Gotowa bibliografia na temat „Flexible delivery psycho-education program”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „Flexible delivery psycho-education program”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Artykuły w czasopismach na temat "Flexible delivery psycho-education program"
1
Kim Halford, W., Elizabeth Moore, Keithia L. Wilson, Charles Farrugia i Carmel Dyer. "Benefits of flexible delivery relationship education: An evaluation of the couple CARE program*". Family Relations 53, nr 5 (październik 2004): 469–76. http://dx.doi.org/10.1111/j.0197-6664.2004.00055.x.
Pełny tekst źródła
2
Chalmers, Jennifer Harley. "Online Marriage Education During COVID-19 Home Lockdown: A Multiple-Baseline Single-Case Experimental Design". Interpersona: An International Journal on Personal Relationships 14, nr 2 (22.12.2020): 150–68. http://dx.doi.org/10.5964/ijpr.v14i2.3971.
Pełny tekst źródłaStreszczenie:
Flexible-delivery marriage education (ME) has many advantages over traditional alternatives in reaching couples during the time of COVID-19 lockdown or other national emergencies. In an effort to add to the research of flexible-delivery ME, this exploratory study evaluated an online class adapted from an empirically-validated, marriage curriculum (Four Gifts of Love Class, [FGL]) under home lockdown conditions lasting over 2 months caused by COVID-19 government restrictions. Using a concurrent multiple-baseline single-case experimental design, three distressed couples residing in the Philippines completed seven online lessons over 7 weeks while experiencing home lockdown. Visual analysis of the data suggested that all three couples responded positively to the intervention. The Tau-U and SMDall analyses for each couple ranged from a small to large effect size on measures of marital adjustment (weighted average Tau-U = .50, p < .05; BC-SMD = 0.34) and romantic love (weighted average Tau-U = .52, p < .01; BC-SMD = 0.31), with increases reaching clinical and statistical significance for one couple out of the three. In addition, there was no attrition. The promising results from this preliminary study suggested that the online adaptation of FGL as a flexible-delivery ME could mitigate marital decline, especially during times of calamity when traditional-delivery ME is unavailable and marital decline is predicted. Further study of this program and other online ME programs are recommended to expand the limited research in this area of flexible-delivery ME.
3
Beer, Christopher, Rachel Lowry, Barbara Horner, Osvaldo P. Almeida, Samuel Scherer, Nicola T. Lautenschlager, Nick Bretland, Penelope Flett, Frank Schaper i Leon Flicker. "Development and evaluation of an educational intervention for general practitioners and staff caring for people with dementia living in residential facilities". International Psychogeriatrics 23, nr 2 (18.10.2010): 221–29. http://dx.doi.org/10.1017/s104161021000195x.
Pełny tekst źródłaStreszczenie:
ABSTRACTBackground: Despite high levels of participation in dementia education, general practitioners (GPs) and residential care facility (RCF) staff report perceived learning needs. Small group education, which is flexible, individualized, practical and case-based, is sought. We aimed to develop educational interventions for GPs and RCF staff tailored to meet their perceived educational needs.Methods: We used a consultative process to develop education programs. A flexible program for RCF staff was developed in 30-minute blocks, which could be combined in sessions of different lengths. The RCF program aimed to facilitate sustainable change by engaging local “Dementia Champions”. For GPs, face-to-face and self-directed packages were developed. We collected participant feedback to evaluate the program.Results: GPs and RCF staff were recruited as part of a larger intervention study. Sixteen of the 27 GPs who were offered the dementia education participated. Two of the 16 GPs participated in both learning packages. A total of 45 GP feedback responses were received from 16 GPs: 28 out of 45 GPs (62%) reported that the participants' learning needs were entirely met. Eighteen of 19 facilities offered the intervention participated and 326 RCF staff attended one or more of the 94 RCF education sessions. Feedback was collected from 93 sessions: 1013 out of 1067 RCF staff feedback responses (95%) reported that the session met the participants' learning needs. Qualitative feedback was also strongly positive.Conclusion: Participants perceived the education programs as meeting their needs. Despite explicit attempts to provide flexible delivery options, overall participation rates remained low.
4
Solomon, Patricia, Nancy Margaret Salbach, Kelly Kathleen O’Brien, Stephanie Nixon, Larry Baxter i Nicole Gervais. "Evaluation of a Community-Based Self-Management Program to Increase Access to Rehabilitation for People Living with HIV". Journal of the International Association of Providers of AIDS Care (JIAPAC) 18 (1.01.2019): 232595821988333. http://dx.doi.org/10.1177/2325958219883334.
