiry is a reflective account involving participative research amongst 81 management consultants in which the author functions as a researcher and as a consultant. The research explores the subjective experiences of undertaking management consultancy and is concerned with the development of professional knowledge and practice. The researcher positions himself at the centre of the study as he examines the multiple ways in which management consultants reflect and learn as they undertake their practice. The principal aim is to assist the development of the researcher's own reflective practice, and to explore how learning from experience can enhance the way he undertakes management consulting. The researcher describes his own experiences within the research project and reflects upon the dynamics of management consultancy. He illustrates some of the mechanismst hat underlie client-consultantd ynamics and highlights some of the emotionally-chargedr elationshipst hat occur in client systems. The research involves the use of participatory approaches. During the inquiry the researcher reflects upon his own experience, attending to his feelings and values, and re-evaluates the experience in the light of interactions with a core group of the participants. His relationship to the research field and setting is that of immersion or "being fully there". An analysis is undertaken of the participants' psychological type and Learning Style preferences using data from self-report inventories. Comparisons are made with previous studies about consultants and change agents. A qualitative approach is considered for the study. This encourages interpretative human skills and is concerned with description and interpretation rather than with measurement and prediction. Two extended case studies using an Action Science methodology assist the reflective accounts amongst consultants, sponsors and clients, whose experiencesd rawd eeplyo n their personasl elvesi n rolep erformance. The researcher develops his own framework of learning from experience, by linking learning style with specific processes of reflection and reflexivity, and points the way towards a more reflexive approach in informing consultants' practice.

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Compton, Christa M. "Learning from experience : a study of clinical pastoral education /." May be available electronically:, 2007. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.

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Bruce, Jake. "Learning from limited experience: Real-world robot navigation from a single traversal." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/205492/1/Jacob_Bruce_Thesis.pdf.

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If you want to do something, first you have to go somewhere. Navigation is a crucial capability for any intelligent agent that is expected to operate in the world, be they human, animal, or robot. In this work, we present techniques for teaching robots to navigate in the real world, given only a single prior traversal of the environment. We employ an online adaptive approach to sequence-based localization, and a novel framework for model-based deep reinforcement learning, to develop robot systems that can successfully localize and navigate in a city.

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Troëng, Thomas. "On errors & adverse outcomes in surgery learning from experience /." Malmö : Dept. of Community Health Sciences and the Dept. of Surgery, Malmö General Hospital, University of Lund, 1992. http://catalog.hathitrust.org/api/volumes/oclc/38946479.html.

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Ashford, E. "Learning from experience : the case study of a primary school." Thesis, Canterbury Christ Church University, 2012. http://create.canterbury.ac.uk/12022/.

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This thesis is a case study about learning from experience in a primary school. The enquiry applies a psychoanalytic idea in an educational context. The focus arose from Bion’s idea: ‘Container-contained’ (Bion, 1962) which proposes that the capacity to think is emotionally rooted in our first relationship, which informs the qualities of our subsequent ‘learning relationships’ (Youell, 2006). Within a psychosocial, interpretivist framework, research questions ask: How does the learning that children bring to school affect their relationships and learning? How can school provide flexible-enough containment for thinking and learning from experience? What have I learnt about learning from experience? As a researcher/mentor, an interpretation of Bick’s (1964) clinical observational method was deployed to generate data, including written-up observations of four case study children who communicated their stories of everyday events in school during mentoring sessions. An auto/biographical approach complementarily composed part of the methodological bricolage. The inductive method supported evolution of a relational approach to mentoring, permitting reflexive interrogation of the observational texts. Interviews with teachers and parents added a biographical dimension. Mentoring took place during half-hour, weekly, individual mentoring sessions with children over two terms. Findings confirmed that children brought early experiences of learning to school which affected relationships and posed barriers to learning. The research method provided a subjective tool for making unconscious qualities of relationship in the transference and countertransference between researcher, children and adults at an institutional level, explicit. RefIexive interrogation illumined the interrelationship between researcher and children’s learning. Findings showed a need for flexible boundaries for supporting children’s self-efficacy and personal agency, and teacher’s learning about learning, when school is seen as a ‘container’. Findings confirmed the need for time and space for children and adults to reflect on experience in school, towards fostering emotional well-being and the capacity to think and learn.

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Singleton, Devena M. "The Transition from Traditional to Blended On-Campus Learning Experience." NSUWorks, 2012. http://nsuworks.nova.edu/gscis_etd/306.

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Blended learning is the term used for a course with online and on-campus components. Multiple different versions have proliferated across higher education during the past decade. As with any new learning modality there are many issues which need to be addressed when considering a move of an entire institution's curriculum in this direction. The problem identified for investigation was the phenomenon of transitional change of DeVry University's instructional modality from a traditional on-campus to a blended on-campus experience. The explanatory case study explored the phenomenon through two main factors including the impact of the change on the culture of the university and the change in time format for the courses. Eight themes were analyzed and addressed including course format changes, communicating the change, training faculty, common course shell, workload changes, cultural impacts, communication and evaluation of the transition. The university went from a traditional 15- to 8-week course format while making the transition to blended learning. Reasons given for this schedule change were investigated. When creating a large institutional change communication is a key factor and how the change was communicated to both faculty and students is explored. Training faculty for the new blended environment as well as the introduction to a common course shell for all courses is analyzed. The perceived workload of both faculty and students in the new blended learning environment in regard to faculty course load taught and student credit hours taken is considered. The impacts on culture were addressed during the transition including faculty, students and administration impacts. A comparison is given for communication between faculty and students in the new blended learning environment. The evaluation considered the hiatus of rolling out the common course shells to faculty and students is given as well as the planned assessment for the blended learning environment.

