Tesis sobre el tema "Student-centred learning"
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Sloman-Gower, Anna. "Re-conceptualising student-centred learning". Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322152.
Texto completoPoyatos, 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.
Texto completoKhaled, Mélissa. "Learning styles, Personalization, and Learning Management Systems : Towards a Student-Centred LMS Approach". Thesis, Uppsala universitet, Institutionen för ABM, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-447989.
Texto completoDen här uppsatsen undersöker befintliga praxis för lärande hanteringssystem, i detta fall Canvas och Moodle, i förhållande till användaranpassning och studenternas inlärningsstilar, eftersom båda faktorerna bidrar till utformningen av en meningsfull inlärningsupplevelse för studenterna. På grund av expansionen av dessa undervisningsverktyg verkar det avgörande att bestämma i vilken utsträckning de faktiskt tjänar inläraren och vilken roll studenten verkligen får när hen använder dessa plattformar. Faktorer som lärarnas återkoppling, kommunikation med andra elever, lärandeobjekt och uppföljning kommer att undersökas noggrant. Studien är förankrad i en svensk akademisk miljö och syftar att ge en heltäckande översikt av inlärarnas behov, förväntningar och preferenser. Målet är att förstå hur dessa faktorer spelar en väsentlig roll i personaliseringen av lärverktyg och att föreslå att deras beaktande kan leda till utveckling av mer intuitiva LMS-plattformar som inte enbart förlitar sig på innehåll som laddas upp av lärare, utan som i sin tur potentiellt kan erbjuda relevant innehåll som är skräddarsytt för varje användare.
Saunders, Daniel M. "Developing student-centred learning within higher education through simulation gaming and innovation". Thesis, University of South Wales, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284892.
Texto completoJasper, Melanie Ann. "The development of reflective writing strategies in nursing education". Thesis, University of Portsmouth, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297359.
Texto completoIsmail, Nashwa. "Egyptian higher education tutors' perceptions of student-centred learning in the online environment". Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/405525/.
Texto completoSidwell, Danny K. "Great Expectations: An Exploration of Student Academic Learning Expectations". Thesis, Griffith University, 2020. http://hdl.handle.net/10072/394723.
Texto completoThesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
Full Text
McMahon, Tim. "Using self- and peer-assessment in post-sixteen education in order to promote autonomy and deep learning : and through this, helping to engender in students the skills essential to political literacy and make the curriculum more concordant with democratic". Thesis, Anglia Ruskin University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389535.
Texto completoTangney, Susan Jean. "An interpretive study of student-centred learning through constructivist, humanist and socio-cultural lenses". Thesis, Open University, 2011. http://oro.open.ac.uk/49153/.
Texto completoZhong, Hua. "The effectiveness of student-centred learning in the development of a new communication curriculum in China". Thesis, University of Huddersfield, 2010. http://eprints.hud.ac.uk/id/eprint/9102/.
Texto completoCook, Neal Francis. "Co-creating person-centred learning and development experiences with student nurses in practice through action research". Thesis, Ulster University, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707824.
Texto completoLaw, 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
Bremner, Nicholas James. "The evolution of Mexican EFL teachers' beliefs about student-centred learning in relation to their teaching practices". Thesis, University of Leeds, 2017. http://etheses.whiterose.ac.uk/17539/.
Texto completoLinde, M. (Merlin). "Knowledge construction and psychological need support in student-centred learning contexts: an experiment with Estonian 6th grade students". Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201706022427.
Texto completoDraper, Fiona J. "Development of a Student-Centred Evaluation Framework for Environmental Vocational Education and Training Courses. Development and validation of a Student-Centred Evaluation Framework for Environmental Vocational Education and Training Courses derived from Biggs' 3P Model and Kirkpatrick's Four Levels Evaluation Model". Thesis, University of Bradford, 2012. http://hdl.handle.net/10454/5496.
Texto completoDraper, Fiona Jane. "Development of a student-centred evaluation framework for environmental vocational education and training courses : development and validation of a student-centred evaluation framework for environmental vocational education and training courses derived from Biggs' 3P Model and Kirkpatrick's Four Levels Evaluation Model". Thesis, University of Bradford, 2012. http://hdl.handle.net/10454/5496.
Texto completoCopping, Warren. "Middle schooling and scientific literacy : bringing the students to science". Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/63597/1/Warren_Copping_Thesis.pdf.
Texto completoSilén, Charlotte. "Mellan kaos och kosmos : om eget ansvar och självständighet i lärande". Doctoral thesis, Linköpings universitet, Institutionen för beteendevetenskap, 2000. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-9746.
Texto completoKennedy, Chona Pineda. "Application of student-centred learning principles to mixed-mode delivery : an investigation of theory, practice and impact on the quality of learning and teaching". Thesis, Curtin University, 2013. http://hdl.handle.net/20.500.11937/137.
