Дисертації: "Competency method of learning"

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Baltz, Diana Lynn-Maria. "Effect of Delivery Method on Nursing Students' Math Competency and Learning Perceptions." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3973.

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The delivery method of a math course may affect the math scores of nursing students, which relates to rates of medication errors that could be fatal. The purpose of this study was to discover the relative effectiveness of a delivery method of a math course. Benner's novice-to-expert theory guided the study. A sequential explanatory, mixed-methods, nonexperimental pre-/posttest alternative treatment design was used. Phase 1 answered which delivery methods-online self-directed, face-to-face, or a mix of online self-directed with instructor lead-were associated with the best Medication Administration Competency exam results. Phase 2 included students' assessment of each learning method. The sample size was 148 students who were admitted to 1 nursing school between 2011 and 2013. The data were collected from 4 sources: (a) archival standardized entrance exam math scores, (b) archival standardized exit exam math scores, (c) a qualitative survey regarding student perceptions of the delivery method, and (d) a qualitative section of the same survey with math questions. The ANCOVA analysis showed no statistically significant difference in the delivery method used. Students with lower pretest exam scores took the posttest exam more times and also had lower posttest grades. The content analysis showed that students from all 3 groups did not see an advantage in the delivery method, but in certain teaching strategies that support learning. Therefore, the nursing school should continue to allow students to select their preferred delivery method, or offer fewer methods as they were equivalent. Positive change could come from using teaching strategies that students valued, improving their ability to provide correct dosages and increasing patient safety in the healthcare environment.

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Brown, June Grace Isa. "A mixed method approach to investigating therapeutic commitment towards adults with learning disabilities : the perceptions of final year adult, mental health and learning disability student nurses." Thesis, University of Stirling, 2018. http://hdl.handle.net/1893/28438.

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All nurses should have the ability and disposition to engage in therapeutic relations with people who have learning disabilities. Therapeutic commitment is described as a therapeutic attitude that is influenced by nurses' perceptions of role competency and role support. It is essential to the provision of nursing care leading to improved patient outcomes. The study aimed to explore final year adult (AD), mental health (MH) and learning disability (LD) student nurses' perceptions of therapeutic commitment towards people with learning disabilities and the factors they perceived influenced it. A mixed method, convergent approach for complementarity and expansion purposes was used. A survey collected quantitative and qualitative data from 398 final year student nurses across four Higher Education Institutes in Scotland. Integrated findings suggested when caring for people with learning disabilities that student nurses are therapeutically committed, with LD student nurses' perceptions being greater than their counterparts. LD student nurses also perceived greater role competency and reported they could access experienced support more readily. Having education, a personal experience, the opportunity to provide care whilst on clinical placement and previous work experience with people with learning disabilities influenced the therapeutic commitment and role competency all students perceived. Other influencing factors included receiving thanks, being challenged by the task and the attitudes and qualities held by the nurse. Some AD and MH student nurses believed that people with learning disabilities characteristics negatively influenced their therapeutic commitment. This study has implications for nursing practice and education as it builds on the theory of therapeutic commitment, providing new knowledge of the factors that influence it, either positively or negatively when caring for people with learning disabilities. This knowledge will support nurses to engage in positive therapeutic relationships with people with learning disabilities to enhance the delivery of nursing care.

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Carlsson, Angelica, and Lina Eliasson. "En lärande organisation? - Kompetensutveckling inom en Polismyndighet." Thesis, Halmstad University, School of Social and Health Sciences (HOS), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-1273.

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This essey discuss competence development for the employees in a unit of the Swedish police authorities. The purpose with this survey has been to show an understanding for how this unit within the Swedish police authorities works with competence development and what kind of competence investments they carry out and also why competence development is important in their organisation. To answer the purpose of the survey and the questions a qualitative method has been used remaining interviews with five involved respondents working in the investigated unit. The result shows that needs for competence development are made clear during meeting for personal development and during the local educational council inventories. Competence development for the employees is prioritated for the policemen comparing to the civil employees on account of that the policemen have a demanding work and they have to develop their work all the time because of the resisting circumstances. The policemen always have to retain and develop their competence to always feel safe and secure and they have to be able to handle the situations that their profession require. According to the result it has been shown that evaluation and follow- ups after carry out an education shuld be more effective and should be performed after every education occasion. According to the investigated unit the work with evaluation and follow-ups in the unit are not taking place in the extent it should be doing. The result of the survey has further shown that a development concentrated on learning takes place in the daily work of a policeman despite their experiences about the learning within the organisation has gone from collective learning to individual learning. This unit of the Swedish police authority does an extensive work with competence development for their employees. They have a positive attitude to competence development when they think retaining and development of competence are very important within the profession of a policeman.

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King, Delores Cauthorne. "Leadership Competency, Service Time, and Gender Orientation: A Comparative Study of CPA Leaders." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2051.

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Working in environments that could be described as task-oriented, certified public accountants (CPAs) are generally considered to be leaders. In 2015, within the United States, fewer than 30% of CPAs were women. Based on the theoretical framework of Eagly and Karau's role congruity theory and Bandura's social learning theory, this survey study sought to understand the relationship between self-rated leadership competency, service time, and gender orientation of female CPAs in leadership positions for 5 years or more, compared to men working in similar positions. A sample of 92 CPAs (46 women, 46 men) completed 2 online surveys, the LPI-Self Leadership Inventory and the Bem Sex Role Inventory, in addition to a demographics profile form. Data were analyzed with independent samples t tests, Pearson correlation coefficients, ANOVA, and stepwise multiple regression. Four hypotheses were tested to answer the research questions regarding the differences between male and female CPAs with respect to leadership competency, gender orientation (masculine, feminine, androgynous, or undifferentiated), and a potential increase in masculinity over time to maintain a high level of leadership competency. Results showed no difference in leadership competency between male and female CPAs, but a significant finding showed masculinity orientation was a strong predictor of leadership competency. Positive social change may result if the findings are used by curriculum developers and organizations to promote male-oriented behaviors (e.g., decisiveness, assertiveness, and risk taking) together with traditionally feminine behaviors (e.g., helpfulness, interpersonal sensitivity, and gentleness) for young women who aspire to leadership positions.

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Zobec, Helena, and helena zobec@canberra edu au. "An investigation of library literacy levels of flexible learners at the Canberra Institute of Technology: a pilot study." University of Canberra. Information Management & Tourism, 1998. http://erl.canberra.edu.au./public/adt-AUC20050809.143304.

