Дисертації: "Cooperative Assessment of Experiential Learning"

1

Graff, Jens. "Career as an experiential learning voyage : Development of experiential assessment methodology in a lifelong learning context." Doctoral thesis, Umeå : Handelshögskolan, Umeå universitet, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1928.

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2

Martin-Rivers, Valerie Ann. "Learning to read in an experiential cooperative learning centers' classroom: Effects on reading comprehension." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1203.

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The purpose of this project is to examine the reading program of a cooperative learning centers classroom and the theories that support the benefits of cooperative learning centers within the context of a literacy program in a first grade classroom.

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3

Wessels, M. L., and J. M. Jacobsz. "Reconceptualisation of cooperative education at the Tshwane University of Technology : a case study." Journal for New Generation Sciences, Vol 9, Issue 2: Central University of Technology, Free State, Bloemfontein, 2011. http://hdl.handle.net/11462/594.

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Published Article
In universities of technology there is much confusion regarding the concept cooperative education and related terminology. The aim of this article is to offer a conceptual alternative for cooperative education, based on findings from the literature, workshops conducted institutionally and nationally in universities of technology and supported by a PhD study conducted by the first author. The findings suggest an alternative approach towards the conceptual understanding of cooperative education and its associated components. In addition, the proposed conceptual framework provides a directive towards structural development and managing applicable learning types in a university of technology environment with regard to work-integrated learning and service learning.

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4

Bavaro, M. Tina. "Changing Pedagogy: The Introduction of Experiential, Cooperative Learning and Interactive Multimedia into the Statics Learning Environment." Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/30530.

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Teacher change is about moving from thought, feelings and an understanding of teaching and learning into action and practice (Fullan, 1982). This naturalistic case study describes the initial phases of the teacher change process resulting from the implementation of a restructured undergraduate statics engineering course. The investigation focused on the broad research question of what happens when an educator undertakes the teacher change process to allow himself to move away from what is familiar and known (i.e., the traditional pedagogy) into an unknown, new pedagogy. More specifically, the three research questions investigated by this study were : (a) what were the teacher's intentions for changing his pedagogy? (b) what were the actual teaching events over the course of the semester? (c) what were the participant's (i.e., the instructor, students, undergraduate teaching assistant and researchers) perceptions of the pedagogical change? The collection and analysis of the data occurred simultaneously throughout the Fall semester of 1995, and continued into April 1996. Data were collected from transcribed audio recordings of interviews with the instructor, selected students and the undergraduate teaching assistant,written field notes from observations, questionnaires, electronic mail exchanges, student minute papers, and other documents. The data were summarized and coded according to recurring words, phrases, sentences and paragraphs about the instructor's intent for his change in pedagogy, then organized into categories of three change foci : (a) experiential learning, (b) cooperative learning, and (c) interactive multimedia in order to correspond with his intent for the new statics learning environment. Data were displayed in charts and tables to determine issues related to change. The results of this study are presented in terms of a descriptive analysis of the initial teacher change process portrayed through the "multiple realities" of the participants who experienced the pedagogical change. Three issues were evident : (a) the problem of the simultaneous introduction of three new innovations (experiential, cooperative learning and the interactive multimedia), (b) the frustrations of the teacher change process, and (c) difficulties of a paradigm shift in pedagogy when the instructor commences to relinquish control in the new learning environment. Articulation of these issues helps to increase our understanding of the teacher change process and the need to enact change over time. Moreover, lessons learned from this study can serve as guidelines for future researchers in their efforts to study the change process. This study increases our understanding of the teacher change process particularly when one undertakes a paradigm shift in pedagogy.
Ph. D.

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5

Башлак, Ірина Анатоліївна, Ирина Анатольевна Башлак, and Iryna Anatoliivna Bashlak. "Cooperative learning is a gatewey to facilitate alternative assessment." Thesis, Sumy State University, 2016. http://essuir.sumdu.edu.ua/handle/123456789/46900.

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6

Todd, Anita M. "Measuring the Effect of an Online Learning Community on Engineering Cooperative Education Students' Perceived and Measured Learning." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377866613.

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7

Anderson, Rebecca Sue. "Exploring alternative assessment : a democratic approach to student self-assessment in a reading methods class /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-165437/.

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8

Pacheco, Amanda Celeste. "Cooperative Education as a Predictor of Baccalaureate Degree Completion." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2110.

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Baccalaureate degree completion statistics are surprisingly low. National four-year graduation rates hover around 38%, and six-year graduation rates have remained steady at approximately 63% (Berkner, He, & Cataldi, 2002). At the University of Central Florida, as at many public research institutions, the numbers are even lower. Literature has emerged, however, which suggests that students who participate in cooperative education programs may experience increased motivation to continue the formal education process (Avenoso & Totoro, 1994; Schambach & Dirks, 2002; Somers, 1986). This study investigated the effect of co-op participation on undergraduate degree completion in the context of several risk factors for attrition. The population for this study was the cohort of full-time, bachelor's degree-seeking undergraduate students who entered the University of Central Florida as first-time-in-college (FTIC) students in the fall semester of 1999. Group One (Co-op Students) consisted of full-time FTIC students who successfully participated in the University of Central Florida Cooperative Education program and Group Two (Non-Participants) included full-time FTIC students with at least 20 credit hours completed and consistent grade point averages of at least 2.5 who did not participate in the University of Central Florida Cooperative Education program. The additional parameters on the Non-Participant group were included to control for any potential differences between the two groups due to increased requirements for participation in the co-op program. The two groups arrived at the University of Central Florida with nearly identical high school grade point averages and standardized test scores, and also were remarkably similar in age, ethnic composition, and college at entry. Results indicated that students who graduated within four years seemed to do so regardless of co-op participation, but for those who took longer, there was a correlation between co-op and degree completion. There was also some evidence to suggest that internships are associated with degree completion as well. Further, some of the known risk factors for attrition (lower high school grade point average, male gender, and non-White/non-Asian ethnicity) may be mitigated by the student's participation in their institution's co-op program, though additional research in this area is suggested.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD

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9

Jonas, Lynn Cindy. "Tourism students' perceptions of their experiential learning experiences based on the place four-component model." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020621.

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The purpose of this study was to determine tourism students’ perceptions of their Experiential Learning (EL) experiences based on the Predicting Learner Advancement through Cooperative Education (PLACE) four-component model. The research objectives were to ascertain Experiential Learning’s impact on the four components namely Personal Development, Career Development, Work-skills Development and Academic Development. This study fits within the pragmatic paradigm and utilised an explanatory mixed methods research design which requires quantitative data to be collected first with follow-up qualitative data. The data collection instrument for the quantitative data was the PLACE model, which was in the form of a survey questionnaire and the data generating strategy for the qualitative data was individual interviews. The findings of the data were heavily skewed toward the positive end of the spectrum with students viewing the impact of EL on the four components as favourable. Interviews were conducted with participants whose results showed deviations from the norm and had particularly negative experiences. Academic Development had extremely low Cronbach Alphas, which points to poor reliability. This phenomenon was also further explored during the interviews with participants making suggestions for factors to be considered. Recommendations were made to the three stakeholders of EL namely students, employers and academic coordinators in order to ensure improved Experiential Learning programmes and maximised student benefit.

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10

Casey, Matthew Scott. "PROBLEM-BASED INQUIRY: AN EXPERIENTIAL APPROACH TO TRAINING EVALUATION." Akron, OH : University of Akron, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1164649402.

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Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies-Secondary Education, 2006.
"December, 2006." Title from electronic dissertation title page (viewed 04/28/2008) Advisor, Qetler Jensrud; Committee members, Sandra C. Coyner, Dennis Doverspike, Xin Liang, Carole Newman, Susan Olson; Interim Department Chair, Bridgie Ford; Dean of the College, Patricia Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

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11

Lee, Shara. "Academic Engagement through Experiential Learning: Building Transferable Skills within Undergraduate Education." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5393.

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Presently, there is a national focus on the industry-benefitting skills developed through undergraduate education. The purpose of this study is to examine the effectiveness of an experiential learning course on building three ability-based transferable skills: communication, emotional intelligence, and professional qualities. These skills have been determined to be important components to the skill set of graduates intending to enter any career, including one within the hospitality industry. Results from an examination of three related instruments led to conclusions that an experiential learning course positively impacts self-perceived skill development among the three aforementioned skills as well as perception of overall performance. In addition, it was determined that experiential learning courses benefitted interns irrespective of self-reported learning style preference and that such courses may aid in narrowing the perceived gap between intern and employer perceptions of intern skill levels and thereby prepare graduates with increasing success for societal productivity.
Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership; Higher Education

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12

Mendez, Eduardo. "Groundwater Interactive: Interdisciplinary Web-Based Software Incorporating New Learning Methodologies and Technologies." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/35796.

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Groundwater related courses are offered through several colleges at Virginia Tech. These classes enroll a diverse group of students with varied academic backgrounds and educational levels. Though these classes emphasize different aspects of groundwater resources, they lack a unified approach in instructional materials and learning methodologies for knowledge they do share. The goals of this research are to lessen the impact of variable student backgrounds and to better integrate the courses to improve teaching and learning, through the development of a multi-tiered, interdisciplinary website, Groundwater Interactive (GWI). GWI, as an educational technology, employs a variety of interactive multimedia. The primary educational components of the website include interactive and graphical models and quizzes, and a student-authored primer. An implementation strategy based on experiential and cooperative learning models is developed for application of the GWI tool in the classroom. An assessment methodology to evaluate the effectiveness of these new learning methods and techniques was also developed, but was not implemented as part of this work.
Master of Science

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13

Abdelaty, Ahmed, and Joseph Shrestha. "Current Practices of Experiential Learning in the United States Construction and Technology Programs." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5470.

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Construction education is dynamic and practice oriented. As such, effective construction programs require significant collaboration with the construction industry. This collaboration, in the form of internship or cooperative programs, increase the student readiness for the job market by providing valuable field experience. Construction programs in the United States (US) established several internship requirements that range from being optional to multiple required internships. This study focuses on scanning the current internship requirements set by construction and engineering technology programs in the US by gathering information including; 1) Number and length of required internships, 2) Internship prerequisites, 3) Internship deliverables, 4) assessment method. The outcome of this study is expected to help construction programs improve their internship or cooperative requirements by considering the prevailing practices developed by other schools. Additionally, the study provides recommendations to enhance the effectiveness of internship for positive experiential learning.

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14

Jones, Jeela. "Anglers, Warriors, and Acrobats: The Journey of Learning in Cooperative Education." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24192.

