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Coleman, James Alexander. "University language learning and teaching." Thesis, University of Portsmouth, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343378.
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Tserendorj, Navchaa, Uranchimeg Tudevdagva, and Ariane Heller. "Integration of Learning Management System into University-level Teaching and Learning." Universitätsbibliothek Chemnitz, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-103595.
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With rapid development of science and technology, introduction of the ICT different methodologies into the learning environment today becomes one of the most important factors. Application of IT tools in classroom learning in and methodology for teaching and learning processes creates number of issues, which could be solved with the help of online Learning Management System (LMS).
This paper presents experiment results using of Moodle, at the course of Linear algebra and analytic geometry (LAAG) in the first semester of 2010-2011 and 2011-2012 study year. The paper presents quantitative and qualitative rationale interdependence analysis and experiment conclusion based on midterm and final exam results of the freshman students of the National University of Mongolia.
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González, Carlos. "University Teachers’ Experiences of Teaching in Blended Learning Environments." University of Sydney, 2009. http://hdl.handle.net/2123/6401.
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Doctor of Philosophy (PhD)This research is about university teachers’ experiences of teaching in blended learning environments. In recent years, this type of environments has become increasingly common. Universities have realised the value of the incorporation of eLearning, making teaching more professional and offering higher quality learning experiences. At the same time, pressures from students, who use online resources for many of their everyday activities, and employers, who want future professionals to be skilled information technology users, have also promoted the up-take of eLearning. In this context, the present research took a relational approach to investigate what university teachers think eLearning is good for in their teaching, how they approach teaching when eLearning is involved, and how their perception of the teaching situation affects the use of eLearning. Associations between these elements were also explored. The research had a qualitative and a quantitative stage. In the qualitative stage, 18 university teachers, coming from two research-intensive Australian universities were interviewed. This stage focused on conceptions, approaches and perceptions of the teaching situation; both considering teaching in face-to-face settings and using eLearning. In the quantitative stage, 86 university teachers answered a web-based survey. Three questionnaires were used to explore associations between approaches and perceptions: the ‘approaches to teaching’ inventory, the ‘perception of the teaching situation’ questionnaire, and the ‘approaches to teaching using eLearning’ questionnaire. The last one was developed from the results of the qualitative stage of this research. Results showed that conceptions of teaching ranged from being focused on content and information to being focused on learning and the student. Conceptions of teaching using eLearning showed variation from being focused on information to being focused on communication and collaboration. Conceptions of blended teaching were proposed to emerge from associations between conceptions of teaching and conceptions of teaching using eLearning. In relation to approaches, results showed that approaches to teaching ranged from being focused on content and the teacher to being focused on learning and the student. Approaches to teaching using eLearning varied from being focused on transmission of information to being focused on communication and collaboration. As in the case of conceptions, approaches to blended teaching were also claimed to emerge from associations between approaches to teaching and approaches to teaching using eLearning. Regarding elements influencing teaching, seven factors emerged in relation to approaches to teaching using eLearning: ‘control of teaching’, ‘institutional strategy’, ‘technical support’, ‘pedagogical support’, ‘amount of time needed’, ‘teacher’s skills for eLearning’ and ‘students’ ability and willingness to using eLearning’. Factors influencing teachers’ general perception of their teaching situation were ‘control of teaching’, ‘institutional support’ and ‘students’ characteristics’. Associations between conceptions, approaches and perceptions were explored through ‘teaching profiles’ and ‘orchestrations’ Teaching profiles referred to systematic associations between conceptions and approaches to teaching in face-to-face and online teaching. Three blended teaching profiles emerged: ‘systematically information focused’, ‘dissonant’ (with 5 variations) and ‘systematically learning focused’. Blended teaching profiles associated with perceptions of the teaching situation and teachers’ characteristics led to ‘teaching orchestrations’. Three orchestrations emerged: ‘consonant (information focused) and coherent’, ‘dissonant and coherent’ and ‘consonant (learning focused) and coherent’. Results of the quantitative stage tended to support prior qualitative findings, and also identified ‘incoherent’ associations between approaches to teaching and perceptions of the teaching situation, which had not emerged in the qualitative study. Results of this research were claimed to have practical implications in terms of academic development, the management of teaching and eLearning, and the practice of teaching. In relation to academic development, it was proposed that programs focused on expanding university teachers’ awareness about ways of incorporating eLearning into on-campus education rather than only providing ‘technical’ skills are generated. In relation to management of teaching and eLearning, it was proposed that favourable conditions should be set up for the teachers to perceive they are supported for the incorporation of eLearning into their teaching. Finally, in relation to the practice of teaching, it was proposed that teachers incorporate learning tasks aligned with the communication-collaboration focused approaches to teaching using eLearning, such as blended discussions or knowledge building tasks.
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Dewstow, Ross Albert. "Using the Internet to Enhance Teaching at The University of Waikato." The University of Waikato, 2006. http://hdl.handle.net/10289/2241.
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The University of Waikato brought the Internet to New Zealand, was one of the first Universities in New Zealand to graduate students who had completed a bachelor's degree online, and recently won an award for innovative use of video software in an online classroom. The video software was created by a company that had its beginnings within the University. However, the use of the Internet for teaching and learning in the University has reached a plateau in the last few years, as measured by the daily page views of the online platform (Moodie, 2004), the number of courses taught online and staff teaching online remaining fairly constant. This thesis sets out to investigate why the use of online teaching at the University has not increased to a point where a majority of staff are using online teaching to at least supplement their classroom teaching. Previous research into online teaching and learning focused heavily on technology barriers and lack of access to computers and the Internet. It is the position of the researcher that this lack of access is no longer a valid reason for academics not to use online environments for teaching and learning in a tertiary environment. This study hypothesized that enhancing their teaching using online technologies may be related to the culture of different subjects, disciplines and Schools of study. Accordingly three groups of lecturers from different Schools within the University were invited to participate in focus group interviews. Questions asked were related to their approach to teaching in their subject areas, the culture of their Schools and the University, as well as their reflections on teaching online. The study found that there was a strong relationship between the use of online technologies and subject areas as well as the culture that exists within the School of study. The influence of University management on the use of online technologies was also highlighted. But more surprising was the relationship between trained teachers in the University, and their uptake and use of online technologies. To take advantage of the changing student population, with their greater awareness and use of computing and new technologies, the University of Waikato, and indeed many other similar institutions, are now at a technological and educational crossroad. Decisions need to be made by senior management regarding the importance of the Internet and emerging media technologies in shaping the teaching and learning environment of tomorrow's University.