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The present study attempted to measure library literacy levels of open or flexible learners at the Canberra Institute of Technology (CIT) during the 1995 academic year, and to investigate to what extent the information skills component of TAFE open learning modules influence adult learners' library literacy levels. To address these issues, a quasi-experimental research methodology was used to measure library literacy levels at the beginning and, again, on or near course completion to ascertain whether any change had occurred, through the administration of a questionnaire. A number of participants were then interviewed to further validate the responses fiom the questionnaires. The study attempted to show that though courses claim to address key competencies in a vocational education and training environment, one component of the key competencies, the ability to collect, analyse and organise information, was not being met. That one component was the ability to locate (or collect) information. No strong correlations resulted fiom the library literacy levels measured and the degree to which the key competency was addressed within course modules. No statistical measures were possible due to the small sample population that eventuated, though it was almost half the original targeted population. No real gain was achieved in library literacy levels between the pretest and posttest stages of the research for either the Experimental or Control groups. Though a highly suitable research methodology, the quasi-experimental research design did have some limitations in this piece of research. The CIT flexible learning environment at the time of the study contributed to the limitations of the study. However, a number of recommendations were made on the basis of the research results, advocating some strategies that might be implemented to improve the library literacy levels of learners undertaking open or flexible delivery courses within CIT, and suggestions to change the research environment to avoid many of the problems experienced. The CIT pilot study was the first known formally documented study of library literacy levels in an Australian TAFE environment of its kind. The study reflects the literature published at the time of the study. At that time, the research in this field was minimal. Many publications and research have emerged since 1995 when this study was conducted, indicating this is an area of great interest.

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Saud, Haris, and Ruth Chen. "The Effect of Competency-Based Education on Medical and Nursing Students' Academic Performance, Technical Skill Development, and Overall Satisfaction and Preparedness for Future Practice: An Integrative Literature Review." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/ijhse/vol5/iss1/3.

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Purpose: This article provides an integrative review of competency-based education (CBE) in medical and nursing programs and examines the effect of CBE on students’ academic performance, technical skill development, and overall satisfaction and preparedness for future practice. Background: In recent decades, CBE has increasingly been discussed in medical and nursing education programs. The impact of the CBE curriculum on learning outcomes including academic performance, technical skill development, overall satisfaction, and preparedness for future practice has not been fully elucidated. Method: A review of the literature was conducted, and multiple databases were searched for studies that analyzed the impact of CBE on learning outcomes in medical and nursing program learners. Results: The overall trends in feedback showed that CBE was well-received by students, with high satisfaction scores reported. CBE was also shown to be equally or more effective than the traditional didactic model in developing students’ competencies and improving academic and clinical performance. Conclusion: Our comprehensive review of the literature suggests that competency-based education can be an effective framework that potentially outperforms traditional educational approaches on outcome measures related to clinical knowledge, technical skill, and/or clinical judgement.

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Gower, Graeme. "Ethical research in indigenous contexts and the practical implementation of it." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1594.

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Research in Indigenous Australia has historically been controlled and dominated by non-Indigenous researchers. However, recent national research guidelines which have been developed by the National Health and Medical Research Council (NHMRC) and together with a number of other research guidelines that have been developed by other institutions, including the Australian Institute for Aboriginal & Torres Strait Islander Studies (AIATSIS), have signalled a shift towards Indigenous ownership and control over research. However, despite these revised guidelines, researching in Indigenous contexts can still result in cultural insensitivities, neglect or disregard by researchers and mistrust by Indigenous participants. Similar issues have also been expressed by Indigenous academics such as Moreton-Robinson, Rigney and Nakata who advocate for further reforms in Indigenous research. This thesis presents a documentary study on the application of the NHMRC’s ethical research guidelines of research involving Aboriginal and Torres Strait Islander people. A unique case study has been chosen to examine the adequacy of the 1991 and 2003 guidelines in conducting ethical research and best practice in Indigenous contexts. The case study evaluation reveals that good ethics practice can be compromised by third parties who are involved in the research process but are not subject to ethical conduct and secondly, by the absence of cultural competence training in research. To minimise risks and to develop effective relationships between researchers and participants, cultural competence training is advocated in this thesis.

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Kurdian, Nancy. ""... Jag utgår istället ifrån att träffa människor på rätt nivå..." : En studie om professionellas erfarenheter av lärande i etableringsuppdraget för nyanlända på Arbetsförmedlingen." Thesis, Högskolan Väst, Avdelningen för psykologi, pedagogik och sociologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-11110.

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Flyktingströmmen till Europa är en faktor som har påverkat inflödet av nyanlända i landet. Nyanländas etableringsprocess har därför blivit en betydelsefull aspekt för Sveriges folkhälsa. Väsentliga aspekter utifrån ett folkhälsoperspektiv kan vara individers sysselsättning och arbete, då det kan främja deras stimulans och delaktighet. Arbetsförmedlingen är en myndighet som arbetar med Sveriges arbetsmarknad. Myndigheten har som avsikt att etablera nyanlända på arbetsmarknaden, vilket benämns som etableringsuppdraget. Arbetsförmedlarna på Arbetsförmedlingen skulle kunna betraktas som en heterogen arbetsgrupp, då de har olika akademiska bakgrunder. Frågan är hur de professionella kan utveckla kompetens, eller har kompetens för att kunna bidra till en etableringsprocess där nyanlända upplever hanterbarhet och meningsfullhet i sin etablering. Studien har haft en kvalitativ ingång och inspirerats av en fenomenologisk ansats, där syftet har varit att genomföra sju semistrukturerade intervjuer. En kvalitativ innehållsanalys har därefter genomförts för att låta resultatet framhävas i sin annanhet. Resultatet lyfte fram betydelsen av tre teman, processer, lärande och utveckling, som kan tolkas som väsentliga för arbetsförmedlarnas lärande i arbetet. Därutöver lyfter resultatet stöd och förutsättningar som betydelsefulla aspekter för lärande.
The influx of refugees to Europe has influenced the quantity of newly arrived immigrants in Sweden. The process of establishment of newly arrived has therefore become an important aspect of the country's public health. Significant aspects from a public health perspective involve employment and work, as it promotes stimulation and participation. The Employment Agency, Arbetsförmedlingen, is an authority on the Swedish labor market. It has the intension to establish newly arrived on the labor market, which is the purpose of to the establishment programme. The professionals at the Employment Agency could be considered a heterogeneous working group, as they have different academic backgrounds. The question is whether the professionals have competence, or can develop competence, to contribute to an establishment process where newly arrived will experience manageability and meaningfulness in their establishment. The study has had a qualitative method inspired by a phenomenological approach, with the purpose of conducting seven semi-structured interviews. A qualitative content analysis has been conducted to let the result appear independently. The result highlighted the importance of three themes, processes, learning and development, that may be interpreted as essential to the professionals' learning at the Employment Agency. Furthermore, the results indicate that support and conditions are important aspects for learning.

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Binder, Nadine [Verfasser], Ulrich [Akademischer Betreuer] Kühnen, Margrit [Gutachter] Schreier, and Athanasios [Gutachter] Chasiotis. "Promoting and Assessing Students' Intercultural Competence Development : the Role of Self-Reflection, Peer-Learning, and Multi-Method Assessment / Nadine Binder ; Gutachter: Margrit Schreier, Athanasios Chasiotis ; Betreuer: Ulrich Kühnen." Bremen : Staats- und Universitätsbibliothek Bremen, 2018. http://d-nb.info/1179349849/34.

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Gynther, Per. "Möjligheter och begränsningar : Om lärares arbete med montessoripedagogiken i praktiken." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-132533.

