Tesis sobre el tema "Cooperative Assessment of Experiential Learning"
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Graff, Jens. "Career as an experiential learning voyage : Development of experiential assessment methodology in a lifelong learning context". Doctoral thesis, Umeå : Handelshögskolan, Umeå universitet, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1928.
Texto completoMartin-Rivers, Valerie Ann. "Learning to read in an experiential cooperative learning centers' classroom: Effects on reading comprehension". CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1203.
Texto completoWessels, M. L. y J. M. Jacobsz. "Reconceptualisation of cooperative education at the Tshwane University of Technology : a case study". Journal for New Generation Sciences, Vol 9, Issue 2: Central University of Technology, Free State, Bloemfontein, 2011. http://hdl.handle.net/11462/594.
Texto completoIn universities of technology there is much confusion regarding the concept cooperative education and related terminology. The aim of this article is to offer a conceptual alternative for cooperative education, based on findings from the literature, workshops conducted institutionally and nationally in universities of technology and supported by a PhD study conducted by the first author. The findings suggest an alternative approach towards the conceptual understanding of cooperative education and its associated components. In addition, the proposed conceptual framework provides a directive towards structural development and managing applicable learning types in a university of technology environment with regard to work-integrated learning and service learning.
Bavaro, M. Tina. "Changing Pedagogy: The Introduction of Experiential, Cooperative Learning and Interactive Multimedia into the Statics Learning Environment". Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/30530.
Texto completoPh. D.
Башлак, Ірина Анатоліївна, Ирина Анатольевна Башлак y Iryna Anatoliivna Bashlak. "Cooperative learning is a gatewey to facilitate alternative assessment". Thesis, Sumy State University, 2016. http://essuir.sumdu.edu.ua/handle/123456789/46900.
Texto completoTodd, Anita M. "Measuring the Effect of an Online Learning Community on Engineering Cooperative Education Students' Perceived and Measured Learning". University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377866613.
Texto completoAnderson, Rebecca Sue. "Exploring alternative assessment : a democratic approach to student self-assessment in a reading methods class /". Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-165437/.
Texto completoPacheco, Amanda Celeste. "Cooperative Education as a Predictor of Baccalaureate Degree Completion". Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2110.
Texto completoEd.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
Jonas, Lynn Cindy. "Tourism students' perceptions of their experiential learning experiences based on the place four-component model". Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020621.
Texto completoCasey, Matthew Scott. "PROBLEM-BASED INQUIRY: AN EXPERIENTIAL APPROACH TO TRAINING EVALUATION". Akron, OH : University of Akron, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1164649402.
Texto completo"December, 2006." Title from electronic dissertation title page (viewed 04/28/2008) Advisor, Qetler Jensrud; Committee members, Sandra C. Coyner, Dennis Doverspike, Xin Liang, Carole Newman, Susan Olson; Interim Department Chair, Bridgie Ford; Dean of the College, Patricia Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
Lee, Shara. "Academic Engagement through Experiential Learning: Building Transferable Skills within Undergraduate Education". Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5393.
Texto completoEd.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership; Higher Education
Mendez, Eduardo. "Groundwater Interactive: Interdisciplinary Web-Based Software Incorporating New Learning Methodologies and Technologies". Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/35796.
Texto completoMaster of Science
Abdelaty, Ahmed y Joseph Shrestha. "Current Practices of Experiential Learning in the United States Construction and Technology Programs". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5470.
Texto completoJones, Jeela. "Anglers, Warriors, and Acrobats: The Journey of Learning in Cooperative Education". Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24192.
Texto completoCarter, Deborah Joy. "‘Incite, then delight’ : investigating needed cooperative informative technology experiences (incite), then developing experiential learning in guided holistic teamwork (delight)". Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/27727.
Texto completoFester, Ferdinand Cedric. "An investigation into experiential learning experience of South Africa construction management students at universities of technology". Thesis, Cape Peninsula University of Technology, 2005. http://hdl.handle.net/20.500.11838/1051.
