Дисертації з теми "Facilitated learning"
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1
Clewell, Kelly Sue. "Learning Management System Facilitated Blended Learning in Secondary Schools." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609139/.
Повний текст джерелаАнотація:
The relatively new utilization of learning management system (LMS) facilitated blended learning in secondary public schools has grown in popularity, but there is a void in research at this level. Teachers learned how to use the LMS features and honed their blended learning design skills through their own experiences, and in observation of their students' experiences. In this study, the knowledge teachers built and the decisions they made while designing blended learning were explored. In this mixed-methods study, the quantitative and qualitative results aligned, indicating that teachers design courses using a variety of components, often in different ways. Six themes emerged. The relationships between themes were used to create a theoretical visual of the factors impacting secondary teachers' decisions in the design of LMS-facilitated blended learning. Teacher design decisions were focused on the impact their choices would have on students. Variation in course design was purposely used by teachers to differentiate for students individually; however, variation was also the result of design challenges blocking teachers from a specific design choice. The implications for practice primarily focus on removing the design challenges. The results of this study add to other foundational studies to begin to fill the research gap in the area of LMS-facilitated blended learning design in secondary schools.
2
Mlambo-Ngcuka, Phumzile. "Mobile learning facilitated ICT teacher development : innovation report." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/58641/.
Повний текст джерелаАнотація:
This Innovation Report reports on best practice in ICT teacher development (ICTTD) based on a literature study and an empirical action research study. The study was conducted with the assistance of a mobile-learning tutoring programme in four resource-constrained schools in South Africa. All the participating teachers had little or no ICT skills. It is predicated on the assumption that quality education helps in the reduction of poverty and inequality. It argues that the performance of an education system reflects the quality of its teachers, which is enhanced by in-service training, especially access to ICT-enriched lifelong learning (LLL) and continuing professional development (CPD). This requires teachers to acquire ICT skills and for their ICT learning styles to be considered. The main research question was concerned with how teachers acquire and improve ICT skills. The response to the main question identified the following important ICTTD enablers and best practice: collaborative learning, integration of pedagogy and subject knowledge with technology, leadership and use of practical ICTTD. The study took advantage of the ubiquity of mobile phones in South Africa, which as the most rapidly adopted technology in history, enabled learners to participate in the study. The participating tutoring teachers (TTs) were Life Orientation and Life Skills (LOLS) teachers who were asked to conduct online Life Orientation and Life Skills tutorials. They were chosen because they were least likely to be ICT competent. The participation in synchronous online tutorials gave the teachers a practical ICT user experience. They made use of the limited numbers of computers, and the learners used the more widely available mobile phones. The tutoring teachers (TTs) were supported by suitably qualified volunteer tutors (VTs) whose participation in the study improved both the tutor: learner ratio and the technology-enhanced learning TEL experience for the teachers and learners. The VTs and TTs were called Dr LOLS tutors. The interactions between the mobile learners and teachers were enabled by the social network MXit and the Chat Call Centre online (C3TO) platform, which is created by the Council for Scientific and Industrial Research (CSIR) in Pretoria. All the teachers acquired new ICT skills during the study. Key findings of the study include: -- The importance of enabling the VTs to ‘teach from anywhere’ and at a time agreed with learners, compared to the notion of ‘learning from anywhere anytime’, given that most learners did not own, but shared the mobile phones they used. -- Mobile-learning can be a gateway to a ‘device agnostic’ technology-enhanced learning (TEL) experience. -- The lack of mainstreamed TEL policy in poor schools limits the contribution TEL can make to poverty and inequality reduction. Implications for educational policy include; making integrated ICTTD mandatory at pre-service training, a TEL policy that integrates mobile-learning and repositions TEL as part of poverty reduction imperative.
3
Millward, Pamela. "Organisational learning facilitated by the analysis of student achievement information." Thesis, University of Auckland, 2006. http://hdl.handle.net/2292/274.
Повний текст джерелаАнотація:
This thesis explores reasons for New Zealand’s problematic tail of literacy underachievement and suggests one way to address the problem, is for schools to operate as learning organizations. A qualitative research design was used to identify elements of organizational learning in the practices of three very different schools identified as improving the students’ learning outcomes. The research methods included semi-structured interviews, team meeting observations, an anonymous questionnaire and document analysis. An analytical framework identifying five elements of organizational learning, developed from a review of the organizational learning literature, was used to evaluate each school’s ability to learn about their teaching and learning programmes as a result of reviewing students’ achievement information. The research findings identified elements of the organizational learning framework in the practices of all three schools. It was found that whilst the elements of the framework were necessary, the entirety of the framework was most significant in facilitating organizational learning. In order for the schools to learn to improve the learning of their students, they needed to have a well defined infrastructure for the collection, collation, analysis and use of student achievement information. The occurrence of the infrastructure alone did not, however, facilitate organizational learning. The school leaders and teachers needed to apply the appropriate curriculum content, pedagogical and assessment literacy knowledge to the assessment data in order to make sense of it and to use the information to review and refine their teaching and learning programmes. The acquisition of appropriate levels of professional knowledge appeared to be facilitated within a culture where teachers felt safe and confident to challenge and be challenged in their collegial discussions about students’ learning. Rigorous collegial discussions appeared to foster team learning and to be leader driven. When the appropriate professional knowledge was not available within the organization, learning only appeared to occur when the necessary expertise was accessed from the external environment.
4
McLymont, Enid Floretta. "Mediated learning through the coaching approach facilitated by cognitive coaching." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0009/NQ59634.pdf.
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Phillips, Althea Lenore. "Can Nurse-Facilitated Support Groups Foster Self-Awareness?" ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1713.
Повний текст джерелаАнотація:
Students with learning disabilities (LDs) represent 9% of students attending college, and college administrators must comply with a large number of federal requirements outlining the provision of educational services for students with LDs, including offering support groups. Nurse-facilitated support groups, held within the university setting, could provide effective social support, increasing likelihood of college success among students with LDs. The purpose of this project was to develop a plan for implementing nurse-facilitated support groups for students with LDs within the student health services (SHS) department at a university designed to improve their coping skills on personal, social, and academic levels. Guided by the Logic Model, a plan for implementing nurse-facilitated support groups within the SHS department was developed and presented to university stakeholders. Components of the plan included a support group structure, curriculum, evaluation tools, steps for piloting the program, and a proposed timeline for implementing the program. The stakeholders acknowledged the potential benefits of initiating a program of nurse-facilitated support groups for students with LDs to assist in attaining their academic goals. However, additional analysis of the program and refining and other disabilities to assist in attaining their academic goals; however, additional analysis of the program and refining the proposed student self-evaluation tool were needed before implementing the program. Nurses in a SHS department staff are effective support group facilitators for students with LDs. This study holds the potential for positive social change by enhancing personal, social, and academic coping skills with nurse-facilitated support groups who may help students with LDs reduce their risk of experiencing burnout and enhance the likelihood of academic success.
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Goodall, Helen. "Professional development and beyond : a participative study of a self-facilitated learning group." Thesis, University of Plymouth, 2015. http://hdl.handle.net/10026.1/3428.
