Dissertations / Theses on the topic 'Lecturer'
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1
Mitchell-Kamalie, Lilian. "Successful information literacy through librarian-lecturer collaboration." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1002_1352791157.
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This study supports the need for information literacy training for first year or new incoming Community and Health Science (CHS) students at the University of the Western Cape (UWC) and describes the use of a collaborative framework for integrating information literacy into the undergraduate studentsʹ curriculum and for assessing the results. The Collaborative Information Literacy Model (CILM) provided the guidelines for a more structured and fuller collaboration between the librarian and the lecturer responsible for the first year Physiotherapy students. The collaborative partnership employed strategies to teach information literacy competencies which were significantly more satisfactory with the studentsʹ abilities to successfully complete a research term paper. The process of integration began with developing learning outcomes, an information literacy program, exercises and an assessment instrument for evaluating student performance. Also emphasized is the on-going exchange of expertise between the librarian and the lecturer to enhance library-related components in the design of the program.
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Arnold, Lydia Jane. "Using technology for student feedback : lecturer perspectives." Thesis, University of Liverpool, 2014. http://livrepository.liverpool.ac.uk/2014121/.
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The purpose of this research is to investigate lecturers’ experiences of choosing and using technology for feedback in the context of UK higher education. The study takes a critical realist perspective and utilises a narrative interview methodology. Analysis is undertaken using two complementary approaches. First a connecting strategy explores the themes within each participant’s account, and then a categorising strategy looks at similarities and differences between cases. As a product of the analysis, portraits are created to encapsulate each individual lecturer’s experience. The findings provide a thick description of the deliberations undertaken by lecturers in the formation of feedback practice and in the associated technology selection. Participants come from a range of discipline areas and from five different institutions. They use technologies that incorporate text, audio and audio-visual media. The findings demonstrate that practice is shaped by underlying beliefs about how students use feedback, differing conceptions of academic identity, perspectives of students’ technology expectations, the search for efficiencies, changes in the types of teaching undertaken, professional history, and technological confidence. Individual lecturers are shown to exercise different reflective modes and they mediate the influences on practice in the context of personal priorities. Social networks are shown to be very important in framing feedback and technology related concerns. The practice landscape is shown to be contentious as lecturers hold views about each other’s feedback diligence and technology use. Engagement with technology impacted on lecturers’ perceptions of the quality of feedback being produced. It also triggered some lecturers to reflect on feedback through a different lens and to begin to challenge some of their established practices. The study concludes with recommendations to educational developers and to higher education institutions. More research into the relationship that lecturers have with feedback and technology is recommended.
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Williamson, Graham Richard. "Developing lecturer practitioner roles in nursing using action research." Thesis, University of Plymouth, 2003. http://hdl.handle.net/10026.1/414.
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The lecturer practitioner role in nursing is widely seen as offering hope for the future of nurse education, by overcoming the 'theory-practice gap', and establishing and maintaining effective links at many different levels between education and practice. It is clear, however, that there are a number of issues of concern about the role. These can be summarised as: lack of role clarity about overcoming the theory-practice gap; varying conceptions of the role and unclear job descriptions; and role conflicts and overload, from the conflicting demands of service and education settings Despite current political support for strengthening the links between higher education institutions and practice settings, a new governmental emphasis on the support of students in practice, and a growing in-depth evaluative literature about the role, there is no research examining its systematic development, or measuring and addressing aspects of lecturer practitioners' occupational stress and burnout. Initial project planning work found that lecturer practitioners perceived themselves as 'adding value' to education provision, with personal and professional gains for postholders. However, their key concerns were: absence of role clarity; absence of effective joint review/appraisal;a bsenceo f formal support In, order to develop and address aspects of lecturer practitioners' work roles and their employment position, this action research project was established. Using a spiral methodological framework, and a multi-methods approach to data collection to triangulate the findings, new knowledge about lecturer practitioner roles was uncovered, and employment practices were developed as a result. The project established three new mechanisms, and these outcomes can be summarised as: joint appraisal policies and materials; orientation/induction policies and materials; group support network. In addition, previously validated measures of occupational stress and burnout were used to meas. ure those conceptsi n this group of lecturer practitioners, and the impact of the project. They were found to be generally no more stressed or burnt out than comparable workers, and the project was unable to demonstrate statistically significant differences in beforeand after-scores. Synthesis of quantitative and qualitative findings indicates that these LPs were 'thriving rather than just surviving'.
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Olivier-Shaw, Amanda. "Lecturer and student perceptions of an academic writing task." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003548.
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This research considers the perceptions of an academic writing task held by a lecturer and first year students in the Philosophy department at the University of Zululand. The research takes as its starting point the following premises: that language is inextricably linked to learning; that each academic discipline has a particular discourse which students have to acquire in order to participate as accepted members of the academic community; that learning proceeds most effectively when teaching starts with what is known and moves into the unknown; and that learning takes place through experience and involvement, rather than transmission. The research suggests that many first year students bring with them to university an understanding of the nature of learning and of knowledge which makes it difficult for them to understand the implicit rules of the discourse of analytical philosophy. My investigation uncovered several of these rules in the study guide written for the course, but it appears that students were not able to discover them and, as a result, experienced great difficulty in fulfilling the assignment task in a way which promoted their understanding of the content. The research also shows that the lecturer's expectations of the task were far removed from the manner in which the students implemented the task. It is argued that the students appear to have reverted to their established writing strategies which consisted of simply repeating what the 'authority' has said. From this it is argued that unless rules of the discourse are made explicit to students, and students understand the content of the course, they will revert to copying and relying on other sources to tell them what to write. One way of making these rules explicit and encouraging students to integrate new knowledge with previous knowledge which they bring with them to university is through providing well-structured writing tasks, and where necessary, developing clearly defined assessment procedures. Writing is the principal means of mediation between the lecturer, who is trying to offer students entry into the discipline, and the student apprentice trying to make sense of the discipline and find his or her own 'voice' within that discipline.
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Sims, Danica Anne. "Factors influencing lecturer assessment practice in diverse southern contexts." Doctoral thesis, Faculty of Health Sciences, 2021. http://hdl.handle.net/11427/33041.
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Assessment practice in Health Professionals Education (HPE) has serious consequences for the student and public as it impacts on student learning and outcomes, ultimately certifying a graduate as safe for public practice, and thereby affecting patient care. The goal is for assessment to be practiced in such a way as to drive student learning and outcomes in a desirable manner using assessment to help contribute to the creation of powerful learning environments. Critically, this may not take place without the assessor. In resource-constrained, Southern contexts, the individual lecturer is usually responsible for practicing assessment, as opposed to a collective assessment committee. It is crucially important to explore how lecturers practice assessment and if their practice positively drives learning. Although lecturers are the key role players in assessment practice in the South, little is known of lecturer HPE assessment practice in the global South. Additionally, these lecturers in HPE generally have no or little formal training in assessment. There is a need for evidencebased, theory-informed, valid and appropriate interventions for faculty training and continued professional development that target lecturer assessment practice. I propose that lecturer assessment practice is a behaviour, and that how lecturers' think of assessment (their underlying understanding or conceptions, including assessment literacy) and interacting factors (personal and contextual influences), shape their assessment behaviour. In order to explore this behaviour, the conceptual frameworks of Health Behaviour Theory (HBT) and Southern Theory were employed as theoretical underpinnings guide this research study into lecturer assessment practice in the global South. To this end, using purposive and maximum variant sampling, lecturers in diverse Southern contexts were interviewed (South Africa and Mexico) and lecturers' conceptions of assessment and factors influencing their assessment practice were identified and described in a Phenomenographic outcome space and novel HBT-derived model of lecturer assessment practice respectively. The findings from this study, while needing to undergo further validation in additional Southern contexts, may assist in guiding the design and implementation of strategic and targeted faculty assessment training interventions to enhance lecturer assessment practice leading to the creation of powerful learning environments, thereby improving student outcomes and ultimately improving patient care.
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McShane, Kim. "Technologies transforming academics : academic identity and online teaching." University of Technology, Sydney. Faculty of Education, 2006. http://hdl.handle.net/2100/391.
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As the discourses of the “technological imperative” and student-centred learning have gained momentum in university teaching and learning, one way for the lecturer to signal excellence has been to adopt the flexible, student-centred practices of online teaching. This thesis investigates academics’ insights and experiences about their changing teacher identities in the context of being, or becoming, a facilitator of online student learning. This was an empirical research project, a collective case study that explored the teaching experiences of twelve university lecturers in two Australian universities who taught online, or were making the move online. Primary research data were drawn from semi-structured conversations with the lecturers, online teaching artefacts and email communications. The interpretative analysis was organised according to three overlapping lecturer identities: the teaching metaphors of performance, care and creative direction. From the perspective of each metaphor position, the move to becoming a facilitator of blended learning was uneasy. The performer/carer/director lecturer struggled to entertain, care and intervene in familiar ways in asynchronous, computer-mediated communication. Online, the performing/caring/directing lecturer was ignored by students, and became instead a helpless and highly reflexive bystander to students’ learning. The findings suggest that the teaching values and practices of the performing/caring/directing lecturer, in particular lecturer-student responsiveness and reciprocity, do not adapt to online pedagogies. Indeed, blended learning establishes the conditions for a new moral order in university education, with the move to online facilitation best understood as a move to management-centred regulation of teaching and student learning. And so, overlooked in higher education policy and research, and ignored by her students online, the performing/caring/directing lecturer is under erasure, at the same time as the work of the facilitator is being archived.