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Lamoureux, Marcel. "Policy learning theory derived from Russian power sector liberalisation policy experience." Thesis, Glasgow Caledonian University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.726804.

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MacGibbon, Lesley. "Power, knowledge and reflexivity : learning "from experience" in a women's refuge." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2002. http://hdl.handle.net/10092/2887.

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This thesis is about recognising and analysing learning from experience in community organisations. It critically examines not only the possibilities, but also the challenges and difficulties involved in that approach to learning. The thesis documents positive and innovative strategies for learning and providing services in a particular Women's Refuge, while at the same time offering a critical engagement with those interventions. Women's Refuges exist to support women and children victims of domestic violence, and to work towards the elimination of domestic violence, but like many voluntary organisations in New Zealand, they rely on volunteers to provide many of their services. This qualitative case study focuses on the induction and training of the Refuge volunteer advocates in one particular Refuge in Christchurch in 1998 - 1999. It examines the tensions inherent in a pedagogy of learning from experience, which operates in a wider context of state funding and state surveillance of the quality of services. Within the Refuge, the notions of 'experience' and 'learning' were not neutral or value free. What counted as learning within the Refuge context was not generalised knowledge, but an ability to engage in certain practices and talk about these practices in particular ways. Throughout their training volunteer advocates were learning not just how to support women and children escaping violence in their homes, but how to manage their identities as learners and workers within the institutional regimes of the Refuge. The volunteer advocates had to learn to demonstrate reflexivity, and be 'honest,' but they also learnt to manage that honesty. They were learning about the Refuge work, what 'experience' was valuable, and how to demonstrate that they were learning in this particular environment by demonstrating a capacity for self reflective talk about those experiences. In this respect they had to engage in 'experiential learning' by overtly reconstructing their own actions, interactions and feelings.

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Damiani, Octavio. "Learning from collective experience : successful small farmer associations in northeast Brazil." Thesis, Massachusetts Institute of Technology, 1993. http://hdl.handle.net/1721.1/65454.

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Butler, Helen. "Student Wellbeing as Educational Practice: Learning from Educators’ Stories of Experience." Thesis, Australian Catholic University, 2017. https://acuresearchbank.acu.edu.au/download/542c3d139d37742295411aca31e8f8b8cb1cc5fcdb37ea9e8f21e289b4a06e36/5462160/BUTLER_2017_THESIS.pdf.

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The promotion of student wellbeing is a key goal of Australian education, increasingly acknowledged as the responsibility of all educators. This study was designed to improve understanding of how educators develop understanding and practice of student wellbeing. The significance of the inquiry is that it is focused on how educators integrate student wellbeing within their practice and identities rather than simply on what they need to know about student wellbeing and how they can be trained to deliver student wellbeing related content and skills. Narrative methodology and methods are used to explore how educators conceptualise student wellbeing; how they locate student wellbeing within their professional practice; and how these processes are influenced by their personal and professional experiences. Research conversations, incorporating a series of visual and narrative research activities, were undertaken with twenty school-based and system-based teachers and leaders within the Catholic education system in Melbourne, Victoria. Analysis of participants’ accounts focused on both the telling (process) and the told (content). In relation to the telling, the combined processes of drawing and storying practice and experience enabled participants to recognise and articulate their understanding and practice of student wellbeing. Participants emphasised the intertwining of conceptual, practical, and, importantly, relational elements of understanding and practice. Analysis of the stories told highlighted the interwoven influences of people, places, and experiences in rhizomatic, rather than linear, journeys of becoming educators with a focus on student wellbeing. The findings of the study suggest that teachers’ complex stories of student wellbeing as educational practice might be used productively by teacher educators, researchers, policymakers, and educators themselves help to shape an integrated, dialogical agenda for student wellbeing practice, teacher education, research, and policy development and implementation.

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Stolen, Thor Antonio. "Understanding how students with learning disabilities from an urban environment experience nature-based informal learning." Thesis, The University of Wisconsin - Milwaukee, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10250471.

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Research has shown that there is an achievement gap with students of color in the urban environment and their White non-urban peers (Norman, Ault, Bentz, & Meskimen, 2001; National Research Council, 2012) additionally an achievement gaps exists between students with disabilities and their non-disabled peers (National Center for Learning Disabilities, 2011). The demand for Science, Technology, Engineering, and Mathematics (STEM) preparation is growing and more students need to be prepared in school for STEM careers (Carlson, 1997). The didactic traditional style of teacher led text book reading has proven unsuccessful for large groups of urban youths and students with disabilities (Kahle, Meece, & Scantlebury, 2000; Haberman, 1991; National Research Council, 2012). Using a hands-on, experiential informal learning environments in science has proven successful in engaging students to the science curriculum (National Research Council, 2012). Nature has also proven to engage students into the curriculum. This study combines these topics and addresses the gap in the literature where these topics overlap. This qualitative case study sought to understand how students with learning disabilities from an urban environment experienced nature-based informal learning. The participants for this exploratory case study informed by ethnographic methods of observation involved seven eighth grade students with learning disabilities from an inclusive science program at a public urban school.

The students participated in four nature related informal learning experiences that were aligned to the science curriculum. These students’ experiences were collected from observations, and conducting both one-on-one interviews and focus groups. The data was then triangulated, analyzed thematically, and interpreted. The students’ experiences were shared thematically. The three themes which emerged from the data were:

-Hands-on learning is an engaging and a more enjoyable way of learning for students with learning disabilities.

-There is not enough science being taught.

-Students are not habitually accessing natural areas.

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Nakamura, Sayaka. "Determinants of Contraceptive Choice among Japanese Women: Ten Years after the Pill Approval." 名古屋大学大学院経済学研究科附属国際経済政策研究センター, 2012. http://hdl.handle.net/2237/16945.