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Pearce, Jane. "Teacher identity in university classrooms : reflexivity and professional learning /." Pearce, Jane (2005) Teacher identity in university classrooms: reflexivity and professional learning. PhD thesis, Murdoch University, 2005. http://researchrepository.murdoch.edu.au/251/.
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Many academics become teachers without the help of formal professional learning. This study explores how a small group of academics have done this. The research aims to uncover the informal, experiential means whereby participants have constructed the knowledge about teaching and learning that underpins their pedagogies. The research begins with the assumption that three key elements play a major role in supporting academics' informal learning about teaching. These are a person's previous experiences of learning, their experience of being part of a particular academic environment and their personal or 'private' theories about teaching and learning, which are experientially based.
Life narratives were collected from a small group of university teachers who participated in qualitative interviews and provided written evidence of their experiences, practices and philosophies of teaching. The research uses an ethnographic, interpretive approach to collect and analyse data in which participants' voices are foregrounded. The researcher's life narratives also form part of the final thesis, demonstrating an 'engaged' approach to research and providing explicit evidence of the researcher's positioning in relation to the subject matter of the thesis.
The research reveals the importance for participants of a 'teaching self' or consistent identity that develops in early life and continues through to the adult professional context. This identity forms a basis for participants' teaching practices. The challenges experienced by participants when institutional practices do not support or help maintain this identity are discussed, as are the processes whereby participants seek out like-minded colleagues with whom to engage in 'professional conversations' about teaching. The research reveals strong connections between participants' sense of 'self' and the principles underpinning their pedagogies, and the thesis concludes with some suggestions about how the concept of the 'teaching self' might be used to support all teachers engaged in professional learning. Finally, the research advocates 'reflexivity' on the part of teachers, whereby a critical awareness of biography helps locate practice in the cultural and social environment in which it develops.
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Vaca-Cárdenas, Mónica Elva. "Experiences and pedagogy: A qualitative case study that examines teaching experiences, philosophies, and best practices of University Distinguished Teaching Scholars at Kansas State University." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/38233.
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Doctor of PhilosophyCurriculum and Instruction Programs
F. Todd Goodson
This qualitative case study examined how successful professors who were awarded the Coffman Chair for University Distinguished Teaching Scholars at Kansas State University describe their teaching experiences, philosophies, and best practices in undergraduate teaching and learning. Educators today is concerned about what are the best practices to educate new generation students to survive in a rapidly changing world. Additionally, because most research focus on best practices on the implementation or evaluation of a specific methodology, method, or strategy in one particular course or program, this research addressed the need to investigate the teaching experiences, philosophies, and best practices of outstanding award winner professors in different areas to understand the challenges they face and the ways they handle undergraduate teaching and learning. This qualitative case study was informed by Critical Theory as the theoretical framework, grounded in Constructivism, because critical theory cares about social justice while abandoning obsolete, elitist and antidemocratic features of traditional concepts of education. Eight distinguished teaching scholars, who belong to Psychological Sciences, School of Integrated Studies, Political Sciences, Horticulture and Natural Resources, Modern Languages, English, Physics, and Anthropology and Social Work Departments voluntarily participated in this study. Multiple methods were used to collect data including demographic questionnaires, semi-structured interviews (time line elicitation interviews, formal interviews, and photo elicitation interview), analysis of documents, and journaling. Seven themes emerged from my findings. The first theme identified the influential people and struggles encountered by professors when they were students. The second identified events that led professors in choosing their major, why they became teachers, and their teaching strengths and passions. The third identified the challenges they face when teaching undergraduate students and mentoring support received as professors. The forth identified how participants described themselves as successful professors and the way they organize and balance their academic and personal life. The fifth identified specific educational theories the professors apply in their teaching, the insights of their teaching philosophies, and their thoughts about the importance of education. The sixth identified the way professors decide the curriculum to teach and the way they evaluate their students. Finally, the seventh theme identified the significant work they did as recipients of the Coffman Chair for University Distinguished Teaching Scholar, and their teaching best practices. Recommendations for practice and future research were also addressed. Thus, this study contributes to the understanding of teaching experiences, philosophies, and best practices of successful professors in undergraduate teaching and learning, based on evidence which is the personal experiences of the participants for the benefit of every person involved in education
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Ransom, Whitney. "The Scholarship of Teaching: Contributing Factors to Improved Teaching Performance Among University Faculty Members." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2327.pdf.
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Poyatos, Matas Cristina. "Exploring grammar learning and teaching as a student-centred process /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18762.pdf.
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Zuber-Skerritt, Ortrun Dorothea, and mikewood@deakin edu au. "Action research in higher education: The advancement of university learning and teaching." Deakin University. School of Education, 1987. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050902.102949.
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This thesis aims to contribute to the improvement and advancement of university learning, teaching, and staff development; to integrate educational theory and the practice of university teaching; and to contribute to the establishment of a new, emerging paradigm in higher education. The strategy towards achieving these aims comprises (1) an alternative research methodology in the interpretive, non-positivist paradigm; (2) an integrated framework drawing on a variety of previously unrelated theories to form an alternative model of university education; and (3) reference to the dialectical relationship between educational theory and teaching practice and their integration through action research in higher education.