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Lathlean, Judith. "The implementation and development of lecturer practitioner roles in nursing." Thesis, University of Oxford, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.259969.
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Shewbert, Sarah Grace. "The versatile Marion Bauer (1882-1955) American composer, lecturer, writer /." University of Portland, 2008. http://library2.up.edu/theses/2008_shewberts.pdf.
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Smith, Alison M. "The 'lecturer' practitioner : case studies of principles, purpose and professional knowledge." Thesis, University of Bristol, 2006. http://hdl.handle.net/1983/738112d0-fa5d-455b-9e1d-35d445188572.
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Van, Putten Jessica K. "The influence of the mentor lecturer on pre-service professional teacher identity." Diss., University of Pretoria, 2002. http://hdl.handle.net/2263/78500.
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The purpose of this study was to determine fourth-year pre-service teachers’ perceptions of the influence of mentor lecturers on their Professional Teacher Identity (PTI) while on teaching practice. The problem underpinning this study was that the students may not be able to mediate the merging of the academic world with the world of work if the influence of the mentor lecturer is lacking. The significance of this study lies in the student perceptions of the mentor lecturers’ role. The data were collected through the Fourth Years Initiative for Research in Education (FIRE) project. Students reflected in groups on the development of their PTI and the role their mentor lecturers played in this development. In this qualitative, descriptive case study, a document analysis was conducted on transcriptions of the posters that the students created in workshops. The conceptual framework combined a mentorship and a PTI model. The results showed that in PTI development, the mentor lecturers’ influence ranked sixth out of nine. The students felt misunderstood and unsupported. The findings indicate either that the role of the mentor lecturer is a redundant feature of the BEd programme, the mentor lecturer is not meeting the students’ needs, requiring revisitation of the programme, or this millennial generation sample is not open to critical self-reflection and critique. Similar studies may access the mentor lecturers’ perceptions of their own PTI and their influence on their mentees’ PTI development, and why passion for a subject is not a statistically significant influencer of PTI.Dissertation (MEd)--University of Pretoria, 2020.
Humanities Education
MEd
Unrestricted
11
Bacon, J. "FE sports lecturer professionalism : 'freedom to play, or, 'do as I say?' : narrative accounts of further education (FE) sports lecturer professionalism from FE institutions in the South West of England." Thesis, University of the West of England, Bristol, 2019. http://eprints.uwe.ac.uk/35602/.
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The primary aim of this research was to investigate how Further Education (FE) Sports Lecturers defined their sense of professionalism with reference to the jobs they did and the environments in which they worked. Individual narratives were generated for the academic years 2014/15, 2015/16 and 2016/17 for five Sports Lecturers from FE institutions in the South West of England. Eight Sports Lecturers from four different FE institutions took part in the research through completing a Survey Monkey online questionnaire and five of these lecturers from two different FE institutions undertook a series of semi-structured qualitative interviews to answer the research questions. Individual narratives were constructed, analysed and discussed. Findings showed that there remained high levels of performativity and accountability in FE institutions and these caused a great deal of pressure and stress for the Sports Lecturers. There were similarities to school-based research where the Sports Lecturers experienced significant gaps between what they were teaching and what they perceived society needed. The Sports Lecturers often had to adapt their methods of delivery to work effectively in their contexts and consequently, they mainly saw their professionalism as an externally imposed, articulated perception of what lay within the parameters of their profession's collective remit and responsibilities. This research also uncovered a new area of research entitled 'competitive mediation' which reflected how the professional practice of the Sports Lecturers was heavily influenced by structure and compliance, but they operated in ways which matched their own values and therefore they were mediating these tensions. It was found that the Sports Lecturers who had played competitive sport, felt that their sporting experiences helped them to develop skills which complemented their professional practice in their FE environments. However, the Sports Lecturers narrowed their curriculum delivery and they taught to the test to achieve good results which they then were happy to compare with their colleagues. These methods of delivery were seen to be a negative consequence of the structures which were determining their practice. Consequently, this research found that the FE sector might be moving further away from proposed democratic models of education and it was predicted that this would be compounded in the future with recent political developments.
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Hong, Ye Yoon, Suzanne Kerr, Sergiy Klymchuk, Johanna McHardy, Priscilla Murphy, Sue Spencer, Mike Thomas, and Peter Watson. "Modelling the Transition from Secondary to Tertiary Mathematics Education: Teacher and Lecturer Perspectives." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80200.
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The transition from school to tertiary study of mathematics is rightly coming under increasing scrutiny in research. This paper employs Tall’s model of the three worlds of mathematical thinking to examine key variables in teaching and learning as they relate to this transition. One key variable in the transition is clearly the teacher/lecturer and we consider the perspectives of both teachers and lecturers on teaching related matters relevant to upper secondary and first year tertiary calculus students. While this paper deals with a small part of the data from the project, which aims to model the transition, the results provide evidence of similarities and differences in the thinking of teachers and lecturers about the transition process. They also show that each group lacks a clear understanding of the issues involved in the transition from the other’s perspective, and there is a great
need for improved communication between the two sectors.
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Moore, Jennifer. "An exploration of lecturer as facilitator within the context of problem-based learning." Thesis, University of East Anglia, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437646.
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Tolley, Rebecca. "Finding Direction in the Information Age. Cora Paul Bomar Keynote Lecturer. [Invited talk]." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5743.
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Grayson, Andrew. "Accounting for help-seeking : why are some students reluctant to approach lecturers for help?" Thesis, Nottingham Trent University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332858.
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Abdul, Majeed Mohamed Navaz. "Lecturer-student interaction in English-medium science lectures : an investigation of perceptions and practice at a Sri Lankan university where English is a second language." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12995/.
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This study arises from two contextualised problems faced by the students at the Faculty of Applied Sciences (FAS) of a small university in Sri Lanka. These problems are: students’ lecture comprehension difficulties and limited oral language proficiency in their second language (i.e. English). The ideas developed in this study are based on the argument that dialogic lecturer-student interaction, which enables students to take a more active role in discussions compared to the use of recitation scripts (questions-answers-evaluations) developed in non-dialogic interactions, is likely to be beneficial for students’ content and language development. Although there have been studies at primary level, there has so far been little research into dialogic interaction in tertiary-level L1 Science classes, and none yet carried out in the L2 context. Therefore, this study investigates the extent of dialogic interaction practised at FAS, in conjunction with a thorough consideration of the factors that influence interaction between lecturers and students. This study, involving 30 students and 4 lecturers, was undertaken as a pioneer study in this context in Asia by analysing L2 lectures given at FAS. Data were collected from lecturer and student questionnaires, lecturer interviews, student group interviews, observations of 24 lectures and audio recordings. Of the observed lectures, a total of 12 from Biotechnology, Animal Physiology, Physics and Statistics were transcribed verbatim and analysed using an analytical framework, which was especially designed to analyse the FAS lecture discourse. This framework was also used to locate these lectures on a scale from monologic to dialogic. The study revealed the complexity of the perception-practice dynamic, and the multi-faceted sub-set of factors which influenced students' and lecturers’ behaviour in class, and their perception of that behaviour. Students’ lecture comprehension problems and classroom interaction were influenced by their language proficiency, though the students considered the lecturers’ lecture delivery style to be more important than their own language proficiency. In this study it was revealed that a culturally embedded behaviour perpetuated by senior students, known as ragging (a kind of bullying), restricted the classroom interaction of the students. In terms of lecture delivery style, of all the observed lectures only two contained some interactional episodes in addition to monologic segments, while the others were found to be highly or mostly monologic. Students were also found not to be cooperating with lecturers in classroom interaction, despite stating a preference for learning through interaction. The students asked only very few questions in all the observed lectures, and answered in a limited number of lectures. The lecturers asked more knowledge testing questions than any other kind, while there were only a few concept development questions – the type which can help develop dialogic interaction. Overall, this investigation, which demonstrates the importance of combining studies of perception with detailed analysis of the discourse itself, indicates limited lecturer-student interaction as well as a clear lack of dialogic interaction in English-medium Science lectures at this particular university. In addition, it is argued that the innovative analytical framework designed to analyse the lectures delivered in the English Medium Instruction (EMI) context of the present study can be useful for other lectures which are commonly delivered as monologic in both L1 and L2 contexts. Finally, it also stresses the importance of investigating the influence of cultural and behavioural factors, such as ragging, on classroom learning.
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Ryder, Denise Therese. "Dyslexia assessment practice within the UK higher education sector : assessor, lecturer and student perspectives." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/21908.