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This study examines processes connected to teacher’s transformation of the Montessori theory and it's described application to a daily practice. The aim is to create knowledge about what constitutes possibilities and limitations for teachers in their daily work with Montessori education. This does not only refer to what constitutes opportunities and limitations in teachers' everyday work with teaching, but also to what constitutes opportunities and limitations for teachers to learn at work. The theoretical framework is based on action theory and theories on adult learning and connects to a tradition called workplace-learning in which learning is considered to take place in, but also between, individuals. This approach indicates that the contextual conditions which the teachers were imbedded in are important to identify. The study was conducted in four different Montessori-environments and involved nine Montessori teachers. The methods used were participant observation, interviews, informal conversations and review of teacher produced material and documents. Possibilities and limitations in teachers work were related to if they had access to Montessori materials or not. In work with Montessori materials teachers identified the children's abilities to a greater extent than they did when other materials were in use. This identification directed their interventions. When the teachers did not have access to Montessori material their method often appeared to be the same as “individual work” with the provided material. Furthermore, interventions of the teacher were then significantly often procedural rather than content-related, although the teachers clearly expressed that they wanted to go into a dialogue with children about the treated subject area. The survey therefore contradicts with the opinion that Montessori-teachers withdraw in favor of Montessori materials that sometimes has been brought up by interpreters of the pedagogy. Rather, teachers stepped back when other materials were in use. The study also shows how a prerequisite for a collective development-oriented learning among the teachers was dependent on whether teachers made their own private understanding of the pedagogy available to each other. At times, however, teachers took the use of the materials for granted. Some of the teachers also deliberately refrained from making their personal understanding available to others due to the fact that they then could be seen as a less competent Montessori-teacher. This maintaining of a “false” collective understanding is seen as an expression of an institutionalization of teaching practice which was maintained by sanctions from the environment if the individual didn´t recognize the institutionalization in question. Since teacher’s “space for action” in this way was limited, the institution created conditions that prevented a possible development of the working methods in use. In those cases when conditions for a collective development-oriented learning were more favorable, it was clear that the teachers did not perceive Montessori education as a given method but rather saw it as a "model" for teaching in which the teachers had to interpret and define their own method from. The teachers thus came to take advantage of a potential “space for action” which was not noticed when the pedagogy was seen as a method.

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Speer, Kellie. "Competency-Based Learning in Higher Education." The University of Arizona, 2016. http://hdl.handle.net/10150/621589.

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Learning to learn is fundamental. Efforts to embed competence therefore often concentrate on developing transversal skills, or soft skills, such as the ability to think critically, take initiatives, solve problems and work collaboratively (Sullivan and Bruce, 2014). In this paper, competency-based education is discussed. More specifically, a discussion of the Retailing and Consumer Sciences program and its current curriculum will take place. This paper will discuss qualitative research conducted in both the literature as well as in the Retailing and Consumer Sciences program.

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LEONE, VINCENZA. "Le nuove tecnologie come valore aggiunto del CLIL." Doctoral thesis, Università Cattolica del Sacro Cuore, 2011. http://hdl.handle.net/10280/1018.

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Questa tesi è il risultato di uno studio sul CLIL e le nuove tecnologie per la didattica nato da un insieme di fattori: il desiderio di investigare l’uso delle nuove tecnologie a scuola, considerando le possibili implicazioni, e il bisogno di migliorare la qualità dell’apprendimento linguistico attraverso la creazione di nuovi stimoli per gli studenti. Tale studio è costituito da una parte teorica e una pratica di ricerca sul campo in cui si sono presi in considerazione diversi gradi di scuola e anche corsi universitari. La ricerca ha dimostrato l’influenza positiva delle nuove tecnologie come valore aggiunto al CLIL e ha riconosciuto il ruolo chiave dell’insegnante in questo tipo di approccio bifocale.
This thesis is the result of a research study in CLIL and Technologies that arose from the combination of different factors: the desire of investigate the implementation of new technologies at school, considering the possible implication, and the need to improve the quality of language learning giving new stimuli to the students. It is based on a theoretical study and an action research which investigated different school levels and university courses. The research proved the positive stimulus of new technologies as value-added to CLIL and recognised the key role of the teacher in such a double-focus approach.

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McGaw, Susan J. "Raising the parental competency of parents with learning disabilities." Thesis, University of Essex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240365.

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Loury, Sharon D., and Joe Florence. "Integrating Cultural Competency and Experiential Learning into Interdisciplinary Education." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/8192.

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Schubert, David Alan. "An Instructional Designer Competency Framework for Complex Learning Designs." Diss., NSUWorks, 2019. https://nsuworks.nova.edu/gscis_etd/1085.

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Learning design competency frameworks published by professional organizations, exist for typical instructional design efforts. However, a review of literature revealed a lack of frameworks available for the creation of complex learning designs (CLDs). The goal of this research was to develop a competency framework for the creation of CLDs. Quantitative and qualitative methods were employed in the four phases of the design and development research approach In phase one, a survey based on the Educational Technology Multimedia Competency Survey (ETMCS) was sent to instructional designers who self-reported as having experience creating CLDs. The purpose of phase one was to identify competencies that instructional designers felt were most important to the creation of complex, technology-mediated learning designs. The preliminary CLD framework was constructed during phase two, based on analysis of the ETMCS survey results. Measures of central tendency were used to identify competencies considered essential and desirable. Additionally, competencies were categorized into seven domains In phase three, semi-structured interviews were conducted with a subset of survey participants. The purpose was to gain deeper insight into the participant’s perception of the design complexities involved with each of the competencies included in the preliminary framework. In phase four, the preliminary framework was internally validated using an expert panel employing the Delphi method to build consensus. Three rounds were required to achieve consensus on all competencies within the framework. This consensus resulted in 79 competencies including 30 essential and 49 desirable competencies from the set identified as the preliminary framework during phase two. Several conclusions emerged from the creation of this framework. Though technology is often a trigger for many types of CLDs, specific technologies are certainly desirable, but not essential. The research also revealed that communication and collaboration competencies are almost universally essential due to the complexity of the designs which typically necessitates the formation of multi-discipline teams. Without these competencies, the team’s cross-profession effectiveness is often hindered due to differences in terminology, processes, and team member geographic location.

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Wohl, Anne Frances. "Citizenship and Social Activism: A Mixed Methods Case Study to Understand Cultural Competence in Students of a Service-Learning Based Course." Thesis, North Dakota State University, 2012. https://hdl.handle.net/10365/26544.

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This mixed methods case study sought to understand cultural competency in the students of a service-learning based course, ?Citizenship and Social Activism (HDFS 310),? taught at North Dakota State University in Fargo, North Dakota. Cultural competency refers to how people interact with those who are of different cultural groups. For the purposes of this study, cultural competency was also defined by four components: attitudes, knowledge, awareness, and skills. Using a pre- and post-test survey, the participants showed statistically significant changes in the levels of self-reported cultural competency in the overall scores and in the subsection scores that correspond to the four components. Survey data was complemented by qualitative data collected by coding participants? reflective journals. The qualitative data provided situation-specific information about what levels of cultural competency participants were demonstrating; additionally, the journals provided information about how participants define, perceive, and struggle with the concept of cultural competency.

