Tesi sul tema "Tertiary instruction"
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Trenholm, Sven. "Adaptation of tertiary mathematics instruction to the virtual medium : approaches to assessment practice". Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/12561.
Testo completoKirsch, Simone Hillary. "Psychological aspects of one-on-one instrumental teaching at the tertiary level". Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/17372.
Testo completoENGLISH ABSTRACT: Of an inter-disciplinary nature, this thesis examines certain pertinent psychological aspects with regard to one-on-one instrumental teaching at the tertiary level. It is apparent that this area has not been the focus of much investigation. However, in recent years, together with research into new, forward-thinking philosophies in music education, there has been an examination of some psychological aspects pertaining to instrumental teaching by researchers such as Mackworth-Young (1990), Kennell (2002), and Creech & Hallam (2003). Although most researchers have focused primarily on students of school-going age, more recently attention has begun to be given to tertiary level instrumental teaching. There are many ways to approach one-on-one instrumental teaching. There is no doubt that these have been tried and tested, and, in their own way, have been successful. They range from the traditional to the master-apprenticeship model, the latter most commonly used in university music departments. While it is not the purpose of this thesis to discuss pedagogical principles per se, the researcher proposes a student-centred model based on humanistic trends in psychology, with particular reference to Rogers. This model emphasises the importance of the teacher/student relationship and a holistic view of students. In addition, the developmental stage of university students is investigated in order to provide more insight and understanding of students’ place in the life cycle. Such psychological knowledge can equip teachers with skills, which would assist them to deal with sensitive issues that may be beyond their common sense and expertise. Consequently, the application of these psychological principles to instrumental teaching at the tertiary level is investigated by examining both the teacher/student relationship and a student-centred approach in the studio. A student-centred focus is one where the teacher has a facilitative function. Such a teacher leads students to be proactive and to be full participants in their own learning process. Consequently students would develop critical thinking and problem-solving skills. At the same time they would learn how to take responsibility for their actions. In such a milieu they are given the freedom to express themselves without fear of reprisal, and are made aware that they are valued and accepted unconditionally as unique individuals. This kind of environment should encourage the development of both cognitive and affective aspects of their personalities while simultaneously being conducive to optimal learning and to the maximising of their full potential at this stage. This researcher believes that the student-centred approach offers a more humanizing view than the traditional view of teaching. It is not the intention of the researcher to reject other styles of teaching, since it is fully appreciated that there are diverse views, which have their merit and should be recognised. However, there is a need to investigate whether student-centred teaching can be used exclusively, or whether it can offer an alternative to more conventional approaches, working independently of or perhaps complementarily to these.
AFRIKAANSE OPSOMMING: Hierdie tesis is van interdissiplinêre aard en eksamineer daarom pertinente psigologiese aspekte met betrekking tot individuele (een-tot-een) instrumentale onderrig op tersiêre vlak. Klaarblyklik het navorsing nog nie veel op hierdie terrein gefokus nie. In die onlangse verlede is navorsing egter wel gedoen oor nuwe, progressiewe musiekopvoedingsfilosofieë, onder andere in verband met psigologiese aspekte van instrumentale onderrig, deur navorsers soos Mackworth-Young (1990), Kennel (2002), en Creech & Hallam (2003). Hoewel die meeste navorsers primêr op studente van skoolgaande ouderdom gefokus het, is daar meer onlangs begin om aandag te skenk aan instrumentale onderrig op tersiêre vlak. Individuele instrumentale onderrig kan op baie maniere geskied. Ongetwyfeld is hierdie metodes deeglik beproef en is hulle, in eie reg, suksesvol. Dit sluit uitgangspunte in wat strek vanaf die tradisionele- tot die meester-vakleerlingmodel. Laasgenoemde is die model wat oorwegend in musiekdepartemente van universiteite gebruik