Pełny tekst źródłaStreszczenie:
We qualitatively evaluated a novel educational program to help people living with HIV understand the role of rehabilitation, facilitate access to rehabilitation, and promote self-management of chronic disease in Canada. The program incorporated components of self-efficacy, client-centered care, peer education, and problem-based learning. Delivery of the community-engaged program was viewed as feasible and acceptable; however, a flexible delivery model was deemed important. Perceived learning was related to rehabilitation, advocacy, and taking responsibility for one’s health. A co-leader model and access to online resources were strengths. Future work should assess the ability to apply advocacy knowledge and skills to access rehabilitation services.
5
Potteiger, Kelly, Christopher David Brown i Leamor Kahanov. "Altering the Athletic Training Curriculum: A Unique Perspective on Learning Over Time". Athletic Training Education Journal 7, nr 2 (1.04.2012): 60–69. http://dx.doi.org/10.4085/070260.
Pełny tekst źródłaStreszczenie:
Context: The cohort athletic training curriculum features a competency-based approach that allows the student to matriculate through the program in a systematic fashion. This method is desired as it allows for efficient delivery and mastery of the educational content and associated clinical skills. The result may be an inflexible curriculum that can be unforgiving when unforeseen circumstances arise. Objective: To introduce a unique curricular design to the undergraduate athletic training setting that is more flexible than the traditional curricular model. Background: Athletic training education has expanded and proliferated greatly since 1998. The high rate of growth resulted in programs that are similar in design. The curricular structure is based on competency-based categories whose subjects rely on each other so strongly that there is little flexibility. This rigidity can create matriculation issues for students who are unable to proceed through the program at the required pace. Synthesis: Review of the current curricular model and accompanying literature indicates a desire for a new curricular model to provide flexibility within the athletic training curriculum. Results: The Adaptive Athletic Training model provides a flexible alternative to the cohort athletic training curriculum. This design uses a holistic and problem-based approach that is more closely associated with the entry-level workplace. Limitations include its ability to conform directly to the Commission onbetter Accreditation of Athletic Training Education competency matrix and the increased academic resources needed for implementation. Recommendations: Professional athletic training education programs should examine whether their current curricular model benefits their student population in the greatest extent. If room for improvement is identified, then alternative curricular models should be explored. Conclusions: The Adaptive Athletic Training model provides a flexible curricular option when examining alternative professional athletic training education program curriculums.
6
Cacayan, Edmelyn B., Ma Elizabeth C. Baua i Angelito Estoesta Alvarado. "Challenges in Nursing Education in the New Normal: Basis for Faculty Enhancement Program". Health Notions 4, nr 8 (29.08.2020): 234–47. http://dx.doi.org/10.33846/hn40801.
Pełny tekst źródłaStreszczenie:
Education s vital to every Filipino especially the delivery of quality education without compromising the health and safety of the students amidst COVID 19 pandemic. With the current global health crisis and government pronouncements prohibiting the conduct of face-to-face classes both in basic education (DepEd) and Higher education (CHED). Isabela State University has decided to roll out and launched its new approach, called telEducation. It has ramped up its efforts in fully implementing flexible remote learning for its students to ease its transition to what might become the new normal for educational institutions. This study utilized a descriptive survey method of investigation to secure adequate and reliable data. The researcher used this design to gather necessary data, assess and determine the challenges facing nursing education in the new normal by the nursing faculty of Isabela State University, College of Nursing. The questionnaires were floated through the use of google forms as a platform. The respondents who participated in this study were 15 nursing faculty comprises of 7 permanent as core faculty and 8 instructors under a contract of service. This study concluded that inadequate instructor training for new normal education; limited time for the preparation of modules, exams, and other related to instruction is due to the limited time of the university administrators or concern authorities to conduct since the summer class has already implemented. The said interventions made it more difficult to conduct due to the implementing community quarantines. Furthermore, there are numerous nursing-related experiences/activities but limited time for implementation; Students find it difficult to comprehend some activities due to the absence of physical contact of the instructor/s; faculty experiencing physical problems (eg. eye strain and frontal headache) due to long hours of exposure on computer monitor or gadgets are noted concerns in relation to the delivery of instructions.
Keywords: nursing education; new normal; challenges
7
Klock-Moore, Kimberly A., George E. Fitzpatrick i Richard K. Schoellhorn. "Development of a Bachelor of Science Degree Program in Horticulture at the University of Florida for Place-bound Students". HortTechnology 10, nr 2 (styczeń 2000): 390–93. http://dx.doi.org/10.21273/horttech.10.2.390.
Pełny tekst źródłaStreszczenie:
As the horticulture industry enters the 21st century, advances in horticulture science will continue to be more rapid and frequent creating the need for more innovative approaches in information delivery. Moreover, decentralization continues to be a widespread trend. Land-grant universities have a long tradition of providing outreach, but with the development of new telecommunication technologies, larger audiences now can be reached. Many universities throughout the world have developed distance education programs through the use of modern telecommunication technologies. However, the University of Florida has responded to the needs of place-bound students by developing off-campus resident Bachelor of Science (BS) degree programs in horticulture at three locations in the state. These off-campus programs combine on-site instruction augmented with distance education courses to giveplace-bound students a flexible, efficient, and interactive alternative to degree programs offered at the main campus.