The thesis is not so much a critique of the traditional paradigm and of existing functionalist-structuralist approaches to higher education, but more a development and clarification of an alternative, dialectical, human action approach to higher education. The original contribution of this thesis to the theory and practice of higher education lies in the development (1) of an alternative model of university education based on an integration of previously unrelated domains of theory; (2) of a theoretical model of professional development as action research (the CRASP Model: Critical attitude, Research into teaching, Accountability, Self-evaluation, Professionalism); and (3) of action research projects in higher education.
Action research is research by the university teachers themselves into their teaching practice, i.e. into problems of the curriculum and student learning. The case studies included in and appended to this thesis show that in one educational setting at least it was possible to improve and advance university learning and teaching through action research. The evidence for this advancement is provided in a number of previously published case studies compiled in the Appendix.
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Chao, Tzu-Chia. "Teaching and learning EFL through multiple intelligences : voices from a university classroom." Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5430.
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au, J. Pearce@murdoch edu, and Jane Pearce. "Teacher identity in uinversity classrooms: Reflexivity and professional learning." Murdoch University, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060111.123544.
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Many academics become teachers without the help of formal professional learning. This study explores how a small group of academics have done this. The research aims to uncover the informal, experiential means whereby participants have constructed the knowledge about teaching and learning that underpins their pedagogies. The research begins with the assumption that three key elements play a major role in supporting academics informal learning about teaching. These are a persons previous experiences of learning, their experience of being part of a particular academic environment and their personal or private theories about teaching and learning, which are experientially based.
Life narratives were collected from a small group of university teachers who participated in qualitative interviews and provided written evidence of their experiences, practices and philosophies of teaching. The research uses an ethnographic, interpretive approach to collect and analyse data in which participants voices are foregrounded. The researchers life narratives also form part of the final thesis, demonstrating an engaged approach to research and providing explicit evidence of the researchers positioning in relation to the subject matter of the thesis.
The research reveals the importance for participants of a teaching self or consistent identity that develops in early life and continues through to the adult professional context. This identity forms a basis for participants teaching practices. The challenges experienced by participants when institutional practices do not support or help maintain this identity are discussed, as are the processes whereby participants seek out like-minded colleagues with whom to engage in professional conversations about teaching. The research reveals strong connections between participants sense of self and the principles underpinning their pedagogies, and the thesis concludes with some suggestions about how the concept of the teaching self might be used to support all teachers engaged in professional learning. Finally, the research advocates reflexivity on the part of teachers, whereby a critical awareness of biography helps locate practice in the cultural and social environment in which it develops.
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Holland, V. Lynne Bates. "Learning to teach, teaching to learn the lived experience of international teaching assistants at a Midwestern university /." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1218226885.
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Bates, Holland V. Lynne. "Learning to Teach, Teaching to Learn: The Lived Experience of International Teaching Assistants at a Midwestern University." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1218226885.
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Anderson, George. "Teaching learning disabled students in the general education classroom." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34158.pdf.
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Menzler, Cathryn Ann. "The teaching and learning of ethical decision-making : the teacher's dilemma /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18955.pdf.
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Carnahan, Christina. "Teaching students with Autism in group settings increasing teacher efficiency and student learning /." Cincinnati, Ohio University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?ucin1179420087.
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Thesis (Dr. of Education)--University of Cincinnati, 2007.Title from electronic thesis title page (viewed July 21, 2007). Includes abstract. Keywords: autism; instructional context Includes bibliographical references.
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Zulaiha, Siti. "Primary school foreign language learning, teaching, and assessment : perceptions and challenges /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18958.pdf.
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Rudolph, Godfrey. "Instructional technology for the teaching of novice programmers at a university of technology." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/1401.
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Dissertation submitted in fulfilment of the requirements for the degree of Master of Information Technologyin the Department of Information Technology in the Faculty of Informatics and Design Cape Peninsula University of TechnologyLearning computer programming can be fun, challenging and improve problem solving which is a useful ability in general. A teaching-learning environment with a strong emphasis on problem solving promotes social behaviour and discloses the personal benefits that individuals working in almost any Information Technology position can get from programming knowledge. This research project is looking at the challenges experienced by novice programmers and the negative effect it has on the student and the university. This study will address the knowledge and skills needs of programming students and the challenges for students and educators to evolve from traditional to technology-supported teaching and learning. Computer programming is a cognitively challenging subject and good instructional strategies are important in providing the student with optimal learner support. Novice programmers often struggle to understand how a computer executes a program, which impacts negatively on the delivery of the subject and throughput rates. The majority of first year Information Technology students at Cape Peninsula University of Technology are novice programmers and lack strong logic and reasoning as well as other Information Technology skills that can facilitate their interpretation and application of key concepts in programming. These challenges and negative impact on the academic development of programming students have therefore forced the researcher to investigate innovative teaching strategies and/or instructional technologies that can facilitate novice programmers in learning the basic programming concepts. The purpose of this on-going study is to enhance the traditional method of teaching and the understanding of the problems experienced by novice programmers. This study attempts to respond to the question of what the tentative design principles of instructional technology are that can be used to facilitate novice programmers’ understanding of programming concepts. A mix methodology was considered but at the end a qualitative approach was employed. Multiple sources of data gathering, which include participant observations, video recording, a questionnaire, and document analysis, were used as research instruments. The findings, relative to providing a basis for finding a mechanism to help our first year students to cope with the abstract concepts of programming, reflected the literature review. Other key findings included: Students have little or no prior computer or programming experience Student population is diverse in terms of computer skills and programming knowledge Visualization will help reduce the difficulties in writing programs The overall outcomes of this study suggest that: Good programming examples that include games should be used Students must be given the opportunity to be more active in their learning. Computerized assistants should be provided for novice programmers A visualization tool similar to Scratch should be considered A basic background in Mathematics is recommended
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Vorster, Jo-Anne Elizabeth. "The process of learning and teaching in supplemental instruction groups at Rhodes University." Thesis, Rhodes University, 1999. http://eprints.ru.ac.za/859/.