word. Omdat die primêre doelstelling van hierdie tesis nie die bespreking van pedagogiese beginsels as sodanig is nie, stel die navorser 'n studentgesentreerde model, gebaseer op humanistiese tendense in die sielkunde met besondere verwysing na Rogers, voor. Dié model beklemtoon die belangrikheid van die dosent/studentverhouding asook 'n holistiese siening van studente. Daarbenewens word die persoonlike ontwikkelingsfaktore van universiteitstudente ondersoek met die oog op verkryging van insig in en begrip van die plek wat die studentfase in die lewenssiklus beklee. Sielkundige kennis van dié aard kan dosente vaardighede bied wat kan help om doeltreffend om te gaan met sensitiewe kwessies wat dalk buite die grense van ouderwetse gesonde verstand en vakkennis val. Gevolglik word die toepassing van hierdie psigologiese beginsels op instrumentale onderrig op tersiêre vlak nagespoor deur 'n ondersoek na die dosent/studentverhouding en 'n studentgesentreerde benadering in die onderrigstudio. 'n Studentgesentreerde pedagogiese fokus behels dat die dosent 'n fasiliterende funksie moet verrig. So 'n dosent lei studente om pro-aktief te wees en om volledige deelnemers in hul eie leerproses te word. Studente sal gevolglik kritiese denke en vaardighede in probleemoplossing ontwikkel. Terselfdertyd leer hulle verantwoordelikheid vir hul aksies aanvaar. In so 'n milieu word aan hulle vryheid van selfuitdrukking, sonder vrees vir vergelding, gebied en raak hulle bewus daarvan dat hulle, as unieke individue, onvoorwaardelik aanvaar en waardeer word. Hierdie soort omgewing behoort die ontwikkeling van beide die kognitiewe en affektiewe persoonlikheidsaspekte aan te moedig terwyl dit terselfdertyd bevorderlik is vir optimale leer en die maksimale ontplooiing van hul volle potensiaal op hierdie stadium. Hierdie navorser glo dat die studentgesentreerde benadering 'n meer humaniserende gesigspunt bied as dié van die tradisionele onderrrigmodel(le). Die navorser beoog nie om ander onderrigstyle te verwerp nie, want daar is waardering vir die feit dat diverse merietedraende sienings bestaan wat erkenning verdien. Tog bestaan die behoefte om na te vors of studentgesentreerde onderrig eksklusief gebruik kan word en of dit 'n alternatief kan bied vir meer konvensionele benaderings waarmee dit òf onafhanklik òf dalk komplimenterend in verhouding kan staan.
Lam, Siu, e 林兆. "Evaluation of using ICT in teaching tertiary English writing". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B44139378.
Testo completoMazwi, Ntombomzi Rose-May. "Complexity accuracy and fluency in task-based instruction for Xhosa second language at tertiary level". Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51660.
Testo completoFull text to be digitised and attached to bibliographic record.
ENGLISH ABSTRACT: This study explores a framework for the implementation of task-based instruction for Xhosa second language at tertiary level. Central to the task-based approach to second language learning are the goals of complexity, accuracy and fluency as outcomes. The principles of task-based instruction to syllabus design are examined as this approach to syllabus design is believed to provide an effective base for successful second language acquisition. Theoretical assumptions as propounded by vanous researchers are discussed paymg particular reference to the nature of second language learning and teaching pedagogy. Most linguists agree on the view that Universal Grammar is a constant background against which any language learning process takes place. Universal Grammar is also viewed as the faculty which influences second language acquisition. The study will explore the relationship between second language theory and pedagogy. The Communicative Language Teaching is advanced in this study as an appropriate method for teaching language. The task-based syllabus is discussed with reference to different syllabus types which exhibit tasks as a unit of analysis. The relationship between grammar pedagogy and taskbased methodology is illustrated. A range of communication tasks for Xhosa is presented as an example of a task-based course design and analysed according to a task typology to investigate the communicative value of each task type. Salient functions, notions and language structures are identified based on Xhosa communicative task dialogues. It is hoped that Xhosa second language teachers and researchers will pursue the approach that are advanced here and that they will be able to make a contribution to Xhosa second language course design. It is also hoped that this study has succeeded in dealing with aspects of Xhosa second language learning and that Xhosa teaching will benefit in a variety of respects.