8
Smith, Laura, Ha Hoang, Tamara Reynish, Kim McLeod, Chona Hannah, Stuart Auckland, Shameran Slewa-Younan i Jonathan Mond. "Factors Shaping the Lived Experience of Resettlement for Former Refugees in Regional Australia". International Journal of Environmental Research and Public Health 17, nr 2 (13.01.2020): 501. http://dx.doi.org/10.3390/ijerph17020501.
Pełny tekst źródłaStreszczenie:
Refugees experience traumatic life events with impacts amplified in regional and rural areas due to barriers accessing services. This study examined the factors influencing the lived experience of resettlement for former refugees in regional Launceston, Australia, including environmental, social, and health-related factors. Qualitative interviews and focus groups were conducted with adult and youth community members from Burma, Bhutan, Sierra Leone, Afghanistan, Iran, and Sudan, and essential service providers (n = 31). Thematic analysis revealed four factors as primarily influencing resettlement: English language proficiency; employment, education and housing environments and opportunities; health status and service access; and broader social factors and experiences. Participants suggested strategies to overcome barriers associated with these factors and improve overall quality of life throughout resettlement. These included flexible English language program delivery and employment support, including industry-specific language courses; the provision of interpreters; community events fostering cultural sharing, inclusivity and promoting well-being; and routine inclusion of nondiscriminatory, culturally sensitive, trauma-informed practices throughout a former refugee’s environment, including within education, employment, housing and service settings.
9
Emery, J., K. Smith, M. Shibaoka i M. Barrett. "Upskilling the Primary Care Workforce in Cancer Survivorship". Journal of Global Oncology 4, Supplement 2 (1.10.2018): 132s. http://dx.doi.org/10.1200/jgo.18.61500.
Pełny tekst źródłaStreszczenie:
Introduction/background: There is a rapidly increasing population of people living with and beyond cancer due to ageing and improvements in detection and treatment. This has impacted on the complexity of the primary care practitioners' role in managing cancer survivorship. The Massive Open Online Course (MOOC) was developed to address this need for a sustainable education model. Aim/Objectives: The Cancer Survivorship for Primary Care Practitioners program aims to enhance the knowledge and skills in the transition of survivors from oncology treatment into shared care. The Victorian Comprehensive Cancer Centre's (VCCC) goal was to develop a freely accessible, relevant, flexible, evidence based and sustainable resource for a global audience. Methods: Aimed at primary healthcare practitioners including general practitioners, nurses (general practice nurses, community nurses and nurse practitioners) and allied health professionals; the program was developed to adhere to best practice survivorship care in the areas of: survivorship fundamentals; communication and coordination of care; promoting self-management, psychosocial and community-based support; surveillance, long term and late effects; and new and emergent technologies. The MOOC is contextualised in the narrative of a patient story and includes a series of real patient stories, interactive presentations, interviews, readings, online discussions, quizzes and peer reviewed assessments. Alumni from the program will contribute to a growing community of practice and contribute to the teaching and quality improvement of the program. An online survey will be distributed to all participants before and after their completion of the program. Paired tests will be conducted and compared for the participant craft groups that attend the MOOC. We will measure the effect of participation in either the MOOC and/or workshop on confidence, knowledge and intention to change practice. Results: A description of the sustainable MOOC delivery model and evaluation results from the first cohort will be presented. Conclusion: The program will deliver an innovative and sustainable professional development opportunity for PCPs in response to the evolving population health landscape. Alumni from the program will contribute to a growing community of practice and contribute to the teaching and quality improvement of the program.
10
Karnatak, H., P. L. N. Raju, Y. V. N. Krishna Murthy, S. K. Srivastav i P. K. Gupta. "E-learning based distance education programme on Remote Sensing and Geoinformation Science – An initiative of IIRS". ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XL-8 (28.11.2014): 1237–41. http://dx.doi.org/10.5194/isprsarchives-xl-8-1237-2014.