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Each year, students who are newly enrolled in the University of Ottawa Cooperative Education Programs prepare for their first co-op work terms. In this period of pre-employment, students ask themselves important questions like, “What do I have to do to get a job?” and “What do I want to be?” As a co-op practitioner I am exposed to students’ experiences and the dilemmas they face but I still wondered what was hidden from my view and outside of my understanding. Thus, during one-on-one interviews that occurred prior to their first co-op work terms, six co-op students shared the photographs and stories of their co-op experiences with me and I shared my photographs and stories with them. Goffman’s (1959) theory of dramaturgy provided the theoretical framework to present, interpret, and understand the words and pictures that emerged from these interviews. What resulted were dramas, narratives, and allegories: six participant descriptions written as mini-biographies, verbatim transcripts prepared as a reader’s theatre script, and a set of five themes composed with vivid symbolism. The five metaphoric themes of co-op student experience are (a) journey, (b) circus, (c) metamorphosing, (d) anglers at sea, and (e) warriors. Taken together, what emerged was a deeper seeing and a richer understanding of what’s “really going on” in the time prior to students’ first co-op work terms (Goffman, 1974, p. 8) particularly with regards to legitimate peripheral participation, reflection, and experiential learning.

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15

Carter, Deborah Joy. "‘Incite, then delight’ : investigating needed cooperative informative technology experiences (incite), then developing experiential learning in guided holistic teamwork (delight)." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/27727.

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This research began from an educational technology lab coordinator’s personal curiosity and professional endeavour. In the lab, adult learners demonstrated three resistant actions deemed detrimental to learning: constrained social/co-presence, resistance to new technologies, and external loci of focus to learning. The intent was to investigate what cooperative information technology was used by adult learners in an Elementary Teacher Education Program (ETEP) throughout their course and what holistic approach would then guide group learning. Thus, the thesis is titled: INCITE (Investigating Needed Cooperative Information Technology Experiences), then DELIGHT (Developing Experiential Learning In Guided Holistic Teamwork). Based on social learning theories, the research hypothesis stated the chaos and complexity within ETEP activated constrained social interactions, caused performance reduction, and increased the possibility of members dropping out, either physically or spiritually. The research design collected data with a mix of quantitative and qualitative methods. Rovai’s (2002a) Classroom Community Scale (CCS), Hammer’s (2009) Intercultural Development Inventory (IDI), descriptive statistics, and semi-structured interviews tested the hypothesis. ETEP participants’ responses texturally described the structural descriptions of Aoki (2000), Pinar (2009), and Wenger (1998) where curriculum emerged as both “curriculum-as-plan and curriculum-as-live(d)” (Aoki, 2000), sustainable teaching-learning solutions answered Pinar’s (2009) “key curricular question — what knowledge is of most worth?” when ETEP adult learners developed praxes and collaborative reflective practices, and curriculum design required individual and collaborative activities with assessments that are flexible, fast, and fluid to “learn a practice” (Wenger, 1998). The hypothesis was proven partially incorrect. The interviews revealed the resistant actions to be coping mechanisms for, rather than detrimental to, the teaching-learning environment. The data collection suggested a greater emphasis on face-to-face activities rather than technology-based activities. As a result, the INCITE of ETEP participants’ responses and then the DELIGHT of this study offers a community of practice to support online learning activities, guide ETEP adult learners’ self- directed priorities, enhance community relations, and assist the transformations from adult learners to pre-service teachers. Future enhancements to this research design include intercultural training and extending the population and time-lines to provide additional data collection and periods when adult learners are on-campus.

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16

Fester, Ferdinand Cedric. "An investigation into experiential learning experience of South Africa construction management students at universities of technology." Thesis, Cape Peninsula University of Technology, 2005. http://hdl.handle.net/20.500.11838/1051.

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Thesis (MTech (Construction Management))--Cape Peninsula University of Technology, 2005.
Cooperative education is practiced in many fields of industry. The South African construction industry has shown a preference for cooperative construction management education. Cooperative construction management education is practiced worldwide, but the majority of these programmes do not have compulsory credit bearing experiential learning as part of its programmes. This study examined the experiential leaning experience as well as the relevance and adequacy of preparation of subject areas taught in UT construction management programmes from the perspective of all the stakeholders. The study had four main objectives namely (I) To measure the extent of the perceived relevance by industry stakeholders, students and academics of the topics and content of construction management programmes at UT; (2) To establish the level of inadequacy, as perceived by industry stakeholders and academic staff of the preparation of UT construction management graduates to perform construction management functions: (3) To determine the level of dissatisfaction, if it existed with the experiential learning of construction management students; and (4) To establish the preparedness of construction industry stakeholders to mentor construction management experiential learning students; and to use the findings of the study to inform development of construction management programmes. Literature was reviewed relative to experiential learning and its general and specific application to construction management education. Self- administered questionnaires were completed by I" year as well as senior students registered for the National Diploma: Building as well as the B. Tech. degrees in Construction Management and Quantity Surveying. The study suggests that although the experiential learning experience IS relevant and generally well accepted by all role-players, there is a mismatch between the needs of industry and what is being produced by the UT. The topics that form the programme are relevant, but a level of dissatisfaction exists with the preparation of construction management graduates to perform construction management functions do exist.

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17

Bates, Merrelyn, and n/a. "Just Practice? Towards a Theory of Professional Education That Uses the Workplace as Context." Griffith University. School of Vocational, Technology and Arts Education, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060112.141825.

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Universities are becoming more accountable for their own funding and for establishing their own societal relevance. As Governments respond to the demands of industry and commerce to fit graduates for the workplace, universities are being asked to provide students with the knowledge and skills for learning and working in an ever-changing workplace. There is a strong implication here that the traditional theory-based learning associated with higher education needs to be augmented (and complemented) by an experiential component that enables students to develop a 'feel' for the workplace and 'an instinct' for what they are likely to be doing when they are working. Demands for such a change are not only coming from industry: students are asking that their university programs be made more 'relevant' to the reality of work rather than merely for the next step in the higher education ladder which requires the 'skills of research'. Recently there has been a strong move throughout the western world towards 'cooperative education' or 'work-integrated education'. Local initiatives at individual institutions are beginning to emphasise the importance of universities developing more symbiotic relationships with the industries in which their graduates are likely to be employed. In Australia, Griffith University has, for example, set up through its Griffith Institute of Higher Education (GIHE) The Griffith Graduate Project, which is attempting to develop an institution-wide policy in this area so that a concerted and coordinated response can be made. As convenor of a Griffith University workplace-based experiential course in the School of Criminology and Criminal Justice, I find this study has provided an opportunity to examine the key determinants of success for a workplace-based course and to consider in detail the teaching and learning processes involved. The aim was to examine the fine-grained processes underlying the construction of new knowledge as students accommodate to the demands placed upon them. The methodology adopted was based on an interpretive constructivist paradigm and addressed a number of questions that considered the roles of the different stakeholders in a specific workplace-based course, the formal and informal expectations held of them, and the role-conflicts these stakeholders tended to experience. This meant that the basic process followed was inductive rather than deductive, worked from the specific to the general and required a methodology that did the same. Because the nature of the work in criminal justice agencies often must deal with feelings and emotion, it was assumed that the students' emotional responses could affect their learning so the methodology allowed for the subjective interpretations and responses (both appropriate and inappropriate) made by all stakeholders and the data was collected as verbatim reports of both factual reports and feeling responses. These were then analysed according to the students' own reports of learning and key principles of procedure for the design and implementation of such courses across the career spectrum were extracted. The values and approaches of action research were central to the responsive case study methodology that was developed. The study found that at its best, the course was conducted according to principles that enabled the student to experience an intuitive 'felt reality' while still making decisions on a strong cognitive base. The acquisition of knowledge appeared to depend on transactions that occurred between teacher and learner, supervisor and student in the workplace milieu. The thesis concludes with a number of recommendations and implications for developing best practice in the field. Ways in which the findings may be incorporated into university policy are also considered, as are the implications for change in the design, conduct and teaching of university professional studies courses.

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18

Bates, Merrelyn. "Just Practice? Towards a Theory of Professional Education That Uses the Workplace as Context." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/367421.

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Анотація:

Universities are becoming more accountable for their own funding and for establishing their own societal relevance. As Governments respond to the demands of industry and commerce to fit graduates for the workplace, universities are being asked to provide students with the knowledge and skills for learning and working in an ever-changing workplace. There is a strong implication here that the traditional theory-based learning associated with higher education needs to be augmented (and complemented) by an experiential component that enables students to develop a 'feel' for the workplace and 'an instinct' for what they are likely to be doing when they are working. Demands for such a change are not only coming from industry: students are asking that their university programs be made more 'relevant' to the reality of work rather than merely for the next step in the higher education ladder which requires the 'skills of research'. Recently there has been a strong move throughout the western world towards 'cooperative education' or 'work-integrated education'. Local initiatives at individual institutions are beginning to emphasise the importance of universities developing more symbiotic relationships with the industries in which their graduates are likely to be employed. In Australia, Griffith University has, for example, set up through its Griffith Institute of Higher Education (GIHE) The Griffith Graduate Project, which is attempting to develop an institution-wide policy in this area so that a concerted and coordinated response can be made. As convenor of a Griffith University workplace-based experiential course in the School of Criminology and Criminal Justice, I find this study has provided an opportunity to examine the key determinants of success for a workplace-based course and to consider in detail the teaching and learning processes involved. The aim was to examine the fine-grained processes underlying the construction of new knowledge as students accommodate to the demands placed upon them. The methodology adopted was based on an interpretive constructivist paradigm and addressed a number of questions that considered the roles of the different stakeholders in a specific workplace-based course, the formal and informal expectations held of them, and the role-conflicts these stakeholders tended to experience. This meant that the basic process followed was inductive rather than deductive, worked from the specific to the general and required a methodology that did the same. Because the nature of the work in criminal justice agencies often must deal with feelings and emotion, it was assumed that the students' emotional responses could affect their learning so the methodology allowed for the subjective interpretations and responses (both appropriate and inappropriate) made by all stakeholders and the data was collected as verbatim reports of both factual reports and feeling responses. These were then analysed according to the students' own reports of learning and key principles of procedure for the design and implementation of such courses across the career spectrum were extracted. The values and approaches of action research were central to the responsive case study methodology that was developed. The study found that at its best, the course was conducted according to principles that enabled the student to experience an intuitive 'felt reality' while still making decisions on a strong cognitive base. The acquisition of knowledge appeared to depend on transactions that occurred between teacher and learner, supervisor and student in the workplace milieu. The thesis concludes with a number of recommendations and implications for developing best practice in the field. Ways in which the findings may be incorporated into university policy are also considered, as are the implications for change in the design, conduct and teaching of university professional studies courses.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Vocational, Technology and Arts Education
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19

Law, Barry Alan, and n/a. "Experiential Education as a Best Practice Pedagogy for Environmental Education in Teacher Education." Griffith University. Australian School of Environmental Studies, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20031117.090529.

