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Huang, Mei-hui. "Factors influencing self-directed learning readiness amongst Taiwanese nursing students." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/20709/1/Mei-hui_Huang_Thesis.pdf.
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Rapid scientific and technological advances in health care mean that nurses need to keep learning and engage in professional education so that they can continue to provide safe and quality care. Education programs which prepare nurses for practice as a registered nurse have a vital role to play in ensuring that graduates are self-directed in responding to the need for ongoing learning throughout their professional career. In many countries, improving students’ readiness for self-directed learning has thus gained increasing recognition as being an important goal of nursing education programs. This level of interest in developing self-directedness in learning is evident in many policy documents and research in Taiwan. The aim of this study was to investigate factors influencing self-directed learning readiness amongst Taiwanese nursing students. A conceptual framework adopted from Biggs’s ‘3P model of teaching and learning’ was constructed to guide this study’s investigation. This study employed a two-staged mixed-method design to obtain a better understanding of Taiwanese students’ experience of SDL in undergraduate nursing programs. Stage one of the present study was a qualitative approach using semi-structured interview to explore students’ experiences with learning activities which they perceived to be self-directed in their undergraduate programs. Eight students were interviewed. Findings from this stage reveal that participants perceived a shift in teaching and learning styles between their previous nursing programs and the university. The more frequent use of student-directed learning activities, in which students were encouraged to be active and to take responsibility for their learning tasks, was one of the changes in teaching and learning approaches perceived by participants. Participants further suggested a number of factors that influenced the outcomes of these learning activities, including teacher-student interaction, facilitation process and learning resources. Stage two of this study used a quantitative approach consisting of two phases: instrument pilot testing and a cross-sectional survey. In the first phase, the instruments were translated into Chinese through a rigorous translation process and tested with a convenience sample of nursing students in Taiwan. Results indicated the translated instruments were reliable and stable. The second phase, a cross-sectional survey, was conducted to examine the conceptual framework of this study. A total of 369 undergraduate nursing students completed the questionnaire. Results of data analysis provides support for the conceptual framework proposed for this study, suggesting that students’ achievement goals and their perceptions of the learning environment significantly influence their adoption of learning approaches and the development of SDL readiness. Based on the results, this study provides practical implications that nurse educators may adopt to enhance students’ SDL readiness. This study also provides theoretical implications and recommendations for future research. It is envisaged that these recommendations may help future researchers focus their research design and further understandings of how to help students develop their ability to become self-directed learners.
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Huang, Mei-hui. "Factors influencing self-directed learning readiness amongst Taiwanese nursing students." Queensland University of Technology, 2008. http://eprints.qut.edu.au/20709/.
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Rapid scientific and technological advances in health care mean that nurses need to keep learning and engage in professional education so that they can continue to provide safe and quality care. Education programs which prepare nurses for practice as a registered nurse have a vital role to play in ensuring that graduates are self-directed in responding to the need for ongoing learning throughout their professional career. In many countries, improving students’ readiness for self-directed learning has thus gained increasing recognition as being an important goal of nursing education programs. This level of interest in developing self-directedness in learning is evident in many policy documents and research in Taiwan. The aim of this study was to investigate factors influencing self-directed learning readiness amongst Taiwanese nursing students. A conceptual framework adopted from Biggs’s ‘3P model of teaching and learning’ was constructed to guide this study’s investigation. This study employed a two-staged mixed-method design to obtain a better understanding of Taiwanese students’ experience of SDL in undergraduate nursing programs. Stage one of the present study was a qualitative approach using semi-structured interview to explore students’ experiences with learning activities which they perceived to be self-directed in their undergraduate programs. Eight students were interviewed. Findings from this stage reveal that participants perceived a shift in teaching and learning styles between their previous nursing programs and the university. The more frequent use of student-directed learning activities, in which students were encouraged to be active and to take responsibility for their learning tasks, was one of the changes in teaching and learning approaches perceived by participants. Participants further suggested a number of factors that influenced the outcomes of these learning activities, including teacher-student interaction, facilitation process and learning resources. Stage two of this study used a quantitative approach consisting of two phases: instrument pilot testing and a cross-sectional survey. In the first phase, the instruments were translated into Chinese through a rigorous translation process and tested with a convenience sample of nursing students in Taiwan. Results indicated the translated instruments were reliable and stable. The second phase, a cross-sectional survey, was conducted to examine the conceptual framework of this study. A total of 369 undergraduate nursing students completed the questionnaire. Results of data analysis provides support for the conceptual framework proposed for this study, suggesting that students’ achievement goals and their perceptions of the learning environment significantly influence their adoption of learning approaches and the development of SDL readiness. Based on the results, this study provides practical implications that nurse educators may adopt to enhance students’ SDL readiness. This study also provides theoretical implications and recommendations for future research. It is envisaged that these recommendations may help future researchers focus their research design and further understandings of how to help students develop their ability to become self-directed learners.
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Jones, Catherine Toni, and n/a. "Biggs's 3P Model of Learning: The Role of Personal Characteristics and Environmental Influences on Approaches to Learning." Griffith University. School of Applied Psychology, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030304.092316.