Texto completoCooperative education is practiced in many fields of industry. The South African construction industry has shown a preference for cooperative construction management education. Cooperative construction management education is practiced worldwide, but the majority of these programmes do not have compulsory credit bearing experiential learning as part of its programmes. This study examined the experiential leaning experience as well as the relevance and adequacy of preparation of subject areas taught in UT construction management programmes from the perspective of all the stakeholders. The study had four main objectives namely (I) To measure the extent of the perceived relevance by industry stakeholders, students and academics of the topics and content of construction management programmes at UT; (2) To establish the level of inadequacy, as perceived by industry stakeholders and academic staff of the preparation of UT construction management graduates to perform construction management functions: (3) To determine the level of dissatisfaction, if it existed with the experiential learning of construction management students; and (4) To establish the preparedness of construction industry stakeholders to mentor construction management experiential learning students; and to use the findings of the study to inform development of construction management programmes. Literature was reviewed relative to experiential learning and its general and specific application to construction management education. Self- administered questionnaires were completed by I" year as well as senior students registered for the National Diploma: Building as well as the B. Tech. degrees in Construction Management and Quantity Surveying. The study suggests that although the experiential learning experience IS relevant and generally well accepted by all role-players, there is a mismatch between the needs of industry and what is being produced by the UT. The topics that form the programme are relevant, but a level of dissatisfaction exists with the preparation of construction management graduates to perform construction management functions do exist.
Bates, Merrelyn y n/a. "Just Practice? Towards a Theory of Professional Education That Uses the Workplace as Context". Griffith University. School of Vocational, Technology and Arts Education, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060112.141825.
Texto completoBates, Merrelyn. "Just Practice? Towards a Theory of Professional Education That Uses the Workplace as Context". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/367421.
Texto completoThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Vocational, Technology and Arts Education
Full Text
Law, Barry Alan y n/a. "Experiential Education as a Best Practice Pedagogy for Environmental Education in Teacher Education". Griffith University. Australian School of Environmental Studies, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20031117.090529.
Texto completoLaw, Barry Alan. "Experiential Education as a Best Practice Pedagogy for Environmental Education in Teacher Education". Thesis, Griffith University, 2003. http://hdl.handle.net/10072/365587.
Texto completoThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Australian School of Environmental Studies
Faculty of Environmental Sciences
Full Text
Hahn, Jan Hendrik. "Paarassessering teenoor individuele assessering in rekenaarprogrammering / Jan Hendrik Hahn". Thesis, North-West University, 2008. http://hdl.handle.net/10394/764.
Texto completoThesis (M.Ed.)--North-West University, Potchefstroom Campus, 2008.
Vogel, Park de Delgado Joy Irene. "Modern literature course : combining on-line elements, cooperative and experiential learning to help in the effectivity of a classroom based course /". Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,305.
Texto completoVan, der Post Leda. "Creating a space for integrative education within the sciences". Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1012677.
Texto completoOlson, ViAnn Esther. "Gender Differences and the Effects of Cooperative Learning in College Level Mathematics". Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/1630.
Texto completoOlson, ViAnn Esther. "Gender Differences and the Effects of Cooperative Learning in College Level Mathematics". Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13475.
Texto completoThe MARS post-test was negatively correlated with individual course grade. While no significant gender-related differences surfaced, some trends appeared. The ASAP, MARS, and Math Attitude pre-test scores were equal, however, females achieved slightly higher course grades than males. In each of the four research groups the individual course grades were higher for females than for males. Also, females had a larger decrease in mathematics anxiety with a drop of 22 points compared to the males' drop of 10 points. Males and females each improved their attitudes toward mathematics by only one point, however, in three of the four research groups, females had smaller attitude changes than males, and two of the cooperative learning groups had decreases in their attitude scores.
Rybczynski, Stephen M. "Implementation and Assessment of Non-Traditional Instructional Practices in a College Biology Course". Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1312558646.
Texto completoWalker, Lila Bowden. "The Effect of Membership in the Council of Adult and Experiential Learning on the Quality of Prior Learning Assessment Services in Senior Level Institutions Accredited by the Southern Association of Schools and Colleges". Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277929/.
Texto completoBarham, Areej Isam. "An assessment of the effectiveness of cooperative learning strategies in promoting problem-solving skills and achievement in mathematics". Thesis, University of Huddersfield, 2002. http://eprints.hud.ac.uk/id/eprint/6907/.
Texto completoHamlet, Brian. "Developing a model for establishing, implementing, and maintaining learnerships in South Africa". Thesis, Nelson Mandela Metropolitan University, 2005. http://hdl.handle.net/10948/156.
Texto completoCompton, Karen R. "AN INVESTIGATION OF THE EFFECTIVENESS OF COOPERATIVE LEARNING AS A REHEARSAL TECHNIQUE FOR IMPROVING HIGH SCHOOL BAND PERFORMANCE". UKnowledge, 2015. http://uknowledge.uky.edu/music_etds/38.