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Raboy, Marc 1948. "Broadcasting and the idea of the public : learning from the Canadian experience." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=76908.

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Flynn, Jerome P. "What Happens While We Learn? The Idiosyncratic Nature of Learning from Experience." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/86194.

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In this dissertation I examine the actions of learners while they navigate a new learning context to gain insight into how learning occurs during learning events. Building on Kolb's (2014) experiential learning model and incorporating research from cognitive psychology, I explore discrete patterns of learning activity and tactical emergence to gain insight into how learning evolves and outcomes are achieved. Kolb's conceptual work points to the complexity of most learning experiences. This dissertation offers a framework and language supporting a more detailed analysis of the cognitive processes and knowledge development which occur during learning events, a new perspective to help interpret the dynamics and complexities of in-situ learning. I adopt a refined view of learning which anticipates the interplay between discrete processes and knowledge elements. In the proposed conceptual model, process and content dynamics are managed by executive function through three specific mechanisms; dialectics, goal pursuit, and the scaffolding of knowledge. Using a new game environment developed for this research, I trace the actions of learners as they interact with a "new-to-them" task. In Study 1 (n=50), I examine the behavior of subjects as they progressively learn and adopt new tactics while playing the game and seek evidence of the three proposed mechanisms that guide decisions during learning, dialectics, goal pursuit, and scaffolding. Study 2 (n=194) builds upon the patterns of learned behavior observed in Study 1, and examines how breaks, or their absence, influence learning under enhanced cognitive load. In this study, I explore how incremental break time contributes to learning outcomes. Cognitive ability and incremental break time were hypothesized to interact; subjects with high cognitive ability were expected to find little benefit from break time, while those with lower ability were expected to positively benefit from time in breaks. Surprisingly, and in contrast to previous research, incremental break time was negatively related to learning and outcomes. No interaction between cognitive ability and break time was observed. I discuss the importance of this finding. This dissertation contributes to a refined understanding of learning process, knowledge content, and the dynamic nature of their interactions. Learners demonstrate idiosyncratic differences in how they interpret and respond to the environment. This includes how quickly and effectively they recognize problems or opportunities while learning, establish goals to guide their pursuit, and construct and leverage new knowledge to shape more effective behaviors. Contributions to learning theory, explored and developed here, may be transferable to individualized instruction environments, including new insights about the micro-dynamics of learning and knowledge states which are developed in this dissertation.
Ph. D.

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McHenry, Kristen, S. Alicia Williams, Florence M. Weierbach, Kate E. Beatty, and Brian Cross. "From Opportunity to Necessity: Development of an Asynchronous Online Interprofessional Learning Experience." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/ijhse/vol8/iss1/4.

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Incorporating interprofessional collaboration competencies into both undergraduate pre-licensure and graduate health science students poses challenges for academic health science centers. Certain student groups may have less opportunity to participate in interprofessional learning experiences due to demands of individual programs of study and conflicts in scheduling time with other disciplines. A group of interprofessional higher education faculty members created an innovative online asynchronous interprofessional experience with the primary goals of meeting accreditation standards for specific programs and providing interprofessional education (IPE) to students who were unable to participate in traditional face-to-face IPE experiences already established at the institution. This guide will highlight the process of design and development of the learning opportunity, from conception to implementation. The pilot of the asynchronous online IPE experience served as a model for the transition of the original in-person model to virtual IPE during the COVID-19 pandemic.

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Ranieri, Andrea Y. "Conditions for Maximizing Expected Value in Repeated Choices from Experience." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7898.

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It is largely expected that people can learn from past experiences and use this knowledge to make better decisions in the future. However, there are aspects inherent in experiential learning which may affect the extent to which people can extract and use information from experiential feedback to make advantageous decisions. Three aspects inherent in experiential learning were identified: (1) it is reliant on memory, (2) information is gathered exclusively through outcome feedback, and (3) outcome feedback is inherently dynamic. The current investigation explored how each of these aspects may help shape experiential decision making, and examined how the presence of competing types of information might hinder the ability of experiential information to guide people towards advantageous choices. A card-selection paradigm was used to examine learning about monetary outcomes from repeatedly sampling from two decks with different expected values (EVs, i.e., average payoffs). Effects on working memory were assessed by varying the number of outcomes within each deck and varying whether both decks had all-gain outcomes or one deck had some zero outcomes. Reliance on outcome feedback was manipulated by adding misleading (but technically correct) descriptive information which favored the less advantageous deck. To assess the impact of dynamic information, the dynamics of experience were contrasted with misleading dynamic descriptions. The primary dependent variable was the number of higher EV deck selections measured during the first and last 25 choices. The results of the investigation revealed little strain on working memory, but found a surprise zero effect in which identification of the more advantageous option was noticeably disrupted when the better option contained possible zero outcomes. Participants seemed drawn to options that were less advantageous but had only gain outcomes. Misleading descriptions provided at the outset only disrupted advantageous choice when zero outcomes were involved, but outcome feedback was found to help overcome the initial bias toward the lower EV all-gain deck. However, when no description was available, the zero effect grew more intense with experience. Finally, when misleading dynamic descriptions were presented, disruptions in experiential learning were seen throughout. The implications of these results contribute to our understanding of which conditions are likely to support versus disrupt our ability to use experiential feedback to guide us towards advantageous choices.

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Mackenzie, Ann E. "Learning from experience in the community : an ethnographic study of district nurse students." Thesis, University of Surrey, 1990. http://epubs.surrey.ac.uk/844462/.