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The aim of this research programme was to examine the 3P model of learning (Biggs, 1987a, 1999). The first stage necessarily involved an examination of the Study Process Questionnaire (SPQ) (Biggs, 1987a), an instrument developed to measure the process component of the model. The structure of the SPQ was examined utilising exploratory and confirmatory factor analysis of undergraduate responses (n= 260). The results indicated the higher-order factor structure of deep-achieving and surface-achieving-motive provided the most reliability and a better model fit than either the subscales or scales of the SPQ. The construct validity of the two constructs deep and surface was assessed next using a multitrait-multimethod matrix (MTMM) constructed from the three measures of the self-report questionnaire, interview ratings and written assessments from first-year students (n = 50). The results indicated good convergent validity between the deep scale of the SPQ and the interview ratings on the deep scale, between the deep scale on the SPQ and the written assessment ratings, and between the interview ratings and written assessment ratings. The results indicated good convergent validity between the surface scale on the SPQ and the interview ratings on the surface scale, but not between the surface scale on the SPQ and the written assessment ratings, and between the interview ratings and written assessment ratings. The discriminant validity between deep and surface was good for the SPQ, but not for either the interview or the written assessment. The findings indicate the deep and surface scales of the SPQ adequately measure the underlying deep and surface constructs. The retest reliability of the SPQ was then examined utilising Spearmans Rho to assess the rank-order correlations with a sample of third-year students (n=87). Over a period of three months there were significant correlations for the surface motive, surface strategy, deep strategy, achieving motive and achieving strategy subscales of the SPQ, suggesting good reliability for these subscales. The results at the scale level of the SPQ result in similar conclusions. There was a moderate significant correlation for the surface, deep and achieving scales of the SPQ, suggesting the scales have good reliability over a period of three months. There was also a moderate significant correlation for the surface-achieving-motive and deep-achieving scales over a period of three months. The stability of SPQ scores was also assessed utilising a series of one-way repeated measures MANOVAs with a sample of third-year undergraduates (n = 64). The results suggest some change occurs in self-reported use of approaches to learning between the first and third-years of an undergraduate degree programme. The role of the teaching-learning environment was next examined. Utilising a within-subjects design, undergraduate students (n=48) concurrently enrolled in traditional (viz. lecture and tutorial) and non-traditional (viz. workshops and group projects) subjects completed the SPQ to describe their approaches to learning in each subject. A series of 2x2 repeated measures MANOVAs were undertaken. The results indicated students were likely to change their approach to learning based on their perceptions of the learning environment (traditional or non-traditional subject). However, those students identified as predominantly surface learners significantly increased their deep scale scores in the non-traditional subject when compared to deep learners. The next study examined a range of personality (locus of control, sensing function, thinking function, intelligence) and demographic variables (age, gender, year of study) to assess which were good predictors of deep and surface approaches to learning. A series of regression analyses identified age, sensing function and locus of control as significant predictors of the surface, surface-achieving-motive, and deep approaches to learning. Locus of control was found to be a significant predictor of the deep-achieving approach to learning. The final study examined the 3P model of learning. Based on the results of earlier studies in the research programme the situational component of the presage factors was not included. The model was examined using structural equation modelling (n= 394). Two initial models were tested using both the three (deep, surface, achieving) and two (surface-achieving-motive and deep-achieving) process factor models. The three process factor model provided the better model fit. The results suggest deep and surface approaches to learning do not mediate between personal characteristics and learning outcomes (i.e. GPA). The results of this series of studies suggest the need for further research into the SPQ and the 3P model of learning. The implications of the research programme are also discussed.
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Ziemsen, Eva. "Developing a learning model for teaching film production online." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/63862.
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Through my roles as a film professor, filmmaker and PhD student, I have acquired a strong motivation to develop a learning model for the teaching of film production online. My initial interest for conducting research in this area began a few years ago when I taught a screenwriting workshop in Bhutan. On my return to Canada, I wished there was a way for me to continue teaching my students in Bhutan in the domain of film production. Further research has led me to discover that machinima, a virtual mode of recording animation, could be the solution to teaching almost all aspects of filmmaking, entirely online. Machinima is already very popular amongst educators, both face-to-face and as an online mode of delivery, however, its legitimacy as a cinematic art form has given rise to a controversial debate. My goal was to employ the research method of a/r/tography (standing for artist, researcher, and teacher), to create a complex artistic and academic work to demonstrate that machinima is a valid method of filmmaking and is an immersive mode of teaching film production in the online context. The Art entailed creating a short hybrid film using machinima and live action, entitled, Romeo & Juliette2016. The Research included a literature review that situated my work in the theory that underpins machinima as an art form and in the context of online learning. The Teacher component included a documentary in which I exhibited my film to select ‘critics’, in film, media and film education, and invited them to respond. The documentary was intended to produce discourse around the notion of machinima as an art form and as a teaching tool. Finally, in conclusion, I wrote a response chapter to this interaction and to the project as a whole. This study is highly relevant in the current landscape of media and 21st century education as virtual reality applications are taking hold in the professional filmmaking process and as a teaching tool, and machinima is part of this revolution. Supplementary materials available at: http://hdl.handle.net/2429/63862<br>Graduate and Postdoctoral Studies<br>Graduate
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Shield, George. "Teaching and learning through a process model of technology education." Thesis, University of York, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282320.
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Tai, Chunming. "Undergraduate business and management students' experiences of being involved in assessment." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/9456.
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This study aimed to explore university undergraduates’ experiences of student involvement in assessment (SIA). Based on Biggs’ 3P model of student learning, this study focused on students’ experiences prior to SIA, during SIA and after SIA in three Business and Management modules. Applying this framework, different practices of involving students in assessment (peer assessment, self assessment or self designed assessment) were studied from the perspectives of the students concerned. Unlike other studies that normally test to what extent the designed outcomes of SIA have been met, the goal of this research was to reveal the inside picture of how students were coping with those SIA tasks and their learning. This picture was outlined from students’ perceptions of SIA, the main factors that might influence students’ engagement with SIA, and students’ reflections on SIA practice in the particular module. This study adopted mixed research methods with sequential explorative design. It employed the ETLA (Environment of Teaching, Learning and Assessment) questionnaire and follow up semi-structured interviews. There were in total 251 valid questionnaire responses from students and 18 valid student interviews. The data were collected from three undergraduate Business and Management degree modules in which different strategies were used to involve students in assessment. The three innovative modules were all from Scottish universities in which assessment practices were being re-engineered by involving students in assessment. Two of the modules had participated in the REAP (Re-engineering Assessment Practice) project. However, they were different from each other in terms of the way in which they involved students in assessment and the level or extent of student involvement in assessment that was entailed. The report and analysis of the findings has taken three main forms. First, the module context including the teaching, learning and assessment environment and student learning approaches and satisfactions in the particular module were compared and analysed using the questionnaire data. The results showed a strong association between the elements in the teaching and learning environment and student learning approaches. They also indicated that the quality of teaching, feedback and learning support played significant roles in the quality of student learning. Secondly, an analysis of the interview data was undertaken to examine why and how students would learn differently in different module contexts with different SIA practices, and how students were coping with their learning in the SIA tasks concerned. In addressing these questions, students’ previous experiences in SIA, and knowledge about SIA, peers’ influence, teachers’ support and training for SIA, interaction between and among students and teachers, the clarity of the module objectives and requirements and learning resources were found to be the major factors that might influence students’ engagement in the SIA. Additionally, the salient learning benefits and challenges of SIA as perceived by students were explored. Thirdly, based on the preceding findings, the analysis of each module aimed to further consider in what way the three modules differed from each other with respect to SIA practices, and how students responded in the three different module contexts in terms of their engagement with SIA. These three forms of analysis made it possible to gain a rich understanding of students’ experiences of SIA that could also feed into a consideration of what kind of support the students might need in order to better engage them into the SIA and better prepare them for life-long learning.
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Jasutė, Egle. "Interactive visualization model for the constructionist teaching and learning of geometry." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20141209_111855-74602.