Texto completoMelin, Ulf, Karin Axelsson y Tommy Wedlund. "Project-based Learning : An Emergent Framework for Designing Courses". Linköpings universitet, VITS - Laboratoriet för verksamhetsinriktad systemutveckling, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-36065.
Texto completoHarris, Lisa y Lisa Harris@rmit edu au. "Electronic Classroom, Electronic Community: Virtual Social Networks and Student Learning". RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080717.144715.
Texto completoSproston, Carlyn y res cand@acu edu au. "When Students Negotiate: an action research case study of a year 8 English class in a Catholic secondary college in regional Victoria". Australian Catholic University. School of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp88.09042006.
Texto completoToh, Yancy. "Sustaining the use of ICT for student-centred learning : a case study of technology leadership in a Singapore ICT-enriched primary school". Thesis, University of Leicester, 2013. http://hdl.handle.net/2381/27830.
Texto completoMendonça, Marta. "Developing teaching and learning in Mozambican higher education : a study of the pedagogical development process at Eduardo Mondlane University". Doctoral thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-93954.
Texto completoIsmail, Annafatmawaty B. "We are different : a case study of entrepreneurship education in Malaysia". Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/102894/1/Annafatmawaty%20Binti_Ismail_Thesis.pdf.
Texto completoAubrey, Adele. "Investigating enquiry-based learning in higher education : dimensions, dissonances and power". Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/investigating-enquirybased-learning-in-higher-education-dimensions-dissonances-and-power(a2b6d0ad-2d3c-4ca8-958f-fb341002addf).html.
Texto completoAli, Alshatti Safenaz. "Embedding graphic organisers in the teaching and learning of family and consumer sciences (home economics) in Kuwait". Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/60259/1/Safenaz_Ali_Alshatti_Thesis.pdf.
Texto completoPardàs, Lluïsa. "Constructivism and Collaborative Learning in Music Teaching". Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34619.
Texto completoKapolka, Felix. "Pupils' Feedback". Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20969.
Texto completoMoyes, Peter. "Max the Apple: A Multimodal Research Project - How Can We Best Exploit the Interactive Possibilities Presented by New Media in Stories for Children?" Thesis, Griffith University, 2012. http://hdl.handle.net/10072/366497.
Texto completoThesis (Professional Doctorate)
Doctor of Visual Arts (DVA)
Queensland College of Art
Arts, Education and Law
Full Text
Chew, Shiun Yee. "Perceptions of online learning in an Australian university : Malaysian students' perspectives". Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/46133/1/Shiun_Yee_Chew_Thesis.pdf.
Texto completoPeacock, Susi. "A constructive, conceptual analytical review of the Community of Inquiry Framework". Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/22319.
Texto completoHousee, Shirin. "Identity and pedagogy in a university context : a study of student experiences and critique in the work of anti-racism in education". Thesis, University of Wolverhampton, 2012. http://hdl.handle.net/2436/297606.
Texto completoMoore, Catherine. "Learning to see, seeing to learn: The learning journey of three pre-service teachers in a video club setting". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1597.
Texto completoDraper, Paul A. "New learning: The challenge of flexible delivery in higher education". Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36625/1/36625_Digitised%20Thesis.pdf.
Texto completoMsonde, Charles Enock. "Enhancing teachers' competencies on learner-centred approaches throughlearning study in Tanzanian schools". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47229858.
Texto completopublished_or_final_version
Education
Doctoral
Doctor of Philosophy
Angula, Adelheid. "nvestigating grade 10 geography teachers' implementation of a learner-centred approach in selected Namibian schools". Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1004459.
Texto completoAwases, Cherly Lydia. "Secondary school Geography teachers' understanding and implementation learner-centred eof ducation and enquiry-based teaching in Namibia". Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97002.