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Reyes, Elba Iris. "Classroom discourse communicative competency of bilingual students with learning disabilities during content learning in three learning environments." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186706.

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Using language as a tool to engage in social activity and mediate learning is a human experience. For some, that experience is limited as a result of language/learning problems or by experiences in environments that have not fostered language development. Language minority students who have learning disabilities are also challenged to create meaning in a language that is not native and that may be limited, particularly as it relates to academic learning. This study examined the influence of three learning environments on the communicative competencies of bilingual students with learning disabilities and the influence of those environments on the students' learning. Students were at least two years below expected grade level in reading. During the study, they used their grade level textbooks as they engaged in learning Social Studies content. Results indicate that dialogic, interactive learning environments influence the communicative competencies students demonstrate as well as their content learning.

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Tarrini, Mauro G. "The Development and application of a bespoke organisational learning competency framework in a global organisation." Thesis, Cranfield University, 2004. http://hdl.handle.net/1826/113.

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Organisational Learning has been conceptualised and measured in various ways. The two studies reported in this thesis sought to take a new, bespoke approach to Organisational Learning in a global air transport company undergoing substantial organisational and strategic change. The research sought to develop a bespoke competency framework of Organisational Learning and apply it within the organisation to investigate employees' perceptions of the Organisational Learning climate. The research applied both qualitative and qualitative methods: semi-structured interviews and a 68-item self-completion questionnaire survey. Factor Analysis yielded a clear, conceptually sound six-factor solution. Organisational Learning climate perceptions were compared across occupational, departmental and geographical subgroups. The results indicated that there were no statistically significant occupational or geographical differences in perceptions of the Organisational Learning climate although some departmental differences were observed. The relationaship between perceived Organisational Learning climate and organisational commitment was explored and a clear link between them was found.

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Ratola, Guilherme Barbosa. "Ferramenta para acompanhamento do processo de ensino-aprendizagem de programação de computadores utilizando o método de aprendizagem por competências." Universidade Presbiteriana Mackenzie, 2010. http://tede.mackenzie.br/jspui/handle/tede/1517.

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Made available in DSpace on 2016-03-15T19:38:16Z (GMT). No. of bitstreams: 1 Guilherme Barbosa Ratola.pdf: 3591408 bytes, checksum: b662d7a7502b7acdc8da651cb636cb76 (MD5) Previous issue date: 2010-03-09
Fundo Mackenzie de Pesquisa
The learning of computer programming is fundamental in the formation of a computing professional. However, its learning is difficult and longlife, considering that every day new languages and environments appear in the labor market. In the Computer Science courses, many students have difficulties programming, the activity requires the learning of complex concepts. The development of computational environments to support the learning of programming is of great value in this scenario, which involves students, teachers and professionals. Many researches and studies have been developed and they provide important contributions in the construction of learning computing environments. This dissertation proposes the development of a tool to support the process of teaching and learning of programming to students, prioritizing interdisciplinary, with an approach based on the Method of Learning by Competence. It presents also a mechanism of Concept Pyramid as an alternative to the planning of learning for a student. To support teaching of computer programming, the tool, presented in this work, uses the Java programming language, motivated by the high demand for use in undergraduate courses. The students are classified by their prior knowledge of each concept and it is expected that from this information and the measure of the student s Conceptual Gap regarding Conceptual Pyramid of a concept is possible to develop a learning plan for each student. It is expected that the use of this tool, helping the process of teaching and learning in the classroom, contribute to make the representation of concepts, exercises and skills related to each discipline from an appropriate course.
O aprendizado de programação de computadores é fundamental na formação de um profissional de computação. No entanto, esta atividade é de aprendizagem difícil, contínua e permanente, uma vez que a cada dia novas linguagens e ambientes surgem no mercado de trabalho. Nos cursos da área de computação, muitos estudantes apresentam dificuldades para aprender a programar, pois a atividade requer alto nível de competência e o aprendizado e domínio de conceitos complexos. O desenvolvimento de ambientes computacionais que apóiem a aprendizagem de programação é de grande valia nesse cenário, que envolve estudantes, professores e profissionais. Muitas pesquisas e trabalhos têm sido desenvolvidos nessa área, na medida em que fornecem contribuições importantes na construção de ambientes computacionais. Este trabalho apresenta uma ferramenta de suporte ao processo de ensinoaprendizagem de programação a alunos de graduação, priorizando a interdisciplinaridade, com uma abordagem baseada no método de aprendizagem por competências. Apresenta-se aqui também o mecanismo de Pirâmide Conceitual como uma alternativa ao planejamento de aprendizagem para o aluno. Como suporte ao ensino de programação, este trabalho utiliza a linguagem de programação Java, motivado pela alta demanda de utilização nos cursos superiores. Os estudantes são classificados por seus conhecimentos prévios em cada um dos conceitos e é esperado que a partir dessas informações e com a medida do Conceptual Gap com relação a Pirâmide Conceitual de determinado conceito seja possível desenvolver um plano de aprendizagem para esse aluno. Espera-se que a utilização desta ferramenta, auxiliando o processo de aprendizagem, contribua no sentido de tornar a representação de conceitos, exercícios e competências relacionados às disciplinas de um curso de Computação adequada.

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Mahlangu, Peter Patrick. "The contribution of the teaching-learning environment to the development of self-regulation in learning." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-05292008-162713/.

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Feldt, Zanna, and Erik Mekkelholt. "Digital methods in English Education." Thesis, Malmö universitet, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-42865.

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Our study explores Swedish teachers' experience with digital reading methods during English lessons and the perceived advantages and disadvantages of these methods. The study is qualitative and based on zoom interviews with four 4-6 English teachers from two different schools. The results show that some students who have problems understanding texts benefitted from being able to listen to the texts with the help of digital tools. However, even if this helps the students, there is the risk of overusing such listening aids. The results also show that the benefits of digital teaching methods outweigh the drawbacks. Most of the negative aspects were about the administration of the programs they used and how the teachers want to control and prevent distractions that come with the use of digital tools.

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Stupariu, Ioana. "Development and evaluation of a professional development framework for pharmacy undergraduate students to support their learning in professional practice." Thesis, University of Bath, 2012. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557816.

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The roles of pharmacists have changed in the last decades requiring pharmacists to keep up with, and even anticipate, the changes in practice to continue to be competent healthcare professionals. Competency or professional development frameworks have been developed and validated to support pharmacists with their learning and development. However, such a tool has not been developed for pharmacy undergraduate students and it is sensible to think that such a framework might also help pharmacy students in their learning and competency development. Thus, the aim of this research was to identify competencies required of pharmacy undergraduate students and to develop, and evaluate the use of, a professional development framework for these students. A mixed methods approach was adopted in the two-phased study. A cross-sectional design was employed in the first phase. Literature on pharmacy students’ competencies was reviewed and a series of workshops, focus groups and interviews with pharmacy students and academics, and stakeholders in pharmacy were conducted to identify the competencies required of pharmacy students during their degree and to develop the framework. The findings of previous rounds of data collection fed into the subsequent rounds. After five iterations 17 competencies were identified and divided in two clusters: Professional; and Delivery of Patient Care Competencies. A longitudinal design was used in the second phase. The use of the framework was evaluated with third and fourth year pharmacy students who self-assessed their competencies three times in two schools of pharmacy over the academic year of 2009-2010. The students’ self-assessed competencies increased over the year and correlated positively with their examination results and perceived self-directedness towards learning. This research provides evidence that the framework captures pharmacy undergraduate students’ development of their competencies during the academic year based on their self-assessed competence. Thus, the framework can be used as a self-assessment tool to support their learning.