Pełny tekst źródłaStreszczenie:
IIRS has initiated its interactive distance education based capacity building under IIRS outreach programme in year 2007 where more than 15000+ students were trained in the field of geospatial technology using Satellite based interactive terminals and internet based learning using A-View software. During last decade the utilization of Internet technology by different user groups in the society is emerged as a technological revaluation which has directly affect the life of human being. The Internet is used extensively in India for various purposes right from entrainment to critical decision making in government machinery. The role of internet technology is very important for capacity building in any discipline which can satisfy the needs of maximum users in minimum time. Further to enhance the outreach of geospatial science and technology, IIRS has initiated e-learning based certificate courses of different durations. The contents for e-learning based capacity building programme are developed for various target user groups including mid-career professionals, researchers, academia, fresh graduates, and user department professionals from different States and Central Government ministries. The official website of IIRS e-learning is hosted at <a href="http://http://elearning.iirs.gov.in" target="_blank">http://elearning.iirs.gov.in</a>. The contents of IIRS e-learning programme are flexible for anytime, anywhere learning keeping in mind the demands of geographically dispersed audience and their requirements. The program is comprehensive with variety of online delivery modes with interactive, easy to learn and having a proper blend of concepts and practical to elicit students' full potential. The course content of this programme includes Image Statistics, Basics of Remote Sensing, Photogrammetry and Cartography, Digital Image Processing, Geographical Information System, Global Positioning System, Customization of Geospatial tools and Applications of Geospatial Technologies. The syllabus of the courses is as per latest developments and trends in geo-spatial science and technologies with specific focus on Indian case studies for geo-spatial applications. The learning is made available through interactive 2D and 3D animations, audio, video for practical demonstrations, software operations with free data applications. The learning methods are implemented to make it more interactive and learner centric application with practical examples of real world problems.
Rozprawy doktorskie na temat "Flexible delivery psycho-education program"
1
Petch, Jemima F., i n/a. "The Couple CARE for Parents Program: Enhancing Couple Relationships Across the Transition to Parenthood". Griffith University. School of Psychology, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070219.104652.
Pełny tekst źródłaStreszczenie:
Most couples eagerly anticipate the birth of their first child. However, the transition to parenthood is also associated with significant lifestyle changes and approximately 50% of couples report a moderate to severe decline in relationship satisfaction and quality. Low relationship satisfaction is associated with increased couple conflict, individual psychological distress, negative parent-child relationships and poor child outcomes. Despite our increasing knowledge of the factors that predict enhanced couple adjustment, few evidence-based programs are available to assist couples' adjustment to parenthood. In this first randomized controlled trial evaluating the effectiveness of a flexible delivery psycho-education program, entitled 'Couple CARE for Parents', 71 pregnant couples were assessed on self-report and observational measures of couple relationship and individual functioning and then randomized into either the Couple CARE for Parents program (n = 35) or a comparison program (n = 36). Couple CARE for Parents was a six unit program, comprising of an antenatal workshop, two home visits and three telephone support calls, and included skill-training in key relationship processes that are predictive of couple relationship quality, with the addition of parenting and baby care information. Among intervention couples the typical decline in female relationship satisfaction was prevented, with only 13% of intervention females reporting a decline in relationship satisfaction from pregnancy to 5 months postpartum, compared to 42% of females in the comparison program. Observed couple communication also improved as a result of the intervention, with Couple CARE for Parents couples showing reliably lower rates of negative speaker and listener skills at post-intervention relative to comparison couples. Couples were highly engaged in Couple CARE for Parents and there was a low drop out rate across the 7 month intervention period. These findings are promising and add to the early intervention studies showing positive effects of couple-focused psycho-education during the transition to parenthood by demonstrating that flexible delivery programs are feasible and attractive to couples. Providing cost-effective couple relationship education to expectant and new parent couples opens another window of opportunity for health professionals and governments to minimize the rates of relationship distress and divorce and their associated negative effects on individual, couple and family functioning.
2
Smith, Peter John Brenchley, i mikewood@deakin edu au. "Preparing for flexible delivery in industry: Learners and their workplaces". Deakin University. School of social and cultural studies in education, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060623.095632.
Pełny tekst źródłaStreszczenie:
This thesis examines the learning preferences and learning strategies of apprentices, and the contexts within which they learn in their workplaces.
Since the end of the 1980s Australian vocational education and training (VET) structures and processes have undergone radical change in attempts to develop skills in the workforce that will ensure enterprise, national, and international competitiveness. A major strategy in the national reforms has been the encouragement of flexible delivery as a means through which workplace-based learning can be accessed by a larger number of workers in ways that are cost-efficient, and that reduce the amount of time that workers spend away from their jobs. Although flexible delivery has been championed by governments and industry alike, there has been little attempt to identify the preparedness of either learners or their workplaces for the demands of flexible learning.
The thesis examines the economic context for these changes to VET, and also examines the literature available on workplace learning. Additionally, the thesis examines the conceptualisations of flexible delivery that are available in the literature, pointing to the possibility that the wide range of meanings associated with the term flexible delivery may result in quite different practices and expectations. The thesis also examines the literature on independent learning and self-directed learning, and explores the concept of client-focused flexible delivery.