Повний текст джерелаАнотація:
This is a participative case study of a self-facilitating, collaborative, women’s learning group. The group’s longevity afforded a unique opportunity to investigate, in depth, both what encouraged its members to join at its outset, and what has sustained the participation of its current members for thirteen years. Its longevity also provided an opportunity to explore the impact of sustained membership on the women in the group. These two components of the study are its most significant original contributions to the existing literature which does not appear to cover anything similar. The initial raison d’étre of the group was its members’ professional development and this forms a central strand of the investigation, along with identity and self-facilitation. A pragmatic research paradigm, the collaborative nature of the group and the writer’s dual role as both participant and researcher were all influential in the decision to use a participative approach. A range of methods, chosen by the participants, was utilised during the investigation which, whilst participatory, is not emancipatory research. This experimental divergence from how a participative approach is traditionally employed is offered for consideration by researchers who wish to work in a new way that minimises power in other, non-emancipatory situations. The findings support, contradict and add to the literature. The mutuality of longevity and the depth of discourse and learning experienced by group members is a particularly striking aspect of this study. As members of the group have aged, its focus has segued from professional development to encompass a much broader agenda: it has shifted from contributing to members’ professional identity to sustaining their perceptions of self as women who remain capable of complex, critical thinking as they move out of full-time work. The longevity of the group has also fostered deep attachments between group members, despite the differences between them: sustained membership of the group, in turn, provides sustenance for its members. The significance of grounding, ground rules and group composition are highlighted, as is the need to contemplate how members will leave a group during its formation. Alignment between participants in a group is identified as important for its continuation but not always possible. This research makes no claim to offer a definitive model for collaborative learning groups but, instead poses a series of questions for consideration by others who are interested in collaborative learning.
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Lau, Fai-kim, and 劉輝儉. "Spoken vocabulary acquisition in students with autism in multimedia-facilitated learning context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42182360.
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Lau, Fai-kim. "Spoken vocabulary acquisition in students with autism in multimedia-facilitated learning context." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42182360.
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Garner, Stuart K. "Exploring a technology-facilitated part-complete solution method for learning computer programming." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/668.
Повний текст джерелаАнотація:
Learning to program is now a requirement in many courses of study in such areas as computer science, information technology, information systems, multimedia. engineering, and science. However, research indicates that many students have great difficulties in learning to program and this results in high failure rates and high levels of withdrawal from academic courses. It is accepted that programming is an intrinsically difficult subject however the teaching and learning methods used in many programming courses have changed little over the years. The literature indicates the importance of reducing the cognitive load that students experience when learning programming and that one method that has potential to do this uses part-complete program solutions. This study sought to explore a technology supported part-complete solution method (TSPCSM) for the learning of computer programming. A teaching and learning framework for programming was developed and a technology supported “COde Restucturing Tool” CORT, was then designed around the learning framework and developed to support the part-complete solution method and provide a suitable learning environment. A quasi-experimental research design framework was utilised in the study which used both qualitative and quantitative research methods. A series of programming problems was developed for CORT and an experiment was undertaken with students who were studying introductory programming. Experimental and control groups were utilised in the experiment which took place over a 14 week semester at an Australian university The data were analysed and they provided rich information concerning three research questions relating to the part-complete solution method (PCSM) through CORT: how students engaged with CORT; how CORT supported the learning process; and how CORT impacted upon their learning outcomes. Results from the study indicated that the PCSM within CORT imposed a low cognitive load on students; provided high levels of cognitive support; strong scaffolding for learning; and students engaged well with the system and generally used a thoughtful and considered strategy to solving programming problems. No differences in learning achievement were found between the experimental and control groups, however other findings indicated that the students who used the PCSM within CORT required significantly less time and less help than the control group and the students who benefited most from the use of CORT appeared to have well developed mental models of program execution, More research is clearly needed to further explore the best ways to implement CORT so that learning advantages can be gained e solution method and provide a suitable learning environment. A quasi-experimental research design framework was utilised in the study which used both qualitative and quantitative research methods. A series of programming problems was developed for CORT and an experiment was undertaken with students who were studying introductory programming. Experimental and control groups were utilised in the experiment which took place over a 14 week semester at an Australian university The data were analysed and they provided rich information concerning three research questions relating to the part-complete solution method (PCSM) through CORT: how students engaged with CORT; how CORT supported the learning process; and how CORT impacted upon their learning outcomes. Results from the study indicated that the PCSM within CORT imposed a low cognitive load on students; provided high levels of cognitive support; strong scaffolding for learning; and students engaged well with the system and generally used a thoughtful and considered strategy to solving programming problems. No differences in learning achievement were found between the experimental and control groups, however other findings indicated that the students who used the PCSM within CORT required significantly less time and less help than the control group and the students who benefited most from the use of CORT appeared to have well developed mental models of program execution, More research is clearly needed to further explore the best ways to implement CORT so that learning advantages can be gained to solving programming problems. No differences in learning achievement were found between the experimental and control groups, however other findings indicated that the students who used the PCSM within CORT required significantly less time and less help than the control group
10
Wall, John. "The development of technology facilitated learning for continuing professional development of construction managers." Thesis, University of Salford, 2009. http://usir.salford.ac.uk/26955/.
Повний текст джерелаАнотація:
The demands on professionals in the construction industry are considerable, both in terms of time commitments at work and the range of skills necessary to execute their job effectively. One element in ensuring the continued effective delivery of projects has been the recognition that continued learning is an underpinning aspet for successfully delivering projects. This results in more certainty around the time of completion, to the appropriate quality and within budget. The aim of this research is to formulate a strategic framework that will serve both educational institutions and the construction industry, bring industry and higher-level education closer in the delivery of lifelong learning. These issues were investigated via the primary research, which consisted of a survey of construction professional bodies, the evaluation of a pilot portal for continuing professional development and the evaluation of a formal continuing professional development programme from both a participant's and an instructor's perspective. This research work suggests that it is vital to recognise the importance of understanding pedagogy and how learning takes place and that a "one size fits all" approach does not recognise the inherent differences in individuals in terms of how people learn. There are a number of key issues that must be addressed in effectively delivering lifelong learning in the construction industry. These can be clustered around four principal themes; (i) continuing professional development, (ii) understanding the learning process, (iii) higher education's role and (iv) technological issues and challenges. Key success factors in delivering lifelong learning include; (i) acting professionally, (ii) collaboration between education, professional bodies and industry and (iii) creating an environment that encourages and facilitates access to lifelong learning. An important output from this research is the formulation of a framework that may be applied for deploying blended learning continuing professional development in an educational setting.
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Langenhoven, Candice. "User experiences of learners in technology-facilitated learning in a resource deprived context." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/52939.
Повний текст джерелаАнотація:
Technology is infiltrating our lives and the classroom can therefore be no exception. The purpose of this study is to determine how the user experiences of learners are influenced by the use of tablets in teaching and learning in a rural school in the Eastern Cape Province. The emphasis on ICT and education has predominantly focused on the teacher and issues relating to the teacher. The focus of this study is on the learners as the receivers of technology-facilitated learning and considers their emotions, attitudes and motivation as a result of their interaction with the technology. The main research question encompasses how learners experience technology-facilitated learning in a resource deprived environment. A qualitative case study was conducted with an inductive approach from an interpretivist philosophy. Data collection included the creation of physical artefacts, interviews and observations. Data was analysed by means of thematic analysis. The foundation of the study is built upon the Activity Theory and User Experience as frameworks, which were integrated and applied as the conceptual framework. The Activity Theory was applied to determine the interaction which occurred between the learner, the teacher and the mobile tablet. User Experience was applied to define the emotions, attitudes and motivation of learners when interacting with the tablet. The main findings signified that learners experienced both positive and negative emotions when learning was facilitated by technology. Learners attitudes improved as a result of their interaction with the tablet. The technology greatly enhanced learners motivation to learn. The interaction with the tablet included capturing and accessing information, reporting back and recording information, as the key uses of the tablet.Dissertation (MEd)--University of Pretoria, 2015.