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The formal assessment of dyslexia within the UK higher education sector is a relatively recent practice. The extant literature that there is reflects this historical observation. Missing from this body of literature, though, is any insight gained via systematic studies into the professional practice of those individuals directly responsible for identifying dyslexia in higher education students. In an academic climate where the very concept of dyslexia is being increasingly questioned, the perspectives of dyslexia assessors, together with those of other groups most closely affected by assessors’ practice, constitute an important area of knowledge for all parties concerned with higher education pedagogical and disability issues. This thesis is based on results from the collection and careful analysis of such perspectives acquired through four surveys of large numbers of participants and a smaller number of interviews with practicing dyslexia assessors. The study’s findings reflect both the diversity encompassed by the dyslexia concept within the higher education sector, as well as the complex relationship that exists between dyslexia research and its operationalization into the practice of individual assessors. Whilst data from assessor participants displayed a detailed lack of consensus on one level, this analysis was overridden on another level by a general consensus amongst interviewees around the main purpose and foci of assessment. Lecturers’ and non-dyslexic students’ understanding of, and attitudes towards, dyslexia and dyslexic students were indirectly influenced by assessors’ practice, particularly by what they invariably observed as the heterogeneity of assessed dyslexic students. Dyslexic students, in identifying their self- perceived difficulties, exemplified this diversity within the category. The study’s findings, based on the informed perspectives of its relevant participants, suggest that much current higher education policy and practice around the recognition of dyslexia is based on erroneous unexamined assumptions. The thesis concludes with tentative suggestions as to how the assessment of dyslexia and subsequent provision for the learning difference could be more streamlined with both contemporary research positions and institutions’ commitment to move towards greater inclusivity.
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Mntuyedwa, Vuyokazi Julia. "Task-based design for lecturer-student communication in teaching Xhosa as a second language." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1526.
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Thesis (MA (African Languages))--University of Stellenbosch, 2009.ENGLISH ABSTRACT: This mini-thesis examines the features of a range of communication tasks in Xhosa that characterize lecturer-student conversations in tertiary context as regards problems of some individual students assuming the Task-based Theory of second language learning and teaching. The study is motivated by the need that exists for the development of specific purposes language courses for African languages like Xhosa in South Africa in the light of the constitutional provision for multilingualism and the advancement of the African languages. The introduction of multilingualism and the advancement of the status and use of the African languages are also specified in the National language policy for Higher Education. In order to commence on the kind of research on syllabus design required for quality second language courses for Xhosa within tertiary context the nature of lecturer-student communication relating to the problems of individual students is investigated in this study. The study focuses in particular on the issue of task design, i.e. the features posited by Pica et al (1993) relating to the interactant relationship between the participants, the interactant requirement (one-way or two-way), the communication goal orientation (i.e. convergent or divergent), and the goal outcome option (i.e. one or several outcome options). The analysis of the Xhosa communication tasks is of crucial significance for syllabus design, course design and pedagogic task design for task-based language teaching.
AFRIKAANSE OPSOMMING: Hierdie mini-tesis ondersoek die kenmerke van ‘n verskeidenheid kommunikasietake in isiXhosa wat dosent-student gesprekke in hoër onderwys kenmerk betreffende die probleme wat individuele studente ervaar. Die raamwerk van Taakgebaseerde onderrig en leer-teorie word aanvaar. Die studie is veral gemotiveer deur die behoefte wat bestaan vir die ontwikkeling van spesifieke doeleindes taalkursusse vir Afrikatale soos isiXhosa in Suid-Afrika in die lig van die konstitusionele voorsiening wat gemaak word vir veeltaligheid en die bevordering van die inheemse Afrikatale. Die invoer van veeltaligheid en die bevordering van die status en gebruik van die Afrikatale word ook gespesifiseer in die Nasionale Taalbeleid vir Hoër Onderwys. Ten einde te begin met die tipe van sillabusontwerp vir gehalte tweedetaal-onderrig kursusse vir Xhosa binne tersiêre konteks, word die aard van dosent-student kommunikasie buite die klas, betreffende die probleme van individuele studente ondersoek in hierdie studie. Die studie fokus in die besonder op die vraagstuk van taak-ontwerp, dit is, kenmerke voorgestel deur Pica et al (1993) betreffende die deelnemers, die interakteerder-vereistes (een-rigting of twee-rigting), die kommunikasiedoel oriëntasie (d.i. konvergent of divergent), en die doel-uitkoms (een of verskeie uitkomste). Die analise van die Xhosa kommunikasietake is van sentrale belang vir sillabus-ontwerp, kursus-ontwerp en pedagogiese taak-ontwerp vir taakgebaseerde taalonderrig.
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Moate, Gerard Grigglestone. "William Burkitt (1650-1703), vicar and lecturer of Dedham : his life, library and legacy." Thesis, University of Essex, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606546.
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This is a study of William Burkitt (1650-1703), Vicar and Lecturer of Dedham; his life, library and legacy. A son of an ejected Puritan minister, Burkitt became a conforming Reformed clergyman of the Church of England. This thesis examines the part that patrimony and education played in Burkitt's formation, ministry and legacy to consider why he became known for his moderation, tolerance and charity. Burkitt bequeathed a large parochial library which remained intact for two centuries before being dispersed. Historians of the book and historical bibliographers have mourned not only its loss but that what was lost became unknown. Re-discovered bibliographical manuscripts have been used to create a catalogue of what once existed. Other manuscripts by Burkitt are here given scholarly consideration for the first time; through this the academic and spiritual hinterland of his times will be better seen. Local and particular in approach, yet a kind of 'qualitative change' will be seen here with greater clarity. Burkitt wrote books that were among the most widely read in Britain and North America during the first century after his death. Now largely forgotten, even by students of early modem history, this thesis examines how Burkitt's books were once valued, considers why they fell from favour, and reflects on whether such amnesia is deserved. Reformed parochial clergy have been considered to have had only a marginal effect upon the Church in the latter part of the seventeenth century; this thesis challenges that assumption, offering a fresh insight into the importance of such ministers during these years. From all the divisions, conflicts and disasters of the period, England emerged a stronger and more confident nation. This thesis, with a magnification of Burkitt's ministry and its changes and continuities on the Essex-Suffolk border, will help to show how such transformation was made possible.
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Kriel, Hester Adriana. "Comparison of teaching orientations of an experienced and beginner lecturer in first year Biology." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/63305.
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First year students at tertiary institutions find themselves in an environment that is both exciting
and intimidating. This study explores the dynamics of the classroom where biology students meet
an experienced and a beginner lecturer teaching arguably the most difficult topic in the syllabus,
photosynthesis. The study investigated the difference in their teaching orientations, which was
expected to influence the way in which they plan and present the lessons, the experiences of the
students in class, with the emphasis on sections that were explained well and on problems that
students may still encounter at the end of the lecture. Interview and classroom observation data
were analysed to probe the beliefs, goals and topic specific pedagogical content knowledge of
the lecturers in order to generate a qualitative description of the difference in their teaching
orientations. The data suggests that the difference in the disciplinary background of the two
lecturers influenced their teaching orientations and their time allocation to different sections of the
content. It was evident from an inductive analysis of journal entries that first year students respond
positively to lecturers that are enthusiastic, well prepared and committed to deliver to the best of
their abilities. The study concludes that the poor performance of students in this topic cannot be
ascribed to the difference in the teaching orientations of the two lecturers.Dissertation (MSE)--University of Pretoria, 2017.
National Research Foundation (NRF)
Biochemistry
MSE
Unrestricted
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Napper, Nick Louis. "An investigation into the impact of visual aids in post-compulsory education." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/16561.
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This study seeks insight into the use of visual aids in contemporary post-compulsory teaching. The importance of the study is linked to the large number of students who enter Higher Education; many of whom regularly receive lectures supported by visual displays which comprise textual summaries of a lecturerâs speech. This thesis comprises a two-part study and employs a mixed methods approach. The first part inquires into teachersâ and lecturersâ practice with regard to their visual aids, and the second compares the effectiveness of text, images and imagery displayed in support of a lecture. The investigation into lecturersâ practice found many post-compulsory teachers and lecturers had received no training in the design and use of visual aids during their initial teacher training. It is suggested this privation may underpin a de facto choice of projected text as a visual aid, the use of which is not clearly supported by contemporary models of memory and mental processing. In a comparison of visual modalities, an increase in learner engagement was recorded for the display of carefully designed images, and also for directed imagery. No positive impact was recorded for text summaries of 50-64 words displayed concurrently with speech, although recall was improved when text was restricted to five words or fewer. The conclusion is drawn that the display of this modality without temporal pauses may offer limited educational advantage to students, and a method of planned apportionment of speech and text is proposed in which contemporary theories of memory and processing are taken into account. These observations have significant implications for a lecture environment in which such text summaries are often relied upon for visual support. The findings of the thesis are combined to propose a principle of Visual Working Memory Utilisation (VWMU), upon which future research into visual aid design and use in post compulsory education might be based.