Texto completoVan, Aswegen Sonja-Mariè. "An analysis of learner-centredness within teacher education institutions : case study / Sonja-Mariè van Aswegen". Thesis, North-West University, 2004. http://hdl.handle.net/10394/49.
Texto completoThesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004.
McNally, John D. "Systematic Development and Validation of a Course of Instruction in Prior Learning Assessment". Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3543.
Texto completoCampbell, Charlynn Watson. "The Experiential Art and Crafts Preferences of Senior Adults: A Preparatory Assessment for the Implementation of the Project Senior Art Model". Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1006.
Texto completoSmouse, Mongezi Raymond. "Experiences of managers at supervising work integrated learning students in selected financial services organisation in the Western Cape, South Africa". Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2784.
Texto completoIn South Africa the government, industry and communities have placed pressure on Higher Education Institutions to deal with general skills shortage: whilst they prepare students to meet requirements and standards which industry expects. Universities of Technology are empowering students with theory, combining it with practical experience to generate graduates that are ready to meet industry’s demands and professional expectations. However, it has not proved easy to place students.The researcher has attempted to establish from companies the reasons the challenges and barriers posed during the Work Integrated Learning process. Work-Integrated Learning is important in bridging the gap between graduate attributes and industry expectations and the significant role that it plays in bridging the gap between graduate attributes and industry expectations. The workplace is a source of learning for students.The feedback from industry supervisors should be seen as an integral part of assessing students’ readiness for the world of work. The purpose of this research is to ascertain how managers deal with students during the Work-Integrated Learning period.The results of the study create foundation for future developments and research. It will also inform the development of an effective and innovative Work-Integrated Learning curriculum that is more supportive academically, and that encourages professional excellence and produces work-ready graduates. A qualitative research method was used in the study. Fifteen financial services managers from different companies were individually interviewed. Ethical approval for the study was sought and obtained. The results demonstrated that the managers experienced mixed feelings regarding their experience when supervising students in their respective companies. A closer examination of the managers’ responses, however, revealed that they had high expectations of students that participated in WIL, coupled with the quality of training provided by the Higher Education Institutions. These expectations include the following: effective time management, especially when reporting for work; regular attendance and team work, good and effective communication between company and the hosting university; and for WIL students to work independently, were all regarded as important.Although some managers had positive experiences of supervising students, there were those that expressed concerns about students’ levels of work readiness, as some indicated that students lacked self-confidence, while others raised concerns about students’ attitudes and lack of work ethics. It is recommended that the WIL programme should include activities that will enhance students’ confidence, independence and work-effectiveness. A collaborative effort should be made between various stakeholders that are involved in WIL: The need to give feedback to students on a full range of skills and competencies in the workplace, has not been extensively studied; hence an attempt by the researcher to establish some of the industry managers’ experiences in this regard.
Blackburn, Taylor. "An assessment of the impact of an internship on the social emotional competence of communication students". Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/796.
Texto completoSeager, Beverley. "Work-integrated learning assessment methods for hospitality students at a university of technology in the Western Cape, South Africa". Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2745.
Texto completoA key focus of higher education institutions is to produce employable graduates. Many institutions now include a work-integrated learning (WIL) component in their courses, as research has shown that students exposed to WIL have a greater opportunity of finding employment after graduation. WIL has formed an integral part of the hospitality management qualifications offered by the Cape Town Hotel School (CTHS) for many years. From January 2019, the current hospitality management qualification is being replaced with a new qualification, the Diploma in Hospitality and Hotel Management (Dip.H&HM), in alignment with the new Higher Education Qualifications Sub-Framework (HEQSF). The WIL component will remain in the new qualification under a new name, Hotel Practice, and it is necessary that the learning outcomes of the WIL subject are aligned with the day-to-day work of the WIL placement. Furthermore, it is crucial that the WIL component is assessed adequately to meet the learning outcomes of both the subject and the qualification as a whole. There has been some concern that students exposed to WIL for the qualification as presently offered are not being adequately assessed in terms of the learning outcomes of the courses they are taking. The aim of this study is therefore to investigate the assessment procedures for CTHS students recently on WIL placements, and from the results, determine the most appropriate assessment tools and procedures for the assessment of the new qualification, in order to meet the learning outcomes of the subject, Hotel Practice. The population for this study were the CTHS students registered for the WIL subject in 2017, as well as the hospitality establishments in the Western Cape that accepted the CTHS students for their WIL placements. Because the population of students was small, the sample group was the whole population. The sampling technique used for selection of hospitality establishments depended on which establishments that accepted students for WIL placements in 2017. The data was collected via an online survey and all responses were anonymous. The findings showed that only half of the student sample felt that they were assessed adequately, and that a new assessment process to encourage formative assessment feedback is required. A revised assessment form would encourage the monitoring of the learning outcomes for the WIL subject. The study therefore recommends the implementation of a new assessment form for the Dip. H&HM.