The study of learner preferences uses data collected from apprentices over a period of some years, in the four occupational areas commanding the highest number of apprentices in Australia. These occupational areas are Metals and Machining, Building, Electrical, and Hairdressing. These data on learning preferences are collected using the commercially available Canfield Learning Styles Inventory (CLSI). The data from the sample of 389 apprentices are analysed statistically through analyses of variance, and indicate that variables such as age, gender, and occupational area are related to learning preferences. Apprentices are shown by this analysis to prefer structured programs of instruction that are instructor-led, and to not have a high preference for independent learning or the development of their own learning goals. Additionally, they are shown to have very low preferences for learning through reading, preferring instead to learn through direct hands-on experience. While these characteristics are largely common among the four occupational groups, the Hairdressing apprentices are shown to have a slightly higher preference for independent learning and goal setting. Females are shown to have a higher preference than males for learning qualitative material through reading. Interestingly, the younger apprentices are shown to have a higher preference than the older ones for self-directed learning. Some possibilities for that finding are discussed. The research also shows that the learning preferences displayed by different groups of apprentices in any one program are much the same over time, providing some confidence that data generated from one group of apprentices can be used to make instructional decisions for future groups in the same program.
The data are also factor analysed to indicate three major factors underlying apprentice learning preferences. The first factor indicates a VerbalNon-verbal preference factor, with apprentices clearly preferring to learn through non-verbal means. A second factor is described as StructureContent, with apprentices showing a preference for learning from structured programs in a structured environment. A third factor, Self-directedSocial preference, indicates apprentices preferring to learn through socially mediated presentations and contexts rather than through more independent forms of learning.
Qualitative data are also generated through interviewing eight apprentices, and focusing on the learning strategies they employ while constructing knowledge in the workplace. That component of the research uses a modification of the Marland, Patching and Putt (1992a, 1992b) stimulated recall technique, and a set of learning strategies derived from the work of OMalley and Chamot (1990) and Billett (1996a). The eight apprentices are drawn from the Metals and Machining, Electrical, and Hairdressing trades. The findings indicate that the learning strategies most often used by apprentices in the workplace are those associated with the construction of knowledge that is structured and provided by the instructor or learning program, and those that include social mediation of learning. Additionally, the strategies associated with demonstration and hands-on practice are most favoured. The qualitative data are confirmatory of the quantitative data.
The research also indicates, through the apprentice interviews, that support for apprentices learning in their workplace is typically unplanned and haphazard. Their experience was sometimes characterised by a reluctance on the part of the workplace to acknowledge learning needs such as trialling and practice of new knowledge, or pro-actively seeking understanding from other more skilled workers.
The learning preferences and learning strategies findings for apprentices, coupled with the findings of typically poor or unplanned support in the workplace, indicate that effective flexible delivery of training to apprentices in the workplace provides a number of challenges. These challenges, it is argued, demand strategies to be developed and implemented to prepare both learners and workplaces for effective engagement with flexible delivery. Using as a theoretical framework Kembers (1995) two-dimensional model of open learning for adults, the thesis integrates the findings into a proposed two-dimensional model of learner and workplace preparedness for flexible delivery. The model provides for a Learner Development Space, a Workplace Development Space, and a Strategy Space. Within the Learner Development Space, focuses for the development of learner preparedness are identified in terms of self-directed learning, skills developments, and effective participation in a community of practice. Focuses for workplace development identified in the Workplace Development Space are those associated with development of training policies, training structures, and trainer skills and abilities. The Strategy Space then provides detail of seventy-nine specific strategies developed to enhance learner and workplace preparedness within each of the focuses identified.
3
Surber, Rebecca Grado Gardner Dianne C. "The Flexible Service Delivery System as a model for school change". Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196674.
Pełny tekst źródłaStreszczenie:
Thesis (Ph. D.)--Illinois State University, 2004.Title from title page screen, viewed May 23, 2006. Dissertation Committee: Dianne Gardner (chair), Mary M. O'Brian, Paul Baker, Mark E. Swerdlik, Norman Durflinger. Includes bibliographical references (leaves 143-154) and abstract. Also available in print.
4
Franklin, P. "An evaluation of the role of flexible methods of programme delivery in social work education in widening access to professional qualification". Thesis, Canterbury Christ Church University, 2014. http://create.canterbury.ac.uk/13510/.