AFRIKAANSE OPSOMMING: Die studie ondersoek 'n raamwerk vir die implementering van taakgebaseerde onderrig vir Xhosa tweedetaal op tersiêre vlak. Die doelstellings van kompleksiteit, akkuraatheid en vlotheid is sentraal aan die taakgebaseerde benadering tot tweedetaalleer. Die studie sal die beginsels van taakgebaseerde onderrig tot sillabusontwerp ondersoek aangesien hierdie benadering algemeen beskou word as 'n doeltreffende basis vir suksesvolle tweedetaalleer. Die studie sal voorts die teoretiese aannames bespreek wat deur verskillende navorsers gemaak is met betrekking tot die aard van tweedetaalleer en onderrigmetodologie. Die meeste taalkundiges is dit eens dat Universele Grammatika 'n konstante basis is waarop tweedetaalleer plaasvind. Universele Grammatika word beskou as die mentale fakulteit wat tweedetaalleer beïnvloed. Die studie salook die verwantskap tweedetaalteorie en onderrig bespreek. Die kommunikatiewe taalonderrigbenadering word aangevoer in die studie as die mees gepaste metode vir taalonderrig. Die taakgebaseerde sillabus sal bespreek word met verwysing na verskillende sillabustipes wat die taak as eenheid vir analise vertoon. Die verwantskap tussen grammatika-onderrig en taakgebaseerde metodologie sal geïllustreer word. 'n Verskeidenheid kommunikatiewe take in Xhosa sal bespreek word as 'n voorbeeld van eenhede in kommunikatiewe kursusontwerp, en die take sal geanaliseer word om die kommunikatiewe aard van elke taak te ondersoek. Prominente taalfunksies, -begrippe en taalstrukture sal geïdentifiseer word vanuit die Xhosa kommunikatiewe taak-dialoë. Die hoop word uitgespreek dat onderwysers en navorsers van Xhosa tweedetaal die benadering wat in hierdie studie ondersoek is verder salontgin, en dat hulle in staat sal wees om 'n bydrae te maak tot kommunikatiewe Die studie ondersoek 'n raamwerk vir die implementering van taakgebaseerde onderrig vir Xhosa tweedetaal op tersiêre vlak. Die doelstellings van kompleksiteit, akkuraatheid en vlotheid is sentraal aan die taakgebaseerde benadering tot tweedetaalleer. Die studie sal die beginsels van taakgebaseerde onderrig tot sillabusontwerp ondersoek aangesien hierdie benadering algemeen beskou word as 'n doeltreffende basis vir suksesvolle tweedetaalleer. Die studie sal voorts die teoretiese aannames bespreek wat deur verskillende navorsers gemaak is met betrekking tot die aard van tweedetaalleer en onderrigmetodologie. Die meeste taalkundiges is dit eens dat Universele Grammatika 'n konstante basis is waarop tweedetaalleer plaasvind. Universele Grammatika word beskou as die mentale fakulteit wat tweedetaalleer beïnvloed. Die studie salook die verwantskap tweedetaalteorie en onderrig bespreek. Die kommunikatiewe taalonderrigbenadering word aangevoer in die studie as die mees gepaste metode vir taalonderrig. Die taakgebaseerde sillabus sal bespreek word met verwysing na verskillende sillabustipes wat die taak as eenheid vir analise vertoon. Die verwantskap tussen grammatika-onderrig en taakgebaseerde metodologie sal geïllustreer word. 'n Verskeidenheid kommunikatiewe take in Xhosa sal bespreek word as 'n voorbeeld van eenhede in kommunikatiewe kursusontwerp, en die take sal geanaliseer word om die kommunikatiewe aard van elke taak te ondersoek. Prominente taalfunksies, -begrippe en taalstrukture sal geïdentifiseer word vanuit die Xhosa kommunikatiewe taak-dialoë. Die hoop word uitgespreek dat onderwysers en navorsers van Xhosa tweedetaal die benadering wat in hierdie studie ondersoek is verder salontgin, en dat hulle in staat sal wees om 'n bydrae te maak tot kommunikatiewe kursusontwerp. Die studie poog om ook aspekte van Xhosa tweedetaalleer te identifiseer wat die onderrig van Xhosa tot voordeel kan strek in verskillende opsigte.
Song, Yanan, e 宋亞南. "Beliefs of tertiary-level teachers of English in the People's Republicof China about medium of instruction". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31541896.
Testo completoKing, Michael John. "An exploratory investigation into content teacher views on English as a medium of instruction policy enactment in the UAE federal tertiary sector". Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/17359.
Testo completoAtik, Evrim. "Perceptions Of Students Towards English Medium Instruction At Tertiary Level: The Case Of A Turkish Private University". Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/2/12612080/index.pdf.
Testo completolevel students in a private university in Turkey. The scale which consists of a demographic inventory, a questionnaire, and a semi-structured interview were used by the researcher. The results of the questionnaire were analyzed through SPSS 15.0. This data gathering instrument was implemented on 233 students studying at three different faculties at Atilim University which offer English-medium instruction. In analyzing the data, descriptive statistics as frequency, percent, and standard deviation and inferential statistics such as one sample t-test and Pearson Product Moment Correlations were used. As the second scale of the present study, semi-structured interviews were conducted with 10 students studying at three different faculties at Atilim University which offer English-medium instruction (EMI). The results of the interviews were analyzed through content analysis. The results of the study revealed that students support EMI at tertiary level and they hold positive attitudes towards EMI in terms of the improvement of language skills in English
nevertheless, they experience some difficulties in the learning of the content delivered in English. Results also showed that there is a positive relationship between students&rsquo
proficiency levels and perceptions towards EMI regarding the learning of the subject matters. Moreover, it was found that there is also a positive relationship between students&rsquo
attitudes towards EMI regarding the learning of the subject matters and their academic success.
Song, Yanan. "Beliefs of tertiary-level teachers of English in the People's Republic of China about medium of instruction". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31541896.
Testo completoMufeti, Tulimevava Kaunapawa. "An exploratory study of a virtual partnership for building capacity in a tertiary education institution". Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001624.