Alhasan, Naeema Abdulrahman. "Developing and evaluating peer tutoring programme (Maths PALS) for trainee teachers of SEN pupils in Saudi Arabia". Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34558.
Texto completoCortellazzo, Laura. "Emerging perspectives on behavioral competencies: an innovative measurement model, learning antecedents, and employability outcomes". Doctoral thesis, Universitat Ramon Llull, 2018. http://hdl.handle.net/10803/665048.
Texto completo¿Qué hace que las personas sean eficaces en el trabajo? En las ultimas décadas, comparaciones entre el desempeño superior y el promedio muestran que las personas con mayor desempeño en el trabajo son aquellas que manifiestan competencias comportamentales, las cuales estan relacionadas con el comportamiento emocional y social. Con la integración de teorías de diferentes campos, esta tesis contribuye al actual debate sobre competencias comportamentales facilitando una mejor comprensión de sus antecedentes, resultados y mediciones. La demanda persistente en el mercado de trabajo de profesionales con habilidades comportamentales más altas subraya la necesidad de profundizar en la investigación y averiguar, a parte de la formación protocolar, qué más puede ayudar al desarrollo de dichas competencias. A partir de la teoria de aprendizaje experimental, el primer estudio, basado en una muestra de estudiantes licenciados, revela que una serie de actividades extracurriculates propias de la vida real parecen predecir diferentes clústers de competencias comporamentales. El segundo estudio evalua el impacto que las comptencias comportamentales tienen sobre la forma en que los estudiantes licenciados encaran su carrera profesional y como ello afecta a su empleabilidad. El tercer estudio tiene como objecto medir con eficacia competencias comportamentales con finalidades evaluativas y de desarrollo personal. En dicho estudio se desarrolla un instrumento de medida con la intención de poner al día, ampliar y superar algunas limitaciones propias de las escalas existentes. Basado en una revisión de la literatura y investigaciones empíricas adicionales, se propone un nuevo y exhaustivo marco competencial, y se desarrollan y validan las correspondientes escalas de medida. Dicha investigación ofrece un novedoso modelo de medida para competencias comportamentales y muestra la importancia de su desarrollo ya a una edad temprana de la vida con tal de ayudar a los estudientes a aventurarse con éxito al mercado laboral.
What makes people effective at work? In recent decades systematic comparisons between best and average performers showed that people who perform best in their job are the ones who manifest behavioral competencies, which are the ones related to emotional and social behaviors. Through the integration of theories from different fields, this thesis contributes to the current debate on behavioral competencies by providing a better understanding of their antecedents, outcomes and measurement. The persistent demand in the job market for professionals with higher behavioral competencies, underlines the need for further research to understand, besides formal training, what else may enhance behavioral competencies. Drawing on experiential learning theory, the first study, based on a sample of graduates, reveals that a range of real life extracurricular activities seem to predict different clusters of behavioral competencies. The second study assesses the impact of behavioral competencies on the way graduates approach their career and the effect that this approach has on employability. Results indicate that behavioral competencies are critical not only for professionals to succeed in their careers, but also for students to better orient themselves in the career path and increase their employability. The third study aims at effectively measure behavioral competencies for both developmental and evaluation purposes. It develops a measurement instrument intended to update, enlarge and overcome the limits of existing scales. Based on literature review and additional empirical investigation, a new comprehensive competency framework is proposed and the related scales are developed and validated. This body of research offers an innovative measurement model for behavioral competencies and shows the importance of their development at an early stage in life to successfully guide students in their venture into the job market.