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This thesis examines the potential of experiential education as a 'best practice' pedagogy for pre-service teacher education in environmental education. The study involves forty pre-service teachers working collaboratively with the researcher in 1998 to test the assumptions of two previous groups of beginning teachers (1996 and 1997) who indicated in their course evaluations that experiential education may provide an effective teaching and learning approach for environmental education. This study combines two approaches to participative inquiry: action inquiry and cooperative inquiry. Both research approaches promote reflection-in-action and involve groups of individuals working collaboratively together as reflective practitioners. The data sources included reflective journals, a researcher diary, pre and post course questionnaires, individual interviews and group interviews. The environmental education course is a single case study and reflects the experience of three groups of students. The first group completed a 20 hour course in experiential education before starting the environmental education course, the second group completed both courses concurrently, while the third group only completed the environmental education course. The purpose of the literature review in experiential education and environmental education in teacher education is to provide a rationale for using a transformative teaching and learning approach in pre-service teacher education for environmental education. Contemporary best practice pedagogical approaches for environmental education are supported by many of the core principles of experiential education highlighting compatibility between theory and practice. The findings show that a transformative teaching and learning approach in environmental education was achieved by combining four key characteristics of experiential education in a holistic process. The four characteristics included reflection, connection to personal experience, emotionally engaged learning and student-centred teaching and learning. The impact of combining these four characteristics resulted in higher interest, motivation and enthusiasm for achieving the social action outcomes of environmental education. Thus, the pre-service teachers confirmed a synergy emerged between the outcomes of environmental education and the pedagogical process of experiential education. The experiential approach allowed the pre-service teachers to engage in the role of the critical reflective practitioner. Consequently, the pre-service teachers were able to identify the potential and possibilities for implementing experiential education strategies in environmental education and also recognise and challenge the barriers that confine and constrain its use in teacher education and formal schooling. As a consequence the pre-service teachers identified that working in collaborative groups of reflective practitioners was essential to continue developing effective facilitation skills and also to help them challenge traditional practice that limited their professional development. They also identified significant changes to the pre-service environmental education course to ensure a higher quality experience for subsequent groups of beginning teachers. The study highlights the need for more research into how well beginning teacher implementing environmental education function as reflective practitioners in their first few years in teaching and are able to challenge the barriers that limit transformative pedagogical approaches in schools.

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20

Law, Barry Alan. "Experiential Education as a Best Practice Pedagogy for Environmental Education in Teacher Education." Thesis, Griffith University, 2003. http://hdl.handle.net/10072/365587.

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Анотація:

This thesis examines the potential of experiential education as a 'best practice' pedagogy for pre-service teacher education in environmental education. The study involves forty pre-service teachers working collaboratively with the researcher in 1998 to test the assumptions of two previous groups of beginning teachers (1996 and 1997) who indicated in their course evaluations that experiential education may provide an effective teaching and learning approach for environmental education. This study combines two approaches to participative inquiry: action inquiry and cooperative inquiry. Both research approaches promote reflection-in-action and involve groups of individuals working collaboratively together as reflective practitioners. The data sources included reflective journals, a researcher diary, pre and post course questionnaires, individual interviews and group interviews. The environmental education course is a single case study and reflects the experience of three groups of students. The first group completed a 20 hour course in experiential education before starting the environmental education course, the second group completed both courses concurrently, while the third group only completed the environmental education course. The purpose of the literature review in experiential education and environmental education in teacher education is to provide a rationale for using a transformative teaching and learning approach in pre-service teacher education for environmental education. Contemporary best practice pedagogical approaches for environmental education are supported by many of the core principles of experiential education highlighting compatibility between theory and practice. The findings show that a transformative teaching and learning approach in environmental education was achieved by combining four key characteristics of experiential education in a holistic process. The four characteristics included reflection, connection to personal experience, emotionally engaged learning and student-centred teaching and learning. The impact of combining these four characteristics resulted in higher interest, motivation and enthusiasm for achieving the social action outcomes of environmental education. Thus, the pre-service teachers confirmed a synergy emerged between the outcomes of environmental education and the pedagogical process of experiential education. The experiential approach allowed the pre-service teachers to engage in the role of the critical reflective practitioner. Consequently, the pre-service teachers were able to identify the potential and possibilities for implementing experiential education strategies in environmental education and also recognise and challenge the barriers that confine and constrain its use in teacher education and formal schooling. As a consequence the pre-service teachers identified that working in collaborative groups of reflective practitioners was essential to continue developing effective facilitation skills and also to help them challenge traditional practice that limited their professional development. They also identified significant changes to the pre-service environmental education course to ensure a higher quality experience for subsequent groups of beginning teachers. The study highlights the need for more research into how well beginning teacher implementing environmental education function as reflective practitioners in their first few years in teaching and are able to challenge the barriers that limit transformative pedagogical approaches in schools.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Australian School of Environmental Studies
Faculty of Environmental Sciences
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Hahn, Jan Hendrik. "Paarassessering teenoor individuele assessering in rekenaarprogrammering / Jan Hendrik Hahn." Thesis, North-West University, 2008. http://hdl.handle.net/10394/764.

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During the past few years, pair-programming is a programming technique that has received an increasing amount of attention in the teaching of computer programming skills. Pair programming can briefly be described as a programming situation in which two persons sit at one computer and execute the task together. Although much research has been done on the advantages and disadvantages of pair programming, the assessment of computer skills acquired in pairs still remains a problem. The perception exists that pair assessment is not a reliable indicator of students' computer programming abilities. The purpose of the study was to determine whether (1) the results of programming skills assessed in pairs correlate with those of programming skills assessed individually, and (2) to investigate students' perceptions of pair and individual assessment. To reach these objectives, a literature study was performed to investigate pair programming as programming technique and the assessment of programming skills acquired in pairs. The empirical study has revealed that a positive relation exists between programming skills assessed in pairs and programming skills assessed individually. Furthermore, it was found that in general students' perceptions concerning pair assessment have changed positively. Based on the results arising from the empirical study, guidelines were suggested for the facilitation and assessment of pair programming skills.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2008.

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Vogel, Park de Delgado Joy Irene. "Modern literature course : combining on-line elements, cooperative and experiential learning to help in the effectivity of a classroom based course /." Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,305.

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23

Van, der Post Leda. "Creating a space for integrative education within the sciences." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1012677.

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This thesis documents an action research project that was carried out within the Department of Computing Sciences at the Nelson Mandela Metropolitan University (NMMU), South Africa, from January 2010 to December 2011. The overall aim of the research was to foster an environment in which academics could explore ways to teach using an integrative approach to education. Previous research within the department had raised the concern that students were graduating without the type of high-level cognitive skills that were required in the workplace. While the students’ technical skills were perceived as being excellent, employers indicated that students would benefit from opportunities to develop or improve skills such as communication, teamwork, innovative thinking and time management. These skills include high-level cognitive skills, and are often referred to as “soft skills”. The academics participating in the research project came to believe that it was essential to develop teaching methods that would provide opportunities for students to develop these soft skills, in conjunction with the content and technical knowledge currently addressed in their courses. The research project followed the living theory approach to action research. A living theory action research project allows the researcher to investigate her own teaching, and develop a theory of practice. The theory of practice can be applied to the issues under investigation, to improve the situation or solve problems. At the same time, the theory of practice can contribute to the body of knowledge within the academic domain of the research. Action research is an iterative, cyclical process. There were four research cycles, each one semester in length, during the two years of the project. The project will continue, with a fifth research cycle, starting in January 2012. By the end of the fourth research cycle—Semester Two, 2011—there were eleven academics actively participating in the research group. The project had extended its influence to include academics from the Department of Mathematics at NMMU. The academics ranged from senior, long-serving professors to junior lecturing staff. The results of the research, or the researcher-practitioner’s living theory, explain the process by which an effective and enthusiastic community of practice, dedicated to improving the academics’ teaching and learning practice, was developed. The living theory is applicable to academics within a scientific discipline, desiring to explore and improve their education practice. My living theory explains the characteristics of the TLC (The Learning Community) space, and the action strategies for creating such a space. The explanation of the process of this project includes an analysis of the development process of the research group, typical characteristics of the environment or “space” of the group, and action strategies that other academics could use to create a similar community of practice.

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Olson, ViAnn Esther. "Gender Differences and the Effects of Cooperative Learning in College Level Mathematics." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/1630.

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The purpose of this study was to evaluate the effectiveness of cooperative learning in a liberal arts mathematics course and to examine any gender-related differences in the effects of cooperative learning in terms of achievement, composition of the cooperative groups, mathematics anxiety, attitudes toward mathematics, attendance, and retention. The quasi-experimental design compared a control section using individualized learning methods with three treatment sections using cooperative learning methods based on the Learning Together model of Johnson and Johnson (1991). The compositions of the three treatment groups varied: heterogeneous ability/heterogeneous gender, heterogeneous ability/homogeneous gender, and self-selected. The Academic Skills Assessment Program (ASAP) was used as a pre-test to show that the groups were equal. The Revised Math Attitude Scale and the Mathematics Anxiety Rating Scale (MARS) were used as pre- and post-tests to measure changes in attitudes and anxiety. Achievement was measured by individual and group course grades. Group grades were determined by taking 67% of a student's individual exam score plus 33% of the group's average on the exam. Cooperative learning and composition of groups had no significant effect on achievement. The differences between individual and group grades were insignificant, and the group grading method benefited the grades of only five students. Attendance had a large effect on achievement, and the ASAP score and the Math Attitude Post-test were significant predictors of achievement.The MARS post-test was negatively correlated with individual course grade. While no significant gender-related differences surfaced, some trends appeared. The ASAP, MARS, and Math Attitude pre-test scores were equal, however, females achieved slightly higher course grades than males. In each of the four research groups the individual course grades were higher for females than for males. Also, females had a larger decrease in mathematics anxiety with a drop of 22 points compared to the males' drop of 10 points. Males and females each improved their attitudes toward mathematics by only one point, however, in three of the four research groups, females had smaller attitude changes than males, and two of the cooperative learning groups had decreases in their attitude scores.

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Olson, ViAnn Esther. "Gender Differences and the Effects of Cooperative Learning in College Level Mathematics." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13475.