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Russell, Carol Faculty of Engineering UNSW. "E-learning adoption in a campus university as a complex adaptive system: mapping lecturer strategies." Awarded by:University of Leicester, 2008. http://handle.unsw.edu.au/1959.4/39597.
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The adoption of e-learning technologies in campus universities has not realised its potential for meeting the learning needs and expectations of 21st century students. By modelling university learning and teaching as a complex adaptive system, this thesis develops a new way of understanding and managing the adoption of new learning technologies in campus universities. The literature on learning and teaching in higher education indicates that lecturers??? ability to innovate in their teaching is constrained by tacit and discipline-specific educational knowledge. Introducing new methods and technologies into mainstream university teaching requires explicit review of educational knowledge, and requires support from departmental and institutional organizational systems. Research on organizational change in other contexts, such as manufacturing industry, has used complex adaptive systems modelling to understand the systemic interdependence of individual strategies, organizations and technologies. These models suggest that the integration of new e-learning technologies into mainstream campus university teaching will involve corresponding change processes. Part of this change requires the linking up of diverse disciplinary perspectives on learning and teaching. The thesis develops a conceptual framework for researching university learning and teaching as a complex adaptive system that includes learning technologies, people, and their organization within a university. Complex adaptive systems theory suggests that the capacity of a campus university to adapt to new e-learning technologies will be reflected in patterns in the strategies of those lecturers who are early adopters of those technologies. A context-specific study in the University of New South Wales used cognitive mapping to represent and analyse the strategies of a group of 19 early adopters of e-learning technology. These early adopters were participants in a cross-discipline Fellowship programme intended to develop their ability to act as change agents within the university. Analysis of the maps gathered before and after the Fellowship, triangulated with data on the Fellows??? participation in organizational change, leads to a new way of modelling how university learning and teaching systems, including their technologies, adapt within a complex and changing higher education context.
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Bamber, Veronica. "An exploration of policy enactment, through the study of the introduction of lecturer development programmes." Thesis, Lancaster University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.416228.
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Russell, Carol. "E-learning adoption in a campus university as a complex adaptive system : mapping lecturer strategies." Thesis, University of Leicester, 2008. http://hdl.handle.net/2381/4373.
Full textAbstract:
The adoption of e-learning technologies in campus universities has not realised its potential for meeting the learning needs and expectations of 21st century students. By modelling university learning and teaching as a complex adaptive system, this thesis develops a new way of understanding and managing the adoption of new learning technologies in campus universities. The literature on learning and teaching in higher education indicates that lecturers’ ability to innovate in their teaching is constrained by tacit and discipline-specific educational knowledge. Introducing new methods and technologies into mainstream university teaching requires explicit review of educational knowledge, and requires support from departmental and institutional organizational systems. Research on organizational change in other contexts, such as manufacturing industry, has used complex adaptive systems modelling to understand the systemic interdependence of individual strategies, organizations and technologies. These models suggest that the integration of new e-learning technologies into mainstream campus university teaching will involve corresponding change processes. Part of this change requires the linking up of diverse disciplinary perspectives on learning and teaching. The thesis develops a conceptual framework for researching university learning and teaching as a complex adaptive system that includes learning technologies, people, and their organization within a university. Complex adaptive systems theory suggests that the capacity of a campus university to adapt to new e-learning technologies will be reflected in patterns in the strategies of those lecturers who are early adopters of those technologies. A context-specific study in the University of New South Wales used cognitive mapping to represent and analyse the strategies of a group of 19 early adopters of e-learning technology. These early adopters were participants in a cross-discipline Fellowship programme intended to develop their ability to act as change agents within the university. Analysis of the maps gathered before and after the Fellowship, triangulated with data on the Fellows’ participation in organizational change, leads to a new way of modelling how university learning and teaching systems, including their technologies, adapt within a complex and changing higher education context.
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Sutton, Claire. "Further education(s): Scrapbooking existences; remembering a lecturer in further education, a bulimic, a daughter." Thesis, University of Sheffield, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489112.
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I did not think I would produce myself in/scripture such as this - of my scrapbooking endeavours. The pages of the Scrapbooks were awry. The punched holes did not match up in places. The edges overlapped in places. Scrappy (re)presentation, in one view. Yet through another's lenses and in alternative words, this work: cultured descriptions of three kinds of experiences: lecturing/teaching in a college of Further and Higher Education between January 2003 and August 2006; bingeing and purging behaviours; creating an understanding of who I was/am as a daughter.
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Smit, Liesl Susan. "An investigative analysis of the psychological characteristics and job specifications of a co-operative education lecturer." Thesis, Cape Technikon, 2003. http://hdl.handle.net/20.500.11838/1751.
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Thesis (MTech (Human Resource Management))--Cape Technikon, Cape Town, 2003Co-operative education is an important sub-system of education that plays an essential role in the development of students' critical and creative thinking skills. The idea behind any co-operative education programme is that students alternate their academic periods at the academic institution with periods in the world of work, with the aim of implementing their theoretical knowledge in practical situations. The Co-operative Education lecturer plays an integral role in the co-operative education programme. He is an indispensable link in the interaction between the student the employer and the academic institution. The changing circumstances in South Africa's labour and education sectors warrant research into methods of improving current education systems and processes. A better understanding of what exactly a Co-operative Education lecturer is responsible for can lead to an improvement of the co-operative education process. Before the researcher undertook this study, there was no specific scientifically established model pertaining to the profile of a Co-operative Education lecturer in South Africa. Therefore, there were no set guidelines for the effective recruitment, remuneration, training and assessment of such a person. The objectives of this study were fourfold: • To define the current role, responsibilities, personality traits, abilities, characteristics, types of experience and level of qualifications of a Co-operative Education Lecturer. • To establish a profile of an ideal Co-operative Education Lecturer. • To create a job description that can be used as a guideline for the effective recruitment, remuneration, assessment and training of Co-operative Education Lecturers. • To identify areas for further research. The researcher investigated the roles and responsibilities; personality traits; abilities and characteristics; types of experience; and qualifications needed by the Co-operative Education Lecturer to complete his job successfully. From the investigation it is evident that the Co-operative Education Lecturer's function in the total co-operative education process is multi-dimensional. He plays an integral role in the effective functioning of the co-operative education programme and is an indispensable link in the interaction between the student, the employer and the academic institution. A profile of a Co-operative Education Lecturer was created as part of the research project This profile can be seen as a benchmark for Co-operative Education Lecturers in South Africa. The profile made it possible to obtain a holistic picture of the Co-operative Education Lecturer and what is expected of him to ensure that the co-operative education process is implemented successfully. The job description developed as a product of the research can be utilised as a tool in the effective recruitment, remuneration, training and assessment of Co-operative Education Lecturers in South Africa
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Morón-García, Susan Doreen. "Understanding lecturer use of virtual learning environments in face-to-face teaching in UK higher education." n.p, 2004. http://ethos.bl.uk/.
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Galegane, Golebamang. "A study of student-lecturer interaction in communication and study skills classes at the University of Botswana." Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/11096/.
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This thesis examines classroom talk amongst students and lecturers at the University of Botswana (UB). It aims to find out whether or not classroom interaction can help to develop students’ oral skills in Communication and Study Skills (CSS) classes at UB. The mixed methods approach was used and three research instruments were explained as follows; twenty-seven classroom observations and systematic observations were used amongst nine lecturers who offered CSS to first year students. In addition, there were two phases of lecturer interviews and one phase of students’ interviews. All three research instruments were used to analyse the classroom discourse quantitatively and qualitatively. Using the Initiation, Response, Feedback (IRF) analytical tool and the Sociocultural Theory (SCT), it was found out that generally, a combination of the lecturers’ initiation and their feedback of the interaction were high as illustrated by 62%, indicating that the lecturers dominated classroom talk. Nine (9) CSS lesson extracts were used to analyse the classroom discourse qualitatively. From the nine lecturers observed, nine lesson extracts were analysed using one of the teaching transactions. The findings revealed that the lecturers teaching style contributed to the quality of classroom interaction. Secondly, the length of the teaching strands indicated the quality of classroom talk. All students and lecturers’ interviewed had mixed views about the quality of classroom interaction. They all felt that there was need for effective spoken interaction and that students were passive during classroom interaction. The findings from this thesis act as an eye-opener regarding how interaction takes place in the CSS classrooms. Furthermore, since this is a pioneering study on classroom interaction at UB, it will act as a referral point for future studies within the institution and other institutions of higher learning in Botswana.
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Morning, David. "Exploring disruptive contexts and their effect upon incivility within the nursing student-lecturer relationship in higher education." Thesis, Northumbria University, 2014. http://nrl.northumbria.ac.uk/36893/.