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Fahrenbach, Florian, Alexander Kaiser, and Andreas Schnider. "A Competency Perspective on the Occupational Network (O* Net)." ScholarSpace University of Hawaii at Manoa, 2019. http://epub.wu.ac.at/6792/1/0561.pdf.

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The purpose of this paper is to develop a conceptual model which integrates the well-established US-based occupational information network (O*Net) into a competence perspective. Taking serious claims about lifelong learning, one of the biggest challenges is the assessment of tacit knowledge and competences. To tackle this challenge, we depart from four well-established competences (personal competence, social competence, methodic competence and domain competence), and integrate descriptors from the O*Net. We argue that learning outcomes (what a person should be able to do) can be made comparable and accessible when linking them with the descriptors from the O*Net. This approach is in line with the European Qualification Framework (EQF), that aims at establishing comparability of learning outcomes within the European Union and relies on theories linking individual to organizational learning.

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Bennett, Vicki E. "The relationships of trait learning relevance with teacher communication behaviors and learning outcomes." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4062.

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25

Lemne, Larsson Jenny. "Vad är det egentligen jag behöver kunna? : En studie om lärares upplevda behov av kompetens i deras arbete på Introduktionsprogrammet." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-107552.

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Gymnasieskolans fem introduktionsprogram startade 2011 och ersatte det Individuella programmet. Introduktionsprogrammen erbjuds de elever som saknar formell behörighet att söka nationellt program på gymnasiet. Studiens syfte är att bidra med kunskap om vad lärare på Introduktionsprogrammet anser att de behöver för kompetens. Undersökningen har skett med hjälp av sju djupintervjuer med lärare som representerar såväl kärn- som karaktärsämnen på Introduktionsprogrammet. Studiens resultat, analyserat med hjälp av Per- Eric Ellströms (1992) modell för kompetens, visar att informanterna framhäver kognitiv kompetens, såsom ämneskunskaper, för att möta de olika förkunskaper som eleverna har i respektive ämne. Andra delar av kompetensbegreppet som har en framträdande roll genom intervjuerna är affektiva- och sociala kompetensfaktorer. Att bidra med kunskap om lärarnas upplevda behov av kompetens kan ge en specialpedagogisk inblick i behovet av fortbildning, utbildning och av handledning av lärarna på Introduktionsprogrammet. Dessutom kan studier av lärares upplevelser på Introduktionsprogrammet, ge en ökad förståelse för dessa elevers behov av särskilt stöd.

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Ng, Wai-yan Vivian. "Impact of competency based assessment on teaching and learning of business subjects." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B36255853.

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Thompson, Angela D. Clark. "Re-Imagining the Learning Model| A Concept Analysis of Competency-Based Education." Thesis, Frostburg State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10636447.

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Competency-based education (CBE), a learning model focused on demonstrated proficiency in well-defined competencies rather than on the amount of time students spend in the classroom, influenced niche higher education markets in the United States for decades. However, the lack of a consensus definition limited CBE’s widespread acceptance by the traditional academic community. In the early 21st century, concerns about accessibility and affordability led to renewed interest in and experimentation with CBE models in higher education. Despite this resurgence of interest, defining CBE as a concept remained problematic and underscored the need to clarify the conceptual use and understanding of CBE. Settings for the research included the ERIC online library, resource libraries of three national CBE initiatives, and official policymaker websites. Rodgers’ evolutionary approach to concept analysis, emphasizing the evolution of concepts, shaped the research design of this qualitative study. Documents published in 1973–1983 and 2005–2015, 2 eras of intense postsecondary CBE experimentation, comprised the purposive sample. Using the described method, CBE characteristics were categorized in stakeholder and temporal contexts and common characteristics identified. Although this study confirmed a lack of consensus definition, it also revealed three characteristics fundamental to CBE. At its’ core, CBE is a learning model with (a) explicitly stated competencies; (b) progression determined by demonstrated performance; and (c) an individualized instruction framework well suited to mature learners with life and work experience beyond school. These core characteristics support an adaptable framework providing a foundation for CBE’s enduring presence in the higher education landscape of the United States in the 20th and 21st centuries.

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Ng, Wai-yan Vivian, and 吳維欣. "Impact of competency based assessment on teaching and learning of business subjects." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B36255853.

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Кириленко, Марія Ігорівна. "Infographics as a learning method." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/15309.

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Davis, Kirsten A. "Pursuing Intentional Design of Global Engineering Programs: Understanding Student Experiences and Learning Outcomes." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97979.

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As engineering work becomes more globalized, it is important to prepare students to succeed in a global engineering workforce. Prior research has explored different factors important to the design of global programs generally, but less is known about the experiences and learning outcomes of engineering students while abroad. Because this population has historically been underrepresented in global programs, few research-based practices have been identified to support the intentional design of global experiences for engineering students. This dissertation seeks to provide such insights through three studies that address the following components of global engineering program design: 1) the assessment of Global Engineering Competency (GEC) through use of a series of scenarios based in the Chinese context; 2) the relationship between program destination and students’ experiences and reported learning outcomes; and 3) the experiences that engineering students identify as most significant during their time abroad. I used a combination of quantitative, qualitative, and mixed research methods to explore students’ learning and experiences in global engineering programs. The results of these studies revealed that engineering students have a wide variety of learning outcomes and experiences as a result of global programs, that great care should be exercised in choosing and interpreting assessment methods for global programs, and that the design of global engineering programs should be informed by characteristics of both the student participants and the program destination. Overall, the results of this dissertation highlight the importance of intentionality when designing global engineering programs to better prepare students for success in a global work environment.
Doctor of Philosophy
As engineering work becomes more globalized, it is important to prepare students to succeed in a global engineering workforce. Prior research has explored different factors important to the design of global programs generally, but less is known about the experiences and learning outcomes of engineering students while abroad. Because this population has historically been underrepresented in global programs, few research-based practices have been identified to support the intentional design of global experiences for engineering students. This dissertation seeks to provide such insights through three studies that address the following components of global engineering program design: 1) the assessment of Global Engineering Competency (GEC) through use of a series of scenarios based in the Chinese context; 2) the relationship between program destination and students’ experiences and reported learning outcomes; and 3) the experiences that engineering students identify as most significant during their time abroad. I used a combination of quantitative, qualitative, and mixed research methods to explore students’ learning and experiences in global engineering programs. The results of these studies revealed that engineering students have a wide variety of learning outcomes and experiences as a result of global programs, that great care should be exercised in choosing and interpreting assessment methods for global programs, and that the design of global engineering programs should be informed by characteristics of both the student participants and the program destination. Overall, the results of this dissertation highlight the importance of intentionality when designing global engineering programs to better prepare students for success in a global work environment.

