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Artykuły w czasopismach na temat "Study Process Questionnaire"
1
Burnett, Paul C., i Barry C. Dart. "The Study Process Questionnaire: A construct validation study". Assessment & Evaluation in Higher Education 25, nr 1 (marzec 2000): 93–99. http://dx.doi.org/10.1080/713611415.
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Bolen, Larry M., Tracie R. Wurm i Cathy W. Hall. "Factorial Structure of the Study Process Questionnaire". Psychological Reports 75, nr 3 (grudzień 1994): 1235–41. http://dx.doi.org/10.2466/pr0.1994.75.3.1235.
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The current study assessed the factorial structure of the Study Process Questionnaire with 532 American university students. The questionnaire, developed in Australia by J. B. Biggs, measures three approaches to learning and studying identified as Surface, Deep, and Achieving. Each approach is comprised of a motive and a strategy subscale. Factor analysis for the American sample supported Biggs' three primary approaches to learning (accounting for almost 70% of the distributed variance). The motive and strategy subcomponents, however, were not as clearly differentiated. Implications for further research with the questionnaire are discussed.
3
Zhang, Li Fang. "Relationship between Thinking Styles Inventory and Study Process Questionnaire". Personality and Individual Differences 29, nr 5 (listopad 2000): 841–56. http://dx.doi.org/10.1016/s0191-8869(99)00236-6.
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Astika, Gusti, i Dian Toar Y. G. Sumakul. "STUDENTS’ PROFILES THROUGH LEARNING APPROACHES USING BIGGS’ STUDY PROCESS QUESTIONNAIRE". ELTR Journal 4, nr 1 (18.12.2019): 36–42. http://dx.doi.org/10.37147/eltr.v4i1.33.
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A number of studies show that studenents' approaches to learning are important elements to achieve success. Learning approache provides perspectives on the characterisics of good learners. Using R-SPQ-2F (Biggs, Kember, & Leung, 2001), a revised version of Biggs'(1987) Study Process Questionnaire (SPQ), this study attempted to explore the learning approaches of first year students of 2013 academic year at the Faculty of Language and Literature, of Satya Wacana Christian University. The purpose of the study was to find out if there was a correlation between the students' approaches to learning and their achievement in the Integrated Course (IC), and the profile of their approaches to learning English in the first semester. From 151 respondents participated in this study, it was found that, although weak, there was a positive correlation between students’ achievement scores and Deep Approach and a negative correlation between their IC scores and Surface Approach. This study also found that Deep Motive was associated with the students' achievement. However, from the findings of the students' profile based on SPQ indicated that the study could not predict the students at risk. Other factors could have affected the students' achievement in their learning.
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Astika, Gusti, i Toar Y. G. Sumakul. "STUDENTS’ PROFILES THROUGH LEARNING APPROACHES USING BIGGS’ STUDY PROCESS QUESTIONNAIRE". ELTR Journal 3, nr 1 (18.02.2020): 46–54. http://dx.doi.org/10.37147/eltr.v3i1.59.
Pełny tekst źródłaStreszczenie:
A number of studies show that students' approaches to learning are important elements to achieve success. Learning approache provides perspectives on the characterisics of good learners. Using R-SPQ-2F (Biggs, Kember, & Leung, 2001), a revised version of Biggs' (1987) Study Process Questionnaire (SPQ), this study attempted to explore the learning approaches of first year students of 2013 academic year at an English Education Program at a private university in Central Java. The purpose of the study was to find out if there was a correlation between the students' approaches to learning and their achievement in an Integrated Course (IC), and describe the profile of their approaches to learning English in the first semester. From 151 respondents participated in this study, it was found that, although weak, there was a positive correlation between students’ achievement scores and their Deep Approach to learning, and a negative correlation between their IC scores and their Surface Approach to learning. This study also found that Deep Motive was associated with the students' achievement. However, the students' profile based on SPQ indicated that the study could not predict the students at risk. Other factors could have affected the students' achievement in their learning.
6
Astika, Gusti, i Toar Y. G. Sumakul. "STUDENTS’ PROFILES THROUGH LEARNING APPROACHES USING BIGGS’ STUDY PROCESS QUESTIONNAIRE". ELTR Journal 3, nr 1 (18.02.2020): 46–54. http://dx.doi.org/10.37147/eltr.v3i1.59.
Pełny tekst źródłaStreszczenie:
A number of studies show that students' approaches to learning are important elements to achieve success. Learning approache provides perspectives on the characterisics of good learners. Using R-SPQ-2F (Biggs, Kember, & Leung, 2001), a revised version of Biggs' (1987) Study Process Questionnaire (SPQ), this study attempted to explore the learning approaches of first year students of 2013 academic year at an English Education Program at a private university in Central Java. The purpose of the study was to find out if there was a correlation between the students' approaches to learning and their achievement in an Integrated Course (IC), and describe the profile of their approaches to learning English in the first semester. From 151 respondents participated in this study, it was found that, although weak, there was a positive correlation between students’ achievement scores and their Deep Approach to learning, and a negative correlation between their IC scores and their Surface Approach to learning. This study also found that Deep Motive was associated with the students' achievement. However, the students' profile based on SPQ indicated that the study could not predict the students at risk. Other factors could have affected the students' achievement in their learning.
7
Astika, Gusti, i Toar Y. G. Sumakul. "STUDENTS’ PROFILES THROUGH LEARNING APPROACHES USING BIGGS’ STUDY PROCESS QUESTIONNAIRE". ELTR Journal 3, nr 1 (18.02.2020): 46–54. http://dx.doi.org/10.37147/eltr.v3i1.59.
Pełny tekst źródłaStreszczenie:
A number of studies show that students' approaches to learning are important elements to achieve success. Learning approache provides perspectives on the characterisics of good learners. Using R-SPQ-2F (Biggs, Kember, & Leung, 2001), a revised version of Biggs' (1987) Study Process Questionnaire (SPQ), this study attempted to explore the learning approaches of first year students of 2013 academic year at an English Education Program at a private university in Central Java. The purpose of the study was to find out if there was a correlation between the students' approaches to learning and their achievement in an Integrated Course (IC), and describe the profile of their approaches to learning English in the first semester. From 151 respondents participated in this study, it was found that, although weak, there was a positive correlation between students’ achievement scores and their Deep Approach to learning, and a negative correlation between their IC scores and their Surface Approach to learning. This study also found that Deep Motive was associated with the students' achievement. However, the students' profile based on SPQ indicated that the study could not predict the students at risk. Other factors could have affected the students' achievement in their learning.
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Snelgrove, Sherrill, i Julie Slater. "Approaches to learning: psychometric testing of a study process questionnaire". Journal of Advanced Nursing 43, nr 5 (14.08.2003): 496–505. http://dx.doi.org/10.1046/j.1365-2648.2003.02747.x.
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Sohrabi, Nadereh. "Psychometric Properties of the Revived Two Factor Study Process Questionnaire". Procedia - Social and Behavioral Sciences 217 (luty 2016): 910–13. http://dx.doi.org/10.1016/j.sbspro.2016.02.034.
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Biggs, John, David Kember i Doris Y. P. Leung. "The revised two-factor Study Process Questionnaire: R-SPQ-2F". British Journal of Educational Psychology 71, nr 1 (marzec 2001): 133–49. http://dx.doi.org/10.1348/000709901158433.
Pełny tekst źródłaRozprawy doktorskie na temat "Study Process Questionnaire"
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Costa, Simone de Godoy. "Validação para o Brasil da escala Revised two-factor Study Process Questionnaire (R-SPQ-2F)". Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/83/83131/tde-26042010-143400/.