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This thesis explores the role of disruptive contexts and their effect upon incivility within the nursing student-lecturer relationship in higher education. Incivility has been growing exponentially, with evidence of a blame culture, polarising and disempowering both groups. Shifting the focus from attribution to contextual understanding was perceived as an empowering strategy which enabled the exploration of incivility, without apportioning blame. This was achieved through the facilitation of meaningful dialogical relationships. Utilising principles emanating from the critical theory paradigm, the Habermasian Ideal Speech Situation was applied. A triangulated approach of collaborative action research (CAR) and interpretive phenomenology provided the methodological underpinnings and method. This was delivered through a programme of six interactive workshops and individual semi-structured interviews, equally involving students and lecturers, facilitated within emancipatory reflective spaces (ERS), a term unique to the study. The promotion and facilitation of internal and external dialogues allowed for both self and group reflection. This collaborative approach enabled the development of power sharing which had to be built upon authentic relationships and not compromised by "illusion" and tokenism. Findings focused upon "looking beyond the obvious" contextual behaviour, which led to a deeper understanding of the fluid role of context in relation to incivility. This provided the conceptual underpinning for a contextual intervention framework, identifying individual, classroom and organisational approaches for minimising and coping with its devaluing effect. This research is important, as through the establishment of ERS students and lecturers developed collaborative and meaningful relationships, based upon mutual respect, authenticity and genuineness. These empowering spaces enabled them to freely explore the notion of disruptive contexts which in turn led to a deeper and conceptual understanding of the cause, effect and management of incivility. This conceptualisation and the associated interventions are both applicable to academic settings and are potentially transferable into the professional practice context.
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Ketusiri, Anusak. "Lecturer receptivity to a major educational change in the context of planned change at Rajabhats in Thailand." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/791.
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In accordance with the National Education Act of t999, the educational system in Thailand was changed after 1999, the largest educational change in Thailand in 50 years. The achievable aims of the change were divided into eight main aspects covering, primary, secondary and higher education. These were: (1) ensuring access to basic education for all; (2) reform of the curriculum and learning processes; (3) encouraging participation and partnership in education; (4) restructuring of educational administration; (5) enhancing educational standards and quality assurance; (6) reform of teachers; faculty staff, and educational personnel; (7) mobilisation of resources and investment for education; and (8) utilisation of technologies for education. This study focuses on higher education and aims to: (1) investigate lecturer receptivity to the major change, in the context of planned educational change at Rajabhat Universities, (2) investigate the relationships between lecturer receptivity, and nine aspects to the change, and (3) investigate why Thai lecturers at Rajabhats hold the attitudes that they do. Lecturer receptivity was conceptualised as composed of nine aspects jointly influencing receptivity. They were: (I) attitude to the change in comparison with the previous system, (2) prac1icality in the classroom, (3) alleviation of concerns, (4) learning about the change, (5) participation in decision making.(6) personal cost appraisal, (7) collaboration with other lecturers, (8) opportunities for lecturer improvement, and (9) perceived value for students. For each aspect lecturers would have developed expectations that would, in part, influence their behaviours, and their receptivity to the change.
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Gallina, Moira <1996>. "Being a Lecturer during the COVID-19 Pandemic: An Exploratory Study about Ca' Foscari University's Language Department." Master's Degree Thesis, Università Ca' Foscari Venezia, 2022. http://hdl.handle.net/10579/20916.
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The present study represents a possible response to a disproportion that some scholars have noticed in research literature regarding the impact of COVID-19 on education. More specifically, they have criticized researchers’ tendency to focus more on students than on educators, thus providing only a partial overview of the phenomenon (Kim & Asbury, 2020; Kulikowsky et al., 2021-2). The present dissertation will, therefore, concentrate on educators, in particular on university lecturers. On the basis of the Job Characteristics Theory (JCT; Hackman & Oldham, 1975, 1976; Oldham & Hackman, 2010), this study will report lecturers’ experiences during the pandemic in relation to their perceived motivating job potential, work engagement, job satisfaction, and professional exhaustion. In addition, their attitudes towards e-learning and their satisfaction deriving from how well university managers tackled the emergency situation are considered in the study. As time references, the current dissertation will concentrate on the second semester of the academic year 2019-2020 and on the following academic year- i.e., 2020-2021. For the purposes of the present research project, lecturers working in Ca’ Foscari university’s language department in Venice were selected as the convenience sample of the study, and they were asked to complete an online questionnaire. The results met the author’s expectations partially. Some responses were indeed unexpectedly positive, thus raising hopes that, with adequate resources and support, the world of education- in this case, of higher education- can cope with the current health crisis and similar, destabilizing events even in the future.
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Krivaitė, Kristina. "Dėstytojų kvalifikacijos tobulinimo aspektai šiuolaikinėje aukštojoje mokykloje." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070816_165734-95357.
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Magistro darbe yra suformuluotos dėstytojų kvalifikacijos kėlimo problemos šiuolaikinėje aukštojoje mokykloje. Išanalizuota kvalifikacijos kėlimo motyvacijos, naujų kompetencijų įgijimo ir nuolatinio mokymosi svarba aukštųjų mokyklų dėstytojų darbe. Pateiktos ir susistemintos kvalifikacijos, kompetencijos ir kompetentingumo sampratos interpretacijos, remiantis įvairių Lietuvos ir užsienio mokslininkų darbais. Išsamiai išanalizuotos dėstytojų darbui reikalingos kompetencijos, kvalifikacijos kėlimo strategijų ir būdai taikymo ypatumai. Aptarti reikalavimai, keliami dėstytojų pareigybėms ir atestacijos reikšmė šiuolaikinėje aukštojoje mokykloje. Atliktas tyrimas, dėstytojų nuomonei, apie kvalifikacijos k���limo svarbą, motyvaciją ir vertinimą aukštosiose mokyklose, nustatyti.In this master‘s work there are stated many problems concerned with lecturer‘s qualification development in modern high school. It has been analized the motivations of the qualification development, the points in getting the new competention and importancy in the permanent learning in the work of high school lecturer‘s. The qualifications, competentions and the interpretations of the competency conceptions there presented and structured by academical works of Lithuanian and foreign scientists. In this master‘s work the competentions, qualification development and their applying peculiarities has been analyzed. The demands which are raised in lecturer‘s incumbency and the meaning of their atestation in modern high school has been emphasized. The purpose of accomplished research was to estimate lecturer‘s opinion in the importancy of qualification development, the motivation and it‘s evaluation in high school.
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Coad, Jane Elizabeth. "An investigation of the impact on the nurse lecturer of the transfer of nurse education into higher education." Thesis, University of Wolverhampton, 2002. http://hdl.handle.net/2436/90257.
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Harness, Susan. "Conceptions of being a lecturer in nursing : variation of identities and how these are negotiated during a tutorial." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/127550/.
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In the UK, lecturers in nursing normally have an extensive clinical background accumulated in the National Health Service. They arrive in the Higher Education sector with little experience of university cultures and practices. The transition into this new world can be traumatic as experienced nurses strive to develop their educational capabilities. This thesis focuses on conceptions of being a lecturer in nursing within higher education. Data was collected for the study through video recorded interviews for each of ten lecturers in nursing based at universities across England and Scotland. For each, a semi-structured interview, a tutorial with a student, and a video stimulated recall and reflect interview took place. The data collection design aimed to get beyond espoused identities by collecting rich data including observation and reflection on practice. A phenomenographic approach was used to analyse semi-structured interview data to identify different ways of being a lecturer in nursing. This resulted in five categories of description of identities in the outcome space: nurse; teacher; academic scholar; researcher; and academic leader. Bourdieusian analysis of how identities are negotiated during tutorials indicated that lecturers in nursing had developed new identities within the field of higher education whilst maintaining their core identity as a nurse. Currently, it appears that there is little provision to support lecturers in nursing during the journey from transition to experienced lecturer in nursing. It is proposed that conceptions of identity are discussed through induction, mentorship and in formal development structures. As lecturers of nursing, the participants in this study occupy boundary-crossing roles on the margins of higher education. The super-complex identities of the lecturers revealed in this study provide useful insight into the life of a contemporary academic. In addition to lecturers in nursing, this study and its findings may be relevant to those in other health professions who move between the NHS and Higher Education. The findings may also transfer to other professions where individuals move sectors, such as between public and private, where further research would be required.
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Ntlabathi, Siyanda. "Exploring lecturer experiences of the use of ICT in blended learning : a case study at a South African university." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017355.
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ICTs have had a tremendous impact on our educational environment. There have been a huge number of developments and support in implementation of ICT in Higher Education teaching and learning, also referred to as e-learning. Similarly there appears to be quite a number of research conducted on the use of ICTs in blended learning settings worldwide and as well as in South Africa. Very little research however, has focussed on the experiences of lecturers with e-learning, specifically as it relates to Learning Management Systems (LMS). In trying to meet the requirements of its academic programmes and be in line with new developments worldwide, the University which is the focus of this study pilot projected the use of an LMS in a blended learning approach which integrates face-to-face classes with Blackboard, an ICT-based system or tool. Following the implementation of the pilot project, this study explores the experiences of lecturers in their blended learning environments at this university in the Eastern Cape province of South Africa. The research design was that of an interpretative paradigm within a qualitative research approach in a case study methodology. Purposive sampling of six lecturers from departments within faculties across two campuses was done. The data was gathered through interviews, a follow-up questionnaire and document analysis was employed. Using Critical and Social Realism as meta-theories the study employed aspects of Activity Theory as substantive theory to understand particular experiences of blended learning environments and identify conditions which enable and constrain engagement in these environments so as to explore potential lessons to inform the kind of educational support which could be offered to facilitate uptake of the LMS.