Texto completoENGLISH ABSTRACT: This study investigates the understanding of and experiences in the implementation of learner-centred education (LCE) and enquiry-based teaching of Grade 10 Geography teachers against the backdrop of curriculum reform in Namibia. The Namibian curriculum is premised on the view that there is a need for the holistic development and preparation of learners for a knowledge-based society. Globally, LCE, with its potential for broadening access to quality education, has been a recurring theme of national reform policies and has been promoted as an innovative way of teaching. The usefulness of the LCE approach and associated enquiry-based teaching is embedded in constructivism and is introduced with the promise that it will enable learners to develop investigative and critical thinking skills that will put them at the centre of learning. This interpretative study employed a case study approach that utilised qualitative methods to gather information on the experiences of the three Geography teachers at the sampled schools as they implement LCE and enquiry-based teaching. The main data-gathering techniques in phases 1 and 2 of the research respectively were semi-structured interviews and classroom observations. The findings revealed that the teachers have different understandings of what LCE and enquiry-based teaching approaches are, although their teaching employs some elements of it. The research also indicated that there is one big factor that impinges on their implementation of LCE and enquiry-based teaching approaches. The teachers admitted that, due to the pressure of learner success in the end-of-year Grade 10 examination, they rather teach to the test. This diverts their teaching from focusing on implementing approaches that actively involve learners in the learning process and nurture enquiry skills when these skills are not formally assessed in examinations. Consequently, teachers fail to implement the syllabus as intended by policy makers and curriculum developers. Even though the findings of this study may be specific to the sampled schools and the participating teachers, it can be assumed that similar situations exist in schools with comparable contexts. It is therefore important that education policy makers and relevant stakeholders strive to allocate sufficient support and resources for teachers to implement LCE and enquiry-based teaching effectively in schools.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die verstaan van en ervarings met die implementering van leerder-gesentreerde en ondersoek-gebaseerde onderrig van Graad 10 Geografie-onderwysers teen die agtergrond van kurrikulumhervorming in Namibië. Die Namibiese leerplan berus op die siening dat daar „n behoefte is aan die holistiese ontwikkeling en voorbereiding van leerders vir „n kennis-gebaseerde samelewing. Leerder-gesentreerde onderrig met sy potensiaal om toegang tot gehalte onderwys te verbreed, is „n tema wat wêreldwyd herhaaldelik in nasionale hervormingsbeleid voorkom en as „n innoverende wyse van onderrig bevorder word. Die nut van die leerder-gesentreerde benadering en gepaardgaande ondersoek-gebaseerde onderrig is in konstruktivisme gebaseer en word voorgestel met die belofte dat dit leerders in staat sal stel om ondersoekende en kritiese denkvaardighede te ontwikkel, wat hulle sentraal in die leerproses sal plaas. Hierdie interpretatiewe studie het 'n gevallestudie-benadering gevolg en kwalitatiewe metodes gebruik om inligting in te samel oor die ervarings van drie Geografie-onderwysers se implementering van leerder-gesentreerde en ondersoek-gebaseerde onderrig by skole wat as steekproef gekies is. Die belangrikste onderskeidelike data-insamelingstegnieke in fases 1 en 2 van die navorsing was semi-gestruktureerde onderhoude en klaskamerwaarneming. Die bevindinge toon dat die onderwysers verskillende begrippe handhaaf van wat leerder-gesentreerde en ondersoek-gebaseerde onderrigbenaderings behels, hoewel hulle onderrig sommige elemente daarvan toon. Die navorsing het ook aangedui dat een belangrike faktor inbreuk doen op hul implementering van leerder-gesentreerde en ondersoek-gebaseerde onderrigbenaderings. Die onderwysers het erken dat die druk van leerdersukses in die graad 10-eksamen aan die einde van die jaar hulle eerder met die oog op die toets laat onderrig gee. Dit verplaas die fokus van hul onderrig weg van die implementering van benaderings wat leerders aktief by die leerproses betrek en die koestering van ondersoekvaardighede, veral ook omdat hierdie vaardighede nie formeel in eksamens beoordeel word nie. Onderwysers slaag gevolglik nie daarin om die leerplan soos beleidmakers en kurrikulum-ontwikkelaars dit bedoel, te implementeer nie. Selfs al sou die bevindinge van hierdie studie slegs spesifiek op die betrokke skole en die deelnemende onderwysers betrekking hê, kan aanvaar word dat soortgelyke situasies in skole in vergelykbare kontekste bestaan. Dit is dus belangrik dat onderwysbeleidmakers en relevante rolspelers daarna moet streef om voldoende ondersteuning en hulpbronne vir onderwysers beskikbaar te stel om leerder-gesentreerde en ondersoek-gebaseerde onderrig effektief in skole te implementeer.
Гнаповська, Людмила Вадимівна, Людмила Вадимовна Гнаповская y Liudmyla Vadymivna Hnapovska. "Learner-centred Language Teaching: Teacher-Learner interaction Formats". Thesis, ХНУ ім. В.Н. Каразіна, 2015. http://essuir.sumdu.edu.ua/handle/123456789/60131.
Texto completoТези розглядають основні питання взаємодії викладача та студента у контексті студентоцентричного підходу до викладання іноземних мов. "Студентоцентризм" як концепт інтерпретується з точки зору гуманістичної перспективи, практичної необхідності зміни форматів співробітництва викладача та студента та перспектив розробки навчальних робочих програм з іноземних мов.
Nonkukhetkhong, Kittiporn. "Teachers' perceptions and implementation of the learner-centred approach in teaching English as a foreign language (EFL) in Thai secondary school contexts /". [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19545.pdf.
Texto completoKavari, Jackson-Hain Jakavaza Katjiuanjo. "Examining the knowledge and practices of selected Namibian accounting teachers about learner-centred methods of teaching". Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1009428.