Science, Mathematics and Technology Education
MEd
12
Montoya, Richard. "Collaboration facilitated through technology: part of a comprehensive inquiry-based teaching and learning strategy." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/montoya/MontoyaR0811.pdf.
Повний текст джерелаАнотація:
As our school embraces technology integration, identifying effective methods of reinforcing and enriching inquiry-based instruction through technology has become a focus. My study compared the academic and motivational impacts of technology-based collaboration to traditional face-to-face collaboration. Emphasis was placed on determining if collaborating through technology distracted students or if it facilitated cognitive growth in terms of improved critical thinking and problem solving. Within the context of thematic units, students were given instruction on conducting cooperative activities and allowed to practice. Prior to collaborative interventions, the treatment group was allowed to become familiar with various types of technology through play, exploration and simple practical assignments. Eventually, the treatment group shifted from face-to-face collaboration to technology-facilitated collaboration. Simultaneously, the non-treatment group practice face-to-face collaboration. Academic performance and content literacy were measured through summative assessments, project plans and practical applications. Additional data concerning student motivation, engagement, problem-solving proficiency, and critical thinking skills were collected through surveys, interviews, teacher video journals and student journals. The results indicate that technology-based collaborative activities did little to improve the academic performance of low-range students. Low-range performers, however, benefited technically and socially from their peer-to-peer interactions. Mid-range and high-range academic performers benefited significantly from the technology interventions. The data also suggest that while student motivation to communicate through technology diminished over time, critical-thinking and problem-solving skills greatly improved as the study progressed.
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Hassler, Ryan Scott. "Mathematical comprehension facilitated by situation models: Learning opportunities for inverse relations in elementary school." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/410935.
Повний текст джерелаАнотація:
Math & Science EducationPh.D.
The Common Core State Standards call for more rigorous, focused, and coherent curriculum and instruction, has resulted in students being faced with more cognitively high-demanding tasks which involve forming connections within and between fundamental mathematical concepts. Because mathematical comprehension generally relates back to one’s ability to form connections to prior knowledge, this study sought to examine the extent to which current learning environments expose students to connection-making opportunities that may help facilitate mathematical understanding of elementary multiplicative inverses. As part of an embedded mixed-methods design, I analyzed curriculum materials, classroom instruction, and student assessments from four elementary mathematics teachers’ classrooms. A situation model perspective of comprehension was used for analysis. The aim of this study was thus to determine how instructional tasks, representations, and deep questions are used for connection-making, which is the foundation of a situation model that can be used for inference-making. Results suggest that student comprehension depends more on connection-making opportunities afforded by classroom teachers, rather than on learning opportunities found solely within a curriculum. This included instruction that focused on deeply unpacking side-by-side comparison type examples, situated examples in personal concrete contexts, used semi-concrete representations to illustrate structural relationships, promoted efficiency through the sequence of presented representations, and posed deep questions which supported students’ sense-making and emphasized the interconnectedness of mathematics. By analyzing these key aspects, this study contributes to research on mathematical understanding and provides a foundation for helping students facilitate transfer of prior knowledge into novel mathematical situation.
Temple University--Theses
14
Liang, Mei-Ya. "Interaction in EFL online classes how Web-facilitated instruction influences EFL university students' reading and learning /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215226.
Повний текст джерелаАнотація:
Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2006.Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1257. Advisers: Larry Mikulecky; Curtis J. Bonk. "Title from dissertation home page (viewed June 19, 2007)."
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Pruchnicki, Shawn. "Improving Facilitated Debriefings - How are barriers to learning recognized by instructors and mitigated during post-simulator debriefings?" The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu153977469273507.
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St, Cyr Karen. "Teacher change facilitated by sustained School Situated Professional Development exemplar learning of Technology Enhanced Formative Assessment (TEFA) /." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/27/.
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Valentine, Malcolm J. "Are facilitated personal learning plans a feasible and effective way forward for continuing medical education in general practice?" Thesis, University of Aberdeen, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.482807.
Повний текст джерелаАнотація:
There have been a number of influences on arrangements for CME for GPs in the UK since the NHS was launched in 1948, the most profound being the 1990 introduction of the Postgraduate Education Allowance. This massively increased the market for GP education, but no mechanism was put in place to ensure quality or fulfilment of individual need. Despite increasing interest in self-directed learning. the PGEA appeared to discriminate against reflection and planning as part of the adult learning cycle. The PGEA also discriminated against GPs who did not enjoy easy access to the evolving market. In 1994, money was released by SCPMDE to increase the number of GP Associate Adviser sessions in North-East Scotland, Orkney and Shetland. This opportunity was used to appoint a team of CME Advisers to work with GPs to help increase elements of reflection and planning in their learning. In defining and developing their role, an opportunity arose to research four different facets of their work, ie: 1. A description of how the CME Advisers came to be doing what they eventually did, their tools and their operational and support systems. 2. An analysis of participation, or participants views on the work of CME and the work of developing a Personal Learning Plan. 3. A cost analysis of the process. 4. The views of GP Educators nationally on the future of CME for GPs, examining the context into which the work in North-East Scotland would fit. The research showed that it was possible to develop acceptable, effective and enduring tools and systems to support the process, which did not diminish ownership or self-direction. The participants valued periodic review and planning meetings with a trusted peer. The process was cost efficient and largely achievable within existing budgets. The concept was commensurate with GP educators' views of how CME should develop nationally.
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Bergdahl, Sarah Sayner. "More than tolerance: development through dialogue on race and cultural differences : a guide to learning in facilitated small groups." Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/638.
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Kreindler, Dalia. "Learning and growth processes facilitated in 9 to 12 year olds challenged with ADHD enrolled on a Therapeutic Horseback Riding programme." Thesis, University of Derby, 2015. http://hdl.handle.net/10545/558309.
Повний текст джерелаАнотація:
This study investigated the outcomes and practice of Therapeutic Horseback Riding (THR) for children aged 9 to 12 diagnosed with Attention Deficit with Hyperactivity Disorder (ADHD). The study was carried out in order to gain new insights in the learning and growth processes facilitated by Therapeutic Horseback Riding (THR) and to improve practice. Two learning and growth processes were identified and investigated: establishing a therapeutic vision and infusing it into the therapeutic plan and facilitating the transfer of newly learned or improved skills and learning strategies from the riding learning environment to parallel learning environments such as the client’s school and home. The research also explored ways to amplify levels of skill acquired during THR sessions and to support the transformation process experienced by THR clients. A pilot exploratory survey was conducted among THR practitioners and participating parents. In depth interviews and observations were conducted. A multiple case study paradigm was selected for the purpose of the study. In depth interviews were conducted with children diagnosed with ADHD, parents, and teachers. In addition, relevant documents were examined. A THR manual for practitioners was developed to support and inform learning partnerships between school (teachers), THR practitioners (THRPs) and children and their family, in order to standardise THR practice. The findings of this research showed that the THR practitioners (THRPs) should facilitate the acquisition and transfer of skills and strategies learned during THR sessions to other environments, such as family and school, in order to improve the quality of life of children diagnosed having ADHD. The Knowing Therapeutic Horseback Riding (KTR) model of THR practice emerged and was shown to be effective in promoting a learning and growth partnership between school, THR practitioner, client and his family. The KTR model calls for the nurturing of this partnership in order to support the learned skills and amplify them.