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The purpose of this study was to evaluate the effectiveness of cooperative learning in a liberal arts mathematics course and to examine any gender-related differences in the effects of cooperative learning in terms of achievement, composition of the cooperative groups, mathematics anxiety, attitudes toward mathematics, attendance, and retention. The quasi-experimental design compared a control section using individualized learning methods with three treatment sections using cooperative learning methods based on the Learning Together model of Johnson and Johnson (1991). The compositions of the three treatment groups varied: heterogeneous ability/heterogeneous gender, heterogeneous ability/homogeneous gender, and self-selected. The Academic Skills Assessment Program (ASAP) was used as a pre-test to show that the groups were equal. The Revised Math Attitude Scale and the Mathematics Anxiety Rating Scale (MARS) were used as pre- and post-tests to measure changes in attitudes and anxiety. Achievement was measured by individual and group course grades. Group grades were determined by taking 67% of a student's individual exam score plus 33% of the group's average on the exam. Cooperative learning and composition of groups had no significant effect on achievement. The differences between individual and group grades were insignificant, and the group grading method benefited the grades of only five students. Attendance had a large effect on achievement, and the ASAP score and the Math Attitude Post-test were significant predictors of achievement.
The MARS post-test was negatively correlated with individual course grade. While no significant gender-related differences surfaced, some trends appeared. The ASAP, MARS, and Math Attitude pre-test scores were equal, however, females achieved slightly higher course grades than males. In each of the four research groups the individual course grades were higher for females than for males. Also, females had a larger decrease in mathematics anxiety with a drop of 22 points compared to the males' drop of 10 points. Males and females each improved their attitudes toward mathematics by only one point, however, in three of the four research groups, females had smaller attitude changes than males, and two of the cooperative learning groups had decreases in their attitude scores.

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Rybczynski, Stephen M. "Implementation and Assessment of Non-Traditional Instructional Practices in a College Biology Course." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1312558646.

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Walker, Lila Bowden. "The Effect of Membership in the Council of Adult and Experiential Learning on the Quality of Prior Learning Assessment Services in Senior Level Institutions Accredited by the Southern Association of Schools and Colleges." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277929/.

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Over the past 20 years there has been a dramatic increase in the number of adults enrolling in institutions of higher education across America. Adult students presently constitute nearly one-half of all undergraduate enrollment. This influx of adults has generated interest in nontraditional programs, including external degree programs, degree completion programs, and prior learning assessment programs. The purpose of this study was to determine if an association existed between membership in the Council for Adult and Experiential Learning (CAEL) and quality in prior learning assessment services as provided by senior level institutions in the Southern Association of Colleges and Schools accrediting region. CAEL has been a pioneer in developing adult degree programs and commissioned Urban Whitaker in 1989 to define the standards for quality in such programs. A survey instrument utilizing these standards, principles, and procedures as the criteria for quality prior learning assessment services was mailed to a random sample of CAEL member and non-member institutions in the Southern Association accrediting region. Member and non-member responses were compared utilizing the Chi-square statistical analysis to determine any differences.

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Barham, Areej Isam. "An assessment of the effectiveness of cooperative learning strategies in promoting problem-solving skills and achievement in mathematics." Thesis, University of Huddersfield, 2002. http://eprints.hud.ac.uk/id/eprint/6907/.

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The study investigates the rationale and value of using cooperative learning strategies in the mathematics classroom with special reference to its effectiveness in promoting problem solving skills and levels of achievement in mathematics. In this it is compared with traditional teaching methods. The study sample was composed of 348 eighth grade students in eight classes from two separate female and male schools and included female and male teachers. Two female and two male teachers were trained in the use of cooperative learning strategies in their classes during the implementation of the experiment, while the other four teachers had been asked to keep using their usual traditional teaching methods. The experiment took place within two scholastic semesters and the same mathematical content was covered by the two groups within the experiment. Pre- and post-mathematical achievement tests were employed to assess students' progress in achievement and problem solving skills. Also, a programme evaluation questionnaire was applied at the end of the experiment for all students involved. In addition to the quantitative methodology, the study also addressed qualitative issues. All the teachers involved in the experiment, and a sample of students, were interviewed. Lesson observations were conducted within the research programme to evaluate the implementation of the cooperative learning strategies and teachers' and students' responses towards it. In addition, teachers were asked to record weekly diaries to assess their judgement on student progress within the experiment. The researcher recognises that teachers and students who apply cooperative learning strategies might be strongly motivated and be more enthusiastic by the very fact of trying a new strategy. Consideration was, therefore, given to this point at all stages. The study tries to determine if such strategies are really valuable in the mathematics classroom, allowing for all the variables, and have measurable effects in promoting problem solving skills and achievement in mathematics. The study demonstrates that cooperative learning strategies enhance the teaching and learning process by transferring focus from a teacher-centred situation into a student- centred learning context. This enriches the cognitive, competitive and social interaction and, hence, develops outcomes in the cognitive, affective, motivational and social domains. The study proved the positive impact of applying such strategies in enhancing mathematical achievement and promoting problem solving skills compared with the impact made by traditional teaching strategies. Cooperative learning strategies could offer all students with different abilities the opportunities to cooperate, interact and participate in the mathematics lesson. This gave them a chance to do mathematics by themselves, speak their thoughts, offer and receive explanations, introduce several procedures for solving problems and, hence, profit from the mathematical knowledge available in the group as a whole. The new learning approach encouraged students to challenge problems and provided them with the opportunities to speak mathematically, to understand the mathematical concepts and rules and to use them. Results from the study also demonstrated that cooperative learning developed other skills. It improved student interaction, communication and social skills and built more positive attitudes towards learning compared with the traditional methods. Developing student behaviour and personality was, therefore, an important additional feature. The study illustrated that cooperative learning strategies help to solve problems faced by teachers in classroom management. As expected, the research showed that outcomes differed from case to case and from one situation to another. The academic ability of students and the quality of mathematical material played an obvious role emphasising positive or negative affects. On the other hand, gender differences examined in the study showed that, despite female students achieving better results, male students actually displayed more positive attitudes toward mathematics. But again, female students were more enthusiastic in applying cooperative learning. The study is the first of this nature to be applied in Jordan and has several implications for theory and practice. No teaching method is the best, but it is recommended to provide teachers with professional training programmes to apply more developmental teaching methods effectively and to modify mathematical textbooks and teachers' guides for the use of different teaching methods. It is recommended that more research be carried out in different fields of study to concentrate on improving the quality of learning and enhancing problem solving skills.

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Hamlet, Brian. "Developing a model for establishing, implementing, and maintaining learnerships in South Africa." Thesis, Nelson Mandela Metropolitan University, 2005. http://hdl.handle.net/10948/156.

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The research problem in this study was to identify how successful the methods are that organisations use within the Manufacturing Engineering and Related Services Education and Training Authorities (MERSETA) chambers to develop, implement and maintain learnerships. To achieve this aim a literature examination to determine the aspects of workplace learning were explored, including the various perspectives of learning, together with an investigation into workplace learning. Further, apprenticeships, traineeships, learnerships were discussed; including the concepts vocational education and training standards, and competence explored. Finally a process model for effective learnership implementation was presented based on international approaches together with the South African models and current practices. - v - The process learnership model served as a basis for drawing up a survey questionnaire to establish the extent to which organisations agreed or disagreed with the learnership model developed. The survey was limited to the “automobile” and “new tyre” chambers of the MERSETA. The results obtained from the empirical study indicted a high degree of agreement with the process model for effective learnership implementation. The results obtained from the quantitative data, and qualitative data were used to adapt the learnership process model, and produce a six-phase integrated learnership model. From the survey it become evident that organisations needed to be sensitised and educated as to learnerships before considering more seriously learnership implementation. Further, it emerged that learnerships cannot only be effective within a process approach, and that it should also take place within a positive “organisational learning culture”. Organisations and Sector Education and Training Authorities (SETAs) can now use the six-phase integrated learnership model with confidence, as there was a high degree of agreement with the learnership model that was developed as part of this research study. The six-phase integrated learnership model has been comprehensively developed and surveyed by organisations that are currently implementing learnerships on a large scale. Organisations and SETAs can now give effect to the Skills Development Act No. 97 of 1998, and contribute to the National skills Development Strategy of 2001, which aims to improve the workplace skills of all South Africans.

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Compton, Karen R. "AN INVESTIGATION OF THE EFFECTIVENESS OF COOPERATIVE LEARNING AS A REHEARSAL TECHNIQUE FOR IMPROVING HIGH SCHOOL BAND PERFORMANCE." UKnowledge, 2015. http://uknowledge.uky.edu/music_etds/38.

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The purpose of the present study was to investigate the effectiveness of cooperative learning as a rehearsal technique on high school full-band performance compared to traditional rehearsal methods. Two intact high school bands from the same Kentucky Music Educators Association District participated in the study. One band served as the treatment group using cooperative learning rehearsal techniques and the other group served as the control group using traditional rehearsal methods in a quasi-experimental non-equivalent control group design. The study spanned six weeks in which both schools prepared the same performance piece, Variants by Jack Bullock. The groups were pre-tested using a recording of their recent Kentucky Music Educators Association (KMEA) concert festival performance to ensure no statistically significant difference existed in performance ability. The bands rehearsed the study piece for 15-20 minutes two times per week for a total of 12 rehearsals. The bands were also asked to play a researcher-composed warm-up prior to each rehearsal of the performance piece. At the end of the study, the groups recorded final performances of the piece and the warm-up. The full-band performances were measured using the Performance Evaluation Form. Recordings of all tests were sent to four independent judges for evaluation. Statistically significant differences were found between the two groups on both post-test recordings, with the treatment group scoring higher than the control group. Additionally, the within-group comparisons resulted in statistically significant differences for both groups. The treatment group scored higher on the study piece than the pre-test while the control group scored lower on the study piece than their pre-test. Descriptive and qualitative data were gathered on student self-assessment of performance and the implementation of cooperative learning into high school band. Results indicate that students in the cooperative learning treatment group varied greatly in ability to self-assess and that those abilities progressed over time. Students also engaged in the learning activities in a variety of ways. Factors that must be taken into consideration when implementing cooperative learning in a high school ensemble include the structure of the cooperative activities, the role of the band director, and the usage of time.

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Van, Aswegen Sonja-Mariè. "An analysis of learner-centredness within teacher education institutions : case study / Sonja-Mariè van Aswegen." Thesis, North-West University, 2004. http://hdl.handle.net/10394/49.