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Alshahrani, Saeed. "The impact of website use on students' perception of the student-lecturer relationship within higher education in Saudi Arabia." Thesis, University of Huddersfield, 2013. http://eprints.hud.ac.uk/id/eprint/24264/.
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Many researchers have discussed the student-lecturer relationship in the classroom. These studies have concluded that the association between student and lecturer must be positive in order for each of them to benefit. Studies carried out so far have focused on the studentlecturer relationship and the impact of factors such as age, gender and the cultural background of the student or lecturer. Most of these studies have discussed the studentlecturer relationship in terms of the lecturer’s power in the classroom and classroom management. Previous studies have also discussed student engagement in the classroom and have shown evidence of how it impacts on student learning outcomes. Studies have discussed the positive impact of websites on students and lecturers’ performance along with improving teaching strategies. Previous studies have also shown the importance of the student-lecturer relationship and their academic engagement in the classroom. However, there are as yet no studies that have highlighted the impact of internet website use by students, as additional sources of information, in relation to their relationship with their lecturers and their academic engagement in the classroom. This study aims to investigate this impact from a students’ perspective. The impact of websites in this research focuses on and investigates social power in the classroom i.e. expert power and referent power and academic engagement i.e. academic self-confidence, academic reliance and connectedness. A mixed method approach was employed to collect the required data from respondents. This method included quantitative data to measure the impact and qualitative data to study the reasons behind the impact. To achieve these objectives, a questionnaire targeting undergraduate and graduate students was sent to 30 universities and educational organisations in Saudi Arabia. In total, 1361 valid responses were collected. Of these, 969 identified themselves as male, and 377 as females, while 15 did not specify their gender. Quantitative data was analysed using PASW and thematic analysis was used to analyse the qualitative data with results presented and discussed together. The findings of the study show that there is an impact on the student-lecturer relationship, when websites are used, in all tested criteria but at different levels. Results of this study show that the relationship gap between students and their lecturers is increasing due to website use by students. The results also show that websites have impacted positively on students’ academic engagement in the classroom. The author’s recommendations to reduce the negative impact of websites on student-lecturer relationship are provided at the end of this thesis.
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Døvik, Kristian, and John Andre Hestad. "Lecture Quiz 3.0 : A Gaming Platform for Lectures." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for datateknikk og informasjonsvitenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-13583.
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This thesis is the continuation of our specialization project, Lecture Quiz 2.5.This platform is a game-like system where lecturers can hold quizzes in lectures to increase student participation and interactivity.The current version is a finished lecture quiz system that can be used in lecture environments.Lecture Quiz 3.0 has moved away from earlier implementations, by centralizing and minimizing the effort to start and run quizzes.One focus was multi-platform and we developed the system to support Microsoft Windows, Mac OS X and Linux.This system can be used in lecture environments to promote more student participation, and enable variation in teaching methods.To run quiz games, the lecturer can use a PC, connect it to the projector, and run the Presentation Client.Students access the Player Client via a mobile device such as a smart phone or notebook, the address to the Player Client web page is presented on the Presentation Client.Once connected, they choose a username, and answer multiple choice questions, which are presented on the projector screen.To keep things interesting for the students, we focused on the visual expression of the Presentation Client and Player Client.This is to give the players the experience of playing a game, rather than answering a questionnaire.We developed the system with usability in mind.This is to ensure that the system feel easy to use, for both students and lecturers.One of the main goals is to make lecturers see the system as an alternative to a regular presentation, and not as extra work.A lecturer might be interested in collecting statistics about the students' overall progress in the course.This way they might be able to give a larger focus to the parts of the syllabus where the students lack performance.Another factor is that creating quizzes is time consuming, and needs to be done in advance of a lecture.We developed a separate quiz manager and statistics tool that can be used by lecturers, named Quiz Server.It is a Web based application, utilizing Java EE to enable multi-platform support.We performed an experiment in a lecture to get feedback from students on how they perceived the Lecture Quiz game.This experiment was performed by running a quiz in the lecture hall and then the students were asked to fill in an evaluation form.The students who participated thought that Lecture Quiz had a positive effect on the lecture.
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Al-Assaf, Hamzeh. "ICT in teaching undergraduate science and humanities courses at Jordanian public universities : an exploration of lecturer attitudes and pedagogic beliefs." Thesis, Cardiff Metropolitan University, 2012. http://hdl.handle.net/10369/7633.
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Information and Communication Technologies (ICTs) are any electronic tools and software that is used to support lecturers while teaching and students while learning. This study aims to provide an in-depth analysis of lecturers' attitudes towards, and use of, ICT for teaching at Jordanian public universities. Four Jordanian public universities have been investigated in this matter. Mixed methods have been used to collect data, as attitude survey of 448 lecturers, semi-structured interviews of 20 lecturers, and focus group interviews of 15 lecturers have been conducted. Results of the study indicate positive attitudes and high levels of ICT use in teaching and learning. The results also revealed a medium effect of factors affect ICT use in teaching and learning. Lecturers believe that ICT use saves time and efforts and helps them gaining new knowledge and skills, while they believe that the lack of technological infrastructure, lack of support, lack of training and lack of financial resources are the most important factors that have huge impact on ICT in teaching and learning. It was concluded that it is important to overcome the negative factors by adopting clear vision about ICT integration based on the current situation and the desired one, and to adopting flexible plans that respond to social, cultural, and economic changes. It was concluded also that technology, pedagogy and content intersection is substantial factor that guarantee effective teaching and learning, taking in consideration incentives and recognition effects on the lecturers' performance.
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Steenkamp, Ermie Annelies. "The structure and content of undergraduate economics curricula offered by South African universities / Ermie Annelies Steenkamp." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1280.
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Often academic departments have little knowledge about the course content that
is presented by similar departments at other universities. This study aims to
investigate the economics curricula offered by South African universities in order
to contribute to the quality and content of the economics courses. International
best practices with regard to the structure and content of, as well as the logistics
behind an economics curriculum are identified, and the economics curricula
offered by South African universities are compared to these international best
practices. This study is attempted through gathering of available open source
information as well as conducting a survey study to determine the status quo
situation with regard to various issues relating to the economics curricula offered
at South African universities.
In terms of the structure of an economics curriculum, a benchmark tree structure
is drawn from international best practices. To compare the structure of the
economics curricula offered by the South African universities included in this
study to international best practices, a tree structure of each university's
curriculum is drafted in the same format as the benchmark tree structure. These
tree structures are used to determine how each university's curriculum complies
to international best practices.
The textbooks that are used in a course are thought to be an indication of the
content of that course. Therefore, the textbooks that are used by the different
universities in each course are indicated in this study.
With regard to the logistical aspects of an economics curriculum, e.g. student/lecturer
ratios, the actual situation at most universities differs substantially from
international best practices. International best practices suggest class sizes of
no more than 25 students. Student-lecturer ratios in economics courses offered
by South African universities are far remote from this.Thesis (M.Com. (International Commerce))--North-West University, Potchefstroom Campus, 2007.
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Castro, Lilian Ruth Dias de. "Formação pedagógica dos docentes do ensino superior: o ponto de vista de professores de uma universidade de Belém-Pará." Master's thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/10966.
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A Formação Pedagógica dos Docentes do Ensino Superior: o ponto de vista dos professores de uma Universidade de Belém-Pará.
O presente estudo aborda a Formação Pedagógica dos Docentes do Ensino Superior de uma universidade brasileira. Procuramos saber com dez professores, das 1.ª e 2.ª séries do curso de Licenciatura em Dança, as implicações que podem ocorrer no exercício da docência, com a falta da formação pedagógica necessária. As evidências que geraram as análises apresentadas nesta dissertação foram coletadas junto aos professores da instituição investigada, uma universidade pública de Belém do Pará. Os resultados da discussão apontam para um consenso dialético entre os professores do curso, sobre os aspectos metodológicos a serem utilizados para o desenvolvimento dos futuros professores. O estudo se deu por meio de recolha de dados qualitativos, utilizando entrevistas individuais, semiestruturadas, baseadas num guião previamente constituído e aprovado pelos especialistas da Universidade de Évora. O resultado da análise pareceu indicar que os entrevistados consideram a Formação Pedagógica como eixo norteador do ensino, para o curso de Licenciatura em Dança. No entanto, manifestaram sua insatisfação pela falta de tempo para pesquisar, pelo acúmulo de obrigações, remuneração inadequada e excesso de trabalho. Consideram que a falta da Formação Pedagógica do docente implica na prática do futuro docente, quando estiver a lecionar autonomamente; *** ABSTRACT:
Educational Training of Teachers in Higher Education: the view of teachers in a University of Belém-Pará.