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Alamro, Ahmad Saleh. "The development and evaluation of integration of inter-sessional facilitated online discussion in problem-based learning in undergraduate medical school curriculum." Thesis, University of Leeds, 2014. http://etheses.whiterose.ac.uk/7657/.
Повний текст джерелаАнотація:
Problem-based learning (PBL) has been used extensively in medical education but its educational potential may not be fully realised due to several factors, including the variable interaction between students and tutors. Qassim Medical School (QMS) in Saudi Arabia implemented PBL 10 years ago. Three previous studies evaluating the Qassim curriculum have been published, which together with this researcher’s experience as a student at the same school, identified some difficulties and challenges with the collaborative learning aspect of PBL. A previous pilot study was conducted at QMS in 2010 exploring the integration of facilitated inter-sessional online discussion forums with PBL. The evaluation showed that students and tutors liked the integrated forums, and that the forums helped students to achieve the learning objectives effectively, enhanced collaboration, and increased use of learning resources. Students wanted the forums to be implemented in the other courses. Understanding the challenges and difficulties existing at QMS, the findings of the pilot study of integrated online discussions, and the lack of literature on the integration of the two teaching and learning methodologies have led to the development of the research question: ‘Does use of an inter-sessional facilitated online discussion forum between PBL sessions improve student learning?’ To address the research question, a conceptual model was developed, a training program was conducted, and a mixed-methods approach was applied. Analysis of the posts showed that knowledge construction occurs when discussion fora (DFs) are integrated between PBL sessions; student perception reported in this study validated the pilot study’s findings. This study gives insight for QMS and similar institutions that integration of facilitated DF can enhance students’ knowledge construction, overcome current issues with PBL, and improve student skills such as English writing.
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Clement-Montgomery, Trisha. "COLLABORATIVELY - LED LIVING LEARNING PROGRAMS: AN EXPLORATION FOR HOW COLLABORATION IS FACILITATED BETWEEN STUDENT AFFAIRS UNITS AND ACADEMIC AFFAIRS IN LLPS." UKnowledge, 2018. https://uknowledge.uky.edu/edl_etds/24.
Повний текст джерелаАнотація:
According to Inkelas et al. (2008), Living Learning Programs (LLPs) that are collaboratively led by academic affairs and student affairs units tend to have a significant impact on student learning, when compared to students who participate in LLPs that are operated by one unit (Inkelas et al., 2008). Despite evidence that co-authored LLPs are beneficial to enhancing the LLP student experience, there is little to no research that explores how administrators facilitate collaboration between the units used to co-author the LLP student experience. For this reason, the focus of this study was to explore how administrators facilitate collaboration between academic affairs and students affairs units in the context of LLPs. A sequential explanatory mixed methods approach revealed that collaboration between both units is facilitated through a series of four factors; (a) Mutually supportive relationships, (b) LLP coordinators, (c) collaborative networks and (d) mechanisms for collaboration. In addition, LLP administrators throughout the study demonstrated a high effort of collaboration on co-curricular programming and slightly less of an effort to collaborate on items related to curricular or judicial engagement of LLP students.
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Harley, Joan Mary. "To what extent is the deep enjoyment of flow experienced in primary classroom learning, and under what teaching and learning conditions might the deep enjoyment of flow be facilitated /." Electronic version, 2003. http://adt.lib.uts.edu.au/public/adt-NTSM20040729.142903/index.html.
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Blundell, Gregory Edgar. "A DISRUPTION OF ONLINE LEARNING COURSE DESIGN:COMPARING SELF-REPORTED LEVELS OF FACULTY SATISFACTION WITH ONLINE COURSES CREATED APPLYING THE 2011-2013 EDITION OF THE QUALITY MATTERS™ RUBRIC STANDARDS TO THOSE ONLINE COURSES CREATED WITHOUT." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1426268368.
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Pillay, Kanagie Vanessa. "An analysis of the experiences of learners who completed a university-based programme for trade union women what factors facilitated or hindered their 'plough back' of learning to build their trade union organization?" Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/12013.
Повний текст джерелаАнотація:
Includes abstract.This study set out to explore the effects of learning on a trade union organisation. The emphasis on learning in the South African trade union movement is often whether it results in building and strengthening union organisation. The trade union jargon used to describe this phenomenon is 'plough back'. The question that led to this research was whether the concept of 'plough back' was practically implemented in the case of a university course commissioned by the National Education Health and Allied Workers Union (NEHAWU).
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Kroeker, P. Paul. "Technology to facilitate interaction in mobile learning /." View PDF document on the Internet, 2005. http://library.athabascau.ca/drr/download.php?filename=scis/KroekerPaulEssay.pdf.
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Duala-Ekoko, Ekwa. "Using structural relationships to facilitate API learning." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=107667.