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Teaching of mathematics is one of the most complicated and demanding disciplines in a curriculum. The aim of a teacher is not only to communicate knowledge but also to engage the students, motivate them and involve in active learning process by encouraging them to construct their knowledge and competencies. Dynamic geometry systems based on the principle of constructionist learning enable to effectively involve students into the activity by constructing their mathematical knowledge and competencies. However, teachers of mathematics find it difficult to employ the systems since the technical skills of the teachers are inadequate. The visualization of secondary school geometry by using the systems of dynamic geometry systems, i.e. interactive microworlds, can help to solve the problem.
The dissertation has analysed the methods of informatics which are employed to develop learning software, the capacities of dynamic geometry systems and the concepts of constructionist teaching and learning as well as interactive visualization. A model to create interactive microworlds is presented with reference to the implemented technological capacities of dynamic geometry systems and the didactics of constructionist teaching of mathematics. The syntax and semantics of dynamic geometry objects has been formalized through the abstract data types which help to describe scenarios of interactive visualization according to a model.
The model has been implemented through the visualization of 9-10... [to full text]<br>Matematikos mokymas viena iš sudėtingiausių ir daugiausiai dėmesio reikalaujanti disciplina mokykliniame kurse. Mokytojo tikslas ne tik perteikti žinias, bet sudominti, motyvuoti ir įtraukti klasės mokinius į aktyvų mokymosi procesą konstruojant savo žinias ir gebėjimus. Dinaminės geometrijos sistemos grįstos konstrukcionistinio mokymosi principu padeda efektyviai įtraukti mokinius į veiklą konstruojant matematines žinias ir gebėjimus. Tačiau matematikos mokytojui sudėtinga naudoti šias sistemas, nes dažnai mokytojo techniniai gebėjimai yra nepakankami. Šiai problemai išspręsti gali padėti mokyklinės geometrijos vizualizavimas panaudojant dinaminės geometrijos sistemas – sukurti interaktyvūs mikropasauliai.
Disertacijoje išnagrinėti informatikos metodai taikomi kuriant skaitmenines priemones mokymuisi, dinaminių geometrijos sistemų galimybės, konstrukcionistinio mokymo(si), interaktyvaus vizualizavimo sąvokos. Pateikiamas modelis interaktyviems mikropasauliams kurti atsižvelgiant į naudojamos dinaminės geometrijos sistemos technologines galimybes ir konstrukcionistinio matematikos mokymo didaktiką. Formalizuota dinaminės geometrijos objektų sintaksė ir semantika abstrakčiaisiais duomenų tipais, kuri padeda aprašyti scenarijus interaktyviam vizualizavimui pagal modelį.
Modelis įgyvendintas vizualizuojant 9-10 klasės matematikos kursą. Sukurta apie 400 interaktyvių mikropasaulių. Atliktas įvertinimas parodė, kad modelis gali būti įgyvendintas įvairiose dinaminės geometrijos... [toliau žr. visą tekstą]
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Griffiths, Michael E. "Improving the Asynchronous Video Learning Model." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2048.
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Online education is popular from a consumer perspective, but there are elements of face-to-face instruction and assessment that are difficult to reproduce online (Bassoppo-Moyo 2006). The difficulty of reproducing valued elements of a face-to-face setting leads to concerns regarding the overall quality of the online learning experience. Videoconferencing is one technology that has been used to incorporate elements of a face-to-face environment. However, videoconferencing over the Internet is fraught with technical difficulties and live discussions remove one of the main benefits of distance education: time flexibility. A more recent development has been to use asynchronous video as a communications method in online courses. Griffiths and Graham (2009) described several pilots using asynchronous video in online courses at Brigham Young University. Asynchronous video conveys the verbal and nonverbal signals necessary for immediacy and social presence and retains the time flexibility benefit of distance education. Following the pilot studies, a prototype design theory titled the Asynchronous Video Learning Model (AVLM) was created for the use of asynchronous video in online courses. A study was designed to study a practical implementation of AVLM. The major purpose of the study was to observe and analyze the practical experiences of participants and improve the AVLM model. A class named IPT286 (Using Instructional Technology in Teaching) taught by the department of IP&T at BYU was redesigned to be an online class using AVLM. Data were gathered during the semester and then analyzed according to the methods described in this study. Results showed that many of the principles of the AVLM model were successfully implemented and led to positive experiences. Some elements of the model were not adequately implemented which led to some negative experiences. In addition, experiences led to new elements being added to the model. The study also revealed some interesting principles related to general learning theory. The data consistently revealed the importance of relationships in the learning process. Relationships between students and the instructor were shown to influence the student learning experience, and therefore the personality and style of the instructor impacted overall student learning to some degree.
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Scott-Toux, Deborah. "Constructivist model for career internships: Integrating contextual learning and critical thinking." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2014.
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Greenwald, Allison Rose. "Learning how to argue experiences teaching the Toulmin model to composition students /." [Ames, Iowa : Iowa State University], 2007.
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Brownson, Jennifer. "Teaching and Learning in the Co-teaching Model| Analyzing the Cooperating Teacher/Teacher Candidate Co-planning Dialogue." Thesis, The University of Wisconsin - Milwaukee, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10931638.
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<p> ABSTRACT TEACHING AND LEARNING IN THE CO-TEACHING MODEL: ANALYZING THE COOPERATING TEACHER/TEACHER CANDIDATE CO-PLANNING DIALOGUES by Jennifer Brownson The University of Wisconsin-Milwaukee, 2018 Under the Supervision of Drs. Hope Longwell-Grice and Linda Post Planning is a central component of the teaching experience in which the teacher draws on curriculum and pedagogy as well as learners and their context. Planning is also a teacher standard at both the state and national level (WI DPI Teacher Standards, InTASC, 2013). For teacher candidates (TCs), an opportunity to learn to plan occurs during the student teaching experience, and the planning session can reveal how the TC and cooperating teacher (CT) choose to meet the academic, social and emotional needs of their students (John, 2006). The power in the planning session has traditionally rested in the hands of CTs (Anderson, 2007); they make the decisions about what to teach and how to teach it, which may not provide the TC with enough opportunities to learn how to plan. </p><p> The co-teaching for student teaching model has shown promise in terms of increased agency for TC’s when making decisions in the classroom, including opportunities to share reasons for choices of pedagogy and curriculum, and identify problems and solve them together. While in the co-teaching model for student teaching the CT and TC have been found to have more shared power, (Bacharach, Heck & Dahlberg, 2010; Gallo-Fox & Scantlebury, 2015), there is little research about how CTs and TCs plan for lessons in the co-teaching model, much less on how power is distributed between CTs and TCs during the co-planning session. The dilemma of the distribution of power for the CT and TC in the planning session, and how they participate in the planning session, was explored in this study. The purpose of this collective case study was to reveal and investigate the discourses CTs and TCs create in a co-planning session within the co-teaching model to explore the potential for engaging both participants to use their imaginations and create together, challenging the TC and CT to rethink and/or expand on ideas for planning; and talking about/creating/questioning/challenging each other when planning lessons that provide an equitable education for students.</p><p>
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Mafandala, Mbembi Joel. "Towards an affective pedagogical model for teaching English language and literacy to migrant learners." Doctoral thesis, University of Cape Town, 2020. http://hdl.handle.net/11427/32515.