Testo completoAdobe Acrobat 9.53 Paper Capture Plug-in
Mouhanna, Mouhamad. "English as a medium of instruction in the tertiary education setting of the UAE : the perspectives of content teachers". Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/23758.
Testo completoHalse, Michelle Louise. "The development and evaluation of a custom-built synchronous online learning environment for tertiary education in South Africa". Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1006545.
Testo completoNorwood, Robert Lee. "Tertiary wastewater treatment using riparian wetlands: A curriculum guide for high school students". CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/44.
Testo completoKalikokha, Chimwemwe. "The perceptions of a group of first year undergraduate Malawian students of the essay writing process". Click here to access this resource online, 2008. http://hdl.handle.net/10292/396.
Testo completoMoore, Patrick Joseph. "International teaching faculty and a monocultural student population : an interpretive analysis of tertiary teachers' and students' perceptions in the United Arab Emirates". Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/22230.
Testo completoHogan, Bernard Michael, e n/a. "The Internet as a Research and/or Communication Tool to Support Classroom-Based Instruction: Usage, Value, and Utility for Post-Secondary Students". Griffith University. School of Film, Media and Cultural Studies, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040719.124141.
Testo completoRusanganwa, Joseph. "Enhancing Physics Learning through Instruction, Technical Vocabulary and ICT : A Case of Higher Education in Rwanda". Doctoral thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-85835.
Testo completoDet övergripande syftet med denna avhandling är att undersöka hur undervisning och lärande inom högre utbildning sker i tider av förändring både inom språkpolicy och inom lärande. Studien tar socialkonstruktivistiska och socio-kulturella teorier som utgångspunkt. Dessa teorier har kombinerats med en kognitiv teori om lärande med multimedia. Studien består av fyra studier som behandlar den nya situation som uppstått när studenter och lärare behöver bemästra ett vetenskapligt språk på engelska och nya sätt att undervisa och lära med stöd av IKT. Studiernas syfte är att undersöka (i) hur studenter och lärare anpassar sig till ett förändrat undervisningsspråk (ii) vad lärare och studenter inom fysik lär när de konstruerar ett multimedia instrument (iii) utfallet av två olika metoder att lära studenter ett fackspråk inom fysik som det visar sig i olika test (iv) hur lärare reflekterar över användningen av IKT inom ämnesområdet fysik. För att uppnå dessa mål används en kombination av kvalitativa och kvantitativa metoder. I tre studier samlades data från klassrumspraktiker inom högre utbildning. I den fjärde studien intervjuades lärare om sina erfarenheter med IKT. Resultaten visar att förståelse av fackspråkliga begrepp underlättades av att olika språk användes beroende på avstånd eller närhet till eleverna i klassrummet. Samarbete mellan studenter och lärare i att välja ord och begrepp som skulle användas och mellan lärarna och forskaren i att konstruera ett multimedia-instrument påverkade också lärandet positivt. Enligt de intervjuade lärarna skulle kvaliteten i fysikundervisningen kunna förbättras ytterligare genom att använda elevcentrerade undervisningsmetoder och mer avancerad IKT. Studierna visar att lärare och studenter är på väg att utveckla IKT redskap för undervisning och lärande. Med adekvat stöd kan detta bereda vägen för en transformering av undervisningen och ge utrymme för vidare kvalitetsutveckling genom uppfinningsrika och kreativa sätt att lära med stöd av IKT.
BROGGINI, SUSANNA. "EMI (ENGLISH-MEDIUM INSTRUCTIONS) NEL CONTESTO UNIVERSITARIO ITALIANO". Doctoral thesis, Università Cattolica del Sacro Cuore, 2017. http://hdl.handle.net/10280/18477.
Testo completoThis thesis reflects the shared current interest in the ongoing educational debate on the role and use of English as a medium of instruction in academic settings. English as a Medium of Instruction (EMI) programs are the main focus of this study which includes a quantitative and a qualitative part. Through an up-to-date analysis of the data on EMI courses in Italy collected by Costa and Coleman in 2012, the first part shows the results of a questionnaire that was sent to all Italian universities; the qualitative part describes the use of metadiscourse markers by four Italian lecturers at the Università Cattolica of Milan. The simplified and restricted classification model of metadiscourse markers proposed by Nobles (2010), adapted from Ädel (2003), was here applied to the academic spoken discourse. The increase in the number of EMI courses in Italy registered by Costa and Coleman in 2012 has remained stable. The comparison of the use of personal and impersonal metadiscourse shows that personal metadiscourse tokens surpass the impersonal counterpart, with the pronoun “we” as the most frequent self-mention marker in the corpus. Finally, the present study can be of great interest both for lecturers and university policymakers or teacher-training designers.