Повний текст джерелаАнотація:
Application Programming Interfaces (APIs) allow software developers to reuse code libraries, frameworks, or services without the need of having to implement relevant functionalities from scratch. The benefits of reusing source code or services through APIs have encouraged the adoption of APIs as the building blocks of modern-day software systems. However, leveraging the benefits of APIs require a developer to frequently learn how to use unfamiliar APIs --- a process made difficult by the increasing size of APIs, and the increase in the number of APIs with which a developer has to work. In this dissertation, we investigated some of the challenges developers encounter when working with unfamiliar APIs, and we designed and implemented new programming tools to assist developers in learning how to use new APIs. To investigate the difficulties developers encounter when learning to use APIs, we conducted a programming study in which twenty participants completed two programming tasks using real-world APIs. Through a systematic analysis of the screen captured videos and the verbalizations of the participants, we isolated twenty different types of questions the programmers asked when learning to use APIs, and identified five of the twenty questions as the most difficult for the programmers to answer in the context of our study. Drawing from varied sources of evidence, such as the verbalizations and the navigation paths of the participants, we explain why the participants found certain questions hard to answer, and provide new insights to the cause of the difficulties. To facilitate the API learning process, we designed and evaluated two novel programming tools: API Explorer and Introspector. The API Explorer tool addresses the difficulty a developer faces when the API types or methods necessary to implement a task are not accessible from the type the developer is working with. API Explorer leverages the structural relationships between API elements to recommend relevant methods on other objects, and to identify API types relevant to the use of a method or class. The Introspector tool addresses the difficulty of formulating effective queries when searching for code examples relevant to implementing a task. Introspector combines the structural relationships between API types to recommend types that should be used together with a seed to search for code examples for a given task. Using the types recommended by Introspector as search query, a developer can search for code examples across two code repositories, and in return, will get a list of code examples ranked based on their relevance to the search query. We evaluated API Explorer through a programming study, and evaluated Introspector quantitatively using ten tasks from six different APIs. The results of the evaluations suggest that these programming tools provide effective support to programmers learning how to use APIs.Les interfaces de programmation (API) permettent aux développeurs de réutiliser du code, des bibliothèques, des cadres d'application ou des services sans avoir à réimplémenter des fonctionnalités importantes à partir de zéro. Les avantages de la réutilisation de code source ou de services par des APIs ont encouragé l'adoption des APIs comme composant essentiel des logiciels modernes. Cependant, pour tirer parti des avantages des APIs, les développeurs doivent fréquemment apprendre à utiliser des APIs inconnus, un processus rendu difficile par la taille grandissante des APIs et par l'augmentation du nombre d'APIs avec lesquels les développeurs doivent travailler. Dans cette dissertation, nous avons étudié les défis que les développeurs rencontrent quand ils travaillent avec des APIs inconnus et nous avons conçu et implémenté de nouveaux outils de programmation pour aider les développeurs à apprendre comment utiliser ces APIs. Pour étudier les difficultés que les développeurs rencontrent lorsqu'ils apprennent à utiliser les APIs, nous avons conduit une étude dans laquelle 20 participants ont complété deux exercices de programmation enutilisant des APIs populaires. Par une analyse détaillée des bandes vidéo enregistrées lors des exercices et des commentaires émis par les participants, nous avons isolé vingt différent types de questions que les programmeurs ont posées lorsqu'ils apprenaient à utiliser les APIs. Nous avons aussi identifié cinq questions sur les 20 comme étant les plus difficiles à répondre par les programmeurs dans le contexte denotre étude. Notre analyse fournit des éléments probants qui expliquent la cause des difficultés observées.Pour faciliter l'apprentissage des APIs, nous avons conçu et évalué deux outils de programmation: API Explorer et Introspector. API Explorer est un outil qui a pour but de diminuer la difficulté que les développeursrencontrent quand les types ou les méthodes nécessaire à l'accomplissement d'une tâche dans une API ne sont pas accessibles à partir du type avec lequel le développeur travaille. API Explorer tire parti des relations structurelles entre les éléments d'une API pour recommander des méthodes pertinentes sur d'autres objets et pour identifier les types d'une API pertinents pour l'utilisation d'une méthode ou d'une classe. Introspector est un outil qui a pour but de réduire la difficulté à formuler des requêtes efficaces lorsque les développeurs cherchent des exemples de code reliés à l'accomplissement d'une tâche de programmation. Introspector combine les relations structurelles entre les types d'une API pour recommander les types qui devraient être utilisés ensemble avec un germe pour chercher des exemples de code pour une tâche particulière. Un développeur peut ainsi chercher des exemples de code dans deux référentiels en utilisant les types recommandés par Introspector. En retour, l'utilisateur recevra une liste d'exemples de code triée en fonction de leur pertinence avec leur tâche courante. Nous avons évalué API Explorer grâce à une étude avec des utilisateurs et nous avons évalué quantitativement Introspector en analysant les résultats de dix tâches effectuées avec six APIs différents. Les résultats de notre évaluation suggèrent que les outils de programmation que nous proposons offrent un support efficace pour les programmeurs désirant apprendre à utiliser une API.
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Larsson, Stephan. "Can Social Learning help facilitate Stormwater Management?" Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-254133.
Повний текст джерелаАнотація:
This thesis shows the effect social learning has on various stakeholders involved in a project aimed at tackling a stormwater challenge in the city of Uppsala in Sweden and if social learning is a useful tool to address such an issue. Due to the onset of climate change societies are having to deal with increasingly complex issues. Finding sustainable answers to these challenges is proving difficult so alternative methods such innovation competitions much like the one studied in this paper are becoming attractive alternatives to conventional climate change mitigations approaches. By using an active participation method, this thesis attempts to study whether or not social learning is taking place in the innovation competition and if it is having an impact on the innovation competition. The study found that social learning is in fact taking place during the meetings which were attended but whether or not the resulting knowledge created as a result of the social learning was being used to the advantage of the stakeholders was compounded by communication issues outside of the project meetings.
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Kululanga, Grant K. "A framework to facilitate construction contractors' learning." Thesis, Loughborough University, 1999. https://dspace.lboro.ac.uk/2134/7540.
Повний текст джерелаАнотація:
This research aimed at developing a framework for measuring and enhancing the learning capability of construction contractors. Construction contractors' learning relates to how they imbibe knowledge and other stimuli from their internal and external business environments and how the acquired knowledge is applied to meet the challenges of current and future business environments. The general study of learning antecedents for construction contractors has mainly focused on training of employees. Equally, a lack of a methodology for measuring the learning capability of a company has been one of the main problems for implementing organisational learning within companies. However, this research is the first attempt to provide the antecedents for learning of construction contractors as entities. The outcome of which is a learning framework for auditing learning capabilities of construction contractors as one of the significant contribution to this research. The learning framework should provide construction executives with the means for measuring the extent to which learning takes place in their corporate establishments. This should promote proactive interventions for continuous improvement of their business processes. The developed learning framework maps ten core learning processes i.e. learning dimensions that influence the learning of construction contractors and addresses improvement through: individual learning; the use of teams; internal sharing of knowledge; learning from reviews; integrating work and learning; undertaking investigations within or with others; learning from or with others; continuous renewal of business processes; search for new development; and acquiring a capability to identify and respond to future possible business processes. Parallel to these learning dimensions, this research has identified eight factors that are required if a construction contractor is to achieve double loop or generative learning. The factors are aimed at providing senior construction executives with proactive intervention strategies to overcome specific barriers to learning within their own organisations. Such factors include: objective progress on learning demonstrated through the measurement of business processes; climate of openness; committed leadership to learning; rewarding innovations; shared vision; systems thinking; personal mastery; and mental modelling. Traditionally, measures of performance have heavily relied on financial indictors. However, such measures often only indicate the level of performance rather than explain the contributing factors. Consequently, the learning framework should provide a composite measure to traditional financial measures for construction contractors for assessment of their learning capabilities. The objective of the developed learning framework is to encourage a proactive stance when addressing improvement of construction contractors for the purpose of meeting the challenges of the evolving business environment. The link between construction contractors' learning and the factors that set the condition for double loop or generative learning were found to exhibit satisfactory levels of reliability and validity. Equally, construction contractors' learning increased with performance in terms of average profit and turnover per employee from the empirical analysis. The learning mechanisms by which construction contractors address their improvement by imbibing knowledge from their internal and external business environments were identified and ranked according to the various learning dimensions. The relationships between application of learning mechanisms were examined in order to enriched the understanding of learning practices of large and medium construction contractors.
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Yu, Shuyuan. "Analogies to Integer Knowledge Facilitate Fraction Learning." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531772345795246.
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Griggs, Dawn E., of Western Sydney Hawkesbury University, of Health Humanities and Social Ecology Faculty, and School of Social Ecology. "Spirit of learning: an exploration into the role of personal/spiritual development in the learning, teaching process." THESIS_FHHSE_SEL_GRIGGS_D.xml, 1996. http://handle.uws.edu.au:8081/1959.7/616.