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The starting point for this research was a set of issues originating from my experiences in nurse education and particularly in teaching courses in district nursing. These educational issues concerned the learning of student district nurses in the community a learning environment as yet little researched. This study seeks to gain an understanding of the learning experiences of district nurse students and to examine learning in the practice setting from the perspective of the students. Since the research depends upon the changing and differing interpretations of the individuals involved in the natural setting of the community an ethnographic approach has been adopted. The experiences of students are monitored throughout the taught practice element of the district nurse course in both inner city and rural/urban locations. Data, collected through interview and observation, is analysed in the context of theory relating to adult learning and learning from experience. Three major categories of response are identified and discussed in detail. These categories are sequential and represent the learning process experienced by the students in the practice setting, as they learn to fit in to a new environment, test out their own ideas and compare the unreality of college with the reality of practice. Attention is drawn to the difficulties experienced by district nurse students in fitting into new settings and trying out change, to the detrimental effect on learning of rigid practice routines and to the powerlessness of practical work teachers to influence the learning environments These issues are discussed in the context of changes already taking place in nurse education as a result of Project 2000. Suggestions for further research include the development of a package to evaluate the effectiveness of community practice settings as learning environments, and the promotion of teaching strategies based on experience and reflection.

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Stark, Mary Elizabeth Rae. "Learning from experience : the role of placement in becoming a reflective primary teacher." Thesis, University of Strathclyde, 2000. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=23750.

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A longitudinal study followed a cohort of students through the Bachelor of Education (Honours) degree course, the main route to primary teaching at the University of Strathclyde. The main purpose was to determine the extent to which the school experience element met the expressed aims of the course, in particular, the aim of developing reflective practitioners, which is the model of the teacher that underpins the four-year course. In the first year of the study, baseline data was gathered from students in all four years of the course, their faculty tutors, supervising teachers and those members of staff in school holding the remit for students. First year students formed the basis of the longitudinal study, with data gathered through questionnaires and interviews over the subsequent three years. This data was supplemented by an analysis of students' self-evaluation reports and 'good practice' interviews with a sub-sample of supervising teachers. The findings indicate that the major ity of students experienced a primarily apprenticeship form of preparation for the teaching profession, rather than a reflective practitioner model. While considerable opportunities were provided within the structure of the course for the acquisition and exercise of skills of reflection and critical analysis, other factors influenced the extent to which these were realised. These included resources, and the ways in which teachers and tutors interpreted their roles and responsibilities as supervisors. Consideration is given as to how these might be addressed in order to provide a professional workforce of reflective practitioners might be realised within the current framework of pre-service primary education. More fundamentally, issues of professionalism, government policy changes and the changing context of professional education generally, support the argument that the Scottish BEd, in its present form, is unlikely to support the development of the reflective primary despite the professed aims of its designers.

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Mary, Joanna Elizabeth. "Learning from foster carers : the experience of fostering and mental health service provision." Thesis, University of Hertfordshire, 2003. http://hdl.handle.net/2299/14173.

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The current study used a grounded theory approach to better understand the experiences of foster carers with regards to how they understood and coped with the emotional and behavioural problems of children in their care and what types of support they required from Child and Adolescent Mental Health Services (CAMHS). Background: In recent years, there has been an increasing research interest in the qualitative experiences of foster carers, given the demands they face in the current context of child-care policy. Previous studies have focused on narrative accounts and specific aspects of experience, such as dealing with difficulties and support. There is, however, a lack of research using grounded theory to explore their experiences in detail. Over the last two years, following the government's "Quality Protects" initiative, new specialist mental health services for looked after children and their carers have been set up around the country. Given these recent service developments and limited research into their role with foster carers as yet, foster carers' views and experiences of CAMHS are valuable in informing future service provision for this client group. Method: In-depth, subjective accounts of eight foster carers from six foster families employed in one local authority were obtained through interviews. Results: Four major and inter-linking categories emerged from the interviews relating to ambivalent relationships with the children in their care, the children's parents and wider services, including CAMHS. However, one core category subsumed all of these categories and was referred to as the inherent contradiction in the foster carers' role - that of being a parent, but at the same time being a professional. Discussion: The themes that emerged from the interviews with the foster carers related to previous literature on their experiences and issues of support. The findings had implications in terms of specialist psychological support and consultation to foster carers.

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Tawileh, Wissam. "Virtual International Learning Experience in Formal Higher Education – A Case Study from Jordan." TUDpress, 2016. https://tud.qucosa.de/id/qucosa%3A33953.

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Purpose – International experience is important to prepare university students for successful career in the globalized knowledge economy. However, learners in developing countries have limited access to international educational experiences due to travel costs and constrains, political instability that prohibit academic visits from foreign students and instructors, societal restrictions on certain groups like female students, or old educational systems that resist didactical and organizational changes. The emergence of Social Media enabled the development of interactive learnercentered virtual learning environments that enable collaborative knowledge building in online social communities.This empirical study aims to explore how to provide Jordanian university students with international academic experience during their regular study programs without travelling abroad. Virtual Collaborative Learning has been introduced and examined in this specific context due to its reported high potential for developing countries. Design/methodology/approach – Following an educational design based approach, a Virtual Collaborative Learning arrangement has been re-designed to involve Jordanian students in a formal masters’ course with German students at the Technische Universität Dresden. Factors that affect participated Jordanian students’ perception of this experience have been examined using deep interviews and qualitative content analyses methods. Originality/value – The value of this study lays in the innovative approach to provide Jordanian university students with international learning experience by integrating them in a virtual community with peers from Germany using Social Media application. Practical implications – This study delivers empirical evidence on the potential of welldesigned Virtual Collaborative Learning arrangements to provide students with enjoyable, high-impact, immersive international learning experience at their home university. This helps universities, especially in Arab and developing countries, to grant their students a new learning experience using affordable easy-to-use Social Media solutions.