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Williams, Andrew. "An ethnographic study of outdoor education teaching and learning in an Australian university." Thesis, Henley Business School, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400954.
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King, Samuel O. "Evaluating the impact of electronic voting systems on university mathematics teaching and learning." Thesis, Loughborough University, 2010. https://dspace.lboro.ac.uk/2134/6702.
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This thesis presents an evaluation of the impact of the use of Electronic Voting Systems (EVS) on mathematics teaching and learning, based on the research question: What are the views of academic staff on the impact of EVS use on their mathematics teaching; and how has EVS use influenced student engagement and learning approach to mathematics? To answer the question, a descriptive survey of academic staff, and semi-structured interviews with students were conducted; data from these studies were supplemented by classroom observations of EVS use, relevant documentary evidence, and preliminary studies conducted. Survey data was analysed via quantitative techniques; while the annotated interview transcripts were analysed via thematic analysis, and the application of an integrated theoretical framework. The validity, reliability and replicability of both studies were also established. The findings show that feedback is viewed as the single, most beneficial impact of EVS use, as it enables instructors, through formative assessment, to identify student misconceptions, which then helps instructors to focus on the identified problem areas. EVS has also positively impacted student emotion, behaviour, and cognition. EVS use helps focus student attention, enhances participation and interactivity, and enables students to cognitively engage with learning material. The adoption of an integrated theoretical framework helps to characterise, and to reveal qualitative differences in student learning approaches. Also, the use of specific EVS question types tends to induce specific learning approaches in students. Implications of the findings include the need for EVS-using instructors to have clearly defined pedagogical objectives and well-designed questions, and for learners to re-adapt their mathematical ideas in response to EVS feedback. Findings also show the need to incorporate instructional measures that would promote both procedural and conceptual learning approaches in students, and to perhaps rethink the role of calculator usage and guesswork in student approaches to learning. The requirements for technologies that may replace EVS, the need to align assessment with instructional practices, and for instructors to undergo further EVS training and/or form mathematics-specific support group(s) are also highlighted.
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Oldford, Rhona G. "Teaching and learning with technology : an integrated approach /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0013/MQ36160.pdf.
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Staff, Donald Michael Hyten Cloyd. "Utilizing staff training methods for developing a mathetics error correction procedure in a university classroom." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9735.
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Borgford-Parnell, James L. "Conceptions of teaching in a research-intensive university : what effective teachers think /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7520.
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Fong, Kit Ieng. "An examination of student learning style preferences at the University of Macau." Thesis, University of Macau, 2009. http://umaclib3.umac.mo/record=b2456350.
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Millar, Mark William. "Transformative effects of technology in learning and teaching in first year university science courses." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/7923.
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The first part of this study describes the synthesis of a research framework (known as the Transformation Framework) via the analysis of existing literature on technology-related transformation in learning and teaching. The Framework identified five Foundations that were desirable for any implementation of technology in an educational setting and also described three broad types of transformation that might be expected to occur (Institutional, Material and Behavioural). The remainder of the thesis contains a description of the application of the Framework to three science courses in the College of Science and Engineering at a large Scottish university at a point in time when they were attempting to initiate some transformation in learning and teaching, at least in part through the introduction of new technologies. The Framework was used to construct a series of specific interview questions that were designed to illuminate each possible area of transformation. Interviews were then conducted with the Undergraduate Deans who were responsible for the overall initiative of which these courses formed a part and the organisers of each of the three courses (Courses A, B and C). The interview questions were then used to construct an online survey that was used to poll the lecturers and teaching assistants involved in the delivery of each course. Finally, anonymised course marks were obtained for the three courses covering the years before, during and after the innovations were introduced. Using the Framework as a reference, the data sources were then analysed, primarily using NVivo (qualitative data) and SPSS (quantitative data), in order to identify where there may have been transformation perceived or observed, and the evidence supporting the existence of any such transformation was evaluated. Any identified transformations were then analysed further to ascertain any specific contribution that technology may have had to such change. The results provided broad support for the notion that the transformations that may occur are highly context-dependent, and are often influenced by the Foundations that are in place at the time. Course A could be described as “innovation-ready” and as such there was evidence to suggest that the technologies used had several Institutional, Material and Behavioural transformative effects. Course B was more cautious and perhaps less prepared, and yet some Institutional, Material and Behavioural transformations were observed, largely in those areas that were well attended at the Foundation stage. The Course C implementation was done at short notice, and hence with little preparation and as such was very low-key and only limited Material and Behavioural transformations were evident as a result. The research as described above highlights the fact that transformation is far more likely to occur if the proper Foundations have been put in place first, and the technology forms part of an implementation that is well thought-out by the organisers, well supported by the powers-that-be and well accepted by all those who will engage with it. The Framework itself has proved to be a useful and robust guide for this kind of study and it should have value in many different contexts in the future. Applications include not only the evaluation of existing implementations of technology in the classroom but also the planning and preparation of such implementations, informing both the design of a particular course and the choice of technology to achieve specific results.
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Glew, Paul J. "Learning and teaching in ESL perspectives on educating international students in Australia /." View Vol. 1 (Vol. 2 restricted access), 2008. http://handle.uws.edu.au:8081/1959.7/41785.
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Thesis (Ed.D.)--University of Western Sydney, 2008.A thesis presented to the University of Western Sydney, Centre for Educational Research, in fulfilment of the requirements for the degree of Doctor of Education. Includes bibliographies.
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Mostert, Markus. "Information communication technologies to enhance teaching and learning in higher education a survey of teaching staff at Rhodes University /." Diss., Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-11242009-161047.