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31

Wackwitz, Kerstin. "Anpassung der Inhalte und Methoden der agraren Berufsausbildungen an die veränderten beruflichen Anforderungen durch Bildungsinnovation." Doctoral thesis, Humboldt-Universität zu Berlin, Landwirtschaftlich-Gärtnerische Fakultät, 2004. http://dx.doi.org/10.18452/15027.

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Ein zentrales Thema von Modellversuchen in Verbindung mit der Berufsausbildung ist die Entwicklung und Erprobung neuer Konzepte. Grundlage dafür sollte der konkrete Zustand in der reellen Praxis sein. Die Autorin erstellt in Recherche zahlreicher Quellen einen Überblick zum Kompetenzbegriff (Fach-, Methoden-, Sozial-, Personal-, Handlungskompetenz). Sie meint, dass zur Analyse, Evaluierung sowie zur gezielte Selektion relevanter Informationen eine Strategie zur Kompe-tenzentwicklung erforderlich ist, bei der Lernende einen grundlegenden Fundus an Medienkompetenz besitzen müssen und der Lehrende einen Rollenwandlung vom Wissensvermittler zum Anleiter erfährt. Mit Hilfe spezieller Handlungsanleitungen beantwortet der Lernende Fragen und gewinnt selbstständig Fachinformationen. Der Anleitende beaufsichtigt, kontrolliert und bewertet den Prozess der Informationsgewinnung. Die Ergebnisse werden zusammengefasst und dienen der Beantwortung offener Fragen. Die Autorin geht davon aus, dass methodische Orientierungshilfen sowohl bei deduktiv, als auch bei induktiv angelegter Erkenntnisgewinnung im Unterricht der Berufsausbildung angewandt werden können. Die neuen Informationssysteme zeigen uns dabei neue Wege der Informationsverarbeitung auf. Die Autorin kategorisiert aktuelle digitale Medien. In einer empirischen Erhebung mit Auszubildenden im Bildungsgang zum Gärtner/zur Gärtnerin wird geprüft, in welchem Ausbildungs-jahr welche digitalen Medien zur Fachinformationsgewinnung im handlungsorientierten Unterricht geeignet sind. Die speziellen Handlungsanleitungen der Untersuchung befinden sich im Anhang (Band II) der Publikation. Zusätzlich gibt die Autorin Lehrenden eine Anleitung zur selbstständigen Erstellung von Handlungsanleitungen. Das lebenslangen Lernen beginnt mit der ersten Unterweisung und erfordert eine stetige Qualifikation. Das Erfordernis einer modernen Berufsausbildung ist eine Voraussetzung für die Integration der Lernenden in das spätere Arbeitsleben. Handlungsanleitungen können als methodisch-didaktisches Instrumentarium handlungsorientierten Unterricht bereichern und Kreativität, das Vermögen zur Selbstorganisation und Problemlösung sowie die stetige aufgeschlossenen Auseinandersetzung mit disziplinären und interdisziplinären Novitäten fördern.
In the centre of model-trials in connection with the professional education is the development and test of new conceptions. The basis of these conceptions must be the concrete situation in the real practice. In Investigation of numerous sources the author gives a survey on competence (special -, method -, social -, participating -, action competence). The opinion of the author is, that to the analysis and valuation of the information and the specific selection of relevant information a strategy for the development of competence is necessary. The teacher will obtain the role of an instructor. The learner must have basic knowledge in computer science. With help of special action guides the learner answer the questions and realised the independent procurement of specialized information. The guide supervises, controls and assesses the process of information procurement. The results will be compared and answer to the open questions must be found. In the opinion of the author the deductive and the induction way are possible. The new information systems show us new ways in information processing. The author shows in a temporary categorization different digital media. In an empirical survey with trainees in the course of education to a gardener was assayed, in witch year of education they can work with witch digital media. The target of the survey was the independent procurement of specialized information in a lesson with orientation on praxis. The special action guides of the tests are in the appendix (Volume II) of the publication. Additionally, the author give a instruction for teacher, to develop action guides independently. The livelong learning begins with the first instruction and demands a comprehensive qualification. The demand of a modern professional education is a precondition for the integration into the working live. Action guides, as one of the methodical-didactical instruments, are conductive for development of creativity, for the capability to organised by itself, for the capabil-ity to solve problems and for the continuous analysis with innovations.

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Merry, Emma. "Preschoolers’ Social-Emotional Competency and Time Spent Outside of School." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1423310200.

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Patel, Preeti. "An optimised competency framework for improving students' self skills during work-related learning." Thesis, London Metropolitan University, 2017. http://repository.londonmet.ac.uk/1245/.

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This research commences with an exploration of the huge landscape of assessment feedback practices in which a multitude of tools, interventions, theories, experiences, experiments and surveys have been proffered by educationalists and practitioners. A novel taxonomy of feedback is developed which, upon evaluation, not only highlights the gap in feedback provision for the experiential learning area but also reveals the significance of developmental feed-forward guidance with which students are able to self-evaluate and self-regulate themselves. The research goes on to investigate the impact that Work-related learning and developmental feedback can have on students on a degree programme. An intervention consisting of a range of tools, including a customised competency framework, developmental feedback cues and self-evaluation scoring, is developed to engage and motivate students on the Work-related learning module. A study conducted to test the intervention reveals that significant improvements can be seen in students’ understanding and perception of their competencies, but that this improvement is only apparent when both Work-related learning and developmental feedback based on self-evaluation are implemented. The findings from the empirical data derived from the study has enabled the understanding of, through cluster and correlation analysis, the way in which students perceive their own competencies; thereby, leading us to optimise the framework to include the thirteen most significant competencies within the Academic, Workplace and Personal Effectiveness categories. This research contributes towards a better understanding of student perceptions of competency and puts forward a strategy for improving the employment outcomes of graduates through exposure to a customised competency framework, developmental feedback and self-evaluative/reflective practices.

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Bomentre, Rose Ann. "Leadership Effectiveness and Social Emotional Learning Competency Skills in an Urban School Setting." Thesis, Pepperdine University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13858892.

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This quantitative research study was developed to support school principals leading in urban school settings with high rates of poverty, crime, and violence with a need for a set of skills to create a positive school culture with kindness, empathy, and compassion. To prepare administrators for the stressors of working in an urban school setting, a school leader must be able to maintain effectiveness under stressful, or even hostile, conditions. Thus, school principals must improve their Social and Emotional Learning (SEL) competency skills to be effective in creating a positive school culture with kindness, empathy, and compassion.

This research study utilized a quantitative, correlational-design approach to examine the positive correlation between staff perceptions of a secondary school principal’s leadership effectiveness with customer service and interpersonal skills with students’ sense of belonging in the same urban school. To answer the research question based on dichotomous student data (agree versus not agree), chi-square tests were performed. To measure the level of positive correlation between the staff perceptions of leadership and student, Cramer’s V tests were used.