De, Sousa Luiza Olim. "The integration of digital video discs (DVDs) and multimedia in the learning area social sciences / L.O. de Sousa". Thesis, North-West University, 2008. http://hdl.handle.net/10394/2304.
Testo completoEdwards, Peta S. "The impact of instructional interventions on students' learning approaches, attitudes, and achievement". Curtin University of Technology, Faculty of Education, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=11980.
Testo completostudents' perceptions of the quality of the microbiology unit and learning materials, (4) the nature of the pastoral care provided; (5) the availability of independent study options; (6) students' perceptions of the degree of difficulty of the unit; (7) the credit point values for the unit and (8) students' perceptions of overload.In this study, freedom of choice of learning materials and the factors interest in, and relevance of microbiology to nursing practice appear to be major forces associated with increased use of deep approaches to learning by the different student groups. Perceptions of a heavy workload, overload of information, lack of pastoral care and perceived inadequate credit point value given to the microbiology units demonstrated little effect in increasing the use of surface learning approaches by students. However, when students' ratings for interest and relevance were low, and these factors were present as a group or individually, they were shown to influence an increase in surface approaches with a corresponding decline in use of deep approaches to learning.Overall, the results derived from this study with regard to learning approach and attitude suggest that if interest in microbiology and the perceived relevance of microbiology to nursing is high, these factors will have a greater positive effect on the use of higher level learning approaches than the variables of overload, inappropriate credit point values and nomenclature problems will have in increasing the use of lower level learning approaches by students.Part of this investigation involved the possible identification of learning strategies that were used more often by students who tended to utilise higher level learning approaches in contrast to students who used lower level approaches. Strategies that evolved from the data collected across the quasi-experimental cohort included (1) ++
discrimination between specific learning materials that best fitted with students' lifestyles and learning preferences; (2) discrimination between specific learning strategies that better suited different subject areas; (3) interrelating microbiology theory with patients' clinical presentations in the hospitals; (4) using self-assessment, working in groups or with a friend; (5) the use of organised and consistent study habits; (6) the use of mnemonics, note taking, rote learning and continual revision of facts to establish a base knowledge of the subject before linking of material across areas could be made; (7) use of graphs, diagrams and flow charts; and (8) the use of more interactive learning materials such as the CAL.
Llewellyn, Joan. "Teacher Efficacy and Instructional Attentiveness| Exploring Perspectives of Academic Advising at a Tertiary Institution in Jamaica". Thesis, Temple University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10690661.
Testo completoThe purpose of this study was to explore the perspectives of academic advising at a tertiary institution in Jamaica and how it has influenced teacher-efficacy and instructional attentiveness among student teachers. The participants included twelve student teachers and four lecturers who have been intimately involved in academic advising. The student teachers selected have been engaged in academic advising for two to four years while the lecturers have been advising for ten to sixteen years.
This qualitative study explored how academic advising is related to teacher efficacy and instructional attentiveness among a set of second to fourth year student teachers at a teacher training college in Jamaica. All participants were actively receiving and giving academic advising in a government-owned teacher training institution. The primary source of data was unstructured interviews with student teachers and lecturers. Data were acquired over a two-month period by means of unstructured interviews and field notes. These tools afforded the opportunity to extend the conversations and generate meaning from the responses thereby providing rich descriptive notes of the phenomenon. Data were prepared using triangulation matrices, data coding and the Constant Comparison Approach to generate categories showing patterns and relationships of meaning.
The findings on the perspectives of the study participants indicate academic advising has significantly influenced teacher-efficacy among the student teachers as their level of confidence increased, appreciation of teamwork blossomed, instructional competency broadened and misbehaviors controlled. Additionally, their valuing of self and acceptance of other personalities grew immensely which positively affected their relationship with various tiers of staff in the learning environment. The interview data garnered from student teachers indicate that instructional attentiveness improved through the use of multiple teaching methods which included authentic assessment, field experience and student-centered learning. Other factors that boosted instructional attentiveness were good relationships with advisors who were understanding of their differences and commended simple efforts. As a result of the academic advising received, there are several implications for practice and policy which need to be addressed in order to help student teachers to identify their strengths and weaknesses, remain on task, avoid drop out and maintain equilibrium between academic and social experiences as they navigate their way through college.
Llewellyn, Joan Maxine. "TEACHER EFFICACY AND INSTRUCTIONAL ATTENTIVENESS: EXPLORING PERSPECTIVES OF ACADEMIC ADVISING AT A TERTIARY INSTITUTION IN JAMAICA". Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/481063.
Testo completoEd.D.