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Learning is a process that involves both cognitive and emotional aspects. However, most of the research in education in South Africa tend to focus only on the cognitive side of learning and neglects the very important, emotional side. The consequences of this neglect lie most prominently with migrant learners, especially as the immigration process itself involves high emotional strain, cultural adjustment, and most obvious language barriers. These can negatively influence the learning process. Therefore, if existing teaching practices do not cater for the complexity of a multicultural and multilingual classroom or the emotional needs of migrant learners, the learning process of these learners is likely to be stunted. This thesis is concerned with the role of the emotions in the learning contexts of migrant learners in Cape Town and the strategies used by teachers to manage this. With this in mind, this study looks at the affective aspects of learning in teaching literacy to migrant learners from the Congo in the context of an English-medium school in Cape Town, South Africa. Using a qualitative case study approach, I focused on two layers of the issue. First, I explored the experience of Congolese learners and their emotional needs in an English language and literacy class. With this first layer, I compared the needs between French and English-speaking learners to explore how emotional needs played out in the classroom setting using interviews and observation. I used Krashen's affective filter theory as a lens to understand learners' feelings in the classroom environment. Second, I investigated classroom-teaching styles, in particular, how two Grade 3 teachers incorporated affective strategies in their pedagogy. I conducted this analysis through sociocultural understandings of literacy, using the principles of affective pedagogy. The findings were that English-speaking learners, receiving instructions in English, were less likely to suffer from emotional stress and anxiety in their learning than French-speaking learners learning in English. The French-speaking Congolese learners reported that they experienced emotional distress and anxiety, which affected their literacy learning. Not only were learners experiencing difficulties, but teachers too felt limited in their capacity to deal with learners' emotional needs as the cognitive approach for teaching literacy did not meet the needs nor context of migrant learners. Therefore, teachers felt they were required to go above and beyond what would be considered normal classroom activities to create a holistic learning environment that caters to a learner's emotional challenges, which was not always possible in the context of a prescriptive CAPs curriculum and resources. In this study, I argue that when children learn in a language that is different from their first language, this poses an emotional challenge, which often impacts the learning process. This emotional challenge is likely to be compounded by the circumstances that migrant learners often find themselves in. Therefore, I argue that for children to learn effectively (successfully) in a language that is different from their mother tongue, their emotional needs must be met first. This implies that for literacy learning to be most effective (successful), teachers may take into consideration the emotional aspects of each learner and develop their teaching styles according to the diverse needs of the learners. This study will benefit teachers in multilingual contexts as it takes into consideration the emotional difficulties that come with learning in a language that is not one's primary language, to understand learners' learning styles, and consequently to inform and adjust teaching strategies to fit their needs. The findings suggest a need for teacher training that takes into consideration the affective and cognitive needs of learners from diverse backgrounds, such as migrant learners, for more effective literacy and language education.
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Nazeer, Abdulla. "Teaching economics at secondary school level in the Maldives : a cooperative learning model /." The University of Waikato, 2006. http://hdl.handle.net/10289/2540.
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The dominant approach to the study of economics at secondary school level in the Maldives is teacher-centred methods based on behaviourist views of teaching and learning. Despite considerable research on the benefits of cooperative learning in economic education at the post-secondary level, very limited research has been conducted in secondary school classrooms in order to find ways of improving teaching and learning of economics. The purpose of this study was to enhance the teaching and learning of economics at secondary schools in the Maldives by trialing a cooperative learning model to enhance economics teachers' awareness of the impact that cooperative learning might have on student learning. This study explored a cooperative learning approach to teaching and learning economics in secondary schools and investigated teachers' and students' perceptions of cooperative learning. Some elements of both ethnographic and grounded theory methodologies were employed and specific data collection methods included workshops, classroom observations, interviews, video tapes and student questionnaires. Nine teachers and 232 students were involved in this study. The research was conducted in three stages (pre-intervention, workshops to train the participants, and post-intervention) over a period of three months in three selected schools in Male', the Maldives. Four research themes were derived from the analysis of both pre and post intervention data. These themes were teaching issues, learning issues, cooperative learning implementing issues, and students' and teachers' reactions to cooperative learning. In the pre-intervention phase, the teachers taught in a traditional manner, but after the intervention they incorporated elements of cooperative learning method to teach economics in their selected classes. The overall findings showed a considerable change in teachers' and students' attitudes and perceptions about traditional teacher-centred methods towards more student-centred methods of cooperative learning. It was evident that both teachers and students perceived cooperative learning to be an effective method of teaching. For example, the findings revealed that both teachers and students understood and could see the benefits that cooperative learning offered to the teaching and learning of economics. The students indicated that they liked working in groups and appreciated getting help from other students. In addition, the results revealed that students' interactions and involvement in classroom activities, as well as interest and motivation to learn economics, increased during the implementation of the cooperative learning model. Furthermore, this study found a mismatch between home and the traditional teacher-centred school culture in the Maldives. In contrast, the findings suggest that the principles of cooperative learning match well with the cultural values of Maldivian society. Consequently, a revised model of cooperative learning is presented that includes the aspects of culture. Jordan (1985) argued that educational practices must match with the children's culture (p. 110) and thus culturally responsive teaching can help to minimise confusion and promote an academic community of learners that enables students to be more successful learners (Gay, 2000). This study suggests that training teachers and students for cooperative learning is salient for effective implementation of cooperative learning for a positive influence on students' learning and teachers' pedagogy. However, further research should be conducted to examine other aspects of teaching and learning which may also enhance this relationship.
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Jones, Maxine Gayle. "A model for matching teaching to learning styles with right - left mode techniques." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.
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Maull, Keith E. "A model and architecture for composing digital learning resources: The Teaching Box Project." Connect to online resource, 2007. 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:1447684.
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Albayrak, Duygu. "Social Networking Sites Utilization For Teaching And Learning." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614122/index.pdf.