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Bartova, Zdenka. "Learning from the experts: Qualitative study of the lived experience of mental illness." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1412.

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Severe mental illness has a profound effect on the affected individuals yet it does not necessarily prevent them from leading a meaningful and fulfilling life, and therefore recovering. Recovery has received a great interest in clinical and consumer research yet little is known about how those individuals who do not primarily identify with recovery respond to the concept and come to accept it as something that is personally meaningful. Using a qualitative approach following the principles of Gadamer’s (1975) hermeneutics, the present study explored people’s subjective experience of mental illness with the aim of identifying factors related to their views of mental illness, their adaptation, coping and recovery, and the subjective meanings they gave to the phenomenon. In Phase I, 25 adults diagnosed with mental illness participated in unstructured, confidential interviews at the end of which they completed the Recovery Assessment Scale-Revised (RAS-R) (Corrigan et al., 1999). The study identified six main themes related to person-centred and social/relational factors that played a role in the persons’ life with mental illness: (a) mental illness as a journey, (b) personal conceptualisations of mental illness, (c) illness management and coping, (d) losses and gains, (e) professional help, and (f) the role of others. Phase II was completed by 18 participants from the original sample who were provided with feedback on their respective RAS-R (Corrigan et al., 1999) results and who in turn provided their feedback on the scale and their experience of completing it; this was followed by a discussion of recovery. The participant narratives suggested that recovery was conceptualised in two broad ways: as a return to baseline following crisis and as living as best as one can given personal circumstances. The findings further indicated that recovery as a concept had the potential to remain abstract and lack in meaning unless the person’s biases and perceptions were explored in an opened, non-directive conversation. Both the initial interview and the follow-up session were audiotaped, transcribed and consequently subjected to thematic content analysis. Following the analysis, the participants were invited for a third interview during which they were asked to provide feedback on the analysis and add further information. This represented Phase III, which was completed by 10 participants from the original sample; this phase also served as a reflection on the experience of research participation. Findings indicated that research participation was generally seen as a positive experience that could have potentially therapeutic benefits. The process involved active engagement for both the participants and the researcher, which may have helped foster closeness but that also raised a number of ethical dilemmas, primarily in terms of dual roles and researcher self-disclosure. Overall, the studies highlighted the complex interplay of both clinical and non-clinical factors that the individuals took into account as they were making sense of their experience. The studies have a number of clinical implications, specifically addressing the role of hospitals in treatment, the relationship between mental illness and trauma, participatory assessment of recovery, and the role of clinical psychology in the treatment of severe mental illness. Furthermore, the studies point out the potential benefits of supplementing clinical work, whether in research or in treatment, with the methods and processes of Gadamerian hermeneutics. The core principles of the Gadamerian approach (the fusion of the horizons of meaning, the hermeneutic circle and the dialogue) promote viewing of a phenomenon as a contextually embedded experience that is interpreted through the person’s pre-existing views and his/her present range of vision. The approach conceptualises interactions between two parties as opened conversations that aim at shared understanding, rather than objective truth. Such conversations are characterised by a back-and-forth movement between the whole and its parts, which eventually leads to improved understanding. Therefore greater appreciation of contextual information and meaning-making processes; treating both sources of expertise (consumer and professional) as equally important; viewing psychopathology as only one part of mental illness and mental illness as one part of the person’s life; and finally approaching clinical and research interactions as relational endeavours that test the underlying assumptions of both parties could help influence the way mental health professionals work with individuals with severe mental illness.

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Feest, Kathy. "Learning from the pre registration house officer experience : lessons from conventional interpretation and the creative narrative approach." Thesis, University of Bristol, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398782.

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Kamatsuchi, Mahoko. "Learning from implementation of Integrated Child Health Events : lessons from global practice and the experience of Zambia." Thesis, London School of Hygiene and Tropical Medicine (University of London), 2017. http://researchonline.lshtm.ac.uk/3482689/.

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Background: Integrated child health events (ICHEs) are an established and popular mechanism for delivering essential health interventions in low- and middle-income countries (LMICs) suffering resource constraints and health system deficiencies. There is scarce empirical research on whether their expansion and addition of multiple components affect coverage, on the institutional capacities and processes required to support these, and on their implications for routine delivery of immunization. Aim: To examine whether delivering multiple interventions through campaign-style events is an effective strategy in LMICs, given the drive towards expansion of this delivery strategy, and the need to sustain and strengthen routine immunization systems in the long-term. Methods: Guided by an implementation research framework, the study involved a quantitative analysis of a global ICHE dataset, and a qualitative case study of CHWk in Zambia (1999-2014) including semi-structured interviews and document reviews. Zambia represented a unique case as it has consistently relied on campaigns with larger numbers of interventions per event than elsewhere. Findings: ICHEs represented an effective platform with a potential to incorporate multiple key interventions globally without necessarily compromising their coverage. Political stability, government stewardship, high levels of collaborative action and coordination, and the institutionalization of CHWk in Zambia provided a solid base for expansion. Lack of financial and human resources to strengthen district health management fostered a reliance on CHWk to deliver routine immunization. An abrupt top-down policy shift to de-emphasize CHWk, and insufficient local buy-in, in effect obstructed the move towards re-building routine systems. Conclusions: ICHEs continue to play a major role in delivering multiple essential child health interventions in many LMICs. Given their potential to undermine routine immunization systems, a synchronised approach of continued delivery of key services through campaigns in targeted areas, in parallel with strengthening routine delivery, is a viable strategy in pursuing child mortality reductions in the long term.

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Chen, Ji. "Considerations in Introducing Emissions Trading in China's Power Sector - Learning from the International Experience." Thesis, University of Dundee, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500627.