The purpose of this study was to explore the perspectives of academic advising at a tertiary institution in Jamaica and how it has influenced teacher-efficacy and instructional attentiveness among student teachers. The participants included twelve student teachers and four lecturers who have been intimately involved in academic advising. The student teachers selected have been engaged in academic advising for two to four years while the lecturers have been advising for ten to sixteen years. This qualitative study explored how academic advising is related to teacher efficacy and instructional attentiveness among a set of second to fourth year student teachers at a teacher training college in Jamaica. All participants were actively receiving and giving academic advising in a government-owned teacher training institution. The primary source of data was unstructured interviews with student teachers and lecturers. Data were acquired over a two-month period by means of unstructured interviews and field notes. These tools afforded the opportunity to extend the conversations and generate meaning from the responses thereby providing rich descriptive notes of the phenomenon. Data were prepared using triangulation matrices, data coding and the Constant Comparison Approach to generate categories showing patterns and relationships of meaning. The findings on the perspectives of the study participants indicate academic advising has significantly influenced teacher-efficacy among the student teachers as their level of confidence increased, appreciation of teamwork blossomed, instructional competency broadened and misbehaviors controlled. Additionally, their valuing of self and acceptance of other personalities grew immensely which positively affected their relationship with various tiers of staff in the learning environment. The interview data garnered from student teachers indicate that instructional attentiveness improved through the use of multiple teaching methods which included authentic assessment, field experience and student-centered learning. Other factors that boosted instructional attentiveness were good relationships with advisors who were understanding of their differences and commended simple efforts. As a result of the academic advising received, there are several implications for practice and policy which need to be addressed in order to help student teachers to identify their strengths and weaknesses, remain on task, avoid drop out and maintain equilibrium between academic and social experiences as they navigate their way through college.
Temple University--Theses
Mat, Daud n/a. "Developing critical thinking skills in tertiary academic writing through the use of an instructional rubric for peer evaluation". Thesis, University of Canterbury. School of Educational Studies and Human Development, 2011. http://hdl.handle.net/10092/6866.
Testo completoTassi, Ahmad. "Electronic Learning Management System Integration Impact on Tertiary Care Hospital Learners' Educational Performance". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2694.
Testo completoJacob, Abad Karen Lesley. "A Transcultural Approach to EIL in Secondary Education: A Case Study". Doctoral thesis, Universitat de les Illes Balears, 2013. http://hdl.handle.net/10803/127229.
Testo completoThis thesis highlights the prominence of English as an International Language (EIL) and stresses its use as a form of communication that implies a multi-directionality of flow and mixing between speakers. This has led scholars to use the terms “translingual” and “transcultural” to refer to the competences required by EIL speakers to function at a global level, especially when English is employed by non-natives. A transcultural approach to the teaching of English as a foreign language to three groups of secondary school students in Mallorca, Spain and Opole, Poland was implemented during the school year 2010-2011. The “EIL in Poland and Spain” blog project was set up specifically for the research. A quantitative and qualitative data analysis was performed in order to answer the principal research question: How, if at all, does a transcultural approach to ELT foster transcultural competence? The results showed that this innovative approach to ELT was a positive experience for the participants and was especially effective as a means of developing a transnational identity and transcultural competence.
Esta tesis subraya la importancia del Inglés como Lengua Internacional y su uso como una forma de comunicación que supone una corriente y una mezcla multidireccional entre hablantes. Esto ha llevado a los investigadores a usar los términos “translingual” y “transcultural” para referirse a las competencias requeridas para que los hablantes de inglés como lengua internacional puedan desenvolverse a nivel global, especialmente cuando el inglés es usado por individuos no nativos. Un enfoque transcultural a la enseñanza del inglés como lengua extranjera se implementó en tres grupos de alumnos de secundaria de Mallorca (España) y Opole (Polonia) durante el curso 2010-2011. El proyecto de blog “EIL in Poland and Spain” fue llevado a cabo para los fines específicos del estudio. Se realizó un análisis cualitativo y cuantitativo de los datos para responder a la principal pregunta de investigación: ¿Cómo una metodología transcultural a la enseñanza del inglés como lengua extranjera fomenta la competencia transcultural? Los resultados mostraron que este enfoque innovador a la enseñanza del inglés como lengua extranjera representó una experiencia positiva para los participantes y que fue especialmente efectiva como una manera de desarrollar una identidad transnacional y una competencia transcultural.
Wu, Hsin-Ying, e 吳欣穎. "An Investigation of Code Switching in Tertiary English-as-Medium-of-Instruction Classroom". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/rd4368.