Повний текст джерелаАнотація:
Spirit of Learning in a general sense is an exploration of the inextricable link between learning, individual personal development and potential. This thesis emphasises the personal/spiritual development of the educator, including the author, within an enhanced, holistic learning context, which is called 'integrated accelerative learning'. The inquiry examines the way individual educators and 'life-long learners' develop their inner selves, by exploring some of their relevant attitudes, values and significant life experiences. The accelerative learning approach is based on a philosophy which includes an expanded view and maximisation of human potential. It incorporates the knowledge of individual learning styles, 'multiple intelligences' and emphasises the development of effective life-long learning strategies. Throughout the thesis the use of the term 'spiritual development' is intended to be interchangeable with 'personal development' and is based on the author's view that the essential self is a spiritual being.An 'educator of integrated acclerative learning'is described as one who is aware of, and to some degree, consciously utilises elements of the paraconscious (beyond the usual conscious level), in order to enhance the teaching/learning process and promote personal development within the learner. The author's thesis is that educators need to examine the essence of themselves behind innovative methods used. The belief is that there is a need to nourish, sustain and grow in accordance with the positive and transformative nature of the philosophy espoused and the methods used. Within the area of personal/spiritual development, many themes have emerged, including the changing role and attitudes of the educator from teacher to facilitator. The theme of integration is a particularly strong one and includes the concept of congruency, encouraging the development of all aspects of ourselves and integrating one's personal and professional lives. In general,the writer has discovered that most of the smaller themes can be identified under three major umbrella themes. These are integration, awareness and human potential, the development and expansion of which can be seen as promoting a sense of interconnectedness and the development of spirituality in generalMasters Thesis
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Colanero, Teresa A. "Visual learning through photography facilitates writing across the curriculum /." Full text available online, 2006. http://www.lib.rowan.edu/find/theses.
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O, Ka I. "Supplementing Hong Kong textbooks to facilitate students' English learning." Thesis, University of Macau, 2007. http://umaclib3.umac.mo/record=b1781058.
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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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Fredriksson, Ann-Charlotte. "How Can Film Facilitate Learning in Upper-Secondary School?" Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29144.
Повний текст джерелаАнотація:
Film has worked as a tool in schools a long time. But what ways can film facilitate learning in an upper-secondary classroom, regarding the aspects of global English and culture? This research synthesis will attempt to answer the question on how film can facilitate learning by investigating the different perspectives in the learning process, such as the cultural and global perspective whilst focusing on the perception of using film from students and teachers. The curriculum for upper-secondary school is highly influenced by the diversity in society, which aligns well with the cultural perspectives of using film in the English classroom. Opening up the classroom for visual literacy, socio-cultural theory, investigating the film theory and the characters of motion-picture. Studies implicating that film is a good learning resource have taken into perspective that film can be divided into a numerous number of tasks, helping students with vocabulary, understanding of the surrounding world and interacting with global Englishes. By presenting different ways of working with film, students’ knowledge and understanding in the English language increase. But it all comes down on how it is used. This would open up for discussion but also an understanding of motion-picture history and technology.
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Aguti, Beatrice. "A model to facilitate effective E-learning in technology-enhanced learning environments within universities." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/409713/.
Повний текст джерелаАнотація:
E-learning has come to be a standard for course delivery in higher education as it provides a platform to support learning. Most universities are now engaging in technology-enhanced face-to-face classroom teaching through self-paced e-learning and / or distance online learning as a way to diversify access to education. The motivation for this research study was to understand the current practices of e-learning and investigate the factors that can be used to harness effective and sustained e-learning. In order to realise the aim of the study, the research was conducted in three major stages namely; literature review, exploratory pilot study and fieldwork experiment which resulted into three major contributions. Firstly, the literature study led to the identification of factors necessary for facilitating effective e-learning. Secondly, the pilot study conducted led to discovery of factors regarded important for promoting effective e-learning. As a result an initial model was developed. The initial model was then used to develop a questionnaire instrument used to conduct the fieldwork experiment to confirm the model. The data gathered was analysed using multiple regression modelling and the results showed that there were some significant relationships between variables and factors in the model. The study results and findings indicate that effective e-learning can be achieved by having well-established e-learning policies, institutional readiness for e-learning, quality e-learning systems, quality in course design, awareness of e-learning benefits, experience in e-learning, and interactive discussions. These factors are a generic representation of what is required to facilitate effective e-learning. The proposed model will act as a benchmarking tool to help university stakeholders effectively use and sustain e-learning. In other words, the proposed model will be used by university administrators, lecturers, e-learning practitioners, policy makers and Governments to help inform their decisions about implementation and sustained use of e-learning.
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Anderson, Elena. "Convergence of andragogy and e-learning to facilitate employee engagement in the workplace learning." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/214045/1/Elena_Anderson_Thesis.pdf.
Повний текст джерелаАнотація:
Workplace learning presents a range of challenges imposed by a lack of understanding of how to engage a mature aged workforce in e-learning practices. Noteworthy, there is potential for andragogic principles to facilitate engagement in workplace e-learning. Therefore this study seeks to investigate how to engage a mid-career workforce through theory-driven convergence of andragogy and e-learning.
This study found that engagement is highly dependent on ‘e-learning readiness’ by both employees and organisations. Also, despite being mature mid-career workers, age characteristics were not considered a barrier to being e-ready; however, educational level and cultural background appeared to be key challenges.
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Taylor, Susan. "Using humour and theatre to facilitate learning with diabetes educators." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0016/MQ53626.pdf.
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Oliveira, Ricardo de Carvalho. "Learning objects: a strategy to facilitate the understanding of logarithms." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=10662.
Повний текст джерелаАнотація:
Este estudo trata da utilizaÃÃo dos Objetos de Aprendizagem (OA) em salas de aula, sendo
objetivo do mesmo investigar se o uso de objetos de aprendizagem pode facilitar o desenvolvimento de conteÃdos em sala de aula, favorecendo ao processo ensino-aprendizagem. O estudo foi desenvolvido com uma turma de 1a sÃrie do ensino mÃdio da
Escola Estadual de Ensino MÃdio Liceu de Messejana situada em Messejana, CearÃ. A turma à composta de 36 alunos, que foram divididos em dois grupos, separados de forma aleatÃria,
por sorteio. Um grupo foi denominado grupo de controle, com 26 alunos e outro, denominado grupo experimental, com 10 alunos. Utilizamos para a coleta de dados trÃs instrumentos: questionÃrio socioeconÃmico, prÃ-teste e pÃs-teste. Os resultados apontam que o objetivo foi
alcanÃado, pois percebemos um desempenho superior dos participantes do grupo experimental, com relaÃÃo aos participantes do grupo de controle. Portanto, os participantes que tiveram as aulas com o OA obtiveram um desempenho melhor.This study deals with the use of Learning Object (LO) in classrooms, with the same aim to investigate whether the use of learning objects can facilitate the development of content in the classroom, facilitating the teaching-learning process. The study was conducted with a group of students from the first year of high school studying at a public school named Liceu de Messejana, located in Messejana, CearÃ. The class consists of 36 students, who were divided into two groups, separated randomly in a raffle. One group was called the control group, with 26 students and the other group, called the experimental group, with 10 students. The data was collected from three instruments: socioeconomic questionnaire, pre-test and post-test. The results show that the goal was achieved because we realize superior performance of the experimental group, compared with participants in the control group. Therefore, participants who had classes with LO had a better performance.