Pełny tekst źródłaStreszczenie:
This research evaluates the role of flexible methods of delivering social work education in widening access to professional qualification. It examines: • The personal profiles of applicants on flexible/part-time social work programmes and compares these with those of full-time students • Whether opportunities for flexible study increase the diversity of applicants to pre-registration Masters level programmes • The kinds of flexibility that increase the diversity of applicants to pre-registration social work programmes The research method is informed by reflexivity, incorporating all aspects of knowledge and experience providing depth to interpretation of data. Data on 162 social work students registered on a postgraduate pre-registration programme was collected over four years and examined using a sequential exploratory research design. Data was collected from three main sources: HEI cohort statistics, questionnaires and individual interviews with eight selected students. Findings suggest: Black and Minority Ethnic (BME) students enter social work education through social care for career progression in the absence of alternative employment; knowledgeable and experienced practitioners study for qualifications that allow them to continue in their role; opportunity, rather than planning, facilitates access to study; and values promoted within social work education conflict with those experienced in the workplace. Limited diversity was identified within students on the flexible route associated with age, personal situation, disability and distance from the HEI. These students represented two distinct groups, polarised in terms of experience, knowledge and aspirations. Trends and patterns were identified across and within the whole student group: BME students were multiply-disadvantaged, travelling further, earning less, and facing limited opportunity; and numbers of younger, White students were increasing. Findings indicate a need to broaden notions of flexibility in programme structure and delivery. Recommendations include using a modular approach; delivery methods that facilitate local study; and establishing a “whole-career” approach to social work education.
5
Sekgwelea, Sello Molefe. "Dynamic approach in the application of information communication technologies models in the provision of flexible learning for distance education". Thesis, 2007. http://hdl.handle.net/10500/2535.
Pełny tekst źródłaStreszczenie:
The main purpose of this research is to establish whether ICT models as implemented in distance education do help to render desirable results (increment in throughput, meeting clientele expectations, and reduction in learner drop-outs). If it is not the case, what could be done to overcome the established hindrance?
The researcher employed programme evaluation (PE) which integrates both the positivistic and phenomenological aspects of research. The samples were drawn from the population group through probability and non-probability techniques. Different research strategies within PE such as discovery, inspection and auditing were at first employed to gauge the physical presence of what is being achieved by Unisa through use of myUnisa & DVC; followed by the use of the surveys (personal interviews, administered questionnaires, focus group interviews). The ultimate outcomes of the said research activities are audiovisual recordings, statistically analysed transcripts and questionnaire data.
The researcher employed the following key questions in grappling with issues in this area; their findings are also given:
i. Does the application of ICTs facilitate and enhance flexible learning at Unisa? With reference to flexible delivery as it relates to aspect of teaching and learning in Engineering, it has been established that minimal use is made of ICTs. Are the technologies correctly applied for teaching and learning? Based on the evidence of research findings it has been established that technology application is mainly used for administrative support rather than for teaching and learning.
iii. Do the instructional design and technological applications meet the needs of their users? As matters stand, the study suggests that users' expectations through rating their perceptions and attitudes (academics, tutors, instructional designers, multimedia developers and learners), are far from being met (as all the critical parts of the models are not yet in place regarding the Engineering and other departments).
According to the main finding, while there is some evidence of efforts aimed at proper implementation, underutilisation of the ICTs appears to be the main problem, as established at Unisa and elsewhere. The research is concluded through a number of recommendations based on the established findings.Educational Studies
(D. Ed. (Curriculum Studies))
Części książek na temat "Flexible delivery psycho-education program"
1
Alam, Firoz, Aleksandar Subic, Gregory Plumb, Mark Shortis i Reddy P. Chandra. "An Innovative Offshore Delivery of an Undergraduate Mechanical Engineering Program". W Developments in Engineering Education Standards, 233–45. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0951-8.ch013.
Pełny tekst źródłaStreszczenie:
In the era of globalisation, traditional onshore education providers have the opportunity to offer offshore education to meet student needs. Although a number of many non-engineering programs have been offered offshore for some time, the engineering programs generally lag behind due to insufficient laboratory and workshop facilities off campus and the difficulties encountered when trying to emulate this learning experience. RMIT University’s offshore mechanical engineering program is designed to overcome these difficulties by combining traditional teaching and learning with flexible learning modes. The program represents a hybrid approach and has drawn significant interest among students, educational developers, and professional bodies.
2
Le Rossignol, Karen, i Meghan Kelly. "Transformative eLearning and Portfolio Careers in Higher Education". W eLearning Engagement in a Transformative Social Learning Environment, 263–78. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6956-6.ch013.
Pełny tekst źródłaStreszczenie:
Distance learning has become a mainstream reality with the disruptive impact of the global pandemic COVID-19, pivoting to online delivery of learning across all sectors of teaching and learning. Within work-integrated learning (WIL) contexts, the digital storytelling program outlined in this chapter provides transformative and immersive digital workplace contexts and narratives to position student projects as professional work-oriented learning. The value of using a digital storytelling strategy is its capacity to give learners agency in skills acquisition and personal growth, preparing graduates for curating their stories across lifelong change and uncertainty. This chapter has positioned the digital narratives of work-oriented learning as contexts for learners to develop portfolio career mindsets best suited to a future world of work. This mindset will lead graduates to the concept of a portfolio career which is adaptable to disruptive change and flexible in transferring skills and knowledge across a range of positions and tasks.