This study addresses the Pedagogical Training of Teachers in Higher Education from a Brazilian university. We seek to know with ten teachers of the 1st and 2nd series of the Bachelor's Degree in Dance, the implications that may occur in the teaching practice with the lack of pedagogical training required. The evidence that led to the analysis presented in this dissertation was collected from the teachers of the institution investigated, a public university in Belém-Pará. The results suggest a dialectical consensus among the teachers of the course about methodological aspects used for the development of future teachers. The study involved the collection of qualitative data, using individual semi-structured interviews based on a previously established and approved grid by experts from the University of Évora. The results seem to indicate that respondents consider the Pedagogical Training as a guiding principle in the dance course. However, they expressed their dissatisfaction to the lack of time to do research, accumulation of obligations, inadequate payment and overwork. Teachers consider the lack of Pedagogical Training of teachers to have consequences on future teachers practice, when they are to teach independently.
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Barnes, Stephen James. "What does it mean to be a lecturer at a new university? : an ethnographic study of organizational change in a University Business School." Thesis, University of East Anglia, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520440.
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Phillips, Heather Nadia. "Interrogating student and lecturer perspectives of professional knowledge delivery in the initial teacher-education programmes in South Africa within a context of quality." Thesis, Cape Peninsula University of Technology, 2013. http://hdl.handle.net/20.500.11838/1970.
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Thesis in fulfilment of the requirements for the degree
Doctor of Education
in the Faculty of Education at the Cape Peninsula University of Technology
Supervisor: Professor Rajendra Chetty
Co-supervisor: Associate Professor Janet Condy
November 2013In South Africa, the quality of teachers working in our current education system has been put under a looking glass by the Department of Education (DoE) (2006) since the systemic results, indicating national literacy and numeracy levels in primary schools, were issued. These results place South African literacy and numeracy skills far below those of many countries in the rest of Africa. This has been viewed by the South African school sector as one of the symptoms of the breakdown in the culture of learning in the education system in our country. As a result, the South African school system has been characterised as a ‘high- cost, high-participation, low-quality system’ Taylor (2008). Taylor (2008) concludes from his research that the challenges which undermine effective teaching and learning in South African schools include the quality of teacher knowledge and teaching practices. The relationship between teacher quality and teacher productivity is key to the development of a high-quality educational system. It is argued that teacher quality impacts greatly on student achievement, which, in turn, impacts on the development and transformation of that society. Rowe (2003) and Morrow’s (2007) key findings in their research on educational success indicate that ‘what matters most’ is the quality teacher. The historical and social change in South Africa has pioneered transformation with regard to curriculum change and has redefined the aims of teacher education in this country. Over the last few years we have been faced with a myriad of changes in policy frameworks that are supposed to guide change within the educational system, as well as within teacher education (Guskey, 2002:381-391). This study, therefore, aims to interrogate the missing links between teacher education institutions and pre-service teachers’ experience, while incorporating school and learner needs. Since quality is the critical factor, there is an urgent need to re-conceptualise how we can prepare a generation of teachers equipped to meet the demands of the 21st-century student. The key objective in this study, therefore, is the interrogation of the following components in the initial teacher-training programmes in South Africa: • Professional development and knowledge of teachers. • Delivery of that knowledge from a pedagogical perspective. • Quality of current teacher-training programmes. This research project is geared towards understanding the challenges that face final-year teacher-training students as they prepare themselves to enter the ‘real world of teaching’. The study cross-examines the quality of learning and teaching in higher education institutions, the pedagogy applied and the degree of its success. In order to examine the initial teacher-training programmes there was a need to interrogate: • students’ perceptions of the quality of their training; • lecturers’ responses to the quality of training provided; and • pre-service teachers’ notions of the quality of the ‘product’ they experience in the field during practice teaching and in their experience with newly qualified teachers. The search for an alternative pedagogy, which aims to promote the transformation and reconstruction of education in South Africa, has placed this research project within a conceptual framework of critical pedagogy, which holds the view that learning is self-generated and not just accessible. The theoretical underpinnings were derived from the works of Paulo Freire and Henry Giroux. This project is situated within an interpretivist paradigm and is qualitative in nature. A sample of four faculties of education, nationally, has been used in the project. Semi-structured interviews and focus-group interviews were used to collect data from all the fourth-year BEd students and their lecturers at each of the four universities, as well as from in-service teachers who host students during practice teaching sessions. The interview questions were concerned with the delivery of the teacher-training programmes and whether the needs of students were being met with regard to their training. Students commented on the development of the following areas: delivery of knowledge, acquisition of adequate teaching skills, and their readiness to enter the teaching field. The findings of this research indicate that students, lecturers and in-service teachers believe that many components within the current teacher-training programme need to be transformed. This could be attributed to, amongst others, the inadequate pedagogical practices used in knowledge delivery, lack of actual classroom experience, and the ineffective organisation and supervision of teaching practice which results in students feeling ill-equipped to enter the teaching arena. These impact the quality of teachers who are exiting the current system. Suggestions to improve the organisation of teacher experience, the on-going professional development of teacher educators, and mentorship ofteachers,as well as the development of recruitment and selection criteria for students wishing to enter teacher education are made.
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Behardien, Ilhaam. "Who they are' or 'What and how they know' : an investigation by a fine art lecturer into the basis of her own legitimacy." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/6872.
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I am a South African Fine Art lecturer and head of a Fine Art programme at a private higher education provider. I present this study of an investigation into my own basis of legitimacy;; in other words the kind of knower I value and privilege. This study is motivated by the my ethical responsibility as a Fine Art lecturer to identify the particular way of knowing that informs each student"s art practice (irrespective of their cultural standing) in order that I can design teaching strategies that will equip each individual with the required knowledge that may enable him/her to succeed in the field of production. Due to the field of Fine Art being a knowledge structure that consists of a plurality of specialised voices that speak alongside one another, there is tension between the legitimation of the students' art practice according to "who they are" and the lecturer"s legitimation of the students" art practice according to "what and how they know". The developing artists experience major pulls and tensions between their own voice, the discursive practice of the Artworld, and the voices of their lecturers, which are highlighted during group critiques. I focus my study on an encounter known as the interdepartmental group critique, where the participation of lecturers and students from the school's other Art and Design programmes illuminate my legitimacy as it comes up against theirs. I examine how students wrestle and engage and are being engaged by myself and other lecturers in different ways in the establishment of their own identity and gaze and whether this engagement is enabling certain knowers to develop a more powerful artistic identity or gaze for achievement in the field than others. These discourses are coded using the organising principles of Legitimation Code Theory. This theory provides the theoretical language that enables me to articulate the tensions that will be used to highlight the kind of knower that I privilege. I identify the movement of the discourse from the beginning to the end of the encounter with each student, exposing a disparity in the development of their artistic gaze and identity, thereby illuminating the inconsistency of my basis of legitimacy. The story that unfolds is that while two students' basis of insight at the beginning and the end of the encounter remains relatively the same, one student's basis of insight undergoes an "extreme makeover", showing that the development of the students' artistic identities and gazes for achievement is in some cases hindered and in other cases promoted. Hence this study reveals that my basis of legitimacy does vary amongst students.
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Mørch-Storstein, Ole Kristian, and Terje Øfsdahl. "Game Enhanced Lectures : An Implementation and Analysis of a Lecture Game." Thesis, Norwegian University of Science and Technology, Department of Computer and Information Science, 2007. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-8740.
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Educational games have recently caught the attention of educational organizations witnessing newfound potential that is not achievable through traditional lectures. By reviewing findings from authoritative theory, we present the conception and implementation of a prototype educational game for lecture enhancement. The concept is based on the idea of playing a game during lectures, with students answering multiple choice questions using their own mobile phones and receiving instant feedback by watching a large screen displaying animated graphics. It is shown how such a concept is made readily available for students and schools by using regular mobile phones and computers they already possess. We describe an example implementation, along with pedagogical guidelines for usage, and the analysis of how the prototype was received in an authentic setting. Students generally found the prototype easy to use and thought it contributed to increased learning outcome. The prototype was perceived as entertaining, and half the students claimed they would attend more lectures if such a system was being used. In spite of this, 10% of the students felt reluctant to pay for the GPRS/3G data transmission fees resulting from playing the game.
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Sigalla, Luciana Andréa Afonso. "De profissional a profissional-professor: contribuições para a formação de professores universitários da área de administração." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/16035.