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Clerkin, Colin P. "Investigation of an intervention to facilitate non-verbal communicative behaviour." Thesis, Bangor University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239878.
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Joubert, L., G. Ludick, and Z. Hattingh. "STUDENT EVALUATION OF DIFFERENT TEACHING METHODS AND THE EFFECTIVENESS THEREOF." Interim : Interdisciplinary Journal, Vol 13, Issue 2: Central University of Technology Free State Bloemfontein, 2014. http://hdl.handle.net/11462/287.
Повний текст джерелаАнотація:
Published ArticleA significant amount of time and effort has to go into teaching students. It is no art when lecturers simply read from a text book. The objective of this study was to determine the teaching methods that students at the Hotel School, Central University of Technology, Free State, consider as most effective to support learning. All first-year students (N=73) enrolled for the National Diploma: Hospitality Management were targeted to participate in the survey. A mixedmethod study design was followed, and a questionnaire consisting of closedand open-ended questions was developed for data collection. Closed-ended questions were rated on a five-point Likert scale, while answers to open-ended questions were analysed to determine trends. Results showed that lecturers used a variety of teaching methods. The lecture teaching method was rated best by 49% of students followed by the group discussion method which was rated as second best (19%). Case studies and brainstorming were the least-preferred methods (4% and 0% respectively). Lecturers should ensure that maximum information is transferred through the teaching methods that most appeal to students. The focus should be on enabling students to practically apply the lessons taught in everyday life.
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Davids, Nawaal. "Understanding facilitator practice in the problem-based learning classroom." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/6871.
Повний текст джерелаАнотація:
This study looks at eight individual PBL facilitator cases in the field of medical education at the University of Cape Town (UCT). The aim of this study is to gain an understanding of what affects facilitation practice in a problem-based leaning (PBL) classroom. The facilitators come from various backgrounds and have different levels of knowledge and experience. They are, however all employed in a course on a part-time basis during the second semester of the MBChB first year programme. Each facilitator was observed during their facilitation of a PBL tutorial and thereafter they were interviewed about their actions in the classroom. Bourdieu's theory of practice was used as the theoretical and descriptive framework in this study of educational practice in PBL. Bourdieu speaks of 'habitus' or the 'dispositions' of facilitators that influences their practice. He describes the 'field' as the specific area where interactions occur that are shaped by the habitus of its participants and in turn shapes their habitus. He also describes 'capital' or assets that the facilitators may possess from their previous or current fields that shape the interactions in a field. This theory offers insight about who the facilitators are, how they behave in the teaching practice setting and provides an understanding of what contributes to their practice in PBL. The findings are that facilitator actions in the classroom were shaped by a number of factors including their personalities, social backgrounds, qualifications, experience, beliefs and perspectives, their fields of practice as well as the medical education field at UCT with its institutional factors and values. Theory of practice not only illustrates the principles underlying facilitator practice in the PBL classroom, but allows a description of the interactions between unique facilitator dispositions, experiences, assets and values within a field of medical education. This study forms the basis for future studies in the area of PBL facilitator practice and will contribute to improved staff development, placement and appreciation of PBL facilitators.
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Aguilar, Jessica M., and Jessica M. Aguilar. "Exemplar Variability Facilitates Word Learning by Children with Specific Language Impairment." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624159.
Повний текст джерелаАнотація:
Research suggests that variability in the input plays an important role in learning language. The current study examined the role of object variability for word learning by preschoolers with specific language impairment (SLI). Seventeen 4- and 5-year-old children with SLI were taught eight new words in three short activities during the first three weeks of a six-week program. Half of the children saw three identical objects (No Variability group) corresponding to each target word during training, and the other half of the children saw three variable objects (High Variability group) corresponding to each target word during training. Children completed identification tests for objects seen during training and new within-category objects that were never seen to test generalization. Tests were administered the day after each training activity and three weeks after the last training session. There were no group differences on trained or generalization items immediately following training sessions. However, children in the High Variability group demonstrated significantly better learning, as measured by performance on generalization items, at retention testing three weeks after experimental training. These findings demonstrate that object variability facilitates retention of word learning by children with SLI.
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Alan, LaVerne. "Technology: The Bridge to Facilitate Learning of Adult Learners of Mathematics." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82301.
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Bevington, Jason P. "Cognitive management : using cognitive therapy to facilitate organisational change and learning." Thesis, University of Edinburgh, 1999. http://hdl.handle.net/1842/26327.
Повний текст джерелаАнотація:
Employees in today's organisations face the challenge of coping with difficulties caused by constant change. Although an abundance of change management strategies and organisational learning initiatives are available, the literature is abound with examples of projects that have been ineffective. This thesis brings the organisational, clinical and cognitive levels of analysis together by exploring the efficacy of applying cognitive therapy to organisations. This psychotherapeutic approach has been used successfully and extensively in clinical psychology and psychiatry to identify and challenge people's interpretations of situations and events. Utilising a non-equivalent groups pre-test/ post-test design, it is hypothesised that 'cognitive management', a combination of cognitive therapy and organisational strategies, will help group members to identify and modify their work-related automatic thoughts and assumptions and consequently lead to improved employee well-being and effectiveness. As groups provide the foundations of many organisations, this method of working constitutes the focus of the research. The sample comprises of two teams (one intervention and one control) from the public sector and two teams (one intervention and one control) from the private sector. Both quantitative and qualitative methods were used. The results of the empirical investigation suggest that cognitive management is effective in positively changing employees work-related thoughts, emotions and behaviours. Methodological considerations are discussed and further applications of cognitive management are outlined.
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Wictor, Jönsson. "The use of popular and digital culture to facilitate literacy learning." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28447.
Повний текст джерелаАнотація:
This research synthesis investigates the effects that popular culture and new forms of mediation have had on the teaching and learning of English. Further, it examines some key aspects worth consideration when applying these types of texts in an educational context. The English syllabus for upper secondary school advises teachers to make use of the outside world for resources, and teach the students how to access, gather, analyze and use information found in different types of texts. After initial struggles, due to teachers’ reluctance, popular culture and modern media has found its way in to most classrooms and studies have shown different effects that the introduction of these texts have had on teaching and learning of English. Firstly, there has been a shift in how many teachers approach texts by letting students take more responsibility by participating in the selection process of different texts. Moreover, some studies have shown the effects popular culture and digital media have had on the acquisition of literacy skills. Study results suggest that primarily, students critical skills have developed, and that “out of school literacies” have helped students develop more traditional literacy skills such as reading and writing. However, this research synthesis concludes by saying that more research measuring the acquisition of traditional English using popular culture and digital media skills over longer periods of time involving more students would allow one to answer more accurately what effects they have had.
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Spicer, N. Kathy, and N. Kathy Spicer. "An Exploration of How Interpersonal Relationships Facilitate Informal Learning Among Librarians." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624471.
Повний текст джерелаАнотація:
Scholars report that 80 percent of on-the-job learning is informal (Marsick & Watkins, 1992). Yet little research exists that describes how those in the workplace can encourage informal learning through their interactions with potential learners. This is a case study drawing upon phenomenological methods—specifically, interpretive phenomenological analysis. The intention was to explore the interpersonal space among employees in order to understand how, if at all, the participant’s professional associates encouraged the participant to learn informally.