3
Beckmann, Elizabeth A., i Patrick Kilby. "Transnational Postgraduate Study for Development Workers". W Cases on Technological Adaptability and Transnational Learning, 103–22. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-779-4.ch006.
Pełny tekst źródłaStreszczenie:
This case describes social, technological, economic and political factors impacting on transnational learning in the Master of Applied Anthropology and Participatory Development program at the Australian National University. Using the experiences of students working in areas of conflict, poverty and injustice across the world, this case shows how flexible delivery of postgraduate education not only allows development workers to continue their career progression while remaining fully active in the field, but also enables them to engage in stimulating high-level discourse with their development practitioner peers as they apply theory to practice. Giving development workers the opportunity to engage in advanced study in a stimulating and peer-supported learning environment without leaving home both enriches their career functionality and long-term prospects, and enhances their day-to-day work activities. As a bonus, host communities benefit from a development worker with greater access to expertise, experience and support, and a reduced sense of professional and/or cultural isolation.
4
Kendrick, David. "Cost Effectiveness in Course Redesign". W Web-Based Education, 1392–99. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch094.
Pełny tekst źródłaStreszczenie:
As Web-based technologies march forward, improved access to higher education by traditional and non-traditional student, alike, is a certainty, but such technologies as a mechanism for lowering costs are still subject for further exploration. Course redesign from traditional to electronic delivery serves not only to grant access or improve achievement for the student, but can offer a cost savings for the institution. Educational leaders in higher education may consider the Web-based redesign alternative as not only a learning instrument, but a means to cut instructional costs. An explanation and application of a cost-measuring instrument, as well as reviews of literature and Web-based instructional models or strategies, is at the heart of this examination of courseredesign. Educational content has become a commodity. Improved networks provide rapid and flexible dissemination of course content, opening up numerous options for organizing programs. Rather than designing content delivery around the schedule and resources of theprovider, the institution, it can be customized around theneeds of the recipient (Lovett, 1996). Courses, programs, and even degrees, can be organized around a combination of flexible course modules to accommodate particular student/client needs. Technology-mediated instruction, taken to its anywhere-anytime extreme, makes traditional academic calendars and curricular structures irrelevant or even a barrier to effective education.
5
Kendrick, David. "Cost Effectiveness in Course Redesign". W Cases on Distance Delivery and Learning Outcomes, 72–78. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-870-3.ch005.
Pełny tekst źródłaStreszczenie:
As Web-based technologies march forward, improved access to higher education by traditional and non-traditional student, alike, is a certainty, but such technologies as a mechanism for lowering costs are still subject for further exploration. Course redesign from traditional to electronic delivery serves not only to grant access or improve achievement for the student, but can offer a cost savings for the institution. Educational leaders in higher education may consider the Web-based redesign alternative as not only a learning instrument, but a means to cut instructional costs. An explanation and application of a cost-measuring instrument, as well as reviews of literature and Web-based instructional models or strategies, is at the heart of this examination of course redesign. Educational content has become a commodity. Improved networks provide rapid and flexible dissemination of course content, opening up numerous options for organizing programs. Rather than designing content delivery around the schedule and resources of the provider, the institution, it can be customized around the needs of the recipient (Lovett, 1996). Courses, programs, and even degrees, can be organized around a combination of flexible course modules to accommodate particular student/client needs. Technology-mediated instruction, taken to its anywhere-anytime extreme, makes traditional academic calendars and curricular structures irrelevant or even a barrier to effective education.
6
Beatty, Brian. "Hybrid Courses with Flexible Participation". W Practical Applications and Experiences in K-20 Blended Learning Environments, 153–77. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4912-5.ch011.
Pełny tekst źródłaStreszczenie:
Students in higher education have more demands placed on their time and need a college education for more careers than ever before. Flexible class participation options are needed that provide students with opportunities to manage their hectic lives with more individualized control. At the same time, most institutions of higher education are under pressure to serve more students and serve existing students more effectively. Online courses are often considered part of a systematic solution to these issues, but many schools and their faculty do not want to jettison their effective classroom approaches in order to shift to online delivery, nor should they. HyFlex courses may support both online and classroom-based courses and programs without deploying separate classes in each mode. HyFlex courses allow students to participate in the classroom or online and to make that choice on a continuous basis. The HyFlex design is used at many institutions to provide these benefits. This chapter describes the HyFlex design and development process, explains two common course types, and provides summary evaluation data on effectiveness of the approach.
7
Gallagher-Lepak, Susan, i Christine Vandenhouten. "E-Learning and Faculty Development in Higher Education". W Advances in Educational Technologies and Instructional Design, 226–44. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0466-5.ch012.