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Kandlbinder, Peter. "Reconstructing educational technology: A critical analysis of online teaching and learning in the university." Faculty of Education and Social Work. School of Policy and Practice, 2005. http://hdl.handle.net/2123/1605.
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Doctor of Philosophy(PhD)This thesis argues that it is only through understanding the multiple facets of technology that we are able to determine whether any particular manifestation of technology is educational. The reconstruction of educational technology in this thesis begins by building an understanding of the concept of experiential technology from the work of Heidegger, Dewey and Popper. This provides the conceptual architecture required to research the influence of educational technology in universities, which is interpreted in light of the wider theory of modernisation of society developed by Jürgen Habermas. The critical theory of technology formulated by Feenberg provides the methodological basis for reconstructing an understanding of technology and its impact on student learning. A reconstructive analysis requires a number of situational critiques, which in this thesis review the advice given to academic staff about the use of educational technology. It is through a synthesis of these critiques that this thesis examines whether higher education is undergoing a process of colonisation that has reduced its potential to discuss the values of university teaching and learning. Online learning is taken as a case example that has been embraced by academics for dealing with increasing student numbers and the increasing importance of work-based learning. By shifting from the theory of technology to the practice of the Australian Technology University, this thesis demonstrates that one approach to coping with change in the higher education context is to incorporate business values, have increasingly flexible curricula and focus on workplace skills. This thesis concludes that universities could go a lot further to incorporate the values of higher education into educational technology. In the case of the online learner this would support those distinctive characteristics that encourage a deep approach to learning. Following arguments put forward by Feenberg, it is argued that it is through student participation in technical design that we have the greatest chance of influencing technology’s development to emphasize the values of higher education. As long as academics continue to control the technological decision-making, the delivery and management of information is likely to remain the most common use of online technology. The legitimacy of the academic’s decision to use technology in their teaching increases where there is only a narrow gap between the values of the participants and the reality of their practice. Thus, to be morally just and provide students with the developmental opportunities that will serve them in their later professional and citizenship roles, the online classroom needs to ensure that it provides an autonomy-supporting environment.
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Kandlbinder, Peter. "Reconstructing educational technology a critical analysis of online teaching and learning in the university /." Connect to full text, 2004. http://hdl.handle.net/2123/1605.
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Thesis (Ph. D.)--University of Sydney, 2005.Title from title screen (viewed 23 March 2007). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Policy and Practice, Faculty of Education and Social Work. Degree awarded 2005; thesis submitted 2004. Includes bibliographical references. Also issued in print.
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Wakefield, Amina. "How others learn : cross-cultural perspectives of learning and teaching in a British university." Thesis, University of Newcastle upon Tyne, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239026.
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Yoon, InJeong, and InJeong Yoon. "Confronting Systems of Oppression: Teaching and Learning Social Justice through Art with University Students." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625591.
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In this study I attempt to shed light on the experiences of the teacher researcher and university students who explored social justice issues in an art education course. The primary purpose of this study is to provide insights in teaching practice and students' learning processes when the course is designed to examine systems of oppression through class discussions and art-based assignments. The study delves into what challenges and rewards the teacher and students experience in an art class focusing on social injustice. I conducted this study in a semester-long art education course, where I taught as an instructor, with twelve university student participants. The questions that guided by study were: 1) How do I understand my experience of teaching social justice issues through art in an undergraduate art education course and what do I continue to learn from it?; 2) In what ways do undergraduate students navigate and learn about social justice issues through class discussions, writing and art-based assignments? I utilized two methodologies, autoethnography and case study, in order to provide in-depth descriptions of the participants' and my perspectives. The theoretical frame I used was critical race feminism, which highlights the intersectional experiences of females of color. For the autoethnographic study, I collected data from the artifacts I created during the study period including researcher’s journals, visual journals, and audio narratives. I also collected data from the participants, such as pre-course questionnaires, reading responses, reflection notes, personal narratives, peer interview responses, audio narratives, and final art projects. The findings of the study reflect different challenges and rewards that the student participants and I experienced in the university course on social justice art.
Themes included student resistance, the teacher's self-doubt, the students' vague understanding of social justice, a difficulty to understand the concept of privilege, and the lack of hands-on activities. The participants also addressed significant learning moments including, learning about colorblindness, personal reflections about their own social identities in relation to systems of oppression, and various art-based assignments they created during the course. Both the participants and I found strong connections between the teacher and students, a sense of learning community, and student empowerment as the rewarding experiences. These findings suggest the need for teachers to reconsider the meaning of a safe space, student resistance, and the role of emotions when they teach social justice issues. Furthermore, the findings suggest that female teachers of color need to positively acknowledge our racial, sexual, cultural, and linguistic identities and envision our roles as border-crossers and agents of change.
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Dula, Mark. "Learning Support Effectiveness in Mathematics at a Tennessee University." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2576.
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Every year thousands of students graduate from high school and move on to higher education, but many of them are not yet prepared for college level courses. The Tennessee Board of Regents does not currently allow 4-year institutions to teach courses that are below college level, so many institutions are using programs such as learning support courses to assist a growing population of underprepared students. The purpose of this study was to determine if the 1-term and 2-term retention rates for students with the same ACT mathematics subsection scores were different between students who took a regular section of Probability and Statistics and students who took a learning support section of the course.
The subjects of this study were students who enrolled in a Probability and Statistics class (either regular sections or learning support sections) at a 4-year institution from the 2013 summer semester through the 2014 fall semester. The criteria used for selecting subjects included: (1) enrolled in a section of Probability and Statistics, (2) had a valid ACT mathematics subsection score on file with the institution, and (3) recorded a final grade in the course. Students were then grouped by ACT mathematics subsection score and type of course (learning support or regular).