Texto completoNyambe, Kamwi John. "Teacher educators' interpretation and practice of learner-centred pedagogy : a case study". Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1008260.
Texto completoKMBT_363
Adobe Acrobat 9.54 Paper Capture Plug-in
Moore, Keri Marie. "Clinical education: an investigation of educational processes: the application of student-centred education and client-centred care during undergraduate physiotherapy clinical practice". Thesis, 2011. http://hdl.handle.net/1959.13/916011.
Texto completoThe literature regarding clinical education strategies, that simultaneously meet both the student's and the client's needs, is limited. The purpose of this research was to identify features of clinical education processes that epitomize student-centred education and client-centred care. The literature explored the concepts of undergraduate clinical education and the need for health practitioners to be client-centred. Focusing on physiotherapy pre-professional education in ambulatory care settings, a mixed method approach using surveys, observation and interviews was used within the analytical and interpretive paradigm of research. The participants were the students, clinical educators and their clients for whom care was provided. It was found that while physiotherapy clinical educators say they have time to participate in professional development in clinical education, they often only attend a one-day workshop. Only in those working in private clinics thought they were underpaid. They all believe, they are well informed, supported by the university. Students report educators display high-quality teaching behaviours. Educators match their style of supervision and teaching strategies to their perception of the students’ learning needs and the clients’ health care needs. There was no association between the model of supervision and the client-centredness of the consultation, or the dialogue and feedback between the student and the educator. The management of the education and health care scenario is dependent on the expertise of the educator. Clients, in the main, are satisfied that clinical education events do meet their expectations and health care needs and they have a positive attitude toward participation in physiotherapy clinical education. Their willingness to participate is balanced with a sense of altruism and self-centeredness. Some clients edit the feedback they offer students, with the idea that their genuine thoughts might negatively affect the students’ learning. If this is not checked in the normal course of management of clinical education, it is possible that students might develop a false sense of how their activities actually affect clients. Thus the student may develop a false sense of their skills and abilities. The findings suggest strengthening the clinical educator’s deeper knowledge of education, particularly around models and theories, might enhance clinical education outcomes because there is a disparity between what students and educators reported regarding the timing of their discussions about episodes of client care. Further, the students’ perceptions are totally different from the educators’ regarding which particular topics they discuss. There is a clear need to strengthen the alignment between students’ learning needs and educators’ foci of discussion – to raise awareness of the importance of de-briefing as an opportunity for promoting deeper reflection on learning. Also, to be more explicit about the active nature of the client’s role in the learning event and to emphasise student–educator discussions about how the client can contribute to the management of the client’s self-care. Such discussion ought to build on the student’s previous knowledge in an effort to provide opportunities to construct learning from prior experience. Kolb's (1984) Experiential Learning Cycle was proposed as a model to critique contemporary clinical teaching practices, but in a way that included the third party (the client) in consideration of any clinical education event. Consequently, Kolb’s model was extended to include the client’s voice in the experiential learning processes, through processes involved in obtaining consent and post-consultation evaluation of the clients’ experience of the clinical education event. Given that the Australian Physiotherapy Council (2006; 2009) advocates for entry level health professionals to be client-centred, this emerging educational framework adds to current approaches on the management of professional practice experiences. It has the potential to significantly inform and impact on the student’s development of a client-centred approach to clinical practice.
Ferreira, Lucy Mary. "Managing change : the measurement of teacher self-efficacy in technology-enhanced student-centred learning environments". 2013. http://hdl.handle.net/10170/639.
Texto completo(9826772), Josua Pienaar. "Understanding progression in the built environment through an interactive student-centred model of progression". Thesis, 2015. https://figshare.com/articles/thesis/Understanding_progression_in_the_built_environment_through_an_interactive_student-centred_model_of_progression/13436036.
Texto completoMartin, Colwyn Deborah. "Learner centred pedagogy - an existence of virtual reality? : an investigation into grade three learners' experiences of pedagogy and schooling". Thesis, 2006. http://hdl.handle.net/10413/1945.
Texto completoThesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.
Pattenden, Frieda [Verfasser]. "Reading "Quality American Television" Drama : a student-centred learning concept based on The Sopranos / vorgelegt von Frieda Pattenden". 2010. http://d-nb.info/1010482459/34.
Texto completoManson, Lynette Anne. "Mathematical practices: their use across learning domains in a tertiary environment". Thesis, 2010. http://hdl.handle.net/10539/8577.
Texto completoDegago, Adinew Tadesse. "Conceptions of teaching and teaching practices in relation to student-centred instruction in selected Ethiopian universities". Thesis, 2015. http://hdl.handle.net/10500/18580.
Texto completoCurriculum and Instructional Studies
D. Ed. (Curriculum Studies)