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The purpose of this study was to investigate students&rsquo<br>social networking sites (SNSs)
involvement, students&rsquo<br>involvement of Facebook as course management system
(CMS) in face-to-face course, students&rsquo<br>acceptance of Facebook, students&rsquo<br>motivations, students&rsquo<br>achievements, and their relationships. The study, used
Facebook as CMS, was conducted in a private university with 42 participants in two
different freshman courses. Maximum variation sampling was employed in selecting
12 students for interview. Mixed method was employed as part of an action-research
approach. Both quantitative and qualitative data collection methods were utilized to
thoroughly analyze Facebook use as CMS. Quantitative data were collected through
three questionnaires about Facebook acceptance, motivation to the course and
involvement of Facebook and course Facebook page. The qualitative data were
collected through both individual interviews and discussion posts of course Facebook
page. The quantitative data analysis consisted of descriptive statistics, and correlation
analyses. Coding schemes were used to both find the depth-of-discussion posts and
convert qualitative data into quantitative data.
The results stated that students&rsquo<br>SNSs involvement, students&rsquo<br>acceptance of
Facebook, students&rsquo<br>motivations, students&rsquo<br>achievements and their relationships were
different according to the taken course. Possible reasons of the differences of
utilization and engagement in the course activities were clarified in the study. Results
support that students and instructors could benefit from Facebook usage in learning
and teaching. Most of the participants believed the value of having CMSs in all
courses. Moreover, they preferred Facebook as CMS to communicate easily, to
increase their active participation and interactions in their courses.
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Mukenge, Tshimpo C. "Suburban High School Teachers' Teaching Styles, Teaching Experiences, and Acceptance of Edmodo." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7411.
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Southern U.S. teachers at suburban high schools can use Edmodo; however, teachers prefer traditional teacher-centered teaching methods. This quantitative correlative study explored teachers' technology acceptance in relation to teaching styles and experiences. Framing acceptance by Davis's technology acceptance model (TAM), research questions addressed the direct and moderating relationships between teaching style and the TAM variables related to using Edmodo and the direct and moderating relationships between teaching experiences and TAM variables. From 240 teachers at the high school, 45 completed an online survey (response rate of 18.75%). Descriptive statistics, ANOVA, and regression analyzed data. TAM could be verified for the entire sample; however, no significant direct relationship between teaching style and the TAM variables was found. Teaching style moderated the relationships within the TAM; these were stronger for teachers with a teacher-centered teaching style. No significant direct relationship existed between teaching experiences and TAM variables; a moderating effect on the relationships existed within the TAM. Among experienced teachers, ease of use was the strongest acceptance predictor, whereas perceived use was the strongest predictor among less experienced teachers. Results indicated teachers might develop a more student-centered teaching style, thus concentrating on technology's ease of use, rather than its potential utility. A policy recommendation could ensure teachers efficiently used technology to support student-centered learning. The application of the recommended policies might lead to teachers' more effective use of instructional technology, which might affect student learning and motivation.
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Soledad, Michelle Millete. "Understanding the Teaching and Learning Experience in Fundamental Engineering Courses." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/101098.
Full textAbstract:
Fundamental engineering courses are important to the undergraduate engineering student experience but have been associated with challenging educational environments. Several factors influence the educational environment, although learning experiences are primarily the outcome of interactions between instructors and students. To initiate change, it is important to understand teaching and learning experiences in fundamental engineering courses from the perspectives of the key players in these environments: instructors and students.
To accomplish the goal of understanding teaching and learning experiences, I conducted studies that examined instructors' and students' perspectives on their experiences and the educational environments, using qualitative research methodology. Through these studies, this dissertation: 1) examined instructors' beliefs and self-described behaviors, guided by motivation theory and focusing on the role of instructors as socializers in the learning process; 2) considered interacting fundamental engineering courses as a foundational curriculum within engineering curricula to describe the educational environment in these courses from instructors' perspectives; and 3) examined student perceptions of their learning experiences and the educational environments in fundamental engineering courses using responses to open-ended items in end-of-semester student evaluations of teaching surveys. Data indicate that participants strive to integrate strategies that promote effective learning despite challenges posed by course environments, although expected gains from these behaviors may not always be maximized. Students and instructors may benefit from a student-focused, collaborative and holistic course planning process that considers interacting fundamental courses as a foundational curriculum within engineering curricula, and that engages instructors as equal partners in the planning process. Student feedback may be infused into the course planning process by productively and meaningfully utilizing students' responses to end-of-semester student evaluations of teaching surveys. Overall, the results of this dissertation highlight the importance of institutional support, collaboration, and integrating student feedback in the quest for facilitating effective educational environments and positive learning experiences in engineering.<br>Doctor of Philosophy
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Campbell, Velma-Jean. "The implications of Ned Herrmann’s whole-brain model for violin teaching : a case study." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/1889.
Full textAbstract:
Thesis (MMus (Music))--University of Stellenbosch, 2008.<br>This study is concerned with determining whether the application of Ned Herrmann’s
“whole-brain” model would impact violin teaching in any way.
Our educational system places great importance on what has become known as the
left-brain modes, that is, reading, writing and arithmetic, to the neglect of the socalled
right brain’s cognitive abilities, such as, music, art, intuition and dance. Wellintentioned,
yet ill-informed teachers teach learners in ways that make learning
difficult or impossible, as they are unaware of how to determine and use the preferred
learning style of each learner. When a learner’s learning style is not matched with the
method of instruction, the learner’s discomfort level may be so great that it not only
interferes with the learning process but it could also ultimately prevent learning from
taking place.
The researcher, therefore, set out to determine whether the use of whole-brain
development would lead to any significant changes in the learning process. For a
period of two school terms, case studies using action research were conducted on five
of the learners that received instruction from the researcher. The research participants
were so chosen as to make the experimental group as homogenous as possible. Data
was collected qualitatively by means of diaries and was presented descriptively. Every
week the learners received a printed copy of the homework exercises. They recorded
their feedback weekly, in their diaries. The researcher, as the teacher of the learners,
made weekly observations during lessons.
During this research the process of triangulation was used. This process added
validity to the study as information about specific aspects was gained from three
different perspectives, namely, that of the learners, the teacher and the learners’
accompanists. The accompanists gave their feedback before the start of the research
and again at the end. After applying Herrmann’s model for two terms, the following
became apparent: • The learners practised more, were more motivated and there was a general
improvement in their attitude.
• The learners felt that having received a printed copy of the exercises, a whole
brain exercise in itself, had helped them to know what and how to practise.
• There was a significant change in the playing of the majority of learners (three
of the five).
• The learners, where significant changes were not apparent in their playing,
indicated that their understanding of their practising methods and playing had
increased.
• The learners felt that they had benefited from the experiment as they all
indicated that they would like future lessons to be conducted in the same
manner.
In view of the positive outcome of the research, and given that this was a pilot study,
the researcher suggests that similar studies using larger numbers of learners and
involving a longer period of time, be conducted. The inclusion of a control group
would also render the findings more conclusive. The researcher also suggests that
violin teachers become knowledgeable about learning styles and whole-brain learning
if they wish to reach all learners and enable them to achieve their potential.