When students were grouped by matching ACT mathematics subscores there were no real significant differences in 1-term retention, 2-term retention, or final course grade between students who took a 4-hour learning support section of probability and statistics and students who opted to take a regular 3-hour version of the same course, with one exception. Of students who scored a 17 on the ACT mathematics subsection, the students enrolled in a regular course had a 1-term retention rate that was significantly higher than the learning support course.
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Sabalele, Tabisa. "The potential use of e-learning to support teaching, learning and assessment in Information Systems at Walter Sisulu University." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1006209.
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This research is an investigation of the potential means to make the Information Systems (IS) course more accessible to Walter Sisulu University (WSU) students. As some IS students at this institution are unable to attend classes on a regular basis, this study aims to establish if and how the WSU Accounting Department (which offers the IS course) could use e-Iearning to support the teaching, learning and assessment of IS. This qualitative study was approached from an interpretive perspective. The study has undergone one cycle of an action research approach. The methods used in the study include surveys, an expert review and focus group interviews. The data was elicited from participants using questionnaires and an interview schedule. A staff questionnaire was used to elicit information from IS staff from four contact universities in South Africa to determine their experience of using Information and Communication Technology (ICT) for e-learning in an IS course. A student questionnaire was used to determine the WSU IS students' reasons for absenteeism, their learning needs, and their current computer access and skills. Data from both of these surveys informed the development of the WSU IS pilot website. An expert review questionnaire ascertained the subject expert's opinions about the newly developed WSU IS pilot website. The website was found to be of good quality with respect to the four aspects that Harvey and Green (J 993 cited in Lomas 2002) use to define quality. Some modifications were made to the WSU IS pilot website as a result of the expert's comments. After the website was used by the IS students, two focus group interviews were conducted to determine the students' perceptions of the value of the website. The data was analyzed, interpreted and linked to the literature surveyed. The main findings indicate that the WSU IS pilot website could be part of a more globalised higher education offering than the paper-based IS course offered before. However, the staff and the student surveys revealed that ICT has opened the gap in equity at the higher education institutions, highlighting that access to a university does not mean equal access to lectures and computers. The WSU IS pilot website endeavoured to capitalise on students' physical access to computers by supporting epistemological access to the curriculum, by encouraging them to exercise control over their learning. This study has ideally enabled the Accounting Department to deliver its services to students and this in turn will hopefully help WSU retain its part-time students and improve the student pass rates.
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Walimbwa, Michael. "An investigation into the initial adoption of e-learning innovation in teaching and learning: the case of Makerere University." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/11217.
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Includes bibliographical references.E-learning is the use of electronic devices and networks to engage in synchronous and asynchronous learning activities. E-learning is being increasingly adopted in higher educational institutions. Research in this area has tended to focus on innovations and implementations and little has been done on adoption of this highly pervasive technology at an institutional level, particularly within Africa. The motivation for this study was to examine how an African University, in this case Makerere University, can enhance the adoption of e-learning in teaching and learning. The research used Rogers’ diffusion of innovations (DoI) theory to explore the initial adoption of e-learning. It was felt that the enormous amount of experiences that early adopters and innovators could share regarding e-learning could assist as e-learning becomes more of a mainstream activity within the university.
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Youngman, Andrea. "The dynamics of learning, teaching and assessment : a study of innovative practice at undergraduate level." Thesis, Nottingham Trent University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285726.
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Howell, Gordon William, and res cand@acu edu au. "The Experience of University Academic Staff In their Use of Information Communications Technology." Australian Catholic University. School of Educational Leadership, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp164.10072008.
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This research explores issues encountered by academic staff in their adoption of technology within the teaching and learning environment. The context of this research is set within a global environment; where technology is seen as both underpinning and enabling the current period of rapid change. Both the literature and University documents purport that the use of technology is instrumental in the delivery of positive economic, educational and social change. The researcher identified a dissonance between administrative policy and practices, and academic practice in relation to the use of technology. Consequently, the purpose of this study was to explore the experiences of academic staff in their adoption of technology within the teaching and learning environment. The literature review generated following research questions: 1. Why do academic staff use information communication technology (ICT)? 2. How do academic staff use ICT? 3. What are the barriers to the use of ICT that have been identified by academic staff? 4. How do academic leaders promote the use of ICT in teaching and learning? As the adoption of technology is essentially a social process, the epistemological position of constructivism, using an interpretative perspective, was adopted for this research. The methodology of case study is utilised as it allowed detailed exploration of self-perceptions and lived experiences of the participants in relation to their use of technology within their professional practice. 21 participants were initially selected for this study. From this group of participants Rogers’ Theory of Diffusion was used to select those participants who could provide the most useful insights; resulting in the seven case studies documented in this thesis. Participants within the case studies ranged from those who were highly innovative, to those who were late technology adopters.This research concluded that for the academic mainstream, the deployment and availability of technology had reached a stage where hardware, software, internet connectivity and projection capability were no longer seen as impediments to their use of technology. All participants, ranging from the highly innovative to the late technology adopters, used technology for email, the world wide web (WWW), administrative tasks, and the preparation and presentation of their lectures. While the use of various technologies was universal among the participants, the predominant use of technology was to support the transmission mode of instruction. The research concluded that a constructivist educational approach was not closely linked to early technology adoption, but to the participants’ individual educational beliefs. The educational beliefs of the participants were in conflict with their experience of the University’s practices, which reflected a lack of instructional leadership in relation to the use of technology
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Alshuaibi, Abdulrahman. "Learning Style Patterns Among Special Needs Adult Students at King Saud University." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6796.