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Frente à escassez de investigações experimentais que enfoquem o processo de estudo entre universitários de enfermagem, na literatura nacional e, dada a indicação da necessidade de que tal temática seja constantemente considerada para que as instituições educacionais consigam preparar recursos humanos de enfermagem adequados à realidade brasileira, apresentou-se esta proposta de investigação cujo objetivo foi o de validar para o Brasil a escala Revised two-factor Study Process Questionnaire (R-SPQ-2F). O questionário possui 20 itens distribuídos em duas escalas com 10 itens cada, sendo uma de Abordagem Profunda (DA) e outra de Abordagem Superficial (SA). Cada escala possui duas subescalas compostas de cinco itens cada, sendo duas referentes à motivação e duas à estratégia: motivação profunda (dm), estratégia profunda (ds), motivação superfcicial (sm) e estratégia superficial (ss). Os dados foram coletados em uma escola de enfermagem de uma universidade pública estadual do interior paulista, no período de julho a dezembro de 2008, tendo participado do estudo 202 estudantes do curso de bacharelado em enfermagem. As propriedades psicométricas analisadas foram: validade de face e de conteúdo (comitê de juízes); confiabilidade (consistência interna alfa de Cronbach); validade de construto (análise fatorial confirmatória) e validade de critério (notas em disciplinas curriculares). A maioria dos estudantes era do sexo feminino 194 (96%) com idade média de 22,3 anos (DP=2,1). O processo de revisão pelo comitê de juízes e validação semântica ocorreu sem intercorrências significativas. A confiabilidade da versão adaptada foi considerada muito boa devido a alta consistência interna de seus itens, segundo os valores de alfa de Cronbach de 0,76 para DA e 0,74 para SA. Em relação à validade de construto, a análise fatorial confirmatória indicou um ajuste muito satisfatório em relação ao modelo que testa a dimensionalidade de todo o instrumento e trata as subescalas como indicadores dos fatores latentes DA e SA. Assim, a versão adaptada do R-SPQ-2F apresentou medidas psicométricas consideradas satisfatórias, estando adequado para a utilização como uma ferramenta de avaliação da abordagem ao estudo de estudantes de enfermagem brasileiros.Due to the lack of experimental research focusing the study process among nursing university students, in Brazilian literature and, considering the need of this theme being constantly thought of in order that the educational institutions can prepare human resources in nursing appropriate to the Brazilian reality, this researched aimed to validate the scale Revised two-factor Study Process Questionnaire (R-SPQ- 2F) for Brazil. The questionnaire has 20 items distributed in two scales with 10 items each, one with Deep Approach (DA) and the other with Surface Approach (SA). Each scale has two subscales consisting of five items each, two regarding the motivation and two the strategy: deep motive (dm), deep strategy (ds), surface motive (sm) and surface strategy (ss). Data were collected in a nursing college from a public state university in the interior of the state of São Paulo, between July and December 2008. In total, 202 students from the Nursing Bachelor\'s Program participated in study. The following psychometric properties were analyzed: face and content validity (committee of experts); reliability (Cronbach\'s alpha internal consistency); validity of construct (confirming factorial analysis) and validity of criteria (grades in syllabus courses). Most students were female 194 (96%) aged on average 22.3 years (SD=2.1). The review process by the committee of experts and semantic validation did not have significant incidents. The reliability of the adapted version was considered very good due to the high internal consistency of its items, according to the values of Cronbach\'s alpha of 0.76 for DA and 0.74 for SA. Regarding the validity of construct, the confirming factorial analysis showed a very satisfactory adjustment regarding the model that tests the dimensionality of the whole instrument and treats the subscales as indicators of the latent factors DA and SA. Thus, the adapted version of the R-SPQ-2F presented psychometric measures considered satisfactory and is appropriate to be used as a tool to assess the approach of the study of Brazilian Nursing students.
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Effeney, Gerard. "A case study investigating changes in students' approaches to learning when exposed to teaching strategies aimed at promoting metacognitive learning". Thesis, Australian Catholic University, 1994. https://acuresearchbank.acu.edu.au/download/6d64d83151bea85db890d23c64cf0cb43a9ac7d318709726568675bd8e466abb/6376502/Effeney_1994_A_case_study_investigating_changes_in.pdf.
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The purpose of this study was to investigate, through the use of case study approach, changes in students' approaches to learning when exposed to teaching strategies aimed at promoting metacognitive learning.
The case study approach used in this research to address the research question was characterised by three stages: - Identification of the initial learning characteristics of the students.
- Identification of any changes in these learning characteristics following the exposure to teaching strategies aimed at promoting metacognitive learning.
- Monitoring the students’ perceptions of their own learning during this time using a variety of data sources.
Stages one and two were firstly applied to the class as a group, and provided a framework within which the more detailed investigation of the individual case studies were situated.
The use of the Learning Process Questionnaire (LPQ) as a means of identifying the general learning characteristics of the students was successful. The approach to learning identified by the LPQ for an individual student was very often confirmed by the other data sources. A second application of the LPQ did uncover changes in individual student’s approaches to learning, which, through student reflection sheets, semi-structured interviews and teacher reflection, were able to be investigated further.
The results seemed to indicate that in some cases, these changes in approaches were influenced by the teaching strategies used, but the extent to which metacognitive motives and strategies were adopted depended very much on their acceptance of the class and the individual students.
3
Jones, Catherine Toni, i n/a. "Biggs's 3P Model of Learning: The Role of Personal Characteristics and Environmental Influences on Approaches to Learning". Griffith University. School of Applied Psychology, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030304.092316.
Pełny tekst źródłaStreszczenie:
The aim of this research programme was to examine the 3P model of learning (Biggs, 1987a, 1999). The first stage necessarily involved an examination of the Study Process Questionnaire (SPQ) (Biggs, 1987a), an instrument developed to measure the process component of the model. The structure of the SPQ was examined utilising exploratory and confirmatory factor analysis of undergraduate responses (n= 260). The results indicated the higher-order factor structure of deep-achieving and surface-achieving-motive provided the most reliability and a better model fit than either the subscales or scales of the SPQ. The construct validity of the two constructs deep and surface was assessed next using a multitrait-multimethod matrix (MTMM) constructed from the three measures of the self-report questionnaire, interview ratings and written assessments from first-year students (n = 50). The results indicated good convergent validity between the deep scale of the SPQ and the interview ratings on the deep scale, between the deep scale on the SPQ and the written assessment ratings, and between the interview ratings and written assessment ratings. The results indicated good convergent validity between the surface scale on the SPQ and the interview ratings on the surface scale, but not between the surface scale on the SPQ and the written assessment ratings, and between the interview ratings and written assessment ratings. The discriminant validity between deep and surface was good for the SPQ, but not for either the interview or the written assessment. The findings indicate the deep and surface scales of the SPQ adequately measure the underlying deep and surface constructs. The retest reliability of the SPQ was then examined utilising Spearmans Rho to assess the rank-order correlations with a sample of third-year students (n=87). Over a period of three months there were significant correlations for the surface motive, surface strategy, deep strategy, achieving motive and achieving strategy subscales of the SPQ, suggesting good reliability for these subscales. The results at the scale level of the SPQ result in similar conclusions. There was a moderate significant correlation for the surface, deep and achieving scales of the SPQ, suggesting the scales have good reliability over a period of three months. There was also a moderate significant correlation for the surface-achieving-motive and deep-achieving scales over a period of three months. The stability of SPQ scores was also assessed utilising a series of one-way repeated measures MANOVAs with a sample of third-year undergraduates (n = 64). The results suggest some change occurs in self-reported use of approaches to learning between the first and third-years of an undergraduate degree programme. The role of the teaching-learning environment was next examined. Utilising a within-subjects design, undergraduate students (n=48) concurrently enrolled in traditional (viz. lecture and tutorial) and non-traditional (viz. workshops and group projects) subjects completed the SPQ to describe their approaches to learning in each subject. A series of 2x2 repeated measures MANOVAs were undertaken. The results indicated students were likely to change their approach to learning based on their perceptions of the learning environment (traditional or non-traditional subject). However, those students identified as predominantly surface learners significantly increased their deep scale scores in the non-traditional subject when compared to deep learners. The next study examined a range of personality (locus of control, sensing function, thinking function, intelligence) and demographic variables (age, gender, year of study) to assess which were good predictors of deep and surface approaches to learning. A series of regression analyses identified age, sensing function and locus of control as significant predictors of the surface, surface-achieving-motive, and deep approaches to learning. Locus of control was found to be a significant predictor of the deep-achieving approach to learning. The final study examined the 3P model of learning. Based on the results of earlier studies in the research programme the situational component of the presage factors was not included. The model was examined using structural equation modelling (n= 394). Two initial models were tested using both the three (deep, surface, achieving) and two (surface-achieving-motive and deep-achieving) process factor models. The three process factor model provided the better model fit. The results suggest deep and surface approaches to learning do not mediate between personal characteristics and learning outcomes (i.e. GPA). The results of this series of studies suggest the need for further research into the SPQ and the 3P model of learning. The implications of the research programme are also discussed.
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Jones, Catherine Toni. "Biggs's 3P Model of Learning: The Role of Personal Characteristics and Environmental Influences on Approaches to Learning". Thesis, Griffith University, 2003. http://hdl.handle.net/10072/366357.