Cosa rende le persone efficaci nel loro lavoro? Negli ultimi anni una comparazione sistematica tra i performer migliori e quelli nella media ha evidenziato che le persone con le migliori prestazioni sono quelle che dimostrano competenze trasversali, ovvero competenze legate a comportamenti di comprensione e gestione di emozioni e relazioni. Attraverso l’integrazione di teorie provenienti da diversi ambiti scientifici, questa tesi contribuisce all’attuale dibattito sulle competenze trasversali attraverso l’approfondimento di fattori che facilitano lo sviluppo di queste competenze, una miglior comprensione dei loro effetti e delle loro modalità di misurazione. La persistente discrepanza in termini di competenze trasversali tra domanda e offerta nel mondo del lavoro sottolinea la necessità di indagare maggiormente i fattori che possono contribuire allo sviluppo di queste competenze. Basandosi sulla teoria dell’apprendimento esperienziale, il primo studio condotto su un campione di studenti universitari, fa luce sull’impatto di una serie di attività extracurriculari su diverse tipologie di competenze trasversali. Il secondo studio valuta l’influenza delle competenze trasversali sul modo in cui i neolaureati orientano la propria carriera e le relative conseguenze in termini di employability. I risultati ottenuti indicano che le competenze trasversali risultano critiche non solo per il successo nella carriera di professionisti, come precedentemente enfatizzato dalla letteratura, ma anche per un efficace orientamento alla carriera degli studenti e una conseguente maggiore occupabilità. Il terzo studio propone un efficace strumento di misurazione delle competenze trasversali, volto ad aggiornare, ampliare e a superare i limiti dei modelli esistenti. Basandosi sull’analisi della letteratura e su un’addizionale ricerca empirica, lo studio propone un nuovo modello di competenze trasversali e presenta lo sviluppo e la validazione delle relative scale. Questa ricerca fornisce un modello innovativo di misurazione delle competenze trasversali e mostra l’importanza del loro sviluppo sin dalle prime fasi per guidare con successo gli studenti verso la loro avventura nel mondo del lavoro.
McCrary, Lauren. "EXPLORING INFLUENCES AND USING INTENTIONALITY TO DEVELOP WORK-BASED LEARNING OPPORTUNITIES: A FACULTY PERSPECTIVE". UKnowledge, 2019. https://uknowledge.uky.edu/epe_etds/63.
Texto completoVan, Rensburg Gail Janse. "The development of a modularised curriculum for computer competency courses for technikon learners / Gail Janse van Rensburg". Thesis, Potchefstroom University for Christian Higher Education, 2003. http://hdl.handle.net/10394/516.
Texto completoThesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2003.
PREDOVIC, DOLLY. "INTERNATIONAL INTERSHIP: A DIGITAL-GAME ASSESSMENT APPROACH TO MEASURING THE TRANSFORMATION OF EMPLOYABILITY SKILLS INTO BEHAVIORS". Doctoral thesis, Università Cattolica del Sacro Cuore, 2021. http://hdl.handle.net/10280/99851.
Texto completoThere is a large and widespread consensus suggesting that internships, as one form of experiential learning, can be an effective instrument for the development of students’ technical and transferable skills and therefore as enhancing graduate employability. Separately, studies have found that international experiences can develop the skills most valued by employers. This research addresses a gap at the intersection of these two fields of study. Most studies analyze international experiences with a distinctive focus on the international and not on the different types of experiences, e.g. study abroad versus internships. The question this study aims to answer is whether an internship and an international context combine to extend the learning experience beyond that developed through a domestic internship alone. When the design of this study was initially planned, much effort was put into identifying a tool to measure employability in the most objective way possible. Digital game-based assessments were identified as the most appropriate tool to do this objectively. Insights into behaviors in this study result in over 30 quantitative descriptors of employability, which converge with the lists of transferable skills that have been identified as those demanded by the labor market and extensively analyzed in the employability literature. The data for this study was collected over three years 2017-19, and a total of 1315 Italian students were involved. Exploratory factor analysis examined the structure underlying the employability descriptors generated by the digital game-based assessments. The findings reveal several significant themes that further contribute to our current knowledge and understanding of what influences graduates’ employability. The first finding answers the research question. When an internship takes place in a country different from that of the student’s home, there is additional experiential learning from the international context, which contributes further to the experiential and transformative learning already developed through the internship. It also appears that this additional element is associated with employability behaviors predicted by Cognitive and not Social factors. This contrasts with earlier studies on the impact of international experiences, which generally find that social and interpersonal skills are developed. This study also finds that when there appears to be a gender bias toward male students in employability behaviors predicted by cognitive abilities, this bias disappears when associated with international internships.
PREDOVIC, DOLLY. "INTERNATIONAL INTERSHIP: A DIGITAL-GAME ASSESSMENT APPROACH TO MEASURING THE TRANSFORMATION OF EMPLOYABILITY SKILLS INTO BEHAVIORS". Doctoral thesis, Università Cattolica del Sacro Cuore, 2021. http://hdl.handle.net/10280/99851.