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Foshay, John D. "Knowledge acquisition from video, video with animated graphics, and laboratory experience predictors for adolescents with mild mental impairments /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1332.

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Thesis (Ed. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains vi, 98 p. Includes abstract. Includes bibliographical references (p. 75-82).

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Jia, Junqing. "Toward the Design of Motivating Experiences in a Chinese Language Program: From Beginning to Advanced Levels." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1339623140.

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Espinoza, Guillermo Ysidro. "Granule cell plasticity in the developing rat hippocampus from specific reward schedule experience in learning /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004262.

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Artemenko, V. M. "Social factors of distance learning: adopted from the experience of distance learning implementation in Poltava University of Economics and Trade." Thesis, Сумський державний університет, 2013. http://essuir.sumdu.edu.ua/handle/123456789/33414.

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The implementation of distance learning (DL) involves solving a number of problems including social ones. The main social groups are involved in this process such as institutions’ and departments’ managers; educational, training and IT support staff. It should be mentioned, that in each of these groups there are supporters and opponents of DL and their quantity varies from one university to another. It should also be pointed out, that the number of DL’s supporters rises considerably. When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/33414

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Hämäläinen, Juha. "Developing Social Pedagogy as an Academic Discipline and Professional Practice : Learning from the Finnish Experience." 名古屋大学大学院教育発達科学研究科附属生涯・キャリア教育研究センター, 2014. http://hdl.handle.net/2237/19685.

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Jonas, K. "Learning from experience in the engineering of non-orthogonal architectural surfaces : a computational design system." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/1417948/.

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This research paints a comprehensive picture of the current state of the conception and engineering of non-orthogonal architectural surfaces. The present paradigm in the design and engineering of these elaborate building structures is such that the overall form is decided first and it is then broken down into building components (façade cladding, or structural or shell elements) retrospectively. Subsequently, there is a division between the creation of the design and then the reverse engineering of it. In most of these projects, the discretisation of elaborate architectural surfaces into building components has little to do with how the form has been created, and the logic of the global form and its local subdivision are not of the same order. Experience gained through project work in the sponsoring company Buro Happold has been harnessed to inform the implementation of a design tool prototype. It is an open, extendable system. The development of the tool aims at stepping outside the current paradigm in practice; provides an integrated process of bottom-up generation of form and top-down search and optimisation, using an evolutionary method. The assertion of this thesis is that non-orthogonal design, which mimics a natural form in appearance, can be derived using mechanisms found in nature. These mechanisms, e.g. growth and evolution, can be transferred in such a way that they integrate aspects of the aesthetic, manufacturing, construction or performance. Designs are then created with an inherent logic. Growing form by adding discrete local geometries to produce larger componential surfaces ensures that the local parts and the global geometry are coherent and of the same kind. The aspiration is to make use of computational methods to contribute to the design and buildability of non-orthogonal architectural surfaces, and to further the discussion, development and application of digital design tools in practice.

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Hesketh, Janet. "A management studies curriculum for free thought in a changing South African context : learning from a unique experience." Thesis, University of Surrey, 2003. http://epubs.surrey.ac.uk/843767/.

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This work is located in the unique context of the newly democratised South Africa of 1997 and comprises two phases reflecting its beginning as a Masters project and Its development into a doctoral study. It seeks to answer the research question: Can we improve the learning opportunities for South African Management Studies students from African cultures and restrictive economic and schooling backgrounds, by providing them with a curriculum that promoted free thought? The purpose of the first phase of this work was to evaluate an experience-based curriculum that was learner-centred. It aimed to meet the needs of the 'whole student' and to give the students opportunity to think freely and to achieve their potential. The evaluation, incorporating qualitative and quantitative data, formed the basis of a single case study: it explored the course's effectiveness in providing learning conditions that could promote students' personal, academic and intellectual growth from their first year of study. The purpose of the second phase was to problematise the case study, reflecting on it in the light of subsequent experience and research. This involved an exploration of the value of experience-based learning; the likelihood of the conclusions' replication, particularly within the faculty; the prospects for wider application of the case studied. The thesis argues that experiential learning helped this group of students perform better academically than their compatriots whose learning experience was limited to a traditional university approach, suggesting that the conditions under which teaching and learning occur affect the outcome. The concept of problem-based learning was found to provide an inadequate theoretical framework since its Western cultural underpinnings are foreign to the African culture and did not provide opportunities for 'whole student' independent thought. Since this thesis is based on a unique case study the conclusions cannot be generalisable although they are considerably strengthened in the light of students continuing to perform better over the next five years. Unless universities themselves change their approach to teaching and learning, however, it is suggested that it would be difficult to replicate these findings more broadly.

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Noh, In Joon. "Essays on Drivers of Quality and Compliance Performance in the Pharmaceutical Industry: Policy, Manufacturing Strategy, and Organizational Learning Perspectives." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1595014194719331.

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Pretorius, J. "Learning and knowing from the arts : an interdisciplinary model of aesthetic knowing." Journal for New Generation Sciences, Vol 12, Issue 1: Central University of Technology, Free State, Bloemfontein, 2014. http://hdl.handle.net/11462/655.

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Published Article
In this article the author analyzes the types of knowledge and learning involved when educationalists study works of art to further their professional development. A theoretical background of experiential learning is presented. An Interdisciplinary Model of Aesthetic Knowing (IMAK) is developed and presented, utilizing the Model of Aesthetic Understanding as Informed Experience of Richard Lachapelle, Deborah Murray and Sandy Neim. Additional kinds of knowledge and learning processes included in the IMAK are discussed. Attending a concert in South Africa by Neil Diamond, the popular singer/songwriter stimulated the author to reflect upon his own metacognitive thinking and learning, both during and after the concert, and on the application of what he learned to the IMAK and in his lecturing room.