Pełny tekst źródłaStreszczenie:
The aim of this research programme was to examine the 3P model of learning (Biggs, 1987a, 1999). The first stage necessarily involved an examination of the Study Process Questionnaire (SPQ) (Biggs, 1987a), an instrument developed to measure the process component of the model. The structure of the SPQ was examined utilising exploratory and confirmatory factor analysis of undergraduate responses (n= 260). The results indicated the higher-order factor structure of deep-achieving and surface-achieving-motive provided the most reliability and a better model fit than either the subscales or scales of the SPQ. The construct validity of the two constructs deep and surface was assessed next using a multitrait-multimethod matrix (MTMM) constructed from the three measures of the self-report questionnaire, interview ratings and written assessments from first-year students (n = 50). The results indicated good convergent validity between the deep scale of the SPQ and the interview ratings on the deep scale, between the deep scale on the SPQ and the written assessment ratings, and between the interview ratings and written assessment ratings. The results indicated good convergent validity between the surface scale on the SPQ and the interview ratings on the surface scale, but not between the surface scale on the SPQ and the written assessment ratings, and between the interview ratings and written assessment ratings. The discriminant validity between deep and surface was good for the SPQ, but not for either the interview or the written assessment. The findings indicate the deep and surface scales of the SPQ adequately measure the underlying deep and surface constructs. The retest reliability of the SPQ was then examined utilising Spearman’s Rho to assess the rank-order correlations with a sample of third-year students (n=87). Over a period of three months there were significant correlations for the surface motive, surface strategy, deep strategy, achieving motive and achieving strategy subscales of the SPQ, suggesting good reliability for these subscales. The results at the scale level of the SPQ result in similar conclusions. There was a moderate significant correlation for the surface, deep and achieving scales of the SPQ, suggesting the scales have good reliability over a period of three months. There was also a moderate significant correlation for the surface-achieving-motive and deep-achieving scales over a period of three months. The stability of SPQ scores was also assessed utilising a series of one-way repeated measures MANOVA’s with a sample of third-year undergraduates (n = 64). The results suggest some change occurs in self-reported use of approaches to learning between the first and third-years of an undergraduate degree programme. The role of the teaching-learning environment was next examined. Utilising a within-subjects design, undergraduate students (n=48) concurrently enrolled in traditional (viz. lecture and tutorial) and non-traditional (viz. workshops and group projects) subjects completed the SPQ to describe their approaches to learning in each subject. A series of 2x2 repeated measures MANOVA’s were undertaken. The results indicated students were likely to change their approach to learning based on their perceptions of the learning environment (traditional or non-traditional subject). However, those students identified as predominantly surface learners significantly increased their deep scale scores in the non-traditional subject when compared to deep learners. The next study examined a range of personality (locus of control, sensing function, thinking function, intelligence) and demographic variables (age, gender, year of study) to assess which were good predictors of deep and surface approaches to learning. A series of regression analyses identified age, sensing function and locus of control as significant predictors of the surface, surface-achieving-motive, and deep approaches to learning. Locus of control was found to be a significant predictor of the deep-achieving approach to learning. The final study examined the 3P model of learning. Based on the results of earlier studies in the research programme the situational component of the presage factors was not included. The model was examined using structural equation modelling (n= 394). Two initial models were tested using both the three (deep, surface, achieving) and two (surface-achieving-motive and deep-achieving) process factor models. The three process factor model provided the better model fit. The results suggest deep and surface approaches to learning do not mediate between personal characteristics and learning outcomes (i.e. GPA). The results of this series of studies suggest the need for further research into the SPQ and the 3P model of learning. The implications of the research programme are also discussed.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology
Full Text
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Zackrisson, Patrik. "Changing the Game : a Pre-Study to Marketing Planning in a Local Squash Club". Thesis, University of Gävle, Department of Business and Economic Studies, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-6796.
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Aim:
The purpose was to perform a pre-study to marketing planning for a local squash club in Sweden that had difficulties with membership growth and development. This pre-study would provide the squash club with valuable information and a starting point when creating its first marketing plan.
Method:
The chosen research approach included theoretical and empirical studies. Empirical data was collected by triangulation, using both qualitative and quantitative methods. A semi-structured interview and two surveys using on-line questionnaires were conducted, analyzed and presented. The discussed theory including key definitions, models and concepts was related to the empirical data findings and reflected on.
Results & Conclusions:
A small non-profit squash club with scarce resources and slim organization has to implement a customer centered mindset and work smarter instead of harder.It is important for the club to carefully match market opportunities with its objectives and capabilities.Engaging in marketing planning and the development of a marketing plan will enable the club to find new creative ways to offer a unique squash experience that will result in a positive membership development.
Recommendations:
The squash club should strive to develop key strategic partnerships that can compliment its strengths and help reduce its weaknesses.An own club website would improve internal and external communication significantly and decrease the club management’s administrative workload.It would be advisable for the club to perform annual online customer satisfaction surveys to monitor and measure own performance and detect key changes in the marketplace.
Contribution:
This pre-study could be a good opportunity for the squash club’s management team to engage in marketing planning and develop its first marketing plan. Perhaps this study could also benefit other small sports clubs with similar challenges and give them ideas and new tools for future development, such as using on-line surveys.
Suggested future research:
It would be interesting to perform a comparison among the four racket sports: tennis, badminton, table-tennis and squash and the reasons behind young people choosing to play one sport over the others.The result would help racket clubs to better understand how they should position themselves in the market place to attract young people to their particular sport.
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Huang, Mei-hui. "Factors influencing self-directed learning readiness amongst Taiwanese nursing students". Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/20709/1/Mei-hui_Huang_Thesis.pdf.
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Rapid scientific and technological advances in health care mean that nurses need to keep learning and engage in professional education so that they can continue to provide safe and quality care. Education programs which prepare nurses for practice as a registered nurse have a vital role to play in ensuring that graduates are self-directed in responding to the need for ongoing learning throughout their professional career. In many countries, improving students’ readiness for self-directed learning has thus gained increasing recognition as being an important goal of nursing education programs. This level of interest in developing self-directedness in learning is evident in many policy documents and research in Taiwan. The aim of this study was to investigate factors influencing self-directed learning readiness amongst Taiwanese nursing students. A conceptual framework adopted from Biggs’s ‘3P model of teaching and learning’ was constructed to guide this study’s investigation. This study employed a two-staged mixed-method design to obtain a better understanding of Taiwanese students’ experience of SDL in undergraduate nursing programs. Stage one of the present study was a qualitative approach using semi-structured interview to explore students’ experiences with learning activities which they perceived to be self-directed in their undergraduate programs. Eight students were interviewed. Findings from this stage reveal that participants perceived a shift in teaching and learning styles between their previous nursing programs and the university. The more frequent use of student-directed learning activities, in which students were encouraged to be active and to take responsibility for their learning tasks, was one of the changes in teaching and learning approaches perceived by participants. Participants further suggested a number of factors that influenced the outcomes of these learning activities, including teacher-student interaction, facilitation process and learning resources. Stage two of this study used a quantitative approach consisting of two phases: instrument pilot testing and a cross-sectional survey. In the first phase, the instruments were translated into Chinese through a rigorous translation process and tested with a convenience sample of nursing students in Taiwan. Results indicated the translated instruments were reliable and stable. The second phase, a cross-sectional survey, was conducted to examine the conceptual framework of this study. A total of 369 undergraduate nursing students completed the questionnaire. Results of data analysis provides support for the conceptual framework proposed for this study, suggesting that students’ achievement goals and their perceptions of the learning environment significantly influence their adoption of learning approaches and the development of SDL readiness. Based on the results, this study provides practical implications that nurse educators may adopt to enhance students’ SDL readiness. This study also provides theoretical implications and recommendations for future research. It is envisaged that these recommendations may help future researchers focus their research design and further understandings of how to help students develop their ability to become self-directed learners.
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Huang, Mei-hui. "Factors influencing self-directed learning readiness amongst Taiwanese nursing students". Queensland University of Technology, 2008. http://eprints.qut.edu.au/20709/.
Pełny tekst źródłaStreszczenie:
Rapid scientific and technological advances in health care mean that nurses need to keep learning and engage in professional education so that they can continue to provide safe and quality care. Education programs which prepare nurses for practice as a registered nurse have a vital role to play in ensuring that graduates are self-directed in responding to the need for ongoing learning throughout their professional career. In many countries, improving students’ readiness for self-directed learning has thus gained increasing recognition as being an important goal of nursing education programs. This level of interest in developing self-directedness in learning is evident in many policy documents and research in Taiwan. The aim of this study was to investigate factors influencing self-directed learning readiness amongst Taiwanese nursing students. A conceptual framework adopted from Biggs’s ‘3P model of teaching and learning’ was constructed to guide this study’s investigation. This study employed a two-staged mixed-method design to obtain a better understanding of Taiwanese students’ experience of SDL in undergraduate nursing programs. Stage one of the present study was a qualitative approach using semi-structured interview to explore students’ experiences with learning activities which they perceived to be self-directed in their undergraduate programs. Eight students were interviewed. Findings from this stage reveal that participants perceived a shift in teaching and learning styles between their previous nursing programs and the university. The more frequent use of student-directed learning activities, in which students were encouraged to be active and to take responsibility for their learning tasks, was one of the changes in teaching and learning approaches perceived by participants. Participants further suggested a number of factors that influenced the outcomes of these learning activities, including teacher-student interaction, facilitation process and learning resources. Stage two of this study used a quantitative approach consisting of two phases: instrument pilot testing and a cross-sectional survey. In the first phase, the instruments were translated into Chinese through a rigorous translation process and tested with a convenience sample of nursing students in Taiwan. Results indicated the translated instruments were reliable and stable. The second phase, a cross-sectional survey, was conducted to examine the conceptual framework of this study. A total of 369 undergraduate nursing students completed the questionnaire. Results of data analysis provides support for the conceptual framework proposed for this study, suggesting that students’ achievement goals and their perceptions of the learning environment significantly influence their adoption of learning approaches and the development of SDL readiness. Based on the results, this study provides practical implications that nurse educators may adopt to enhance students’ SDL readiness. This study also provides theoretical implications and recommendations for future research. It is envisaged that these recommendations may help future researchers focus their research design and further understandings of how to help students develop their ability to become self-directed learners.