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Bluff, Rosalind. "Learning and teaching in the context of clinical practice : the midwife as role model." Thesis, Bournemouth University, 2001. http://eprints.bournemouth.ac.uk/339/.
Full textAbstract:
The purpose of this study was to develop a theory in order to explain the meaning and process of learning the role of the midwife from midwives in the clinical setting. To achieve the depth and detail required in the absence of literature on this topic, the grounded theory approach was adopted. The sample consisted of twenty student midwives and seventeen midwives. Data were collected by means of unstructured interviews which were tape-recorded. Each participant was interviewed on a minimum of two separate occasions. The constant comparative method was used to analyse the data. The findings of the research contribute to knowledge by making explicit how the role of the midwife is interpreted and enacted, the effect this has on what role students learn, how it is learned and hence how the role is transmitted from one generation of midwives to the next. The `emic' perspective facilitated the emergence of a number of theoretical ideas. Central to these are the rules of practice. When midwives rigidly follow written and unwritten rules they prescribe midwifery care which corresponds to the medical model. In doing so they act as obstetric nurses or handmaidens to the doctor. When everything is interpreted as rules to be followed prescriptive midwives appear to be uncaring and detached from the experience of childbirth. The individual needs of women are not met and the relationship between midwife and client is superficial. Midwives who rigidly follow the rules inhibit the growth and development of students providing them with few opportunities to achieve beyond the level of their role model. Midwives are flexible when they interpret the rules for the benefit of women and provide a woman-centred model of care. These midwives therefore act as autonomous practitioners. When rules are interpreted and adapted to meet the needs of women, flexible midwives demonstrate involvement in women's experiences and are empathic, supportive and caring. Midwives who use professional judgement to interpret the rules provide an environment in which senior students can become autonomous practitioners. When midwives demonstrate the role of autonomous practitioner, practise a woman-centred model of care and meet the learning needs of students, they are appropriate role models and teachers. There is conflict in the clinical setting when practitioners who hold opposing attitudes, values and beliefs practice together. Conflict can be avoided when flexible midwives adopt strategies that involve becoming prescriptive or practising by subterfuge. In accordance with Bandura's social learning theory students learn by observing and emulating the example of their role models. Learning is vicarious when students observe the consequences of their role models' actions. When learning the role from a role model is interpreted as a passive process, a behaviourist and pedagogical approach to learning and teaching ensures perpetuation of the obstetric nurse role that is no longer considered acceptable. Role modelling serves as a vehicle for transmitting new behaviour when learning is perceived to be an active process. In this case a humanistic, andragogical and cognitive approach to learning and teaching is adopted giving students the freedom to determine their own role. Practice from a number of role models is emulated. In this way each midwife acquires a unique identity which is derived from an abstract role model rather than a particular person. Students are prepared for the autonomous role of the midwife, and it is this role they wish to emulate.
21
Sansing, Elizabeth M. "Teaching Observational Learning to Children with Autism: An In-vivo and Video-Model Assessment." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062891/.
Full textAbstract:
Observational learning (OL) occurs when an individual contacts reinforcement as a direct result of discriminating the observed consequences of other individuals' responses. Individuals with autism spectrum disorder (ASD) may have deficits in observational learning and previous research has demonstrated that teaching a series of prerequisite skills (i.e., attending, imitation, delayed imitation, and consequence discrimination) can result in observational learning. We sequentially taught these prerequisite skills for three young children with ASD across three play-based tasks. We assessed the direct and indirect effects of training by assessing OL before and after instruction across tasks and task variations (for two participants) during both in-vivo and video-model probes using a concurrent multiple-probe design. All participants acquired the prerequisite skills and demonstrated observational learning during probes of directly-trained tasks. Generalization results varied across participants. Observational learning generalized to one untrained task for one participant. For the other two participants, observational learning generalized to variations of the trained tasks but not to untrained tasks. Generalization additionally occurred during the in-vivo probes for both participants for whom we assessed this response. Implications of these findings, as well as directions for future research, are discussed.
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MCDONALD, JUNE CLARKSON. "THE APPLICATION OF EDWIN GORDON'S EMPIRICAL MODEL OF LEARNING SEQUENCE TO TEACHING THE RECORDER." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184116.
Full textAbstract:
A study was conducted with third-grade children in a university laboratory school to determine the relative effectiveness of a method for teaching recorder in which the sequential objectives are logically ordered by Edwin Gordon's empirical model of learning sequence and a traditional method which stresses note reading. The criteria used for comparison were change in the level of developmental music aptitude and performance achievement on the recorder. A review of the literature supported Edwin Gordon's theory of developmental music aptitude which proposes that until about age nine, environmental factors can affect the level of music aptitude, and, at about age nine, music aptitude stabilizes. The review of the literature also supported the use of singing activities with instrumental instruction, and the application of verbal association systems to tonal and rhythmic patterns as pedagogical techniques. Treatment for the control group involved a teaching-learning procedure in which individual fingerings, pitches, and rhythm symbols were presented in isolation and assembled in playing songs from notation. The method used with the experimental group involved a teaching-learning sequence in which children first learned to sing the song by rote. In learning to play the song on the recorder, each melodic and rhythmic pattern was isolated and initially sung or chanted. A verbal association system was then associated with the tonal and rhythmic pattern. The notation representing the pattern was introduced after extensive aural and verbal association experience, and after learning several songs. Primary sources of data included: pretest/posttest using Gordon's PMMA to measure developmental music aptitude change, and a rating scale test to measure recorder performance achievement. Results of the PMMA supported the alternative hypotheses that the experimental group had significantly higher mean composite and rhythmic increases than the control group. The mean increase in the tonal scores was greater for the experimental group, but not significantly higher at the .05 level. Results of the investigator-designed performance achievement tests supported the alternative hypotheses that the experimental method of teaching recorder was more effective in all dimensions--melodic, rhythmic, executive skills, and composite--than the traditional method.
23
Palaskas, Chrysostomos. "Applying the Technology Integration Micro Model (TIMM) in higher education learning and teaching practice." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/325.
Full textAbstract:
Many of the models for the adoption and integration of ICT in higher education are situated within an institutional framework. These models can be viewed as supplementary discourses in the meta-narrative of educational change theory. Thus concerns about the process of adoption and implementation in Higher Education can be subsumed under the bigger topic of education change.
24
Sheffield, Rachel. "Facilitating teacher professional learning : analysing the impact of an Australian professional learning model in secondary science." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/811.