Participants in this study were fourteen librarians. Semi-structured interviews were conducted to explore how participants said their choice to learn informally was influenced by their interactions with other people. Findings indicated that participants were the architects of their own informal learning. While participants drove their own learning, the positive regard of others played an important enabling role, particularly when participants were new or were attempting to transition to new roles, such as managing others. Participants did not focus on themselves; thus self-efficacy did not play a role in the topics they learned about. Instead, participants chose their topics and persisted in learning about the topics because they wanted to serve their customers in a way that enabled their lifelong library use. Given a backdrop of positive regard, participants initiated and participated in a variety of informal learning projects, often with learning being so embedded in the initiative or task that it was challenging to identify it as learning. Role modeling was important for the function of showing employees how to do things—and particularly for giving them ideas about how they could interact effectively with the public or with employees that they supervised.
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Oliveira, Pedro Oliveira e. Costa Gomes de. "A knowledge-based framework to facilitate E-training implementation." Master's thesis, Faculdade de Ciências e Tecnologia, 2014. http://hdl.handle.net/10362/13033.
Повний текст джерелаАнотація:
Dissertação para obtenção do Grau de Mestre em
Engenharia Eletrotécnica e de ComputadoresNowadays, there is an evident increase of the custom-made products or solutions demands with the objective to better fits to customer needs and profiles. Aligned with this, research in e-learning domain is focused in developing systems able to dynamically readjust their contents to respond to learners’ profiles demands. On the other hand, there is also an increase of e-learning developers which even not being from pedagogical curricula, as research engineers, needs to prepare e-learning programmes about their prototypes or products developed. This thesis presents a knowledge-based framework with the purpose to support the creation of e-learning materials, which would be easily adapted for an effective generation of custom-made e-learning courses or programmes. It embraces solutions for knowledge management, namely extraction from text & formalization and methodologies for collaborative e-learning courses development, where main objective is to enable multiple organizations to actively participate on its production. This also pursues the challenge of promoting the development of competencies, which would result from an efficient knowledge-transfer from research to industry.
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Lin, Ming. "Automated Lecture Video Segmentation: Facilitate Content Browsing and Retrieval." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/193843.
Повний текст джерелаАнотація:
People often have difficulties finding specific information in video because of its linear and unstructured nature. Segmenting long videos into small clips by topics and providing browsing and search functionalities is beneficial for information searching. However, manual segmentation is labor intensive and existing automated segmentation methods are not effective for plenty of amateur made and unedited lecture videos. The objectives of this dissertation are to develop 1) automated segmentation algorithms to extract the topic structure of a lecture video, and 2) retrieval algorithms to identify the relevant video segments for user queries.Based on an extensive literature review, existing segmentation features and approaches are summarized and research challenges and questions are presented. Manual segmentation studies are conducted to understand the content structure of a lecture video and a set of potential segmentation features and methods are extracted to facilitate the design of automated segmentation approaches. Two static algorithms are developed to segment a lecture video into a list of topics. Features from multimodalities and various knowledge sources (e.g. electronic slides) are used in the segmentation algorithms. A dynamic segmentation method is also developed to retrieve relevant video segments of appropriate sizes based on the questions asked by users. A series of evaluation studies are conducted and results are presented to demonstrate the effectiveness and usefulness of the automated segmentation approaches.
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Semb, Sofie. "Vidta åtgärder för att få igång förbättringsprocessen! : En fallstudie av medarbetares upplevelser och erfarenheter av att tillämpa ett ledningssystem för systematiskt förbättringsarbete inom personlig assistans." Thesis, Jönköping University, HHJ. Kvalitetsförbättring och ledarskap inom hälsa och välfärd, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-50765.
Повний текст джерелаАнотація:
Bakgrund: Verksamheter inom vård och omsorg är skyldiga att bedriva systematiskt förbättringsarbete. Kunder och medarbetare involveras inte i tillräcklig utsträckning och avvikelser återkommer, vilket tyder på en avsaknad av lärande i verksamheten. Syfte: Syftet med förbättringsarbetet var att processen för systematiskt förbättringsarbete är känd i organisationen, upplevs vara anpassad till Humanas verksamhet, tillämpas vid små och stora förbättringsarbeten och genererar mätbara resultat som kopplas till värde för Humanas kunder. Syftet med studien var att undersöka hur deltagande i förbättringsarbete påverkar kvalitetsutvecklares och teammedlemmars inställning till systematiskt förbättringsarbete. Metod: Förbättringsarbetet genomfördes genom påverkansanalys, PDSA, kommunikations- och utbildningsinsatser samt coachande samtal med inspiration från GROW modellen. Datainsamling skedde genom enkät, intervju samt bearbetning av data som följs upp i organisationen. Studien genomfördes som en organisatorisk fallstudie baserad på observationer och fokusgruppintervjuer. Data bearbetades genom en kvalitativ innehållsanalys. Resultat: Förbättringsarbetet visade stigande antal förbättringsförslag, en ökad självskattad förbättringskompetens hos kvalitetsutvecklare samt en ökad andel förbättringsarbeten som mätte värdeskapande för kunden, även om målsättningarna ej uppnåddes. Studien visade att deltagande i framgångsrikt förbättringsarbete har en positiv inverkan på medarbetares syn på, och motivation att delta i, systematiskt förbättringsarbete. Slutsats: Deltagande i framgångsrikt förbättringsarbete kan fungera som en förstärkande feedback för det systematiska förbättringsarbetet.
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Papé, Nicholas. "Perceptions of what facilitates learning on psychodynamic counselling courses : eight students' views." Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/576351.
Повний текст джерелаАнотація:
The main purpose of the research was to explore factors that facilitate learning in psychodynamic counselling courses. The psychodynamic approach has no intrinsic theory of learning. The research approach was therefore conceptualised from a sociocultural model to enable an understanding of students’ learning within the social concept of the course. The learning environments were Higher Education psychodynamic counselling courses at two UK Universities. Eight adult students were encouraged to use qualitative judgements and personal views and reflections on what supported or constrained their learning during the course of their studies. Data were collected at important points across four years of study and analysed from a critical understanding of sociocultural theories (Vygotsky, 1934, 1962) and psychoanalytic/psychodynamic psychotherapeutic theories (Freud, 1963). Results are presented for a qualitative study from snapshots in time in the light of these seminal theorists’ work as well as more modern theorists’ application of historic thought to modern circumstance. Nine dominant themes emerged from data analysis, which related to students’ personal development. These themes were: autonomy; self-changes; closeness; encouragement/ discouragement; individual learning process; ambivalence about judging the tutor; private life; self-esteem and confidence. The over-arching theme that emerged was the tutor-student relationship, understandable in sociocultural constructivist terms as enabling learning within a zone of proximal development (Vygotsky, 1978, 1986) and in psychodynamic terms as provision of a secure base from which students journeyed towards autonomous independent learning. The outcome suggests that eliciting and analysing students’ views may be important when planning and teaching counselling training in order to meet students’ individual learning needs. The originality of this research lies in its use of elements of the two paradigms to create lenses in an innovative way. A sociocultural constructivist framework has been used through which to understand psychodynamic counselling learning and training.