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Monroy, Hernández Fuensanta. "Enfoques de enseñanza y de aprendizaje de los estudiantes del Máster Universitario en Formación del Profesorado de Educación Secundaria.Approaches to teaching and approaches to learning of initial teacher training students at the University of Murcia". Doctoral thesis, Universidad de Murcia, 2013. http://hdl.handle.net/10803/117259.
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Siguiendo el marco teórico de Students´ Approaches to Learning y respondiendo a los objetivos del Proceso de Bolonia sobre la importancia de la formación docente, esta investigación analizó la fiabilidad y validez de dos instrumentos para medir los enfoques de enseñanza y de aprendizaje; describió la muestra (estudiantes de Máster en Formación del Profesorado de Secundaria) según sus enfoques, y observó que se habían producido cambios significativos en los enfoques de enseñanza; analizó la relación entre los enfoques de enseñanza y de aprendizaje; y presentó una nueva versión en español del cuestionario Approaches to Teaching Inventory (ATI) para medir los enfoques de enseñanza. En general los resultados apoyan estudios previos. Se observó que los enfoques se hicieron menos centrados en el profesor. Una mejora en los enfoques de enseñanza hacia tendencias centradas en el estudiante podría redundar positivamente en los enfoques de aprendizaje de los alumnos de educación secundaria.Educational research has yielded a large number of studies on how university students accomplish a learning task, and how teachers approach their teaching profession. Following the Students´ Approaches to Learning (SAL) theoretical background under the new European framework, this doctoral dissertation analysed reliability and validity of two instruments to measure approaches to teaching and to learning; identified pre-service teachers´ approaches to learning, and to teaching at the beginning and upon completion of an initial teacher training course, in order to assess any changes; explored the relationship (correlation) between approaches to learning and approaches to teaching; and presented a revised Spanish version of the Approaches to Teaching Inventory. Overall, results support previous studies. Towards the end of the programme, participants became less teacher-focused, which highlights the positive effects teacher training might have, as identified in previous research, and hints towards how pre-service teachers might teach in the near future.
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Champari, Amir. "Att orka – eller inte orka? : En flermetodsstudie om elevers motivation och åtgärder för att öka den". Thesis, Luleå tekniska universitet, Pedagogik, språk och Ämnesdidaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-76159.
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I detta utvecklingsarbete studerade författaren en årskurs två klass i en gymnasieskola skola i Helsingborg. Författaren har försökt öka motivationen för elevernas egna lärande under en egen konstruerad och hållen lektionsplanering. Denna studie använder, genom hela utvecklingsarbete, en undervisningsmetod som heter Problembaserat lärande (PBL). Författaren konstruerade en undersökning med inspiration från Biggs et.al. (2001) "The Revised Two Factor Study Process Questionnaire "(R-SPQ-2F) och Ahlfeldt et al. (2005)" Student Engagement Survey"(SE). Under lektionsserien arbetade författaren med god undervisning genom att försöka för att göra lektionsserien meningsfull och låta eleverna arbeta i sina arbetsgrupper under några lektioner. Lektionsserien avslutades med en muntlig presentation av grupparbetet. Författaren genomförde också en intervju med författarens handledare. Resultaten visade att det var viktigt med meningsfullhet i lektionsmaterialet och det läraren har en stor betydelse för att kunna öka elevens motivation eget lärande. Ingen linjär relation visades emellertid och ingen större korrelation mellan enkätsfrågorna kan visas. Användningen av PBL i lektionsserien visade sig vara effektiv när eleverna uppnådde åtminstone de lägsta betygskriterierna för betyg E.In this development work, the author studied a second grade class at an upper secondary school in Helsingborg. The author have tried to increase the motivation for the students own learning during an own constructed and held lesson plan. This study uses, throughout the development work, a teaching method called Problem-Based Learning (PBL). The author constructed a survey with inspiration from Biggs et.al. (2001) "The Revised Two Factor Study Process Questionnaire" (R-SPQ-2F) and Ahlfeldt et.al. (2005) "Student Engagement Survey" (SE). During the lesson series, the author have worked with good teaching by trying to make the lesson series meaningful and let the students work in their working groups with few lesson sessions. The lesson series ended with an oral presentation of the group work. The author have also conducted an interview with the author s supervisor. The results showed that it was important with meaningfulness in the lesson material and that the teacher has a great importance in order to be able to raise the motivation for the student's own learning. However, no linear relationship showed and no major correlation between the questions could be shown. The use of PBL in the lesson series turned out to be effective when the students achieved at least the lowest rating criteria for the grade E.
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Chou, Hsueh-Chun, i 周雪君. "Usability Study of Operating Introductions and Interface Layouts of Questionnaire Design Process in Survey Platforms". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/8zzz66.
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碩士國立臺灣科技大學
設計系
107
Following the development of the Internet industry, online surveys become more accessible and efficient. Today many researchers prefer doing the survey online instead of using paper and pencil. One of the famous online survey platforms, SurveyMonkey, has already been subscribed by more than 40 million users. Furthermore, there are many different kinds of online survey services have been launched into the market. The purpose of this study is to explore the operating instructions and interface layout of the questionnaire design process in the online survey services. Finally, this study summed up some points from user testing and offered design directions to future online survey services. There are two stages in the experiment of this study: (1) Pre-test: Doing research on the operating process of the three existing online survey services and analyzing the user testing for understanding the impact and differences of different functions. (2) Verification experiment: Based on the result of Pre-test, this experiment offered six prototypes and tried to find that which is the best operating instruction and interface layout for the users; which solutions might offer the future online survey services the better directions. The verification experiment was conducted on a 2 (Interface layouts) x 3 (operating instructions) two-factor experiment. Firstly, the interface layouts are (1) Splitting the interface into two separate blocks (toolbar and questionnaire) clearly. (2) Combining toolbar and questionnaire into one space. Secondly, the operating instructions are divided into three levels (1) message bar; (2) icon and text; (3) icon. The result showed that: (1) Message bar is the most efficient option in these three operating instructions. However, the conclusion of user interviews shows that most users prefer reading icon and text in common situations but only need message bars in some special situation. (2) “Spilting interface into two separate blocks” offers a better operating environment for the user. However, the result showed that both of these two interface layouts cannot pass the examination of the system usability scale. Furthermore, some of the users prefer using “Combining toolbar and questionnaire into one space” during the easy settings but working on “Splitting interface into two separate blocks” during the complicated questions. (3) It is not clear enough for explaining the functions of the survey platform by only showing icon. (4) In the user interview, many users advise that online survey services can offer some question database and sample questionnaires to evaluate the efficiency and accuracy of making questionnaires. Furthermore, the users also recommend that platforms can share these new functions in their advertisement on social media for letting their subscribers know how the functions work and how useful they are.
Książki na temat "Study Process Questionnaire"
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Biggs, John B. Student approaches to learning and studying: Learning process questionnaire manual. Melbourne: Australian Council for Educational Research, 1987.
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Biggs, John. Study Process Questionnaire Manual (Study Process Questionnaire Series). Australian Council for Educational, 1987.
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Stover, Angela M. Integrating Patient-Reported Outcomes into Routine Cancer Care Delivery. Redaktorzy David A. Chambers, Wynne E. Norton i Cynthia A. Vinson. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190647421.003.0021.
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This case study describes a cancer hospital’s experience with implementing symptom questionnaires into routine care delivery. Implementing symptom questionnaires (patient-reported outcome measures [PROs]) into cancer care delivery is a useful case study for implementation science because there is ample evidence for effectiveness in improving care but stalled implementation throughout most US health care systems. No “turnkey” PRO implementation strategies exist; thus, each clinic or health care system has to make many complex implementation decisions on its own. The Organizational Model of Innovation Implementation and the Theoretical Domains Framework are used to illustrate the implementation planning process and barriers and facilitators encountered.
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Tran, Thanh V., Tam Nguyen i Keith Chan. Concluding Comments. Oxford University Press, 2018. http://dx.doi.org/10.1093/acprof:oso/9780190496470.003.0007.
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The term culture should be understood from microlevels and macrolevels. Microlevel is the study of different subgroups within a society or a community such as race, ethnicity, religion, gender, language, and even political orientation. At the macrolevel, cross-cultural analyses can be viewed as the comparison of different nations and continents. Incorrect screening instruments or bias diagnostic procedures lead to false implementation of treatments, and false treatments can harm clients socially, psychologically, and financially. Cross-cultural measurement development requires the researchers to be aware of cultural nuances of the target culture. Researchers should consider gender differences within the target culture at every step of the instrument development. When an instrument is developed for two or more cultural groups, representatives of these groups must be invited to participate in the research process from the formulation of the research questions, conceptualization, and operationalization of research variables to questionnaire construction and interpretation of the results.
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A prática pedagógica no processo de alfabetização e letramento no ensino regular e multisseriado. Editora Acadêmica Periodicojs, 2021. http://dx.doi.org/10.51249/hp03.2021.22.