Results from this study indicated that students reported higher overall sense of belonging for schools having principals with high scores for communicating effectively (64.4%), having principals with high scores (62.6%) for treating people with respect, and having principals with high scores (62.6%) for working collaboratively with others. For all 18 chi-square tests, a positive relationship was found between the student’s sense of belonging and ratings of the principal’s leadership abilities based on staff perceptions. Findings from this quantitative research can be used to enhance educator preparation programs in universities and be a beginning for more future research for school districts to improve key performance indicators such as chronic absenteeism, suspension rates, test scores, and graduation rates.

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Harrison, Giulietta Domenica. "Tools for learning: a socio-cultural analysis of pedagogy in early reading competency." Doctoral thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13295.

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Анотація:

Includes bibliographical references.
This research aimed to understand how children learn to read and how best to facilitate early reading competencies. It examined pedagogic styles through a socio-cultural lens with a view to describing what currently yields results in South African Grade One classrooms. The participants were Grade One educators in both former Model C 1 schools and less privileged schools. This multiple case-study comprised a research demographic of 126 learners, 14 teachers and five schools. Use was made of a basal reading test, comprehension test, problem -solving test, film observations of teachers giving lessons, and teacher interviews. A coding schedule was designed to facilitate the analysis of pedagogic modes as observed in the film footage. The pedagogic modes were determined from a pilot study and the use of a Vygotskian framework. Ten modes were identified: use of existing knowledge, practicing a concept, collaborative learning, conscious mediation, use of the ZPD, scaffolded learning, rote learning, worksheet-based learning, ability-group teaching and didactic teaching. The first six modes are Vygotskian in nature, of which the first four were the most frequently used. Qualitative analysis of teacher interviews, together with a quantitative analysis of pedagogic modes, permitted comparison of what teachers said with what they did in their classrooms. A stratified sample of nine learners per teacher evidenced a significant improvement between the pre- and post-tests of literacy. Cross analysis of learner test results with pedagogic modes showed that collaborative learning was an effective tool for mediation. This research showed that use of Vygotskian principles was not fully developed. Some of the challenges faced in South African classrooms were revealed. Despite these challenges, learners did progress, even in underprivileged circumstances. A central message that emerged is that learners’ individual strengths and weaknesses are not adequately identified or catered for in Grade One classrooms, and their teachers need support in acquiring the skills to do so.

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Thackaberry, Alexandera. "Competency-Based Education Models: An Emerging Taxonomy." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1491776906336325.

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37

Hossain, Mohammad Hemayet. "Competency based primary science education in Bangladesh an evaluation of fifth graders' learning achievements." Berlin dissertation.de, 2009. http://d-nb.info/1001144465/04.

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Chiu, Shiu-kwan. "Teacher competency in the field of children with learning difficulties a Hong Kong survey /." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38626020.

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39

Higgins, Marion N. G. "Use of self-paced learning in the context of competency-based training at TAFE." Thesis, Queensland University of Technology, 1996.

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The aim of this study was to monitor the adaptability and perceptions of students and teacher who were in transition from traditional to self-paced learning in the context of competency-based training using action research paradigm. The context for this study was in the area of hospitality, specifically in computer education, where students and teachers are using hospitality specific software for food and beverage stock management education. As a result of the implementation of competency-based training, many alternative methods of delivery for educating are being sought. One of these alternative methods of delivery is that of self-paced learning. This study reports on the development of the subject in competency-based training format, development of material for self-paced style of learning and modification of the material based on one semester long implementation. Recommendations for future development are made.

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McIntyre-Hite, Lisa Monica. "A Delphi Study of Effective Practices for Developing Competency-Based Learning Models in Higher Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2323.

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Currently, there is an increase in competency-based education programs in higher education institutions in response to student and employer needs. However, research is lacking on effective practices for developing competencies, assessments, and learning resources for these programs. The purpose of this qualitative Delphi study was to gather expert opinions about effective practices for developing competencies, assessments, and learning resources in competency-based programs in higher education. The conceptual framework was based on principles of andragogy, critical subjectivity, and social constructivism. Ten long-term specialists in developing competency-based programs in higher education served as participants. Data from 3 rounds of interviews were coded and categorized using Delphi methodology. Eighteen principles for effective practices were agreed upon for developing competencies, 15 principles for effective practice were agreed upon for developing assessments, and 16 principles for effective practice were agreed upon for identifying and leveraging learning resources. Areas of disagreement related to competencies, assessments, and learning resources were identified, with evidence that the variation in rankings presented by participants was due to the unique contexts of different higher education programs. The research from this study contributes to positive social change by providing an emerging list of effective practices useful in developing programs that help students graduate sooner with both a degree and skill set relevant to employers and to their future personal satisfaction.

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Jaruševičienė, Oksana. "Pedagogų požiūris į mokymo ir mokymosi metodų panaudojimą perkvalifikavimo studijose." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_175804-46587.

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Sparti socialinio bei kultūrinio gyvenimo kaita, informacinės visuomenės plėtra, globalizacija kelia Lietuvos švietimui naujus iššūkius, kurie lemia jau antrą dešimtmetį vykstančius jo pokyčius. Gyvenimo pokyčiai sąlygoja ugdymo idėjų kaitą, vyksta naujų efektyvesnių mokymo ir mokymosi teorijų bei metodų paieškos. Šiandieniame švietime svarbus pedagogų papildomų kompetencijų įgijimas, todėl vis didesnis dėmesys skiriamas perkvalifikavimo studijų organizavimui. Nes nuo pedagogų kvalifikacijos bei turimos kompetencijos, priklauso švietimo kokybė ir sėkminga švietimo įstaigų veikla. Šio mokslinio darbo tikslas yra išanalizuoti pedagogų požiūrį į mokymo ir mokymosi metodų panaudojimą perkvalifikavimo studijose. Darbo uždaviniai yra panagrinėti pedagogų perkvalifikavimo sampratą ir procesą Lietuvos švietimo reformų kontekste, aptarti suaugusiųjų mokymosi organizavimo ypatumus ir ištirti pedagogų, dalyvaujančių perkvalifikavimo programose, požiūrį į mokymo ir mokymosi metodų panaudojimą perkvalifikavimo studijose. Tyrimas parodė, kad pedagogų dalyvavimą perkvalifikavimo studijose dažniausiai lemia būtinybė įgyti dalykinę kvalifikaciją bei noras tobulėti, siekis įgyti pedagoginių ir psichologinių žinių. Tačiau šių studijų paskaitose taikomi mokymo(si) metodai dažniausiai tik dalinai tenkina besimokančių poreikius. Nustatyta, kad perkvalifikavimo studijose yra naudojami įvairūs mokymo metodai. Vyraujantys du tradiciniai mokymo(si) metodai – paskaita ir aiškinimas – geriausiai... [toliau žr. visą tekstą]
The rapid alternation of social and cultural life, development of informative society, globalization challenges the education of Lithuania and condition changes of the past two decades. The changes of life determine the alteration of educational ideas, search for new and more effective theories and methods of teaching and learning. It is important in recent education for teachers to gain additional competence. Thus, greater attention is paid at the organization of retraining studies, as the quality of education and successful work of educational institutions depend on the teachers’ qualifications and competence. The aim of this research is to analyze teachers’ approach to the use of teaching and learning methods in the retraining studies. The objectives of the research are to study the conception of teachers‘ retraining and its process in the context of educational reforms in Lithuania, discuss the peculiarities of the organization of adult teaching, and survey teachers’ who participate in retraining programs approach to the use of teaching and learning methods in the retraining studies. The research clearly shows that usually teachers’ participation in the refresher course centers is due to the necessity to have the right qualification for the job and a wish for proper pedagogical and psychological knowledge. However, the teaching-learning methods used during the lectures only partly meet the requirements of the teachers. It is estimated that there are various teaching... [to full text]

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Du, Yunfei. "An Evaluation of the Effect of Learning Styles and Computer Competency on Students' Satisfaction on Web-Based Distance Learning Environments." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4265/.