Texto completoThere is a large and widespread consensus suggesting that internships, as one form of experiential learning, can be an effective instrument for the development of students’ technical and transferable skills and therefore as enhancing graduate employability. Separately, studies have found that international experiences can develop the skills most valued by employers. This research addresses a gap at the intersection of these two fields of study. Most studies analyze international experiences with a distinctive focus on the international and not on the different types of experiences, e.g. study abroad versus internships. The question this study aims to answer is whether an internship and an international context combine to extend the learning experience beyond that developed through a domestic internship alone. When the design of this study was initially planned, much effort was put into identifying a tool to measure employability in the most objective way possible. Digital game-based assessments were identified as the most appropriate tool to do this objectively. Insights into behaviors in this study result in over 30 quantitative descriptors of employability, which converge with the lists of transferable skills that have been identified as those demanded by the labor market and extensively analyzed in the employability literature. The data for this study was collected over three years 2017-19, and a total of 1315 Italian students were involved. Exploratory factor analysis examined the structure underlying the employability descriptors generated by the digital game-based assessments. The findings reveal several significant themes that further contribute to our current knowledge and understanding of what influences graduates’ employability. The first finding answers the research question. When an internship takes place in a country different from that of the student’s home, there is additional experiential learning from the international context, which contributes further to the experiential and transformative learning already developed through the internship. It also appears that this additional element is associated with employability behaviors predicted by Cognitive and not Social factors. This contrasts with earlier studies on the impact of international experiences, which generally find that social and interpersonal skills are developed. This study also finds that when there appears to be a gender bias toward male students in employability behaviors predicted by cognitive abilities, this bias disappears when associated with international internships.
Keane-Sexton, Maureen Bridget. "One Campus' Integration of Learning and Living in Community for Critical Thinking, Written Communication, Human Development, and Diversity: An Exploratory Study". University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533219506487089.
Texto completoGoldblatt, Noah. "Examining The Impact Of Undergraduate Study Abroad On Early Career Outcomes: A Mixed Methods Approach". ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1024.
Texto completoMcFarland, Roberta Harlow. "The Evaluation of an Environmental Leadership and Service Program's Effectiveness". ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/43.
Texto completoMcKim, Alison. "The Missing Piece: Enactment in Revealing and Redirecting Student Prior KnowledgeCan Enactment Expose Affect, Illuminate Mental Models, and Improve Assessment and Learning?" Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1428067920.
Texto completoReed, Kathaleen. "Skill sets required for environmental engineering and where they are learned". Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/2407.
Texto completoGarcia, Erin. "Students’ Meaning-Making Journeys Towards Self-Authorship Through Self-Designed Gap Year Experiences". Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3831.
Texto completoWade-Lyles, Terri Adele. "Integration of Place-Based Education Into Science Classes From Prekindergarten Through Grade 5". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2903.
Texto completoSecheresse, Thierry. "La simulation au service de la formation en sciences de la santé : évaluation des apprentissages et enjeux du débriefing The impact of full-scale simulation training based on Kolb’s learning cycle on medical pre-hospital emergency teams: a multilevel assessment study". Thesis, Université Grenoble Alpes, 2020. http://www.theses.fr/2020GRALH012.
Texto completoSimulation remains an essential educational tool in training and development for health professionals both on individual level and teamwork level. However, with the increasing use of simulation in healthcare training, many questions persist about the mechanisms involved in learning with simulation as well as the teaching methods to be implemented to optimize the effectiveness of these training courses. The objective of this thesis is firstly to better understand the experiential learning process involved in simulation learning and then to propose a structure of the debriefing phases to improve the acquisition of new declarative and procedural knowledge. A first study showed the effectiveness of simulated situations during emergency training course. A second study confirmed the interest of a simulation program built with experiential learning principles of Kolb (1984) on reactions, learning and behavior for experienced healthcare professionals of pre hospital emergency team (SMUR). This work then focused on debriefing in simulation learning. A third study clarified the importance of debriefing in the evolution of learners' self-efficacy and, according to explicit teaching literature, showed the superiority of structured and explicit approaches of debriefing over implicit and reflective approaches for declarative knowledge acquisition with novice learners (nursing students). A fourth study then showed that, for experienced learners in multi-professional emergency teams, explicit debriefing was as effective as reflective debriefing on declarative knowledge and self-efficacy as well as on behavioral modifications. On a pragmatic level, the results of this work provide elements to implement simulation in healthcare training and in particular how to structure the different debriefing sequences according to the participants