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This study addresses the issue of literacy and literacy in the early years of elementary school, considering the classes with regular and multi-grade education, starting from an analysis of pedagogical practices developed in the classroom, with relevant aspects such as: initial education and continuing of teachers, relating to the practices carried out in the school environment and at work with literacy and literacy. The objective was to analyze which factors influence the development of pedagogical practices from the perspective of literacy and literacy in the early years of elementary school in regular and multi-grade classes in the city of Pombal-PB. The methodology used starts from a descriptive study with qualitative and quantitative approach, characterized as a field research and having as research instruments structured questionnaires with open and closed questions, in an attempt to get as close to the reality of the object of study as possible analysis and reflection of the collected data and the contribution of some authors on the aborted theme. It was found with field research that several factors influence the development of pedagogical practice, such as: lack of teacher training programs that contribute to the relationship between theory and practice, more effective family participation in school and organization of teaching. meet the needs of the teaching and learning process with smaller classes not organized in multi-grade education. It is hoped that the present study can contribute to important discussions about pedagogical practices focused on the teacher's work and the process of literacy and literacy, with influence on the academic environments, the pedagogical practice of teachers and the different contexts that involve actions turned on the teaching and learning process.
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Hurlburt, Russell T., i Christopher L. Heavey. Inner Speaking as Pristine Inner Experience. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198796640.003.0007.
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Inner speaking is a directly apprehended phenomenon, not an inference or metaphorical claim about a psychological process. Investigations of inner speaking require a method that carefully explores phenomena as they actually occur. Descriptive Experience Sampling (DES) is an attempt at such a method, and is described in this chapter, including an annotated case study of its results. DES investigations suggest that many claims about inner speech are hugely mistaken, leading to the conclusion that powerful presuppositions about inner speech can lead investigations astray; the chapter discusses the recognition and the bracketing of presuppositions. It suggests skepticism about claims based on Vygotskian or other theory, on introspection, on experimental manipulations, or on questionnaires unless the method used provides a principled rationale for the bracketing of presuppositions. The chapter describes aspects of inner speaking not frequently recognized as occurring: partially or completely unworded inner speaking, multiple simultaneous inner speaking, meaningless inner speaking.
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Shiffman, Saul. Ecological Momentary Assessment. Redaktor Kenneth J. Sher. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199381708.013.1.
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Ecological momentary assessment (EMA) is a method for collecting data in real time and in real-world settings in order to avoid retrospective biases, collect ecologically valid data, and study behavioral processes over time. EMA is particularly suited for studying substance use because use is episodic and related to contextual factors like mood, setting, and cues. This chapter addresses the application of EMA to substance use research, describing important elements of EMA design and analysis and illustrating them with examples from substance use research. It discusses and reviews data on methodological issues such as compliance and reactivity and covers considerations in designing EMA studies of substance use. Data on the associations between EMA data on substance use and more traditional self-report data are reviewed. EMA methods reveal substance use patterns not captured by questionnaires or retrospective data and hold promise for substance use research and treatment.
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Uma análise da percepção docente, gestora e familiar sobre a qualidade da educação básica em escolas públicas em defesa do modelo cívico-militar. Editora Acadêmica Periodicojs, 2021. http://dx.doi.org/10.51249/hp07.2021.33.
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The objective of this study was to analyze the perception of teachers, managers and family members of the municipal and state education system in a city in the Metropolitan Region of Recife / PE regarding the quality of basic education, difficulties faced, student performance and the process of implementing the civic-military model in the the public school. 64 subjects participated in the study, which were subdivided into 13 managers, 30 teachers working in elementary and high school and 21 parents / guardians of a municipal school and a state school. The instruments used for data collection were 3 (three) electronic questionnaires developed in Google forms, containing objective and subjective questions, directed to managers, teachers and parents / guardians. Quantitative data were treated statistically by the PRISMA for Windows program - Version 4.03 and analyzed by the Chi-square test, with p <0.05, expressed in percentages, and the data referring to the qualitative evaluation were treated through analysis of content, with data represented qualitatively and expressed in a table. It was found in this study, from the perception of teachers, managers and parents about basic education, that the main problems faced are associated with the low interest of students in studies (69.2%; 76.7%, p= 0.032) and lack of adequate structure (50%, p= 0.038). Regarding the contribution of the civic-military model, the study pointed out the improvement of students' behavior in the family, school and social environment (71.4% p= 0.053), improving the quality of basic education with an emphasis on access, permanence and in learning (66.7% p= 0.036), makes the teacher feel valued (61.9% p= 0.042), contributes to preventing violence in the school environment and improving school performance (66.7% p= 0.024), contributes to the promotion of society's moral, civic and patriotic values (81.0 p= 0.031), and based on the current model (55%; 54.2% p= 0.005) of teachers and parents feel dissatisfied. We conclude that the civic-military model can contribute to reducing evasion, valuing the teacher, improving student behavior, improving the quality of basic education with an emphasis on access, permanence and learning and contributing to the promotion of society’s family, civic and patriotic end moral values.
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Honorato, Hercules Guimarães. Relato de uma experiência acadêmica: O "eu" professor-pesquisador - Vol III. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-378-7.
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This study aims to present the plurality of the teacher’s perception, which emerges from the actions taken to minimize the difficulties that come up in remote education. Its relevance is found in the actions and reactions of those involved, and make up possibilities for generating public policies that motivate and foster quality education. The following research question guided this work: What lessons could be learned by those involved in their teaching practice after schools reopen? An exploratory research was carried out, by choosing the methodological approach of qualitative research. Data collection was performed using an online questionnaire, directed to teachers who worked in the classroom and started working in remote education. Sharing knowledge is complex and demands a variety of actions, interventions, processes that, however sophisticated the technology used, it certainly does not allow to develop all the strategies that the teacher uses in the classroom. Technologies help with physical distance. But we believe the exchange that happens naturally between teacher and student, and between student and student, exists only when everyone is in the same physical environment, under the same physical and human conditions, especially in basic education. The lessons learned: (i) improve our training or post-training with the introduction of disciplines related to digital and technological means; (ii) understand that remote education is a possibility to be applied in our teaching practice; (iii) include viable teaching, learning and assessment alternatives in the Political Pedagogical Project; (iv) at parent-teacher conferences or class meetings, seek to collect all possible observations, both positive and negative. We need to considerate new routes, minimize the questions that arise during practice, in order to adapt to the new technological strategies of the art of teaching.
Części książek na temat "Study Process Questionnaire"
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Heinrich, Robert, Barbara Paech, Antje Brandner, Ulrike Kutscha i Björn Bergh. "Developing a Process Quality Improvement Questionnaire – A Case Study on Writing Discharge Letters". W Business Process Management Workshops, 261–72. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-28115-0_25.
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Roos, Vera. "Older South Africans’ Access to Service Delivery through Technology: A Process Overview". W Age-Inclusive ICT Innovation for Service Delivery in South Africa, 55–82. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94606-7_3.
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AbstractThis chapter introduces a process designed to support older individuals’ inclusion in technology and access to information. This process informed the development and dissemination of our technology artefact for providing information about local services to older South Africans. But essential baseline data of their cell phone use was lacking. In 2014, for the first self-funded study iGNiTe: Older Individuals’ Cell Phone Use and Intra/Intergenerational Networks, a questionnaire and qualitative interview questions were developed. Student fieldworkers were trained to obtain information and facilitate older individuals’ engagement with technology. Older participants (n = 128) completed the questionnaire, and qualitative data came from 52 participants. In 2017, we obtained funding and launched a second, broader project we-DELIVER: Holistic service delivery to older people by local government through ICTs―with its own logical framework. Older participants across research settings responded to a revised questionnaire (n = 302) and provided qualitative data, and student fieldworkers (n = 160) reflected on their interactions with the participants. The findings from both data-collection initiatives informed the development of the Yabelana (‘sharing of information’) ICT ecosystem (website, app and Unstructured supplementary service data code [USSD]), which was disseminated to older participants and stakeholders in a workshop and policy brief.
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Benedan, Laura, May El Hachem, Carlotta Galeone, Paolo Mariani, Cinzia Pilo i Gianluca Tadini. "Patient-generated evidence in Epidermolysis Bullosa (EB): Development of a questionnaire to assess the Quality of Life". W Proceedings e report, 203–7. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-461-8.38.
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Epidermolysis Bullosa (EB) is a group of genetic conditions that cause fragile and blistering skin. Although there are different types of EB, which differ in severity, their signs and symptoms overlap. As a result of this disorder, patients face an unbearable burden in their lives, and their Quality of Life (QoL) is negatively affected at every life cycle stage. Nevertheless, the assessment of the quality of life of these patients is scanty. This project aims to develop a patient-centered questionnaire to assess the QoL of EB patients. This tool will be a valid aid for clinicians to understand patients better and identify the areas that need more attention; moreover, it will allow them to follow the patients over time and evaluate the impact of any treatments. The methodological process to develop the questionnaire consisted of two phases: firstly, a critical review of scientific literature was performed; secondly, a pseudo-Delphi study was carried out. A multidisciplinary panel (including patients, caregivers, and clinicians) actively participated in round tables to discuss the main areas of interest. Starting from this initial set of areas and through the repetition of Delphi (up to three rounds), a gradual refinement of the statements was carried out to define a list of items to be included in an easy-to-use but meaningful questionnaire. The final patient-centered questionnaire is thus able to measure the QoL beyond the physical symptoms and the clinical evolution of the disease, encompassing functional autonomy, psycho-emotional state, social relations and the working field.