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This study investigates the correlation between students' learning styles, computer competency and student satisfaction in Web-based distance learning. Three hundred and one graduate students participated in the current study during the Summer and Fall semesters of 2002 at the University of North Texas. Participants took the courses 100% online and came to the campus only once for software training. Computer competency and student satisfaction were measured using the Computer Skill and Use Assessment and the Student Satisfaction Survey questionnaires. Kolb's Learning Style Inventory measured students' learning styles. The study concludes that there is a significant difference among the different learning styles with respect to student satisfaction level when the subjects differ with regard to computer competency. For accommodating amd diverging styles, a higher level of computer competency results in a higher level of student satisfaction. But for converging and assimilating styles, a higher level of computer competency suggests a lower level of student satisfaction. A significant correlation was found between computer competency and student satisfaction level within Web-based courses for accommodating styles and no significant results were found in the other learning styles.

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Zhao, Xiaochuang. "Ensemble Learning Method on Machine Maintenance Data." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/6056.

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In the industry, a lot of companies are facing the explosion of big data. With this much information stored, companies want to make sense of the data and use it to help them for better decision making, especially for future prediction. A lot of money can be saved and huge revenue can be generated with the power of big data. When building statistical learning models for prediction, companies in the industry are aiming to build models with efficiency and high accuracy. After the learning models have been developed for production, new data will be generated. With the updated data, the models have to be updated as well. Due to this nature, the model performs best today doesn’t mean it will necessarily perform the same tomorrow. Thus, it is very hard to decide which algorithm should be used to build the learning model. This paper introduces a new method that ensembles the information generated by two different classification statistical learning algorithms together as inputs for another learning model to increase the final prediction power. The dataset used in this paper is NASA’s Turbofan Engine Degradation data. There are 49 numeric features (X) and the response Y is binary with 0 indicating the engine is working properly and 1 indicating engine failure. The model’s purpose is to predict whether the engine is going to pass or fail. The dataset is divided in training set and testing set. First, training set is used twice to build support vector machine (SVM) and neural network models. Second, it used the trained SVM and neural network model taking X of the training set as input to predict Y1 and Y2. Then, it takes Y1 and Y2 as inputs to build the Penalized Logistic Regression model, which is the ensemble model here. Finally, use the testing set follow the same steps to get the final prediction result. The model accuracy is calculated using overall classification accuracy. The result shows that the ensemble model has 92% accuracy. The prediction accuracies of SVM, neural network and ensemble models are compared to prove that the ensemble model successfully captured the power of the two individual learning model.

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Chan, Kam-kong Angus. "Learning Chinese keyboarding skill Cangjie input method /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B40040100.

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Chan, Kam-kong Angus, and 陳錦江. "Learning Chinese keyboarding skill: Cangjie input method." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B40040100.

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Clara, Edenhammar. "Are cases a good method of learning." Thesis, Högskolan i Halmstad, Akademin för ekonomi, teknik och naturvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-32601.

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Abstract Objective Traditional lectures, problem-based learning and cases are all well-established methods for educating. Learning by cases are becoming a more used method for educating. Many professional and highly ranked American universities are already using the method and more well-known universities in other countries are adapting the method more. The case methodology is also used wider and more frequently over the different areas of education. Method The paper is built upon a literature collection from writers and researchers who has affected the area of importance. The information presented in the chapter literary review is collected from scientific articles from the Halmstad University's databases Scopus and Web of science, and academic literature. Analysis Neurological scientists indicate that experience-based education brings higher knowledge and better results. The case method is an active way of learning which make students more focused and motivated. The method higher the students abilities to be critical, analytical and open minded, which in the long run will higher the outcome of the education. Through case-based education students will get an insight of reality and they will be more prepared for their future field of proficiency. Conclusion Case studies as a method of learning is an attractive way of education. Students learning by cases develops and improves new skills and abilities. As an method for educating it may be more implementable in some studying directions and filed of work than others. It is a growing methodology which is constantly being more used worldwide and a more acceptable as a way to learn. Keywords Case methodology, case study, lecture learning, problem-based learning, creativity, active learning

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Shtovba, S. D., A. V. Galushchak, А. В. Штовба, and А. В. Галущак. "Fuzzy classifier learning by main competitors method." Thesis, Кременчуцький національний університет імені Михайла Остроградського, 2015. http://ir.lib.vntu.edu.ua//handle/123456789/24756.

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Montecuollo, Brittany. "Program Evaluation of the RN Clinical Learning and Development Specialist." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6928.

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The purpose of this project was to evaluate the impact of a quality improvement strategy to implement an RN clinical learning and development specialist (CLDS) with the intent to reduce high turnover in novice nurses and low nurse engagement. The CLDS served as expert, role-model, coach, and mentor. Benner's model of novice-to-expert was used as the conceptual framework to monitor progression of nurses mentored by the CLDS. The Institute for Healthcare Improvement model for improvement was reviewed to assess the effectiveness of the CLDS on turnover rates and nurse engagement. At the time of program evaluation, the CLDS role had been operational at the project site for 8 months in inpatient and perioperative service lines. An analysis of turnover rate by headcount of 1510 RNs within the practice environment was completed. The change from the preintervention period to the postintervention period was statistically significantly lower. A nonparametric test to compare the monthly rates was used (z = -2.613; p = .005). To evaluate nurse engagement, the practice environment scale was deployed to all RN nurse residents from 9/2018 through 3/2019. A total of 166 surveys were deployed. There were 86 responses; 62 respondents were RNs with an assigned CLDS. There were no statistically significant differences in the scores between these 2 groups. The social impact of this project is important to share with nursing and operational leadership as an intervention to reduce RN turnover across healthcare settings, specifically in acute care practice areas. The issues of RN turnover and satisfaction with the practice environment are relevant across organization types and settings.

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Cilliers, Willem Johannes. "An experiential learning process for the advancement of previously disadvantaged employees in an industrial context." Thesis, Pretoria : [s.n.], 1999. http://upetd.up.ac.za/thesis/available/etd-11062006-153522.

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Foong, A. L. S. "Accreditation of prior experiential learning : studies in the development of a competency-based evaluation system." Thesis, University of Strathclyde, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285010.

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