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Few studies of learning styles among adults with special needs exist worldwide. Even though there are large numbers of adults with special needs, this population in university education has been largely ignored in educational research. Therefore, this study aimed to gather and analyze learning styles of adult special needs students and to provide data for researchers interested in the fields of learning styles, adult education, and special education. This study examined the learning style patterns among special needs adult students at King Saud University as measured by the dimensions of the Index of Learning Styles, which include active/reflective, sensing/intuitive, visual/verbal, and sequential/global dimensions. The study also included variables of gender, age, special need conditions, and years studying in the university. The research questions were (a) What are the learning style patterns among special needs students at King Saud University? (b) Are there differences in the learning style patterns among special needs students at King Saud University by gender? (c) Are there differences in the learning style patterns among special needs students at King Saud University by age? (d) Are there differences in the learning style patterns among special needs students at King Saud University by special need condition (visual, hearing, physical, or other)? and (e) Are there differences in the learning style patterns among special needs students at King Saud University by their years attending the university?
The participants of this study were 168 special needs students at King Saud University from different majors and colleges during spring semester 2017. The questionnaire was distributed electronically to the students through the Offices of Special Needs. The data were analyzed using descriptive statistics, t tests, one-way ANOVAs, and chi-square tests of independence. The study discussed the learning styles of the participants and found the majority of participants were balanced learners. There were no statistically significant differences in the variable of gender. On the other hand, the study found there were significant differences on the variables of age and special need conditions on the visual/verbal dimension; and years studying in university on the sensing/intuitive and visual/verbal dimension.
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Oprandi, Paolo Roberto. "Supporting learning autonomy and curriculum coverage in university teaching : three case studies of formative assessment." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/51389/.
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This research investigates formative assessment at a UK research-intensive university, considering the aims and effects of their deployment. The research spans three academic disciplines broadly within the sciences and considers the influence of their history and culture on the approaches taken. It reports on three case studies originally chosen because of their innovative use of technology in teaching and assessment methods. Each case included mid-term summative assessments that were intended to have a formative function for the students. A triangulation of research methods was used that included documentary analysis, interviews and focus groups. Cultural historic activity theory was used to interrogate the data that emerged from the research. Bourdieusian theory was also used to understand and explain some of the findings. The thesis explores commonly held ideas about what constitutes desirable learning outcomes. It concludes that teaching and assessment practices do not always deliver on their promises nor support their intended objectives. Even within innovative educational methods it finds deeply rooted practices which fail to support the graduate skill sets that the tutors are hoping to develop in their students. It suggests that formative assessments which only reward curriculum coverage encourage narrow and conformist thinking and such thinking is at odds with the behaviours we should be developing within our educational environments. However, this thesis also describes educational practices that do meet their primary aims: to develop students' learning autonomy whilst they cover the course curricula. These practices are constructed around formative assessments that build community within the student cohort, engage the students in authentic tasks requiring critical reflection and give students a chance to develop expertise within niche areas. The thesis suggests that these practices are applicable in all academic disciplines, independent of the subject, and provides approaches to teaching and assessment that encourage autonomous learning and develop high-level transferable skill sets. We all forget facts and procedures over time, and so it is our students' capacity to know that we must develop within education.
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Yang, Weijia, and 楊維嘉. "Understanding scholarship of teaching and learning : a narrative inquiry into a community of university teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/211123.
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This thesis inquires narratively into the practice of scholarship of teaching and learning (SoTL) and teachers’ personal practical knowing process in a self-initiated community of university teachers in China. Following a conception by Boyer (1990) that research should be incorporated into teaching as the scholarship of teaching and learning (SoTL), Huber & Hutchings (2005) theorize SoTL in a four-core-practice framework of a linear process of individual expression for research and publication. However, not much attention has been given to the important dynamics of collaborative learning. Adopting a social theory of learning and Wenger’s “communities of practice” (1998, 2002), this thesis extends the framework by Huber & Hutchings to investigate the integrated form of individual and collaborative SoTL practice. “Personal practical knowledge” by Connelly, Clandinin & He (1997) is considered in the light of Palmer’s “community of truth” (1998), which is aimed at developing an integrated perspective for understanding teachers’ evolving personal practical knowledge in the SoTL community.
This study involves four university academics who are ready to cultivate a SoTL community. They become learning associates for one another, as they went beyond merely sharing concerns and practices about teaching to reach collaborative inquiry into their perceived problems. In response to new circumstances, the SoTL community evolves from an initial grouping of four to increased membership in the formal structure of the system.
Narrative inquiry is adopted as the basis for research methodology. Data are collected via ethnographic observation of community meetings, writing correspondence and documentation. The study is naturalistic, collaborative and developmental by nature, enacted within Clandinin & Connelly’s narrative inquiry space along three dimensions (2000). The richness of the narrative experiences and the salient details of the community learning are organized into four narrative profiles, and each carries consistently three progressive steps, followed by the summary of narrative analysis, and concluded with an overview.
From teachers’ lived experience in the SoTL community, the adapted framework by Huber & Hutchings is validated, showing that (1) inquiry evidence is multiplied through sharing dynamics; (2) teaching problems are re-defined from diverse resources through collaborative inquiry; (3) changes in teaching as a SoTL initiative are experimented; and (4) learning relationship is woven for further development in the community of inquiry. The study extends understanding of “personal practical knowledge” (Connelly, Clandinin, & He 1997) from moral and intellectual dimensions to shed light on the development of teachers’ personal practical knowledge in the SoTL community. Morally engaged, teachers not only fasten their commitment to teaching improvement, but also become aware of ethical dilemmas with readiness to tackle them. On a moral ground, teachers are empowered to make intellectual progress. They are capable of cultivating an authentic, critical, moral self to withstand the external pressure. They acquire growing competence to address the complexities of teaching and learning, from which to harvest context-specific knowledge. In conclusion, the study presents an alternative paradigm of SoTL for teachers to strengthen their capacity and learn together for professional development.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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So, Wing-yan, and 蘇泳姻. "The experience of learning German of a group of university students inHong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43241189.
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Otaala, Laura Ariko. "Action researching the interaction between teaching, learning, language and assessment at The University of Namibia." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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The purpose of this study was to investigate the views of students and lecturers at the University of Namibia about teaching and learning. The study specifically determined the views of students and lectures in relation to language, teaching, learning and assessment as well as what we might learn from analysis of these views to assist in improving teaching, learning and assessment.