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Wicaksono, Adhika Putra. "Does Religiousness Matter to Intention to Commit Digital Piracy?" W Proceedings of the 19th International Symposium on Management (INSYMA 2022), 746–53. Dordrecht: Atlantis Press International BV, 2022. http://dx.doi.org/10.2991/978-94-6463-008-4_94.
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AbstractThe study aims to examine digital piracy using the Theory of Planned Behavior (TPB), religious theory, and deterrence theory by adding economic and hedonic benefits. This study used a non-probability sampling technique. The questionnaire was distributed through an online platform and obtained from 214 respondents. The data acquired from the respondents used SPSS 23 and AMOSS 21 to process the Structural Equation Model (SEM). This study shows that attitude toward digital piracy and perceived behavioral control positively influence consumer intention to commit digital piracy. The results also reveal that attitude toward digital piracy is positively influenced by hedonic benefit and negatively influenced by extrinsic religiousness. According to this study, the government and the film industry must change the way Indonesian consumers perceive digital piracy so that the number of digital piracies in Indonesia can decrease.
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Monetti, Fabio Marco, Eleonora Boffa, Andrea de Giorgio i Antonio Maffei. "The Impact of Learning Factories on Teaching Lean Principles in an Assembly Environment". W Lecture Notes in Mechanical Engineering, 271–83. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-18326-3_27.
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AbstractLearning factories are realistic manufacturing environments built for education; many universities have recently introduced learning factories in engineering programs to tackle real industrial problems; however, statistical studies on its effectiveness are still scarce. This paper presents a statistical study on the impact of learning factories on the students’ learning process, when teaching the lean manufacturing concepts in an assembly environment. The analysis is carried out through the Lean Manufacturing Lab at KTH, a learning factory supporting the traditional educational activities. In the lab, the students assemble a product on an assembly line; during three rounds, they identify problems on the line, apply the appropriate lean tools to overcome the problems, and try to achieve a higher productivity. The study is based on the analysis of the times recorded during the sessions of the lab. A questionnaire submitted to the students after the course evaluates the level of knowledge of lean production principles that the students achieved. The results are twofold: the improvement of the assembly times through the implementation of the lean tools and the positive effect of a hands-on experience on the students’ understanding of the lean principles, highlighted by the answers to the questionnaire. The main contributions are that applying the lean tools on an assembly line improves the productivity even with inexperienced operators, implementing a learning factory is effective in enhancing the learning process, and, lastly, that a first-hand experience applying the lean tools in a real assembly environment is an added value to the students’ education.
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O’Regan, Maeve. "Networked in or Networked Out? What Can We Learn from Diverse Learners’ Experiences of Progressing with and Completing Doctoral Studies?" W European Higher Education Area: Challenges for a New Decade, 253–69. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_17.
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Abstract Socialisation of the doctoral candidate into a community of researchers has been identified as an important aspect of the doctoral process and key to the production of original and innovative research. Yet, access to research communities and learning networks can be difficult for non-traditional students, for example part-time, international and non-science-based doctoral candidates, compared to their full-time and science-based peers. Drawing on Actor-Network Theory and Psychosocial theories of Agency, the current Ph.D. research proposes a methodology (questionnaire and interview) to explore doctoral candidates’ experiences of interacting with the academic institution (face-to-face and online) and developing support networks as influencing doctoral progression and completion. This article will discuss the preliminary findings from the study, drawing on the experiences of a diverse body of participants (e.g. full-time, part-time and international students) within the university sector in Ireland. The findings from this study can provide insights to policymakers and practitioners on supporting learners within Higher Education in Europe, not just within the doctoral process, but at different stages within the Bologna Qualifications Framework.
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Birkett, William, i Rosina Mladenovic. "The study process questionnaire:". W Practices, Profession and Pedagogy in Accounting, 423–50. Sydney University Press, 2009. http://dx.doi.org/10.2307/j.ctv1wmz4c2.20.
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Gürer, Melih Derya. "Pre-Service Language Teachers' Experiences in the Digital Storytelling Process". W IT Issues in Higher Education, 87–112. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1029-2.ch005.
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This study investigated pre-service language teachers' experiences and capabilities in digital storytelling (DST) about creating digital stories and their views on the use of DST in language teaching. A case study design was adopted. Eighty-three pre-service teachers participated in the study, and they created 25 digital stories. Data of this study came from the evaluation of digital stories and open-ended questionnaire. Pre-service teachers' digital stories were analyzed using rubrics and subjected to descriptive statistics. Moreover, the data from an open-ended questionnaire on pre-service teachers' perceptions regarding the DST in language teaching were analyzed using content analysis. The results revealed that despite being novice DST-developers, pre-service teachers were capable of creating digital stories. They reported that DST had the potential to enhance students' learning outcomes. In addition, they were eager to adopt DST in their future teaching. However, they complained that DST required too much time and effort with information and communication and pedagogical skills.
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Wadhwa, Rashim. "Outbound Mobility and Students' Decision Making Process". W Global Perspectives and Local Challenges Surrounding International Student Mobility, 36–52. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9746-1.ch003.
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The author explores the decision making process of Indian students and factors influencing the decision of going abroad from the lens of prospective students. The study involves a sample of 362 prospective students from India. The author used a questionnaire and semi-structured interviews to collect data. The findings revealed that Indian students' decision making process involves four stages and differs according to the type and level of education. This study also provides insights into international student recruiters related to potential clients' choices and usage of different marketing strategies.
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Kay-Flowers, Susan. "The research study". W Childhood Experiences of Separation and Divorce, 41–66. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447338659.003.0003.
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This chapter explains the nature of the study which focused on children’s everyday lived experience of parental separation. It describes how young people were involved in designing the research, constructing the research tools and analysis of some of the data. Adopting a participatory approach, I worked with young people to determine the research design and create specific research tools to investigate young adults’ experience. As the researcher I worked as a ‘bricoleur’ with young people to co-create a short video clip of a fictionalised case study of children’s experience of parental separation, known as a Prompt Simulation Video (PSV) and an online questionnaire. The stages and processes involved in creating this bricolage are explained in the chapter. The chapter goes on to explain the process of data analysis which involved categorising responses to the question which asked respondents how they felt about their parents’ separation now according to the level of satisfaction and level of acceptance shown. Where these coincided a respondent’s level of accommodation of parental separation could be established, this became the central category for further analysis. It concludes with reflections on the strengths, weaknesses and limitations of the methodology.
Streszczenia konferencji na temat "Study Process Questionnaire"
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Okugiri, Megumi. "A Case Study of Leadership at a Women’s College: Teamwork, Diversity, and Confidence Building". W 12th Women's Leadership and Empowerment Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/wlec.2021.001.
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ABSTRACT This study reports on women college students’ leadership, teamwork, diversity, and communication skills while planning and executing a leadership event in Japan over a period of seven months. Data were gathered from 11 students who completed two online questionnaires: Questionnaire A was administered while planning the event and Questionnaire B was administered after they executed the event. The questionnaires asked about the difficulties/joys of teamwork as both a leader and a follower as well as the lessons they learned through the process. An analysis of the questionnaire results indicated drastic changes in participants’ views of leadership, teamwork, diversity, and communication skills. Students’ learnings mostly occurred during teamwork planning efforts, but after the execution, the learnings become established as a sense of appreciation and self-confidence, thereby enhancing their potential as a leader and a follower. KEYWORDS: Leadership Education, College Student, Teamwork, Diversity, Confidence Building
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Youde, Andrew. "THE DEVELOPMENT OF THE COURSE EXPERIENCE QUESTIONNAIRE AND REVISED-STUDY PROCESS QUESTIONNAIRE FOR PART-TIME LEARNERS ON BLENDED, VOCATIONALLY RELEVANT, DEGREE PROGRAMMES". W 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0005.
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Vargas Salgado, Carlos, Cristian D. Chiñas Palacios, Jesús Aguila-León i Manuel Alcázar Ortega. "Questionnaire design in gamification process for education: a case study at Universidad de Guadalajara – Mexico". W INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10123.
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Gamification techniques have demonstrated that students improve their learning process through mobile applications. However, every teacher creates his/her own questions for the game design, involving classroom response systems through a digital app such as Kahoot!, Socrative, Blicker, Clickers, Plickers, etc., without previous planning of the difficulty in every question formulated to the students. This work focuses on the evaluation design of a questionnaire for the final test of the Power Electronics subject, following Bloom’s Taxonomy methodology for every level of critical thinking within the cognitive domain of the learning process for students. Furthermore, an analysis of the V-Aiken for the reliability and validity of each question were taken into account. The final test implementation was carried out at Centro Universitario de Tonala, Jalisco, Mexico, involving nine students of the Energy Engineering grade of the fifth semester. The results show an analysis of the performance of the students when applying a designed test based on revised Bloom Taxonomy. It was better because the student demonstrates, in a more integral way, his/her mastery skill in different topics of the subject, while the results of the not-designed exam showed a poor student performance because all of their knowledge and skills are not evaluated when it is not applied a proper effective question.