Pełny tekst źródłaStreszczenie:
Growth of online higher education and advances in technology justify and encourage new models of faculty development related to e-learning. This chapter describes a multi-campus faculty development program using distance technology, a Community Of Practice (COP) model, and an e-learning framework. The Flexible Framework for E-Learning by Khan (2005) guided planning and implementation of the faculty development program. A variety of strategies were used to deliver the faculty development program including use of campus-based site leaders, participating scholars, monthly videoconferences, a faculty development handbook, hands-on use of new e-learning technologies, and a year-end conference. The program also included an evaluation of the interface design of courses used in a collaborative online nursing program with findings reported to faculty. Along with strategies used, barriers and evaluation of the multi-campus faculty development model are presented so that the faculty development model can be replicated across other universities and disciplines.
8
O’Keeffe, Paul. "Flexible and Adaptive Responsiveness – Disruptive Lessons from Higher Education in Refugee Contexts". W The Impact Of COVID19 On The International Education System, 17–27. Proud Pen, 2020. http://dx.doi.org/10.51432/978-1-8381524-0-6_2.
Pełny tekst źródłaStreszczenie:
The delivery of higher education in refugee contexts is no stranger to dealing with the unforeseen and responding to the needs of vulnerable learners. Being flexible and adaptable to a multitude of challenges and obstacles is a core component of any scaffolding that wishes to support refugee higher education programmes. InZone, an academic and humanitarian programme at the University of Geneva, has empirically developed a flexible and adaptable ‘learning ecosystem’ to scaffold its delivery of higher education programmes in Africa and the Middle East. This chapter explores how this responsive ecosystem has enabled top tier university programmes in some of the most challenging educational environments between 2017 and 2018. The functioning of the ecosystem is explored within the context of the lived reality of learners in the camps and course participation data is shared to evaluate the effectiveness of the learning ecosystem as a scaffold for enabling higher education in refugee contexts. Lessons learned point to recommendations for pedagogical innovations that could be employed to cope with pedagogical disruptions for the wider education world during testing times such as Covid19.
9
Kinders, Mark Allan, i Adrienne D. Nobles. "The Dilemma of Politics and Policies in Online Academic Progress". W Higher Education Response to Exponential Societal Shifts, 92–117. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2410-7.ch005.
Pełny tekst źródłaStreszczenie:
Higher education is criticized for failing to be nimble and flexible in meeting student professional development needs in a cost-effective and timely manner. This assessment is advanced through conservative policy agendas in which elected and social decision-makers argue the primary mission of higher education should be narrowly focused on workforce development to propel the American economy. Yet, many influencers misunderstand the efficiency and effectiveness of higher education in providing broad access to a quality education that meets students where they are at. An excellent illustration of this is the dramatic growth of institutions offering online academic programs. However, this highly popular delivery mechanism is still emerging in the higher education competitive marketplace. These trends already illustrate that the substantial fiscal risks require that institutions have absolute clarity in what and how they will invest in costly start-up programs.
10
Okolie, Ugochukwu Chinonso, i Asfa M. Yasin. "TVET in Developing Nations and Human Development". W Technical Education and Vocational Training in Developing Nations, 1–25. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1811-2.ch001.
Pełny tekst źródłaStreszczenie:
This chapter discussed technical and vocational education training (TVET) and human development in developing nations. It presented TVET as a twin term which may be considered to mean same, supports basic education, life skills and enables achievement of high education standards, leadership, preparation for industry-defined work and advanced continuing education. Objectives of TVET were highlighted and challenges facing the smooth delivery of the programme in developing countries as well as solutions to the identified problems were discussed. It also provided readers with knowledge about how TVET can assist individuals become self reliant, creative, flexible, desire for achievement, ambition, trustworthy, reliable and agent of positive, capable of contributing to national growth and development.
Raporty organizacyjne na temat "Flexible delivery psycho-education program"
1
Ahmed AlGarf, Yasmine. From Self-Awareness to Purposeful Employment: Guiding Egyptian youth using arts-based learning. Oxfam IBIS, sierpień 2021. http://dx.doi.org/10.21201/2021.7932.
Pełny tekst źródłaStreszczenie:
Alwan wa Awtar (A&A), a partner of the Youth Participation and Employment (YPE) programme, implements a youth programme supporting young people to shape their prospects through professional and soft skill development, safe learning space and non-formal education. A&A has learned important lessons throughout its journey. A safe learning environment, flexible learning techniques, visual and performing arts in education and participatory management are key approaches for successful youth programmes. During the COVID-19 period, many of the professional development programmes have been delivered online, which was a good example of adaptation to changing circumstances that ensured the sustainability and continued effectiveness of the programme.