Testo completo國立中正大學
英語教學研究所
104
In response to internalization, English as a medium of instruction (EMI) has been an accelerating trend in English as foreign language (EFL) regions. To facilitate instructional effectiveness and learning efficiency, code switching (CS) appears to be a necessary transition from L1 to L2 in EMI classrooms. Here, CS refers to the switch between English and Mandarin Chinese or other languages in discourse. This study aims to explore occasions and functions of teacher CS and student CS in EMI classrooms. Furthermore, the influences of teacher CS on learners’ practices were investigated. The participants involved two instructors and six graduate-level students in the master program of Teaching English as a Foreign Language. The data were collected from videotaping, classroom observations, and semi-structure interviews. Data analysis included Gumpez’s (1982) typology of CS functions and Sacks, Schegloff and Jefferson’s (1974) Conversational Analysis (CA). The findings indicated that the instructors frequently resorted to CS for message qualification, personalization/objectivization, and message reiteration; the students mainly adopted the CS functions of message qualification and personalization/objectivization. Second, the employment of CS fulfilled informational and interpersonal intents, and enhanced learners’ comprehension and promoted classroom participation. Third, teacher CS had external and internal influences on learners’ practices, while it did not inhibit learners’ use of English in the EMI classroom. Pedagogical implications suggested the inevitability and applicability of CS in EMI classrooms; however, contextual variables should be taken into considerations when conducting EMI lessons.
Young, Derrick Aubrey. "Computer-aided evaluation of television instruction in a tertiary-level introductory statistics course". Thesis, 2014. http://hdl.handle.net/10539/15023.
Testo completoThis study investigated the effectiveness of televised lectures in teaching an introductory statistics course to first year commerce undergraduates, Certain constraints imposed themselves on this introductory course which dictated many of the teaching conditions. Some of these conditions were that the lecture situation formed the major teaching component in the course and that these lectures were administered to large numbers of students (groups of between 70 and 120). The primary aim of the investigation was to determine whether or not the effectiveness of these lectures (when televised) could be assessed. A secondary aim was to determine whether or not (once the effectiveness of the lectures had been assessed) the areas in the lectures which had been identified as ineffective, could be analysed and changed, so as to become effective. In order to conduct this investigation the method employed demanded that three preliminary areas be fully expounded. The first was that the meaning of 'instructional effectiveness' be fully defined in terms of the previling conditions. In order to achieve this a criterion referenced approach to instruction was adapted to the television lectures. Secondly, the 'type' of television lecture had to be disclosed. The televised lectures were traditional in that they were similar to die 'live' lectures except for a few novel innovations. The study did not however set out to compare the effectiveness of the 'live and 'T.V,1 instruction - a point which is fully discussed in the second and sixth chapters, The third preliminary area was the means employed to collect the data which was needed for the evaluation of the lectures. A recently devoWpcd educational computer system was used for this purpose and a full description of this novel system is given in this study. The experimentation was based on two important premises. First, the evaluative means which were used to assess the lectures had to be valid. In other words they had to measure what they were supposed to iii. measure. The validation procedure, adopted is therefore fully discussed. Secondly the variables had to be Identified and controlled when improvements were attempted so as to ensure that the only variable which was allowed to change was the instruction. This procedure is always a difficult one and is fully discussed in chapter six and chapter eight. The results of this investigation indicated that it was both possible to assess and improve the effectiveness of a televised lecture within the prevailing conditions. However this investigation is seen only as a preliminary study into an area which requires scientifically based analyses and conclusions in order to achieve both effective and efficient instruction in this teaching area. Therefore there is much which this study did not do and several criticisms are made in the final chapter.
Soren, Joyce Kling. "Teacher Identity in English-Medium Instruction: Teacher Cognitions from a Danish Tertiary Education Context". Phd thesis, 2013. http://tel.archives-ouvertes.fr/tel-00863816.
Testo completoPather, Shaun. "The use of world wide web technologies for course delivery at tertiary institutions in South Africa". Thesis, 1999. http://hdl.handle.net/10413/4592.
Testo completoThesis (MPA)-University of Durban-Westville, 1999.
Els, Lorraine. "The impact of medium of instruction on the learning of computer applications technology in tertiary education". Thesis, 2015. http://hdl.handle.net/10321/1436.
Testo completoThis study investigated the impact of medium of instruction (MOI) on the learning of computer technology, and took place in two second-language contexts where this was being taught. The first context was that of Computer Applications Technology (CAT) lectures given to isiZulu-speaking students, mainly female, in KwaZulu-Natal. The second context was that of teaching Instructional Technology (IT) to Arabic speaking students in the Middle East. The goal of this research was to understand how students overcame any language barriers which they might face in the teaching and learning of computer technology through the medium of English. It was hoped that the insights gained might be used to support English second language (ESL) learners in acquiring the language skills necessary for effective learning of computer technology. The research approach used was action research for both the groups, using the data collected to construct two case studies, as local customs resulted in differences in both course delivery and measures to assist ESL learners to gain fluency in the MOI. Data were collected in two case studies, comprising notes of personal reflections, field notes, researcher-developed questionnaires and comparisons of translated assessments to second language learners. The finding from two groups could then be compared and contrasted with each other to see which language barriers experienced in learning computer technology were common to both ESL groups and which were context-specific, as well as which context-specific factors might be involved. The study of different cultural groups in the setting of a different continent provided the opportunity to triangulate the data, and thus achieve more reliability and validity than would be achieved with one cultural group in a common context. This study discusses the findings of the above-mentioned investigation in two main areas: how the MOI affected the academic results obtained by students and how it impacted on their learning capacity. The findings confirm the fact that, the earlier children attend an English medium school, the easier it is for them to achieve better results, and therefore there is less need for translation or interpretation at tertiary level. Further research is required to determine what Higher Education institutions could do to develop second language learning competences so as to facilitate the learning of technical subjects such as computer technology.