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Lisa, Ulfa Farrah, Laila Rahmi i Hindun Mila Hudzaifah. "Development of Student Satisfaction Questionnaire For Midwifery Professional Education Study Program in the Learning Process". W 4th International Conference on Educational Development and Quality Assurance (ICED-QA 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220303.045.
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Cadarso, Maria. "Cognitive Ergonomics in the Communication Design Process: Results from a Study Carried Out with a Sample of Students". W Applied Human Factors and Ergonomics Conference (2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001281.
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The paper here presented is part of a PhD research that focused in the communication design process. The creative process and the design process even though having many simultaneously moments are very different. While the former has a shorter duration and is rather chaotic, the second is longer and tends to be more organized. To understand the design process is essential to identify the decisive factors in the two different processes, therefore we have conducted a study with a group of thirty-three students from the Faculty of Architecture from the University of Lisbon, which aimed to identify the cognitive ergonomics factors that contributed to both processes.Our qualitative analytical line was carried out through the data collected with two research methods. The first method was applied in two questionnaires, marking temporally, the beginning and end of data collection. The first questionnaire aimed to establish a starting point, gathering information about the individual design process from students, prior to the course, whereas the second questionnaire sought to understand what had changed after working with the proposed methodology. The second research method was the dairy, which for this study was in the form of a graphic dairy; a tool much used for graphic and communication designers. With this we guarantee that the method was easy to grasp by the sample, and particularly suitable for students to make their recordings. On the other hand for the research, the graphic dairy, allowed us to have access to an individual internal and continuous process, which otherwise would have been difficult to witness. This study provided us with two types of results the confirmations and recommendations, which were summarily divided in 4 areas: the methodology, the process of design, research methods and the graphic dairy as a tool.
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Soboń, Janusz, Grzegorz Drozdowski i Joanna Rogozińska-Mitrut. "Preparation of human capital for changes: empirical study". W 11th International Scientific Conference „Business and Management 2020“. VGTU Technika, 2020. http://dx.doi.org/10.3846/bm.2020.607.
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The authors discuss a problem of analyzing the behavior of personnel participating in changes. A questionnaire, an interview and literature studies were used for the research carried out in 2019. The questionnaire was addressed to 132 employees of enterprises in the Lubusz Voivodeship of Poland. Particular attention was paid to establishing the form of involvement of the employees of the surveyed enterprises in the change process. In addition, the established self-assessment made it possible to present the participation of the surveyed staff in changes depending on the type of position held. The participation of employees in the changes was also determined in the empirical analysis due to the biographical variables included, i.e.: age, sex, seniority.
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Blešić, Ivana, Tatjana Pivac i Maja Lena Lopatny. "USING ANALYTIC HIERARCHY PROCESS (AHP) FOR TOURIST DESTINATION CHOICE: A CASE STUDY OF CROATIA". W Tourism in Southern and Eastern Europe 2021: ToSEE – Smart, Experience, Excellence & ToFEEL – Feelings, Excitement, Education, Leisure. University of Rijeka, Faculty of Tourism and Hospitality Management, 2021. http://dx.doi.org/10.20867/tosee.06.7.
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Purpose – Understanding how and why people travel, decide and select a specific place, and what they expect from their destination to meet their actual needs is also a highly important topic. The goal of this article is to investigate the elements that influence Serbian visitors' decision to visit Croatia (Cratian coastline) as a destination. The most important characteristics, components, and types of tourism destinations are analysed. The definition of consumer behavior is explained, as well as the idiosyncrasies of the decision-making process. The most important internal and environmental elements that influence tourist decision-making are summarized. An examination of the cultural, societal, and personal psychological aspects that influence decision-making of Serbian tourists to travel to Croatian cost with different attributes like see, cultural and natural attractions, image, price, human resources is done. Methodology – As a result, the decision-making process is extremely difficult, particularly when determining which factors are more significant than others. The Analytical Hierarchical Process (AHP) method, which has a strong mathematical foundation, could be used to find a good solution to this problem. The Analytical-hierarchy process (AHP) is a systematic way to solving complicated problems that leverages hierarchical structures by generating priorities for various options decided by decision makers. AHP can aid tourism decision-making by examining a large number of decision factors (e.g., factors influencing destination choice, motives for visiting a place, hotel site selection, tourist indicators) and measuring the relevance of each component impacting the decision. The questionnaire used for this manuscript was taken from the paper Blešić et al. (2018). The questionnaire consist of five factors that include 22 items. Findings – Destination amenities, tourism infrastructure, cultural attractions, human resources, price, environmental features are the importnant attributes for choosing Croatian coast as tourism destination. Contribution – this study makes a valuable contribution by highlighting tourists’ motives for visiting coastline destinations in Croatia. Finally, understanding the motivations and preferences of tourists is critical to realizing the full potential of tourism. Consumer behavior research is crucial for tourism sector stakeholders because it can provide important insights into who the tourist is and how stakeholders (travel agencies, hotels, restaurants, food producers, cultural organizations, and so on) can target and develop markets successfully. This research will help researchers better understand what inspires Serbian tourists to visit a Croatian coastal location. The findings will indicate the most common travel motivations that lead Serbian travelers to choose Croatia as their vacation location.
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Bazaleva, Lyubov’, i Anastasiya Saltovskaya. "Personal features of persons with addictive behavior". W Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-06.
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The article is devoted to the study of the personality determinants of persons with addictive behavior. The aim of the study is to identify the personality determinants of persons with addictive behavior. Research hypothesis - in persons with addictive behavior, there are differences depending on gender, length of use, the period of being in rehabilitation for certain personality traits. To write the article, empirical methods were used - free observation, analysis of isolated cases, conversation, questionnaires, testing according to the methods: the five-factor personality questionnaire McCrae - Costa ("Big Five"), the Shmishek questionnaire. Methods of statistical processing of empirical data were used to process the research results: comparative analysis of mean values and nonparametric statistical tests Mann-Whitney U and Kruskal-Wallis. The study sample consisted of 20 clients of the rehabilitation center: men and women who use various psychoactive substances, with different experience of using substances and different periods of stay in rehabilitation. The article draws conclusions about the peculiarities of personal determinants in persons with additive behavior.
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Langerová, Petra. "Pilotáž českého překladu dotazníku stylů učení se cizímu jazyku". W Učení a vyučování cizím jazykům ve výzkumu. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9822-2020-2.
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The paper deals with the process and results of a pilot study of a language learning styles questionnaire (Ehrman & Leaver, 2003) translated into Czech. The questionnaire is based on psychological personality typology and it focuses on cognitive dimensions of the language learning process. In order to test the reliability of the translation an exploratory factor analysis (EFA) was performed, as the data on the original questionnaire reliability are not available. Factor analysis did not confirm the reliability of the Czech version scale. However, the original questionnaire setting suggests that it is not constructed of independent factors, thus a factor analysis cannot identify independent dimensions. Considering the piloting results analysis is the EFA does not appear as a relevant method for measuring the reliability of the questionnaire scales. The research will thus use the piloted Czech version of the questionnaire followed by a qualitative research stage.
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Mura, Giulia, Mirella Ferrari i Davide Diamantini. "Training school teachers to the use of ICT – a preliminary study on motivation and attitude to innovation". W HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2859.
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As part of a project introducing digital technologies in the daily practice of primary and secondary school teacher’s of an Italian municipality, the whole body of teachers was enrolled in a training course on the use of ICT in didactic. Before the beginning of the training , data on three main topics (attitude towards teaching, ICT expertise, attitude towards training on the use of ICT,) were collected via a pen and paper questionnaire. The aim of the questionnaire was to help identifing factos facilitating and preventing a successful exit of training, in order to better costumize it. A total of 456 questionnaire were analized, and main results higligthed an average level of ICT competence among the interviewed, with relevant gaps, however, on the tools more useful for teaching purposes. Teachers expressed a good inclination towards the more creative aspects of their profession,an element evaluated as positive in view of the adoption of more student-centered pedagocical practices. At the same time conflicting attitude were expressed on the whole idea of entering a training process. On the basis of the data and the literature review, suggestions for the definition of the teachers’ training are offered.
Raporty organizacyjne na temat "Study Process Questionnaire"
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Shalatska, Hanna, Olena Zotova-Sadylo, Olexandr Makarenko i Larysa Dzevytska. Implementation of E-assessment in Higher Education. [б. в.], listopad 2020. http://dx.doi.org/10.31812/123456789/4466.