Full textAbstract:
In education, innovations are frequently introduced to promote changes to the curriculum, teachers' practice, and the classroom environment, however, these initiatives are often implemented without sufficient evaluation to monitor their impact and effectiveness in bringing about the desired changes. This thesis analyses the impact of a teacher professional learning program on lower secondary science teachers' practice. It examines the relationship between teachers' concerns about the strategies incorporated in the Collaborative Australian Secondary Science Program (CASSP) and teachers' ability to understand the strategies, on their ability to utilise those strategies in the classroom. It also seeks to determine teachers' beliefs about their current science teaching practice and how this is different from their beliefs about ideal science teaching, and also, how these beliefs direct teachers’ classroom practice. Finally this study describes a number of primary and secondary factors found to impact on teachers' professional learning. 11tc CASSP model encapsulates the primary factors of curriculum exemplars (curriculum resources), explanation und modelling (professional development), and reflection (participative inquiry). The secondary factors include ensuring adequate time for change to occur, student support and participation, peer teacher support, support from lenders including-heads of department, support from the school administration and support from state education officers. This study has demonstrated that teachers’ professional learning is a complex process that is strongly influenced by teachers' beliefs, concerns and understandings, and is impacted by the primary and secondary factors identified by the research. Teachers must be able to envision the advantages of incorporating new strategies into their existing practice, and consequently seek to make these changes to their teaching. This study has shown that students are also an important influence the implementation of an innovation, without their support, teachers are unlikely to make successful changes to their teaching practice. lmplications of the research include the need to elaborate the CASSP professional learning model to include the secondary factors identified in the study, and the need to inform students about innovations so that they can see the benefits for them in terms of improved learning outcomes.
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Merritt, Llian. "Embedding research as core practice for teachers a model for whole school teacher learning /." University of Sydney. Policy and Practice, 2003. http://hdl.handle.net/2123/659.
Full textAbstract:
This is a study of teacher professional development at the school level using teacher research as a strategy for both teacher professional learning and school change. A qualitative study was conducted to determine the conditions that would develop and sustain teachers researching their own practice in a culture of inquiry. Participant observation in one school over a two year period was used to investigate the issue of how to embed teacher research as a central feature of teachers� work. As a result of working with teachers as they researched their practice I have developed a model to explain and understand the complexities of schools and their cultures. Teachers researching their practice provided the driving force in the interplay of the elements of the model and had the potential to change school culture. Relationships, structures and processes are central to this model. Social and professional relationships between the teachers and the university partner developed and were supported by structures and processes. As the research continued these relationships changed and evolved. These relationships help develop a culture of inquiry in schools. The school/university partnership in this study evolved from an initial symbiotic�cooperative partnership (in which I shared my expertise and supported the work of teachers) into a later organic�collaborative partnership (one based on mutual and shared goals and benefits). The existing team of four teachers and the allocation of time for them to meet provided the essential structures for the teachers to research their practice. The collective leadership style instigated by the school Principal provided important human and financial support for the development of inquiry cultures. Collaboration and collegiality as forms of association enabled teachers to conduct research which challenged their individual and collective beliefs and assumptions about students� learning and their classroom practice. The content and form of teacher culture mediated the effects of teachers researching their practice. There are critical and transformational effects when teachers research their practice as part of their core work. Introducing these teachers to research was not without its difficulties. There were events and factors in the school relating to relationships, structures and processes which hindered the development of teacher research in a culture of inquiry. Because of the time frame of this study there is no evidence that school culture change is permanent. This could be the subject of future research.
26
Mattheos, Nikos. "Developing a Problem Based Learning model for Internet-based teaching in academic oral health education." Licentiate thesis, Malmö högskola, Odontologiska fakulteten (OD), 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-7752.
Full textAbstract:
Problem Based Learning (PBL) has been fully or partly adopted by several medical and dental schools throughout the world, but only few attempts have been made to adjust this method to Distance Learning (DL) environments. It appears that the interaction demands of PBL could not be easily facilitated by the technologies used for DL in the past. The recent introduction of Virtual Learning Environments or Virtual Classrooms, is suggested by many as the development that could allow Distance Learning to utilise highly structured collaborative learning methods such as PBL. A literature review and two pilot studies were undertaken, in an attempt to investigate the possibility of adjusting an existing in-classroom PBL model to Internet-based environments for distance learning. There is a strong need of a conceptual theoretical framework and research results to support the function and effectiveness of distance learning in health education. Drop-out rates are still high in all kinds of distance education. Accreditation, team-work and personal contact, appear to be factors of importance for increasing motivation and minimising drop-out rates in distance learning. During the pilot studies it was evident that both postgraduate and undergraduate students were very positive towards the PBL method, as they experienced it while working over the network. However, it is very difficult to introduce inexperienced students to PBL through distance. Students? competence with computers seems to be an important factor for the success of a virtual classroom and their computer literacy has to be objectively assessed prior to any course. Significant differences were identified between in-classroom and over the Internet communication. These differences, although measured in the quantity of interaction, appear to influence the quality and depth of discussion as well. Tutor involvement was higher in the Internet discussions than the in-classroom ones. It was concluded that an entirely Internet-based PBL course is possible, if properly organised. However, such a model might constitute a compromise over the quality standards of in-classroom PBL, at least with the currently available Internet technology. A hybrid approach, which will combine personal contact with network-based interaction, might be the safest and most beneficial option right now.
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McCormick, Sophie Jane Aubrey. "An exploration of the biology teacher's model of Ecodisc, an interactive multimedia resource." Thesis, King's College London (University of London), 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.362453.
Full text
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Delaney, Alice. "Better Teaching Model? Middle School Science Classroom Using the 4MAT Instructional Strategy vs. Lessons Created Without this Model." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3259/.
Full textAbstract:
The problem investigated was the need for effective and efficient learning for middle school science students to meet expectations set in Goals 2000. The use of the 4MAT Instructional Method was investigated as a possible method for attainment of current science standards. The study included one middle school science instructor's classes with 89 participating students. Measurements were taken and comparisons drawn using three assessment methods to determine if improved academic achievement and attitude scores resulted. Data analysis yielded no significant conclusion in either academic achievement or attitude improvement; however, observations of the researcher indicated potential usefulness of the 4MAT approach. The t-value calculated in the assessment methods was insufficient with a .05 probability of error present in the findings. The limitations of the study skewed the results and outweighed the possible observational insight.
29
Draper, Fiona J. "Development of a Student-Centred Evaluation Framework for Environmental Vocational Education and Training Courses. Development and validation of a Student-Centred Evaluation Framework for Environmental Vocational Education and Training Courses derived from Biggs' 3P Model and Kirkpatrick's Four Levels Evaluation Model." Thesis, University of Bradford, 2012. http://hdl.handle.net/10454/5496.
Full textAbstract:
Individuals and organisations need to do much more if sustainable
development is to be achieved. Appropriate environmental vocational
education and training (EVET) is essential for current decision makers.