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Over the past few years many changes have taken place in the content and presentation of teacher education programmes in South Africa due to the paradigm shift from teaching to learning. As a result, the primary learning environment for undergraduate students, the fairly passive lecture-discussion format where teacher educators talk and most students listen, is contrary to almost every principle of an optimal student learning setting. The current view in teacher education is that teacher educators should create learner-centred and learner-controlled environments where student learning and success determine the boundary. The idea of focusing on learning rather than teaching requires that teacher educators rethink their role and the role of students in the teaching and learning process. When focussing on learning rather than teaching, teacher educators must challenge their basic assumptions about how people learn and what the roles of teacher educators should be. It may be necessary to unlearn previously acquired teaching habits, and rethink the role of assessment and feedback in learning. Meaningful, formative assessment can play a key role in shifting to a learner-centred approach because it provides important information to both students and teacher educators at all stages of the learning process. To achieve this, it is essential that teacher educators do not simply add assessment as an extra to an existing, non-interactive scheme of work, but that they integrate assessment effectively and efficiently with their instruction. This requires a major shift in how assessment is planned and integrated and a working framework for integrating assessment with instruction can be most valuable to teacher educators. The purpose of this study was to: Determine the nature and scope of ESL teacher educators' tasks, within a Faculty of Education Sciences, at a tertiary institution. Determine the extent to which ESL teacher educators are implementing a learner-centred approach to teaching and learning. Identify the factors, if any, that impede the transition to a learner-centred approach to teaching and learning. Provide recommendations to facilitate the implementation of a learner-centred approach to teaching and learning. Determine how, when and how often ESL teacher educators are currently conducting assessment. Identify possible shortcomings of the existing assessment system of ESL teacher educators. Provide a framework for implementing assessment within a learner-centred approach to teaching and learning. A one-shot cross-sectional survey design was used in this study. The participants included all the teacher educators (N=5) within the Subject Group English in the Faculty of Education Sciences .at the Potchefstroom University. Three data collection techniques were used in this study, namely a questionnaire, semi-structured interviews and classroom observations. The purpose was to triangulate the data in order to get as complete a picture as possible of the extent to which the teacher educators' teaching and learning ~racticesre flected a focus on learner-centredness. The results of the study can be summarised as follows: Descriptive statistics (means and percentages) were used to analyse the data. The data collected during the interviews were reported as narratives. The results indicated that the teacher educators in this study spent a significant percentage of their time on preparation for class meetings and assessment. Each teacher educator taught for the full twelve weeks of each semester and, therefore, did not have one week free of teaching the entire year. Although the teacher educators embraced some learner-centred methods such as group work and interactive class discussions, they still assumed most of the responsibility for the learning processes and classroom behaviour of the students. They mainly focused on what to present in the contact sessions and spent time organizing presentations of information rather than developing materials to facilitate learning. The teacher educators often reverted to more familiar, traditional approaches and emphasized the following issues as affecting the effective and efficient transition to learner-centredness: curriculum coverage and lack of time, lack of proper training, size of student groups, other teacher educators' cynical attitudes and students' attitudes towards learning. The teacher educators made use of a variety of assessment methods and assessed students continuously, but these assessments were not used for promoting student learning, but rather for grading purposes. Students received traditional feedback such as grades, marks and scores, but they seldom received feedback on what they did wrong and how they could rectify it. Overall, it was assessment of learning and not assessment for learning. A major factor impeding the implementation of a learner-centred assessment approach was the demand formative assessment methods placed on the professional time of the teacher educators. In order to utilise time effectively and integrate assessment with the instructional design, teacher educators expressed the need for a workable framework to assist them in planning their assessment practices.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004.

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McNally, John D. "Systematic Development and Validation of a Course of Instruction in Prior Learning Assessment." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3543.

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Many post-secondary schools across the country offer adult working students an opportunity to obtain at least partial credit for work and life experiences in their curriculum through portfolios. The primary goal of this project was to design, develop and evaluate a portfolio course for adult students at a small independent university. Design emphasized adult learning theory and incorporated instructional design best practices throughout. Also significant to the design was the implementation of the Quality Matters ™ Rubric. The project focus was to intertwine the six assumptions of adult learning theory while implementing best practices and effective instructional strategies, and to conduct formative and summative evaluations. The study incorporated a pre-test - post test instrument and satisfaction questionnaire for quantitative data collection. The results of this project are positive based on the evaluation data collected during this project.

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Campbell, Charlynn Watson. "The Experiential Art and Crafts Preferences of Senior Adults: A Preparatory Assessment for the Implementation of the Project Senior Art Model." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1006.

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Project Senior Art was conceived in answer to the growing need for worthwhile directed activities in our community senior centers and to provide valuable community-based learning experiences for university art students. This intergenerational program recognizes the unique intellectual abilities of older adults and meets the educational needs of senior participants and college art students, providing both creative opportunities for personal growth. Fundamental to the successful development and implementation of the program, and the focus of this study, is ascertaining the experiential art and crafts preferences of the targeted senior adult population. Personal interviews, focus group discussions, and a survey instrument were used to secure the information necessary to plan experiential art activities, recruit student facilitators, and provide the core course content. A high interest in traditional and nontraditional art activities was expressed, with senior adults citing photography, painting, and memory book making as the most preferred media.

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Smouse, Mongezi Raymond. "Experiences of managers at supervising work integrated learning students in selected financial services organisation in the Western Cape, South Africa." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2784.

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Thesis (MTech (Business Administration)--Cape Peninsula University of Technology, 2018.
In South Africa the government, industry and communities have placed pressure on Higher Education Institutions to deal with general skills shortage: whilst they prepare students to meet requirements and standards which industry expects. Universities of Technology are empowering students with theory, combining it with practical experience to generate graduates that are ready to meet industry’s demands and professional expectations. However, it has not proved easy to place students.The researcher has attempted to establish from companies the reasons the challenges and barriers posed during the Work Integrated Learning process. Work-Integrated Learning is important in bridging the gap between graduate attributes and industry expectations and the significant role that it plays in bridging the gap between graduate attributes and industry expectations. The workplace is a source of learning for students.The feedback from industry supervisors should be seen as an integral part of assessing students’ readiness for the world of work. The purpose of this research is to ascertain how managers deal with students during the Work-Integrated Learning period.The results of the study create foundation for future developments and research. It will also inform the development of an effective and innovative Work-Integrated Learning curriculum that is more supportive academically, and that encourages professional excellence and produces work-ready graduates. A qualitative research method was used in the study. Fifteen financial services managers from different companies were individually interviewed. Ethical approval for the study was sought and obtained. The results demonstrated that the managers experienced mixed feelings regarding their experience when supervising students in their respective companies. A closer examination of the managers’ responses, however, revealed that they had high expectations of students that participated in WIL, coupled with the quality of training provided by the Higher Education Institutions. These expectations include the following: effective time management, especially when reporting for work; regular attendance and team work, good and effective communication between company and the hosting university; and for WIL students to work independently, were all regarded as important.Although some managers had positive experiences of supervising students, there were those that expressed concerns about students’ levels of work readiness, as some indicated that students lacked self-confidence, while others raised concerns about students’ attitudes and lack of work ethics. It is recommended that the WIL programme should include activities that will enhance students’ confidence, independence and work-effectiveness. A collaborative effort should be made between various stakeholders that are involved in WIL: The need to give feedback to students on a full range of skills and competencies in the workplace, has not been extensively studied; hence an attempt by the researcher to establish some of the industry managers’ experiences in this regard.

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Blackburn, Taylor. "An assessment of the impact of an internship on the social emotional competence of communication students." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/796.

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The purpose of this study was to examine the relationship between internships and Social and Emotional Competence (SEC). SEC was conceptualized as the combination of Emotional and Social Intelligence. Increasingly, areas of SEC have become the subject of research, because SEC enables people to use emotions advantageously to achieve desired outcomes. Measures of seven components of SEC (self-awareness, selfperception, self-regulation, self-motivation, self-ownership, empathy, and social awareness) were evaluated. Qualitative phone interviews were conducted with 21 undergraduate and graduate Communication students whom had recently served as interns. All interviews were recorded and transcribed. Research questions sought to evaluate the effect of internships on (1) self-awareness and self-perception; (2) self-regulation and self-management; (3) self-motivation and career development; and (4) empathy, social awareness and relationship skills. The majority of subjects reported increases in all areas of SEC after the internship process. In addition, a formal survey of members of the Educators Academy of Public Relations Society of America (PRSA) was conducted to compare internship guidelines by professors at other universities. Eleven professional educators responded. Results found that interns from University of the Pacific's Communication program were being held to the highest standard, in terms of supervision and guidance.

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Seager, Beverley. "Work-integrated learning assessment methods for hospitality students at a university of technology in the Western Cape, South Africa." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2745.

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Thesis (MTech (Tourism and Hospitality Management) --Cape Peninsula University of Technology, 2018.
A key focus of higher education institutions is to produce employable graduates. Many institutions now include a work-integrated learning (WIL) component in their courses, as research has shown that students exposed to WIL have a greater opportunity of finding employment after graduation. WIL has formed an integral part of the hospitality management qualifications offered by the Cape Town Hotel School (CTHS) for many years. From January 2019, the current hospitality management qualification is being replaced with a new qualification, the Diploma in Hospitality and Hotel Management (Dip.H&HM), in alignment with the new Higher Education Qualifications Sub-Framework (HEQSF). The WIL component will remain in the new qualification under a new name, Hotel Practice, and it is necessary that the learning outcomes of the WIL subject are aligned with the day-to-day work of the WIL placement. Furthermore, it is crucial that the WIL component is assessed adequately to meet the learning outcomes of both the subject and the qualification as a whole. There has been some concern that students exposed to WIL for the qualification as presently offered are not being adequately assessed in terms of the learning outcomes of the courses they are taking. The aim of this study is therefore to investigate the assessment procedures for CTHS students recently on WIL placements, and from the results, determine the most appropriate assessment tools and procedures for the assessment of the new qualification, in order to meet the learning outcomes of the subject, Hotel Practice. The population for this study were the CTHS students registered for the WIL subject in 2017, as well as the hospitality establishments in the Western Cape that accepted the CTHS students for their WIL placements. Because the population of students was small, the sample group was the whole population. The sampling technique used for selection of hospitality establishments depended on which establishments that accepted students for WIL placements in 2017. The data was collected via an online survey and all responses were anonymous. The findings showed that only half of the student sample felt that they were assessed adequately, and that a new assessment process to encourage formative assessment feedback is required. A revised assessment form would encourage the monitoring of the learning outcomes for the WIL subject. The study therefore recommends the implementation of a new assessment form for the Dip. H&HM.

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Alhasan, Naeema Abdulrahman. "Developing and evaluating peer tutoring programme (Maths PALS) for trainee teachers of SEN pupils in Saudi Arabia." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34558.

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Peer tutoring has become well-established in higher education and, with growing interest in peer learning, has started to gain popularity at school level with evident success in a range of settings and subject areas. Specific implementations such as PALS have become commercial successes based on offering attainment gains and social outcomes while reducing teacher workload. However, the impact on children with special educational needs is variable and there remains a lack of consensus on how PALS can affect performance for such students. Similarly, while there are some studies in the Middle East, the supporting literature for peer-tutoring and PALS is highly Western-centric and relies on adoption of constructivist principles in the wider classroom. Such values are uncommon in the Middle East, with the dominance of traditional values presenting a significant barrier to pedagogical innovation in Saudi Arabia. This study is therefore a timely exploration of how peer-tutoring can integrate with a group’s existing traditional pedagogical beliefs, engaging them in more active learning. The study used a mixed methods design to look at three main aspects of the PALS provision: the effectiveness of teacher training as preparation for leading peer tutoring, how fully was the Maths PALS programme implemented, and the impact on students with special educational needs in terms of a range of mathematics attainment and social outcomes. A 3-month intervention model is used to generate comparisons between an intervention and control pupils, helping to locate this study in the context of other quantitative research from Western countries. This is supported by qualitative data looking at the experiences of staff and students to better understand the specific experience of trying such a novel approach in a Saudi Arabian context. It is argued that attainment progress was satisfactory when considered alongside the substantial social progress, suggesting that peer tutoring has the potential to be a long-term learning strategy and, perhaps more importantly, can open the door to Saudi Arabia developing more purposeful and collaborative learning environments. The age grouping common in Saudi Arabia, spanning a much greater age range than is common in other countries, also offers insight into what makes cross-age peer tutoring effective and suggests that measuring progress in such situations requires more advanced statistical techniques. It is also shown that trainee teachers can be efficiently trained in using PALS and highly rate its impact, indicating that teacher training could be a valuable launchpad for pedagogical innovation in Saudi Arabia.