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Duarte, Tiago. "An Examination of How a Coach of Disability Sport Learns to Coach from and Through Experience." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26176.

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Despite the steady growth of coaching science over the last two decades, research on coaches of persons with disabilities is scarce. This study examined how an adaptive sailing coach learned through and from experience using a single case study methodology. Jarvis’s (2009) lifelong learning approach and Gilbert and Trudel’s (2001) reflective conversation model framed the thematic analysis. The findings revealed that the coach, Jenny, was exposed to collaborative environments that optimized her learning process. Social interactions with a number of people (e.g., mentors, colleagues, and athletes) possessing different types of expertise made major contributions to Jenny becoming a coach. As time progressed and Jenny was exposed to a mixture of challenges and learning situations, she advanced from recreational Para-swimming instructor to developmental adaptive sailing coach. This study informs future research in disability sport coaching.

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Tsang, Eric Wing Kwong. "Learning from joint venturing experience : the case of foreign direct investment by Singapore companies in China." Thesis, University of Cambridge, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266363.

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Hashimoto, Naoko. "Women's experience of breastfeeding in the current Japanese social context : learning from women and their babies." Thesis, University of West London, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431246.

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Almusallam, Basma. "From Gyms to Classrooms: Enhancing the learning experience inside the design classroom through communities of practice." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555503829131717.

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Rivers, Michelle Lauren. "Under What Conditions Do Students Learn From Experience About The Benefits Of Practice Testing For Learning?" Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1625409046861153.

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Stiles, James W. "From chameleons to koalas exploring Australian culture with pre-service teachers through children's literture and international experience /." Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1086105676.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xi, 279 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Barbara Lehman, College of Education. Includes bibliographical references (p. 241-255).

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Woodfine, Debra A. "Friends and Neighbours (F.A.N.) Club, a prevention program on bullying : understanding and learning from the child's experience." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29558.

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Bullying within our schools is a serious social problem requiring extensive and holistic prevention programs to effectively address the problem. This present study set out to gain a better understanding of the child's experience after participating in a Friends and Neighbours (F.A.N.) Club puppet show on bullying. Eight children were interviewed and the results indicated that the program is well received by the children but the F.A.N. Club needs to be more systemic in its approach to include more school and parental involvement. In addition, further focus is needed on the role of bystanders to bullying. The F.A.N. Club is effective in teaching assertiveness skills to the victims of bullying but is missing a teaching opportunity with the bullies and the bystanders to bullying. Further findings are discussed with reference to the ecological perspective and the implications for social work.

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Lewis, Daniel. "The experience of moving from mainstream to special school : a case study of eight teachers' transformative learning." Thesis, Canterbury Christ Church University, 2014. http://create.canterbury.ac.uk/13315/.

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This is a case study of eight teachers who have transferred from mainstream schools to special schools. It uses their reflections on the transition process gained through a series of interviews and tasks that illuminate their perceptions of their change process. These reflections are then analysed using a model that differentiates between the professional practice of the teacher, the school’s culture and Community of Practice and the wider educational system consisting of, for example, Teaching Standards, performance management and Ofsted inspections. It looks to answer some of the questions raised by the Salt Review (2010) about the quality of the supply of teachers into special schools. It addresses the issue of whether specialist skills are required for teaching in special schools and proposes a way to understand the key difference between the demands placed upon teachers in each if the two different sectors by looking in detail at the teachers’ understandings of their teaching practices. It finally proposes an induction model that can be individualised for the teacher which will support the transition process for them. It is located within a qualitative research approach and assumes the social construction of a shared cultural reality.

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BARBOZA, Annye Elizabeth Mendes. "A aprendizagem de gestores por meio de suas experiências em uma construtora pernambucana de médio porte: um estudo de caso na Viana & Moura Construções S/A." Universidade Federal de Pernambuco, 2015. https://repositorio.ufpe.br/handle/123456789/15657.

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Submitted by Haroudo Xavier Filho (haroudo.xavierfo@ufpe.br) on 2016-03-03T17:46:17Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO (2015-02-12) - ANNYE ELIZABETH MENDES BARBOZA.pdf: 2462127 bytes, checksum: f8991bcdfa5bc1d66b5bb263d62a4006 (MD5)
Made available in DSpace on 2016-03-03T17:46:17Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO (2015-02-12) - ANNYE ELIZABETH MENDES BARBOZA.pdf: 2462127 bytes, checksum: f8991bcdfa5bc1d66b5bb263d62a4006 (MD5) Previous issue date: 2015-02-12
A aprendizagem de gestores é um tema de relevância não somente para profissionais e organizações, mas para toda a sociedade. Assim, a lacuna nos estudos referentes a esse tema inspirou a realização desta pesquisa. O objetivo geral deste estudo foi compreender como acontece a aprendizagem de gestores por meio de suas experiências na organização estudada – uma construtora pernambucana de médio porte. Três questões orientaram esta investigação: a) Quais as principais experiências de aprendizagem dos gestores? b) O que os gestores aprendem por meio de suas experiências? c) Como os gestores aprendem por meio de suas experiências? Esta pesquisa foi fundamentada na abordagem construtivista da aprendizagem pela experiência, com base nos conceitos de experiência e reflexão de Dewey. Realizou-se um estudo de caso único, no qual a Viana & Moura Construções S/A foi selecionada mediante critérios. Seis foram os gestores pesquisados e 12 entrevistas semiestruturadas realizadas, além de análise documental e observações. A análise de dados ocorreu em paralelo à coleta e utilizou-se o método comparativo constante e a amostragem teórica advindos da teoria fundamentada. Os resultados indicaram dois eventos como as experiências mais significativas de aprendizagem dos gestores, por meio dos quais concluiu-se que eles aprenderam novas concepções como insumo para decisões e novas formas de conduzir processos. E, concluiu-se que eles aprenderam por meio da vivência de problemas e pelas reflexões, havendo destaque para o papel das emoções nesses processos. Considerou-se que essa investigação possa ter contribuído para a confirmação de conceitos de Dewey, em especial o caráter transacional das experiências e as fases do pensamento reflexivo.
Managers’ learning is a subject of high impact not only to organizations and its employees, but also to the whole society. Thus, the gap within the studies on this subject has motivated this research. The aim of this study was to understand how managers have learnt from their experiences in the selected organization – a pernambucana midsize construction company. Three questions guided this investigation: a) what are the managers’ most significant learning experiences? b) what do managers learn from their experiences? c) how do managers learn from their experiences? This research is based on the constructivist approach of learning from experience, drawing from Dewey’s concepts of experience and reflection. A single case study was conducted, and Viana & Moura Construções S/A was selected by several criteria. Six managers were interviewed as 12 interviews were carried out, besides, documental analysis and observations were also executed. Data analysis took place at the same time as data collection, and the constant comparative method and theoretical sample, drawn from the grounded theory, were applied. The results showed two events as the most significant to the managers, through which they’ve learnt new concepts as inputs to make decisions and new ways of conducting processes. Furthermore, they’ve learnt while going through problems and while reflecting. The presence of emotions on the processes of learning also stood out. It is argued that this investigation might have contributed to the reassurance of Dewey’s concepts, in particular, the transactional aspect of experiences and the phases of inquiry.