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The purpose of the study is to develop the methodical recommendations for test-designers to cope with challenges of organizing on-line assessment process. In order to achieve this goal we have to reveal the strengths and weaknesses of e-assessment activities based on analysis of the universities practice. To find out students’ attitude to the issue of the study we have drawn up the questionnaire. The survey results confirm that e-assessment is rated as priority activity by learners thanks to individual approach to teaching/learning process, easily accessible and fast feedback, as well as interactive methods of implementation. Reviewing practical experience of Kryvyi Rih National University (KNU) and Donetsk Law Institute of the Ministry of Internal Affairs of Ukraine (DLI) and summarizing statistical data of the survey we have developed methodical support for designing e-assessment activities which involves: to determine intended recipients and the purpose of testing; select appropriate instruments and e-platform; specify forms of feedback; clarify the tasks; provide knowledge base for operating e-tests etc. Despite plenty of studies in this domain the test-designers and test-takers face to typical difficulties while operating e-assessment, and there is lack of research providing methodical practicalities in this field. To address learners’ and lecturers’ needs we have developed the methodical recommendations, which might be used in the drafting of e-assessment tests for students of different specialisms.
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Rogers, Katherine, Karina Lovell, Peter Bower i Christopher Armitage. “What are Deaf sign language users’ experiences as patients in healthcare services?”: A scoping review protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, styczeń 2022. http://dx.doi.org/10.37766/inplasy2022.1.0102.
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Review question / Objective: A scoping review with specific reference to the context of Deaf populations, in relation to Deaf people’s experience of health and mental health services, including the use of a questionnaire regarding their experience as a patient, is needed in order to assess and synthesise the current knowledge. As this is an exploratory type of review drawing on qualitative as well as quantitative work, the PICo approach Population, (Phenomena of) Interest and Context, will guide the question formulation. Following the identification of the gap in the existing systematic reviews and scoping searches concerning patient experience and Deaf people’s experience of using healthcare services, the research question is as follows: “What are Deaf sign language users’ experiences as patients in healthcare services?”. Information sources: The bibliographic databases that will be searched for this review will includes PsycINFO, PubMed, Web of Science, CINAHL, and Medline. Grey literature sources (e.g., policy, practice, and guideline documents), including contacting the relevant investigators working in the field of Deaf populations, will be searched for this review study. Forward citation sources, from the relevant reference lists, will also be searched to ensure the process is thorough.
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Korobeinikova, Tetiana I., Nataliia P. Volkova, Svitlana P. Kozhushko, Daryna O. Holub, Nataliia V. Zinukova, Tetyana L. Kozhushkina i Sergei B. Vakarchuk. Google cloud services as a way to enhance learning and teaching at university. [б. в.], lipiec 2020. http://dx.doi.org/10.31812/123456789/3854.
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The article is devoted to the issue of a cloud-based learning system implementation as a powerful strategy for future specialists’ training at higher educational establishments. Using cloud computing in self-work management of the university courses is essential to equip students with a workload of appropriate educational materials and variable activities for professional training. Theoretical and empirical research methods were applied to select the appropriate services and tools for organizing students’ self-work at university. Critical analysis of scientific literature, synthesis of the data, didactic observation of the educational process, designing of the skeleton for university courses, questionnaires enabled to facilitate the study of the issue. G Suite has been chosen to enhance the quality of training of prospective specialists at a higher educational establishment. This paper introduces the outcomes of the project on applying Google Classroom in the management of students’ self-work while studying university courses. The focus of the first stage of the project was on testing pilot versions of the courses with the aim to work out the requirements and recommendations for incorporation general blended learning model of university courses. Particular attention is drawn to the designed model of the university course based on the curriculum with the necessary components of blended learning in the G Suite virtual environment. Cloud-based higher education is considered as a prospective tool for design of university courses with the need for further research and implementation.
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Shaw, Kristi Lee, i Geoff Bridgman. Creating Appreciation and Community Support for Mothers Caring for a Child with an Anxiety Disorder. Unitec ePress, luty 2023. http://dx.doi.org/10.34074/mono.097.
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This research examined a unique approach to anxiety disorder, one of the most prevalent and growing mental health concerns internationally. It uncovered the mostly invisible and challenging experiences of mothers caring for a child with an anxiety disorder and the value of their reciprocal relationships with their children for both their health and wellbeing. In addition, it explored social identity in making meaningful connection using a generative action-oriented social approach to address anxiety in the community. An appreciative inquiry, using social constructionist theory, and underpinned by elements of kaupapa Māori values, was utilised to explore the research questions. The data was collected via paired interviews, focus groups and small questionnaires with three to four mothers, after which thematic analysis was undertaken to identify important themes.There were four key themes discovered in the findings: (1) the mothers’ ongoing and challenging experiences of being silenced and isolated on the fringes, navigating the quagmire of social and institutional systems to help them help their children; (2) the mothers’ learning to cope by creating calm in the home, the child, and in themselves, often requiring them to ‘suspend’ their lives until their children become more independent; (3) the mothers employing a mother as advocate identity to face the challenges, and co-creating a mother as advocate group identity to continue to face those challenges to design a collective initiative;and (4) the value of freedom that the mothers experienced participating in the appreciative inquiry process with other mothers facing similar challenges and sharing their stories.This study demonstrates how appreciative inquiry is aligned with and supports the value of social identity theory and creating meaningful connections to help position and address anxiety disorder in the community. A key insight gained in this study is that our current social and institutional systems create disconnection in many facets of Western life, which contributes to the generation and perpetuation of stigmatisation, isolation and anxiety disorder. Within a Western capitalistic and individualistic culture, mental illness has become predominantly pathologised and medicated, positioning anxiety disorder within the child, and relegating the social dimension of the biopsychosocial approach as almost irrelevant. As mothers in this system spend valuable energy advocating for more support for their children, they put their own mental health at risk. There is no one solution; however, this study demonstrates that when mothers are supported through an appreciative inquiry process, strengthening their personal and social identities, there is the potential for health and wellbeing to increase for them, their children and the community.
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Chornodon, Myroslava. FEAUTURES OF GENDER IN MODERN MASS MEDIA. Ivan Franko National University of Lviv, luty 2021. http://dx.doi.org/10.30970/vjo.2021.49.11064.
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The article clarifies of gender identity stereotypes in modern media. The main gender stereotypes covered in modern mass media are analyzed and refuted. The model of gender relations in the media is reflected mainly in the stereotypical images of men and woman. The features of the use of gender concepts in modern periodicals for women and men were determined. The most frequently used derivatives of these macroconcepts were identified and analyzed in detail. It has been found that publications for women and men are full of various gender concepts that are used in different contexts. Ingeneral, theanalysisofthe concept-maximums and concept-minimum gender and their characteristics is carried out in the context of gender stereotypes that have been forme dand function in the society, system atizing the a ctual presentations. The study of the gender concept is relevant because it reveals new trends and features of modern gender images. Taking into account the special features of gender-labeled periodicals in general and the practical absence of comprehensive scientific studies of the gender concept in particular, there is a need to supplement Ukrainian science with this topic. Gender psychology, which is served by methods of various sciences, primarily sociological, pedagogical, linguistic, psychological, socio-psychological. Let us pay attention to linguistic and psycholinguistic methods in gender studies. Linguistic methods complement intelligence research tasks, associated with speech, word and text. Psycholinguistic methods used in gender psychology (semantic differential, semantic integral, semantic analysis of words and texts), aimed at studying speech messages, specific mechanisms of origin and perception, functions of speech activity in society, studying the relationship between speech messages and gender properties participants in the communication, to analyze the linguistic development in connection with the general development of the individual. Nowhere in gender practice there is the whole arsenal of psychological methods that allow you to explore psychological peculiarities of a person like observation, experiments, questionnaires, interviews, testing, modeling, etc. The methods of psychological self-diagnostics include: the gender aspect of the own socio-psychological portrait, a gender biography as a variant of the biographical method, aimed at the reconstruction of individual social experience. In the process of writing a gender autobiography, a person can understand the characteristics of his gender identity, as well as ways and means of their formation. Socio-psychological methods of studying gender include the study of socially constructed women’s and men’s roles, relationships and identities, sexual characteristics, psychological characteristics, etc. The use of gender indicators and gender approaches as a means of socio-psychological and sociological analysis broadens the subject boundaries of these disciplines and makes them the subject of study within these disciplines. And also, in the article a combination of concrete-historical, structural-typological, system-functional methods is implemented. Descriptive and comparative methods, method of typology, modeling are used. Also used is a method of content analysis for the study of gender content of modern gender-stamped journals. It was he who allowed quantitatively to identify and explore the features of the gender concept in the pages of periodicals for women and men. A combination of historical, structural-typological, system-functional methods is also implemented in the article. Descriptive and comparative methods, method of typology, modeling are used. A method of content analysis for the study of gender content of modern gender-labeled journals is also used. It allowed to identify and explore the features of the gender concept quantitatively in the periodicals for women and men. The conceptual perception and interpretation of the gender concept «woman», which is highlighted in the modern gender-labeled press in Ukraine, requires the elaboration of the polyfunctionality of gender interpretations, the comprehension of the metaphorical perception of this image and its role and purpose in society. A gendered approach to researching the gender content of contemporary periodicals for women and men. Conceptual analysis of contemporary gender-stamped publications within the gender conceptual sphere allows to identify and correlate the meta-gender and gender concepts that appear in society.