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38

Cortellazzo, Laura. "Emerging perspectives on behavioral competencies: an innovative measurement model, learning antecedents, and employability outcomes." Doctoral thesis, Universitat Ramon Llull, 2018. http://hdl.handle.net/10803/665048.

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¿Què fa que les persones siguin eficaces al treball? En les darreres dècades, comparacions entre l’assoliment superior i promig mostren que les persones amb major acompliment al treball són aquelles que manifesten competències comportamentals, les quals estan relacionades amb el comportament emocional i social. Amb la integració de teories de diferents camps, aquesta tesi contribueix a l’actual debat sobre competències comportamentals facilitant una millor comprensió dels seus antecedents, resultats i medicions. La demanda persistent el mercat de treball de professionals amb habilitats comportamentals més altes subratlla la necessitat d’aprofundir en la investigació i esbrinar, a part de la formació protocolar, què més pot ajudar al desenvolupament d’aquestes competències. A partir de la teoria d’aprenentatge experimental, el primer estudi, basat en una mostra d’estudiants licenciats, revela que una sèrie d’activitats extracurriculars pròpies de la vida real semblen predir diferents clústers de competències comportamentals. El segon estudi avalua l’impacte que les competències comportamentals tenen sobre la forma en que els estudiants licenciats encaren la seva carrera professional i com això afecta la seva ocupabilitat. El tercer estudi té com objectiu medir amb eficàcia competències comportamentals amb finalitats avaluatives i de desenvolupament personal. En aquest estudi es desenvolupa un instrument de mesura amb la intenció de posar al dia, ampliar i superar algunes limitacions pròpies de les escales existents. Basat en una revisió de la literatura i en investigacions empíriques addicionals, es proposa un nou i exhaustiu marc competencial, i es desenvolupen i validen les corresponents escales de mesura. Aquesta investigació ofereix un novedós model de mesura per competències comportamentals i mostra la importància del seu desenvolupament ja a una edat primerenca de la vida per tal que ajudi als estudiants a aventurar-se amb èxit al mercat laboral
¿Qué hace que las personas sean eficaces en el trabajo? En las ultimas décadas, comparaciones entre el desempeño superior y el promedio muestran que las personas con mayor desempeño en el trabajo son aquellas que manifiestan competencias comportamentales, las cuales estan relacionadas con el comportamiento emocional y social. Con la integración de teorías de diferentes campos, esta tesis contribuye al actual debate sobre competencias comportamentales facilitando una mejor comprensión de sus antecedentes, resultados y mediciones. La demanda persistente en el mercado de trabajo de profesionales con habilidades comportamentales más altas subraya la necesidad de profundizar en la investigación y averiguar, a parte de la formación protocolar, qué más puede ayudar al desarrollo de dichas competencias. A partir de la teoria de aprendizaje experimental, el primer estudio, basado en una muestra de estudiantes licenciados, revela que una serie de actividades extracurriculates propias de la vida real parecen predecir diferentes clústers de competencias comporamentales. El segundo estudio evalua el impacto que las comptencias comportamentales tienen sobre la forma en que los estudiantes licenciados encaran su carrera profesional y como ello afecta a su empleabilidad. El tercer estudio tiene como objecto medir con eficacia competencias comportamentales con finalidades evaluativas y de desarrollo personal. En dicho estudio se desarrolla un instrumento de medida con la intención de poner al día, ampliar y superar algunas limitaciones propias de las escalas existentes. Basado en una revisión de la literatura y investigaciones empíricas adicionales, se propone un nuevo y exhaustivo marco competencial, y se desarrollan y validan las correspondientes escalas de medida. Dicha investigación ofrece un novedoso modelo de medida para competencias comportamentales y muestra la importancia de su desarrollo ya a una edad temprana de la vida con tal de ayudar a los estudientes a aventurarse con éxito al mercado laboral.
What makes people effective at work? In recent decades systematic comparisons between best and average performers showed that people who perform best in their job are the ones who manifest behavioral competencies, which are the ones related to emotional and social behaviors. Through the integration of theories from different fields, this thesis contributes to the current debate on behavioral competencies by providing a better understanding of their antecedents, outcomes and measurement. The persistent demand in the job market for professionals with higher behavioral competencies, underlines the need for further research to understand, besides formal training, what else may enhance behavioral competencies. Drawing on experiential learning theory, the first study, based on a sample of graduates, reveals that a range of real life extracurricular activities seem to predict different clusters of behavioral competencies. The second study assesses the impact of behavioral competencies on the way graduates approach their career and the effect that this approach has on employability. Results indicate that behavioral competencies are critical not only for professionals to succeed in their careers, but also for students to better orient themselves in the career path and increase their employability. The third study aims at effectively measure behavioral competencies for both developmental and evaluation purposes. It develops a measurement instrument intended to update, enlarge and overcome the limits of existing scales. Based on literature review and additional empirical investigation, a new comprehensive competency framework is proposed and the related scales are developed and validated. This body of research offers an innovative measurement model for behavioral competencies and shows the importance of their development at an early stage in life to successfully guide students in their venture into the job market.
Cosa rende le persone efficaci nel loro lavoro? Negli ultimi anni una comparazione sistematica tra i performer migliori e quelli nella media ha evidenziato che le persone con le migliori prestazioni sono quelle che dimostrano competenze trasversali, ovvero competenze legate a comportamenti di comprensione e gestione di emozioni e relazioni. Attraverso l’integrazione di teorie provenienti da diversi ambiti scientifici, questa tesi contribuisce all’attuale dibattito sulle competenze trasversali attraverso l’approfondimento di fattori che facilitano lo sviluppo di queste competenze, una miglior comprensione dei loro effetti e delle loro modalità di misurazione. La persistente discrepanza in termini di competenze trasversali tra domanda e offerta nel mondo del lavoro sottolinea la necessità di indagare maggiormente i fattori che possono contribuire allo sviluppo di queste competenze. Basandosi sulla teoria dell’apprendimento esperienziale, il primo studio condotto su un campione di studenti universitari, fa luce sull’impatto di una serie di attività extracurriculari su diverse tipologie di competenze trasversali. Il secondo studio valuta l’influenza delle competenze trasversali sul modo in cui i neolaureati orientano la propria carriera e le relative conseguenze in termini di employability. I risultati ottenuti indicano che le competenze trasversali risultano critiche non solo per il successo nella carriera di professionisti, come precedentemente enfatizzato dalla letteratura, ma anche per un efficace orientamento alla carriera degli studenti e una conseguente maggiore occupabilità. Il terzo studio propone un efficace strumento di misurazione delle competenze trasversali, volto ad aggiornare, ampliare e a superare i limiti dei modelli esistenti. Basandosi sull’analisi della letteratura e su un’addizionale ricerca empirica, lo studio propone un nuovo modello di competenze trasversali e presenta lo sviluppo e la validazione delle relative scale. Questa ricerca fornisce un modello innovativo di misurazione delle competenze trasversali e mostra l’importanza del loro sviluppo sin dalle prime fasi per guidare con successo gli studenti verso la loro avventura nel mondo del lavoro.

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McCrary, Lauren. "EXPLORING INFLUENCES AND USING INTENTIONALITY TO DEVELOP WORK-BASED LEARNING OPPORTUNITIES: A FACULTY PERSPECTIVE." UKnowledge, 2019. https://uknowledge.uky.edu/epe_etds/63.

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Understanding the practical implications related to experiential learning is complex. It is important to first view experiential learning as an umbrella term under which work-based learning (WBL) is housed. To further particularize, there are different avenues for students to pursue work-based learning opportunities (WBLOs), with internships and cooperative education being two. Although these are not new learning environments, understanding and clearly defining them (to both internal and external bodies) is increasingly necessary. In Kentucky, WBLOs are part of the political discourse on postsecondary education. The Council on Postsecondary Education (CPE) and local economic development agencies have incorporated strengthening and growing WBLOs into their strategic plans. This demand is echoed by students and parents. By interviewing faculty with varying enrollments in their WBLOs, this study set out to explore influences on the development and implementation of these experiences from their perspective. The dissertation is written in three manuscripts, including a companion piece written in collaboration with Robert Boone that examines WBLOs from a complementary faculty (McCrary) and student perspective (Boone). It situates the problem of practice (WBLOs) in the current landscape of Kentucky Community and Technical College System. The second manuscript describes anticipated and unanticipated findings related to the development and implementation of WBLOs drawn from my interviews with WBLO coordinators across the state. Selected examples include the role of the advisory board and faculty background on the development of WBLOs and stakeholder preparation and conveying benefits to the community during implementation. The third manuscript explores obstacles encountered and offers potential avenues to circumvent or overcome said obstacles based on information collected through the interviews of this qualitative, exploratory study. This dissertation will be of use to both senior administrators interested in increasing WBLOs at their institution and to faculty who are interested in offering the opportunities to their students. This study offers insight to current practices related to WBLO development and implementation and offers potential avenues to overcome obstacles.

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40

Van, Rensburg Gail Janse. "The development of a modularised curriculum for computer competency courses for technikon learners / Gail Janse van Rensburg." Thesis, Potchefstroom University for Christian Higher Education, 2003. http://hdl.handle.net/10394/516.

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This study investigated the implications that the scheduling of a block module for a computer competency course over two weeks, has had on the curriculum. The block module was presented at the start of the first semester, 2001 at the Vaal Triangle Technikon. The objectives were to: develop a flexible, outcomes-based curriculum in which the learners had to demonstrate capability and employability by integrating computer competencies in other modules; design and implement an effective learning and teaching strategy in order to ensure that learners will achieve the learning outcomes within two weeks; and to . implement continuous, integrative assessment methods in order to foster the learning of hands-on skills that can be integrated in the learners' academic programmes. The researcher followed an action research approach, in order to assess the improvement of current educational practices. A target group of first-year learners was divided into a block module-group and a semester-group. The researcher made use of data triangulation, by collecting qualitative and quantitative data comprising structured interviews and open-ended and structured questionnaires completed at different stages of the project. This research report comprises three articles. The first article reports on the high success rate of the block module-group and reveal that these learners could retain. and utilise the computer competencies that they had to utilise for completing assignments, to a larger degree than the semester-group. The second article reports that experiential learning, as an outcomes-based strategy, fosters learning in accelerated learning contexts. The third article concludes that the continuous integrative approach to assessment fosters w-operation, feedback through self-assessment and the ability of learners to apply computer competencies in new situations. It is recommended that lecturers in all the associated departments should collaboratively assign and assess tasks in progressive advanced modules. It concludes that, in order to utilise resources optimally when scheduling block modules, ail associated departments would have to be fully modularised.
Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2003.