Halse, Michelle Louise. "The development and evaluation of a custom-built synchronous online learning environment for tertiary education in South Africa /". 2007. http://eprints.ru.ac.za/949/.
Testo completoGutteridge, Robert Geoffrey. "The impact of socio-cultural factors on blended learning in the development of academic literacy in a tertiary vocational context". Thesis, 2009. http://hdl.handle.net/10321/496.
Testo completoThis study investigated key factors impacting on blended learning delivery with particular focus on socio-cultural and human-computer-interface issues, in the hope that the outcome of this enquiry might contribute positively towards the empowerment of learners and facilitators alike. The study involved a group of first year students enrolled in a Communications Skills Course offered by the (then) Department of English and Communication at the Durban University of Technology. The PRINTS Project, a webquest around which the course activities were based, provided an example of a blended delivery course in practice. While the teaching paradigm used in the course was constructivist, the research orientation employed in this project was critical realist. Critical realism focuses on transformation through praxis and also lends itself to modelling, which provides a way to understand the factors at play within a social system. In the preliminary stages of the research, an exploratory empirical (i.e. applied) model of blended learning delivery was formulated from a theoretical model of course delivery in order to assess which factors in blended learning were systemic and which were variables. The investigation then sought to uncover key factors impacting on the blended delivery system, utilising both quantitative and qualitative methodologies. The findings were analysed in terms of the empirical model to gain an understanding of any factors that might be seen to either enhance or inhibit learning in blended delivery mode. The result was that certain core issues in blended learning and teaching could be clarified, including the use, advantages and disadvantages of information and communication technologies (ICTs) in a learning environment. The notion of the digital divide could also be reconceptualised, and the relationship between literacy (be it academic, professional or social), power and culture could be further elucidated, drawing specific attention to the South African educational environment. The notion of iv culture and its relevance in a blended delivery environment was also further clarified, since the findings of this research project suggested how and why certain key socio-cultural factors might impact, as both enhancers and inhibitors, on the blended learning delivery system.
Dehinbo, Johnson Olumuyiwa. "Towards a framework for determining a platform for teaching web application development in tertiary institutions in South Africa". Diss., 2006. http://hdl.handle.net/10500/760.
Testo completoComputing
M.Sc. (Information Systems)
Tshibalo, Azwindini Ernest. "Co-operative learning in the teaching of mapwork to geography students in tertiary education". Diss., 1998. http://hdl.handle.net/10500/16227.
Testo completoPsychology of Education
M. Ed. (Psychology of Education)
Harpur, Patricia-Ann. "Evaluation of usability and user experience of an m-learning environment, custom-designed for a tertiary educational context". Diss., 2013. http://hdl.handle.net/10500/11993.
Testo completoEducational Studies
M. Sc. (Information Systems)
Mentis, Mandia. "A teacher's research journey into e-learning : aligning technology, pedagogy and context : a thesis presented in prtial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Auckland, New Zealand". 2008. http://hdl.handle.net/10179/1403.
Testo completoGweshe, Murombo Anold 1967. "The role of instructional media in tertiary students' conceptualization of intended learning outcomes in Botswana". Thesis, 2015. http://hdl.handle.net/10500/21600.
Testo completoEducational Leadership and Management
D. Ed. (Education Management)
Elisha, Mohumi Dorothy. "The use of computer as an instructional technology : internet as an instrument in the teaching and learning process in tertiary institutions (North West Province of R.S.A.) / Mohumi Dorothy Elisha (Nee Mahoko)". Thesis, 2003. http://hdl.handle.net/10394/11413.
Testo completo(M.Ed.) North-West University, Mafikeng Campus, 2003
Chesterton, Catherine Ann. "Social factors influencing the success of adult learners: examining the use of online learning programmes at a higher education institution in South Africa". Diss., 2017. http://hdl.handle.net/10500/23254.
Testo completoEducational Studies
M. Ed. (With specialisation in Adult Education)