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Zheng, Lingzhen. "Strategies in Vocabulary Learning and Teaching : A study of vocabulary acquisition in a Chinese University." Thesis, Kristianstad University, Department of Teacher Education, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-6771.
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Carthell, Alicia J. Mrs. "My Internship with the Center for Teaching, Learning, and Technology (CTLT) at Murray State University." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1134051375.
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Matoti, S. N., and M. A. Lekhu. "Problems first-year university students bring to science classes and implications for teaching and learning." Interim : Interdisciplinary Journal, Vol 7, Issue 2: Central University of Technology Free State Bloemfontein, 2008. http://hdl.handle.net/11462/392.
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Published ArticleAn exploratory study was conducted to investigate firstly, the contextual problems first-year university students experienced at their respective schools and secondly, the subject related-problems that they could be bringing to science classes and which could later affect their understanding of science concepts. The study is grounded in constructivism. A questionnaire was administered to all the 2007 First-year B.Ed (FET) Natural Science students at the Central University of Technology, Free State. The contextual problems identified by respondents included school, educator, examiner and student-related problems. Subject specific problem areas were identified in biology, chemistry and physics. The paper also reports on the preliminary results of some teaching interventions implemented in the three subjects. A Force Concept Inventory (FCI) test was administered to the physics students, and a concept test for chemistry group. Concept mapping as a teaching and learning strategy has been introduced in biology classes. Further research continues on the effectiveness of these interventions.
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Ogunmade, Taiwo Oludare. "The status and quality of secondary science teaching and learning in Lagos State, Nigeria." Connect to thesis, 2005. http://portal.ecu.edu.au/adt-public/adt-ECU2006.0042.html.
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Helms, Jennifer L. "Teaching and Learning in sustainable agriculture curricula: A case study of faculty work as learning at a land grant university." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/47354.
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In 2009, the National Academy of Sciences called for a dynamic approach to teaching and learning in colleges of agriculture. In response, innovative faculty at colleges and universities are implementing new frameworks for undergraduate education in the agricultural sciences. The purpose of this study, therefore, was to explore the experience of faculty teaching and learning in sustainable agriculture education curricula at a land grant university. A qualitative research methodology employing a case study approach was utilized. Methods of data collection included semi-structured interviews, participant/observer field notes, and secondary data analysis. This study contributed to understanding faculty work as learning by illustrating the triad approach to teaching and learning in the Civic Agriculture and Food Sytems (CAFS) minor comprising core areas of experiential learning, interdisciplinary teaching and learning, and community engagement. This triad approach to teaching and learning brings together a framework for understanding faculty work as a social practice and the inherent learning that occurs. CAFS faculty upheld the land-grant mission of their institution by promoting community engagement, experiential learning, and interdisciplinary collaboration toward teaching and scholarship. CAFS faculty learned from interactions with other faculty outside and within their disciplinary and departmental homes, which enhanced their teaching/learning experience. Collaborative work was described as a practice where faculty from different disciplinary perspectives and cultural practices engage in a collaborative teaching model that communicates value for resources to administrative leadership and clarifies navigation of faculty reward structures. Additionally, these faculty members were able to participate in an emerging pedagogical practice where service-learning and community partners were embedded in the curriculum, which legitimized the role of the community partner as educator. The findings from this research are expected to be useful for implementation in other sustainable agriculture education programs at other universities. This study may also serve as a catalyst for the adoption of collaborative and interdisciplinary teaching in colleges of agriculture. The implications of this research can inform an assessment methodology for agriculture education programs, as well as to create a framework whereby the essential tenets of the sustainable agriculture education movement in higher education can be promulgated in different disciplines.Ph. D.
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George, Susan B. "Music and learning resources : a natural combination /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0033/MQ47451.pdf.
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Hsu, Karen Ching-yi. "Teaching and learning on-line in in-service art teacher education the Ohio State University experience /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1101769716.
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Bhebhe, Lindelihle. "Multicultural narratives in graphic design teaching and learning for diverse audiences at a university of technology." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2804.
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Thesis (MTech (Graphic Design))--Cape Peninsula University of Technology, 2018.This research is an investigation into how Graphic Design, a visual communication subject is taught and learnt at Cape Peninsula University of Technology in light of the dynamics that cultural semiotics present. There is a need to equip students with the cultural awareness to design communication that is sensitive to the varying needs of their consuming audiences. By its very nature, visual communication is vulnerable to an unintended array of misinterpretations because of the audiences’ differing semiotic backgrounds. The pedagogic duty of academy is to equip communication students in this case Graphic Design students with adequate tools to facilitate the understanding of their audiences, the communicative purpose of their designs is compromised. Vygotsky’s (1978) learning theory is therefore applied to examine the role of culture in the teaching and learning of culturally diverse students. Concepts from JoAnn Phillion’s (2002) Narrative Multiculturalism are also used to understand how the narratives collected from the respondent students, lecturers and an industry expert in this study offered guidelines for the effective teaching of Graphic Design. To investigate the teaching and learning of Graphic Design holistically the research employed a mini-ethnographic case study method. Data for this research were obtained through participant observations, semi-structured informal interviews of participants narratives and document analysis. The findings point to a lack of a cohesive and coordinated approach to teaching and learning, which in turn reflects a lack of sensitivity to cultural diversity in the Graphic Design department at the Cape Peninsula University of Technology. This is evidenced in the unreformed curriculum and a culturally unbalanced staff complement. Industry’s lethargic participation also seems to have done nothing to ensure the standardisation of the curriculum to align with industry demands nor guide the career paths of students. As a result, the gap in these areas may leave some historically vulnerable students feeling excluded and despondent about both their academic and career prospects.