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41

PREDOVIC, DOLLY. "INTERNATIONAL INTERSHIP: A DIGITAL-GAME ASSESSMENT APPROACH TO MEASURING THE TRANSFORMATION OF EMPLOYABILITY SKILLS INTO BEHAVIORS." Doctoral thesis, Università Cattolica del Sacro Cuore, 2021. http://hdl.handle.net/10280/99851.

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Vi è un ampio e diffuso consenso che suggerisce che il tirocinio (internship), come forma di apprendimento esperienziale, può essere uno strumento efficace per lo sviluppo delle competenze tecniche e trasferibili degli studenti e quindi come strumento di rafforzamento dell'occupabilità (employabiltiy) dei laureati. Numerosi studi hanno anche scoperto che le esperienze internazionali possono sviluppare le competenze più apprezzate dai datori di lavoro. Questa ricerca affronta una lacuna all'intersezione di questi due campi di studio. La maggior parte degli studi analizza le esperienze internazionali con un focus distintivo sull'aspetto internazionale e non sui diversi tipi di esperienze, ad es. studiare all’estero rispetto a fare un tirocinio (internship) all’estero. La domanda a cui questo studio si propone di rispondere è se il tirocinio (internship) e il contesto internazionale abbinati estendono l'esperienza di apprendimento oltre a quella sviluppata attraverso un tirocinio domestico da solo. Quando la progettazione di questo studio è stata inizialmente pianificata, è stato fatto un grande sforzo per identificare uno strumento per misurare l'occupabilità (employability) nel modo più obiettivo possibile. Le misurazioni basate sull’utilizzo di giochi digitali (digital game-based assessments) sono state identificate come lo strumento più appropriato per farlo in modo obiettivo. In questo studio i comportamenti che definiscono l’occupabilita’ (employability) degli studenti risultato in oltre 30 indicatori quantitativi. Questi indicatori convergono con le competenze trasferibili che sono state identificate come quelle richieste dal mercato del lavoro e ampiamente analizzate nella letteratura sull'occupabilità (employability). I dati per questo studio sono stati raccolti nel triennio 2017-19 e sono stati coinvolti un totale di 1315 studenti italiani. L'analisi fattoriale esplorativa ha esaminato la struttura alla base degli indicatori di occupabilità (employability) generati dalle valutazioni basate sul gioco digitale (digital game-based assessments). I risultati rivelano diversi temi significativi che contribuiscono ulteriormente alla conoscenza e comprensione di ciò che influenza l'occupabilità (employability) dei laureati. Il primo risultato che emerge dalle analisi di questo studio risponde alla domanda di ricerca. Quando un tirocinio (internship) si svolge all’estero, c'è un apprendimento esperienziale aggiuntivo dato dal contesto internazionale, che contribuisce ulteriormente all'apprendimento esperienziale e trasformativo già sviluppato attraverso un tirocinio (internship) domestico. Inoltre, risulta anche che questo elemento aggiuntivo sia associato a comportamenti di occupabilità (employability) legati a fattori cognitivi e non sociali. Ciò contrasta con gli studi precedenti sull'impatto delle esperienze internazionali, che generalmente associano questo tipo di esperienze allo sviluppo di competenze di tipo sociale e interpersonale. Questo studio rileva infine che quando sembra esserci una superiorità degli studenti maschi nei comportamenti di occupabilità (employability) legati dalle capacità cognitive, questa superiorità scompare quando associata a stage internazionali.
There is a large and widespread consensus suggesting that internships, as one form of experiential learning, can be an effective instrument for the development of students’ technical and transferable skills and therefore as enhancing graduate employability. Separately, studies have found that international experiences can develop the skills most valued by employers. This research addresses a gap at the intersection of these two fields of study. Most studies analyze international experiences with a distinctive focus on the international and not on the different types of experiences, e.g. study abroad versus internships. The question this study aims to answer is whether an internship and an international context combine to extend the learning experience beyond that developed through a domestic internship alone. When the design of this study was initially planned, much effort was put into identifying a tool to measure employability in the most objective way possible. Digital game-based assessments were identified as the most appropriate tool to do this objectively. Insights into behaviors in this study result in over 30 quantitative descriptors of employability, which converge with the lists of transferable skills that have been identified as those demanded by the labor market and extensively analyzed in the employability literature. The data for this study was collected over three years 2017-19, and a total of 1315 Italian students were involved. Exploratory factor analysis examined the structure underlying the employability descriptors generated by the digital game-based assessments. The findings reveal several significant themes that further contribute to our current knowledge and understanding of what influences graduates’ employability. The first finding answers the research question. When an internship takes place in a country different from that of the student’s home, there is additional experiential learning from the international context, which contributes further to the experiential and transformative learning already developed through the internship. It also appears that this additional element is associated with employability behaviors predicted by Cognitive and not Social factors. This contrasts with earlier studies on the impact of international experiences, which generally find that social and interpersonal skills are developed. This study also finds that when there appears to be a gender bias toward male students in employability behaviors predicted by cognitive abilities, this bias disappears when associated with international internships.

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42

PREDOVIC, DOLLY. "INTERNATIONAL INTERSHIP: A DIGITAL-GAME ASSESSMENT APPROACH TO MEASURING THE TRANSFORMATION OF EMPLOYABILITY SKILLS INTO BEHAVIORS." Doctoral thesis, Università Cattolica del Sacro Cuore, 2021. http://hdl.handle.net/10280/99851.

Повний текст джерела

Анотація:

Vi è un ampio e diffuso consenso che suggerisce che il tirocinio (internship), come forma di apprendimento esperienziale, può essere uno strumento efficace per lo sviluppo delle competenze tecniche e trasferibili degli studenti e quindi come strumento di rafforzamento dell'occupabilità (employabiltiy) dei laureati. Numerosi studi hanno anche scoperto che le esperienze internazionali possono sviluppare le competenze più apprezzate dai datori di lavoro. Questa ricerca affronta una lacuna all'intersezione di questi due campi di studio. La maggior parte degli studi analizza le esperienze internazionali con un focus distintivo sull'aspetto internazionale e non sui diversi tipi di esperienze, ad es. studiare all’estero rispetto a fare un tirocinio (internship) all’estero. La domanda a cui questo studio si propone di rispondere è se il tirocinio (internship) e il contesto internazionale abbinati estendono l'esperienza di apprendimento oltre a quella sviluppata attraverso un tirocinio domestico da solo. Quando la progettazione di questo studio è stata inizialmente pianificata, è stato fatto un grande sforzo per identificare uno strumento per misurare l'occupabilità (employability) nel modo più obiettivo possibile. Le misurazioni basate sull’utilizzo di giochi digitali (digital game-based assessments) sono state identificate come lo strumento più appropriato per farlo in modo obiettivo. In questo studio i comportamenti che definiscono l’occupabilita’ (employability) degli studenti risultato in oltre 30 indicatori quantitativi. Questi indicatori convergono con le competenze trasferibili che sono state identificate come quelle richieste dal mercato del lavoro e ampiamente analizzate nella letteratura sull'occupabilità (employability). I dati per questo studio sono stati raccolti nel triennio 2017-19 e sono stati coinvolti un totale di 1315 studenti italiani. L'analisi fattoriale esplorativa ha esaminato la struttura alla base degli indicatori di occupabilità (employability) generati dalle valutazioni basate sul gioco digitale (digital game-based assessments). I risultati rivelano diversi temi significativi che contribuiscono ulteriormente alla conoscenza e comprensione di ciò che influenza l'occupabilità (employability) dei laureati. Il primo risultato che emerge dalle analisi di questo studio risponde alla domanda di ricerca. Quando un tirocinio (internship) si svolge all’estero, c'è un apprendimento esperienziale aggiuntivo dato dal contesto internazionale, che contribuisce ulteriormente all'apprendimento esperienziale e trasformativo già sviluppato attraverso un tirocinio (internship) domestico. Inoltre, risulta anche che questo elemento aggiuntivo sia associato a comportamenti di occupabilità (employability) legati a fattori cognitivi e non sociali. Ciò contrasta con gli studi precedenti sull'impatto delle esperienze internazionali, che generalmente associano questo tipo di esperienze allo sviluppo di competenze di tipo sociale e interpersonale. Questo studio rileva infine che quando sembra esserci una superiorità degli studenti maschi nei comportamenti di occupabilità (employability) legati dalle capacità cognitive, questa superiorità scompare quando associata a stage internazionali.
There is a large and widespread consensus suggesting that internships, as one form of experiential learning, can be an effective instrument for the development of students’ technical and transferable skills and therefore as enhancing graduate employability. Separately, studies have found that international experiences can develop the skills most valued by employers. This research addresses a gap at the intersection of these two fields of study. Most studies analyze international experiences with a distinctive focus on the international and not on the different types of experiences, e.g. study abroad versus internships. The question this study aims to answer is whether an internship and an international context combine to extend the learning experience beyond that developed through a domestic internship alone. When the design of this study was initially planned, much effort was put into identifying a tool to measure employability in the most objective way possible. Digital game-based assessments were identified as the most appropriate tool to do this objectively. Insights into behaviors in this study result in over 30 quantitative descriptors of employability, which converge with the lists of transferable skills that have been identified as those demanded by the labor market and extensively analyzed in the employability literature. The data for this study was collected over three years 2017-19, and a total of 1315 Italian students were involved. Exploratory factor analysis examined the structure underlying the employability descriptors generated by the digital game-based assessments. The findings reveal several significant themes that further contribute to our current knowledge and understanding of what influences graduates’ employability. The first finding answers the research question. When an internship takes place in a country different from that of the student’s home, there is additional experiential learning from the international context, which contributes further to the experiential and transformative learning already developed through the internship. It also appears that this additional element is associated with employability behaviors predicted by Cognitive and not Social factors. This contrasts with earlier studies on the impact of international experiences, which generally find that social and interpersonal skills are developed. This study also finds that when there appears to be a gender bias toward male students in employability behaviors predicted by cognitive abilities, this bias disappears when associated with international internships.