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Previous issue date: 2012-05-02Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This research aims at contributing to the formation of college lecturers in the field of Business Administration and is justifiable on the grounds that there are few studies on didactics and pedagogical training involving professionals in specific undergraduate areas such as Business Administration. The rationale underlying the study is that, in most cases, these professionals are hired solely based on their specific knowledge regarding the intended-to-teach area, and no didactics and pedagogical training is required. Data collected during interviews conducted for the Masters Dissertation entitled "Contributions of the Masters Degree process for the training of Lecturers in Business Administration" (IGARI, 2010) will be analyzed, and the questions that this new research will seek to address, among other issues, include: what is it that leads a business administration professional to become and remain a college lecturer? How does a Business Administration professional learn to be a college lecturer? What does a lecturer of Business Administration need to know? We found that the motivation to enter and remain in teaching will not always appear willfully and deliberately, but most of the subjects in this research entered tenure-track positions seeking a chance to deliver, build and share knowledge and experiences, as much as for the pleasure of interacting with people. The main motivation pointed out for remaining a lecturer was that the career requires constant study, providing opportunities for continuing education. By the time they started teaching, our subjects went through a process of learning how to teach, based mainly on information received during their Masters Courses, and using some of their own lecturers as role models.Also, they observed more experienced colleagues while performing some of their tasks, and used skills developed in earlier professional experiences, such as public speaking, for example. According to most of our subjects, skills such as full understanding of concepts (theoretical knowledge) and experience in the field (practical knowledge) are crucial to act as a lecturer in the area of Business Administration. The theoretical framework underlying this work comprises the theories developed by Placco (1992, 2002, 2005, 2006, 2008, 2009, 2010), Abreu and Masetto (1989), Masetto (2003, 2009), and Pimenta and Anastasiou (2010)
Esta pesquisa tem como objetivo contribuir para a formação de professores universitários da área de Administração e justifica-se por haver poucos estudos sobre a formação didático-pedagógica de professores universitários em áreas específicas de formação, como a Administração. A hipótese que norteia o estudo é que, na maioria das vezes, a contratação desses profissionais tem como único critério o domínio dos conhecimentos específicos da área em que pretendem lecionar, sem que lhes seja exigida uma formação didático-pedagógica. Serão explorados arquivos de entrevistas da tese Contribuições do processo de mestrado para a formação do docente em Administração (IGARI, 2010), a partir dos quais esta nova pesquisa procurará responder, dentre outras questões: o que leva um profissional de Administração a se tornar professor universitário e a querer permanecer na carreira docente? Como um profissional da área da Administração aprende a ser professor universitário? O que o professor universitário nos cursos de Administração precisa saber? Constatamos que nem sempre a motivação para ingresso e permanência na docência se deu de forma intencional, deliberada, mas que grande parte dos sujeitos desta pesquisa ingressou nessa carreira pela possibilidade de transmitir, construir, trocar conhecimentos e experiências e por gostar de interagir com as pessoas. A principal motivação apontada para a permanência na docência foi que a carreira exige estudo constante, propiciando aos professores oportunidades de formação continuada. Nossos sujeitos, ao ingressarem na docência, passaram por uma aprendizagem da profissão, que ocorreu, principalmente: por meio do mestrado; tendo como modelos alguns dos professores que passaram por suas vidas; observando os colegas mais experientes na realização de algumas de suas tarefas; e aproveitando as habilidades desenvolvidas em experiências profissionais anteriormente vividas, como a de falar em público, por exemplo. De acordo com a maioria de nossos sujeitos, para que um profissional atue como docente na área de Administração, são fundamentais o domínio do conteúdo (conhecimento teórico) e a experiência profissional em campo (conhecimento prático). O quadro teórico que fundamenta este trabalho está constituído das concepções desenvolvidas por Placco (1992; 2002; 2005; 2006; 2008; 2009; 2010), Abreu e Masetto (1989), Masetto (2003; 2009) e Pimenta e Anastasiou (2010)
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Su, Walter Yu-Jen. "A study of student learning through lectures based on Information Processing Theory." Thesis, University of Glasgow, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319510.
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Rizo-Patrón, de Lerner Rosemary. "Lectura de lecturas: Heidegger y la ontología fundamental." Pontificia Universidad Católica del Perú - Departamento de Humanidades, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/113087.
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Kraus, Pamela Ann. "Promoting active learning in lecture-based courses : demonstrations, tutorials, and interactive tutorial lectures /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9714.
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Gomes, Regina Mara Jurgielewecz. "Experi?ncias com grupo de professores universit?rios: um estudo psicanal?tico." Pontif?cia Universidade Cat?lica de Campinas, 2006. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/373.
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Previous issue date: 2006-11-17This research aim is to study the involvement with education through the technique reflection group with lecturers. The focus of it is to reflect upon education as well as to favour the resolution of tensions generated by the activities executed by the subjects of the research. It was studied the transference of the lecturers in relation to education as well as the links with their pupils, colleagues and institution using their speeches. The setting of this work was more restricted than the setting of the therapeutic group . For the development of this research it was used the reflection group (DELAROSSA, 1979) orientated towards a psychoanalytical approach. This group was set up by four lecturers, volunteers in a public institution, from both sexes and several ages. Using the lecturer s verbal and non verbal reports it was done a qualitative analysis according to the requirements of the psychoanalytic theory. The difficulties experienced by the members of this reflection group confirmed the existence of resistance to the identification with the feminine, as well as the idiosyncrasies of the transferential process experienced in the group. The obstacle to the execution of this proposed task is given to the processes that occurred unconsciously such as the basic propositions of dependence and of fight/escape; by persecutory and depressive anxieties and issues linked to the regressive process of primary narcissism.
A presente pesquisa teve como objetivo investigar o envolvimento com a educa??o por meio da t?cnica grupo de reflex?o com professores universit?rios. Objetivou, portanto, refletir sobre a educa??o, bem como favorecer a elabora??o das tens?es geradas pelas atividades das fun??es executadas pelos sujeitos da pesquisa. Estudou-se a transfer?ncia dos professores em rela??o ? Educa??o, bem como os v?nculos com seus alunos, colegas e institui??o, a partir de suas falas. O campo de trabalho formado foi mais restrito que o campo de um grupo terap?utico. Para o desenvolvimento dessa pesquisa foi utilizada a t?cnica de grupo de reflex?o (DELAROSSA, 1979) orientada por uma abordagem psicanal?tica. O grupo foi constitu?do por quatro professores universit?rios, volunt?rios de uma institui??o p?blica, ambos os sexos e idades variadas. Dos relatos verbais e n?o verbais dos professores, foi realizada uma an?lise qualitativa conforme os pressupostos da teoria psicanal?tica. As dificuldades vividas pelos integrantes desse grupo de reflex?o confirmaram a exist?ncia da resist?ncia ? identifica??o com o feminino, bem como ?s peculiaridades do processo transferencial vivido em grupo. A execu??o da tarefa proposta ao grupo foi obstaculizada por determina??o de processos inconscientes tais como os pressupostos b?sicos de depend?ncia e de luta/fuga; por ang?stias persecut?ria e depressiva e quest?es ligadas ao processo regressivo do narcisismo prim?rio.
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Fernandes, Karen de Azevedo. "PROFESSORES DE INGLÊS: TRAJETÓRIA FORMATIVA E PROFISSIONAL." Universidade Metodista de São Paulo, 2008. http://tede.metodista.br/jspui/handle/tede/1112.
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Previous issue date: 2008-08-19The present paper aims to discuss the formative and professional trajectory of English teachers that are teaching for the third degree, making deeper reflections about the difficulties or the facilities between the graduation and the beginning of the carrier as a teacher. Besides the carrying out of content s analyses got through the interviews, also the theoretical research was important to search a little bit about the history of the language teaching here in Brazil, as well as a study about the methods and approaches of English teaching so that we could analyse if the graduation of these professionals included or not the knowledge of these methods and if it was important not only for their formation but also for their acting in the class. Since my own experience as a private English teacher with difficulties during the teaching process, mainly due to my bad formation, I ve searched for some answers with these more experienced teachers that can contribute with the future English teachers to be more well formed and prepared to overcome the first difficulties of the carrier as well as to help them to reduce it , in some way so that they can teach with more confidence and competence, even because they are forming and preparing other teachers.(AU)
O presente trabalho tem como objetivo discutir sobre as trajetórias formativas e profissionais de professores de inglês do ensino superior, aprofundando as reflexões acerca das dificuldades ou facilidades entre a formação e o início da prática docente. Além da realização da análise de conteúdo dos dados das entrevistas, a pesquisa teórica também se fez importante no intuito de buscar um pouco da história do ensino da língua inglesa no Brasil, bem como um estudo sobre os métodos e abordagens do ensino de inglês, a fim de que se pudesse analisar se a formação desses profissionais incluiu ou não o conhecimento dos mesmos e até que ponto foi ou não importante não só para sua formação como também para sua atuação em sala de aula. A partir de minha própria experiência co mo professora particular de inglês, com dificuldades de atuação, principalmente devido a uma má formação, busquei algumas respostas com estes docentes mais experientes que pudessem contribuir de algum modo para que os futuros professores de inglês sejam mais bem formados e preparados para superarem as dificuldades inicias da carreira bem como para que consigam reduzi-las, podendo assim exercer sua profissão com mais segurança e competência, já que também vão formar e preparar outros professores.(AU)