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Gugerty, Catherine Ann. "Internships in Public Relations and Advertising: The Nature of the Experience From the Student's Perspective." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3133.

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This qualitative content analysis examines the nature of experience of public relations and advertising interns. Three decades of scholarly inquiry into the internship experience has provided little insight into the actual experience of the interns themselves. Yet what is learned directly from their individual experience can provide both educators and professionals valuable insight for enhancing the learning process. The following study is a qualitative content analysis of journals and focus groups of undergraduates enrolled in public relations and advertising internships/practicums. The interns' experience follows four themes: (1) the perception of importance; (2) perceived learning benefits; (3) influence of supervisors; and (4) the quest for meaningful work. Through these themes, the experiential learning cycle is evidenced as students reflect, conceptualize, and experiment through their experience.

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Ostrowski, Erek J. "Coming in from the Cold| The Experience of Group Coaching as a Setting for Entrepreneurial Learning and Change." Thesis, Fielding Graduate University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10746488.

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The challenges of entrepreneurship make learning integral to the entrepreneurial process. However, many entrepreneurs work in relative isolation and lack opportunities to engage with peers in ways that promote meaningful reflection and learning. This study explores the experience of group coaching as a setting for meaningful learning and change in entrepreneurs. Scholars studying similar group settings have shown that social processes, including those related to peer learning and identity work, contribute to entrepreneurial learning (EL) and identity construction in important ways. Still, relatively little is known about how these social processes unfold or about the different types of social contexts in which EL occurs. This study advances the literature through a narrative exploration of eight entrepreneurs’ experiences navigating challenges related to entrepreneurial learning and identity in the social context of their coaching groups.

Data collection was accomplished via one-on-one, semi-structured narrative interviews with each participant. The data were interpreted using separate and sequential narrative/performative and thematic analytical methods to produce an in-depth, multi-dimensional understanding of the data. Participants’ stories depicted group coaching as a viable context for supporting entrepreneurial learning and change on multiple levels. In addition, the study findings contribute to an understanding of where or under what conditions EL unfolds within group coaching, and how or in what ways participant entrepreneurs experience learning in this context. Finally, the relational context of the interview itself was found to contribute to participants’ meaning making, directly influencing their constructions of past events and their meaning. The study presents practical implications for coaches, coaching educators, and entrepreneurs, as well as recommendations for future research.

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Algahtani, Abdullah Faleh. "Evaluating the effectiveness of the e-learning experience in some universities in Saudi Arabia from male students’ perceptions." Thesis, Durham University, 2011. http://etheses.dur.ac.uk/3215/.

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This study applies social science methodology to the innovation of e-learning so that decision makers and other stakeholders can assess aspects of its effectiveness, to provide a more secure base for action. In this study, e-learning’s effectiveness was evaluated at two universities in Saudi Arabia, through male learners’ perceptions. Some account was taken of variables to assess statistically significant differences in their views. The data was collected by mixed methods: using a questionnaire from a sample of 300 learners and a focus group interview attended, later, by 21 learners. The findings showed that e-learners believe that they are able to learn autonomously using all features made available by the technology. They reported that they were motivated by the interactivity of e-learning and pursued their courses with intensity and success. There was positive agreement in all four dimensions considered by the research. Significant variables within this positive rating were previous e-learning experience and ICT skills. The study also collected learners' views about the positives and negatives of e-learning, its requirements and barriers, as well as learners' suggestions for the development of e-learning. Learners appreciated the opportunities offered by e-learning and the way it supported their studies, facilitating communication and accommodating their learning needs and circumstances. They recognised that it helped to meet an increased demand for learning. On the other hand, they noted some hazards to physical and social health and some confusion arising from the diversity of information accessible through ICT. They felt improvements could be made by planning, training and by specialized personnel. Most of the barriers they noted arose from infrastructural weaknesses and lack of acceptance of e-learning. Respondents said they were aware of financial constraints and of language barriers. Universities, working closely with communities and the private sector, could address many of these identified issues in products and infrastructure. This study concludes with some recommendations as well as suggestions for future research.

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Dissertations / Theses on the topic 'Learning from experience'

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