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Keane-Sexton, Maureen Bridget. "One Campus' Integration of Learning and Living in Community for Critical Thinking, Written Communication, Human Development, and Diversity: An Exploratory Study." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533219506487089.

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44

Goldblatt, Noah. "Examining The Impact Of Undergraduate Study Abroad On Early Career Outcomes: A Mixed Methods Approach." ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1024.

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This study examines impact of study abroad on early career outcomes at a professionally-focused northeastern private college. A mixed-methods sequential research design provides a thorough inquiry into the influence of study abroad on early career outcomes at this institution. In the first, quantitative phase of the study, The National Organization of College and Employer’s (NACE) First-Destination Survey data is analyzed to assess whether a study abroad experience has an impact on career outcomes. The quantitative results compare career outcomes for 2014, 2015, and 2016 graduates who have studied abroad (n = 523) and those who did not study abroad (n = 661). The quantitative survey contains 1184 participants and represents a response rate of approximately 90% of the total graduates at the college. The second qualitative phase examines the quantitative results in order to help explain and provide insights into the outcomes. A theoretical lens of appreciative inquiry is applied as a framework for interpreting the results and informs the qualitative line of questioning. In this project, studying abroad did not prove to significantly impact early career outcomes. Based on the NACE First Destination Survey, the higher education industry standard for capturing career placement information, graduates from this college got no quantifiable positive early career impact from studying abroad. In fact, some trends in the data even show an early negative effect from having studied abroad especially for female graduates. Further trends in the results contradict assumptions about study abroad that are held by students and international educators. However, meaningful impacts of studying abroad on graduate’s vocational clarity along with personal and professional development are revealed in the qualitative phase of the study that simply cannot be captured in the NACE survey.

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McFarland, Roberta Harlow. "The Evaluation of an Environmental Leadership and Service Program's Effectiveness." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/43.

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According to a recent report from the National Center for Educational Statistics, approximately 20% of the United States' high-school aged population is at risk of dropping out of high school, an outcome that strongly limits participation in economic and educational opportunities. The importance of earning a high school diploma has increased many local districts' efforts to close graduation gaps across the student population. Accordingly, this study evaluated a recuperative environmental leadership and service (EL&S) program in a northwestern local district to ascertain its effectiveness in providing at-risk students the personal and academic support required for high school graduation. Following the logic model program theory, this study examined the program's effectiveness in redirecting off-track students by comparing on time (4 year) and extended-time (> 4 years) graduation rates of at-risk students who did participate (n = 96) and did not participate (n = 76) in the EL&S. Through an ANCOVA, the 4 year and extended graduation rates, 68.3% and 89.1%, respectively, were analyzed and found to be higher than the on-time and extended-time graduation rates for the local district, 65.8% and 68.5%. Results indicated that the EL&S does statistically increase the participants' likelihood of graduating from high school. These findings illustrate the utility of EL&S interventions for at-risk students who have experienced multiple indicators of educational failure. Replication or adaptation of this EL&S program could provide social change benefits to educational stakeholders seeking to close the graduation gap; to families seeking educative and personal support for at-risk students; and to struggling students desiring to contribute to the economic, educative, and social growth of their community.

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McKim, Alison. "The Missing Piece: Enactment in Revealing and Redirecting Student Prior KnowledgeCan Enactment Expose Affect, Illuminate Mental Models, and Improve Assessment and Learning?" Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1428067920.

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47

Reed, Kathaleen. "Skill sets required for environmental engineering and where they are learned." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/2407.

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The purpose of this study was to investigate the knowledge, skills, abilities and traits environmental engineers need. Two questions were asked: what skills are considered important, and where are they learned? Dreyfus and Dreyfus' novice-to-expert model, which describes a progressive, five-step process of skill development that occurs over time on the job and through practical application, was used to frame this study. This study extended prior research by including data on professional skills and seeking the input of working professionals: in this case, the technical staff at the California Department of Toxic Substances Control. Quantitative methodology and descriptive statistics were used for data collection and analysis. Results showed that experienced professionals agree that professional or soft skills are essential are essential in the workplace Many technical skills are learned over time, through practice and meaningful application on the job that builds on principles learned through formal training. Professional skills are developed through a combination of formal training and experiential learning from work, or through life experiences. The implications for higher education are twofold. Environmental engineering programs would benefit by integrating professional skills development with existing curricula, and by giving students opportunities to develop experiential knowledge in the workplace. Results indicated that environmental engineering professionals with higher levels of education and more experience believed that science and mathematics were most appropriately learned in school, while engineering, skills in technology and other technical areas were best developed through a combination of formal education with experiential learning. The more experienced people also believed that life experiences, rather than work or school, were the best way to develop professional skills. These findings confirm the Dreyfus & Dreyfus model, which indicates that individuals move from novice to expert based on experience. Environmental engineers would benefit through continuing education and in-service training. Collaborative initiatives between higher education and practitioners in environmental engineering may prove mutually effective and beneficial to students, workers, educational institutions and employers.

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Garcia, Erin. "Students’ Meaning-Making Journeys Towards Self-Authorship Through Self-Designed Gap Year Experiences." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3831.

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This phenomenological, qualitative study addressed student perceptions of their meaning-making process towards self-authorship in a self-designed gap year experience and was conducted in a public higher educational institution in the Southeast. Data was gathered through interviews from a purposeful sample of gap year program participants and program administrators. Emerging themes and categories were identified by coding and analyzing the interview data, such as continual reflection reinforces the value of individual meaning-making, self-expectations versus self-worth, the influence of societal expectations are minimized, and self-designed learning helps to solidify changes in self-authorship. The data showed a strong connection between multiple meaning-making contexts for students and an enhancement in their authorship, as well as multiple-identities. The findings may be useful in gap year program reflection and redesign, and provide implications for self-design in experiential learning opportunities and gap year outcomes.

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Wade-Lyles, Terri Adele. "Integration of Place-Based Education Into Science Classes From Prekindergarten Through Grade 5." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2903.

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In a large urban district in Ohio, 29.2% of Grade 5, 28.7% of Grade 8, and 45.7% of Grade 10 students passed the state test in science. School district administrators formed a community partnership with local science institutions in order to provide students with hands-on place-based learning experiences intended to improve science academic achievement in PK-Grade 5. The purpose of this qualitative program evaluation was to determine the level of implementation of that place-based program by examining the efficacy of the teachers' embedded professional development and their experiences with the training components. Bruner's theory of cognitive development was used to examine teachers' needs in facilitating the program. A stratified random sample of 659 PK-Grade 5 teachers from 73 district elementary schools was selected, and 57 teachers responded to an anonymous online survey of 5 open-ended questions. Data were analyzed using thematic analysis to identity factors that enhanced or impeded the implementation of place-based education programming based on their professional development. The key findings indicated that over half of the participants viewed resources as lacking, training as limited, and planning that is too time consuming, and complicated. Participants expressed the need for clarity regarding resources and more training on how to plan for and integrate the placed-based approach. The resulting project was an executive summary and interactive workshop for program stakeholders, such as administrators, teachers, and ultimately students, who would benefit from this project by improving the place-based program.

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Secheresse, Thierry. "La simulation au service de la formation en sciences de la santé : évaluation des apprentissages et enjeux du débriefing The impact of full-scale simulation training based on Kolb’s learning cycle on medical pre-hospital emergency teams: a multilevel assessment study." Thesis, Université Grenoble Alpes, 2020. http://www.theses.fr/2020GRALH012.

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La simulation est devenue un outil pédagogique incontournable dans la formation et le développement des professionnels de santé tant sur un plan individuel que sur le plan du travail en équipe. Cependant, face à l’utilisation croissante de la simulation pour les formations en santé, nombre de questions persistent quant aux mécanismes en jeu dans l’apprentissage par simulation ainsi qu’aux modalités pédagogiques à mettre en œuvre pour optimiser l’efficacité de ces formations. L’objectif de ce travail de thèse vise d’abord une meilleure compréhension du processus d’apprentissage expérientiel à l’œuvre lors d’une session d’apprentissage par simulation pour ensuite proposer une structuration des phases du débriefing susceptibles de favoriser l’acquisition de nouvelles connaissances déclaratives et procédurales. Une première étude a permis de montrer l’efficacité de la mise en place de situations simulées lors des formations aux gestes et soins d’urgence. Une deuxième étude a confirmé l’intérêt d’un programme de simulation construit selon les principes d’apprentissage expérientiel de Kolb (1984) sur les réactions, apprentissages et comportements de soignants expérimentés travaillant en équipes pluri-professionnelles de structure mobile d’urgence et de réanimation (SMUR). Ce travail s’est ensuite centré sur la place accordée au débriefing dans l’apprentissage par simulation. Une troisième étude a précisé la place du débriefing dans l’évolution du sentiment d’efficacité personnelle des apprenants et, dans la lignée des travaux sur l’enseignement explicite, a montré la supériorité des approches structurées et explicites du débriefing par rapport aux approches implicites et réflexives pour l’apprentissage de connaissances déclaratives chez les apprenants novices (étudiants infirmiers). Une quatrième étude a ensuite montré que, pour des apprenants expérimentés en équipes pluri-professionnelles de service d’urgence, le débriefing explicite s’avérait aussi efficace qu’un débriefing réflexif sur l’évolution des connaissances déclaratives, du sentiment d’efficacité personnelle ainsi que sur les modifications comportementales. Sur un plan pragmatique, les résultats de ce travail apportent des éléments pour la mise en œuvre d’une session d’apprentissage par simulation en santé et notamment sur la manière de structurer les différentes séquences de débriefing selon le public considéré
Simulation remains an essential educational tool in training and development for health professionals both on individual level and teamwork level. However, with the increasing use of simulation in healthcare training, many questions persist about the mechanisms involved in learning with simulation as well as the teaching methods to be implemented to optimize the effectiveness of these training courses. The objective of this thesis is firstly to better understand the experiential learning process involved in simulation learning and then to propose a structure of the debriefing phases to improve the acquisition of new declarative and procedural knowledge. A first study showed the effectiveness of simulated situations during emergency training course. A second study confirmed the interest of a simulation program built with experiential learning principles of Kolb (1984) on reactions, learning and behavior for experienced healthcare professionals of pre hospital emergency team (SMUR). This work then focused on debriefing in simulation learning. A third study clarified the importance of debriefing in the evolution of learners' self-efficacy and, according to explicit teaching literature, showed the superiority of structured and explicit approaches of debriefing over implicit and reflective approaches for declarative knowledge acquisition with novice learners (nursing students). A fourth study then showed that, for experienced learners in multi-professional emergency teams, explicit debriefing was as effective as reflective debriefing on declarative knowledge and self-efficacy as well as on behavioral modifications. On a pragmatic level, the results of this work provide elements to implement simulation in healthcare training and in particular how to structure the different debriefing sequences according to the participants

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Дисертації з теми "Cooperative Assessment of Experiential Learning"

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