Crucial decisions need to be made before the present generation of school
and college students achieve significant positions of authority. An increasing
range of EVET courses and course providers are available within the UK.
However, availability is not synonymous with suitability for either the attendee
and/or his/her (future) employer. Previous research indicates that, as a
component of lifelong learning, EVET courses should and the methods used
to evaluate them should be student-centred.
This thesis describes the development and validation of a new studentcentred
evaluation framework. Preliminary literature reviews identified six
fundamental issues which needed to be addressed. Existing academically
productive evaluation models were examined and critically appraised in the
context of these problems. The output from this process was used to develop
a bespoke research methodology. Empirical research on four commercial
EVET programmes revealed distinct personal, teaching and work-based
presage factors which influenced course attendance, individual learning and
subsequent organisational learning. Modified versions of Biggs' 3P model
and Kirkpatrick's Four level Evaluation Model were shown to provide an
effective student-centred evaluation framework for EVET courses. Additional
critical elements pertaining course utility and the student's long(er) term
ii
retention of knowledge/skill were derived from previous research by Alliger et
al (1997). Work-based presage factors and the student¿s return on
expectation were added as a direct consequence of this research. The
resultant new framework, the Presage-Product Evaluation Framework, was
positively received during an independent validation. This confirmed inter alia
that the framework should also be capable of adaption for use with other VET
courses. Recommendations for additional research focus on the need to
demonstrate this through further empirical studies.
30
Lau, Wing-fat. "Exploring the relationships among gender, learning style, mental model, and programming performance implications for learning and teaching of computer programming /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B41633945.
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Ibrahim, Bibi Bashirah. "Model-based teaching and learning of kinematics in an introductory physics course for underprepared students." Doctoral thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/11904.
Full textAbstract:
Includes abstract.<br>Includes bibliographical references (leaves 170-182).<br>This study concerns the application of a model-based approach for problem solving and conceptual understanding, in the context of kinematics, relating to the "foundation" component of an introductory physics course designed for students who are academically and scientifically underprepared. A new method for portraying objects in motion, "freeze frame" representation, was introduced. The particular visual conceptual model was employed as a representational bridge for translating physics information between different modes of representations as well as for eliciting qualitative information.
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Draper, Fiona Jane. "Development of a student-centred evaluation framework for environmental vocational education and training courses : development and validation of a student-centred evaluation framework for environmental vocational education and training courses derived from Biggs' 3P Model and Kirkpatrick's Four Levels Evaluation Model." Thesis, University of Bradford, 2012. http://hdl.handle.net/10454/5496.
Full textAbstract:
Individuals and organisations need to do much more if sustainable development is to be achieved. Appropriate environmental vocational education and training (EVET) is essential for current decision makers. Crucial decisions need to be made before the present generation of school and college students achieve significant positions of authority. An increasing range of EVET courses and course providers are available within the UK. However, availability is not synonymous with suitability for either the attendee and/or his/her (future) employer. Previous research indicates that, as a component of lifelong learning, EVET courses should and the methods used to evaluate them should be student-centred. This thesis describes the development and validation of a new studentcentred evaluation framework. Preliminary literature reviews identified six fundamental issues which needed to be addressed. Existing academically productive evaluation models were examined and critically appraised in the context of these problems. The output from this process was used to develop a bespoke research methodology. Empirical research on four commercial EVET programmes revealed distinct personal, teaching and work-based presage factors which influenced course attendance, individual learning and subsequent organisational learning. Modified versions of Biggs¿ 3P model and Kirkpatrick¿s Four level Evaluation Model were shown to provide an effective student-centred evaluation framework for EVET courses. Additional critical elements pertaining course utility and the student¿s long(er) term ii retention of knowledge/skill were derived from previous research by Alliger et al (1997). Work-based presage factors and the student¿s return on expectation were added as a direct consequence of this research. The resultant new framework, the Presage-Product Evaluation Framework, was positively received during an independent validation. This confirmed inter alia that the framework should also be capable of adaption for use with other VET courses. Recommendations for additional research focus on the need to demonstrate this through further empirical studies.
33
Shambaugh, Roy Neal. "Development of a Co-participatory and Reflexive Approach to Teaching and Learning Instructional Design." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/26130.
Full textAbstract:
While there are numerous models to practice instructional design, few instructional models to teach instructional design have been documented. This dissertation documents the development of a reflexive teaching model for the teaching of instructional design (ID) in a graduate education program. The model supports co-participatory learning of instructional design and mutual examination of one's learning and participation by both instructor and students. A design and development framework is used to describe the design decisions, model implementation, and evaluation of the model across six deliveries, or case studies, of a masterâ s level instructional design course from 1994-1998. Design decisions included course sequence, learning tasks, instructional materials, and assessment rubric. Model implementation described student responses to instruction and instructor efforts to assist learners. The model was evaluated in terms of student performance on instructional design projects, student perceptions of their learning, and instructor responsivity to learner needs. The model's development was summarized in terms of changes in design decisions, model implementation, and model evaluation over the six cases. A discussion of the reflexive model is presented using Joyce and Weilâ s (1996) conceptual approach, describing the modelâ s social system, syntax, participantsâ reaction, support system, plus the model's instructional and nurturant effects. Four categories of conclusions address improvements to the instructional approach, conditions that promote successful use of the model, impact of the model on student and teacher learning, and conditions conducive to efficient model development. Limitations of the study, future research options, and the implications of the model for ID instruction, the ID process, and teacher inquiry are discussed.<br>Ph. D.
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Asante, Edward Kwame. "Teacher professional learning in mentoring relationships : lessons from a Cooperative-Reflective model in Ghana." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/7507/.
Full textAbstract:
In Ghana, two government commissioned committee reports and a major research study raised concerns about the quality of the country's teacher education programme. The quality deficiency was attributed to a disjuncture between the theory and practice of teaching. To bridge this theory-practice gap, the University of Education, Winneba, adopted a one-year school-based student internship as an innovative component of its 4-year teacher education programme for upgrading in-service teachers to replace the traditional 4-6 weeks teaching practice, with classroom teachers serving as mentors for student teachers. Since the heart of mentoring is the mentor-mentee relationship, this study explored in depth the mentor-mentee relationships of a Cooperative-Reflective model of mentoring adopted by the University of Education, Winneba, (UEW), Ghana, for its student teachers in an attempt to understand the nature of these professional relationships and how they facilitate teacher professional learning, growth and development. A qualitative ethnographic case study approach was used to study five cases of mentor-mentee relationships from the lived experiences of mentors and mentees involved in the University's student internship programme. The data were collected from interviews, observations, and document analysis. Trustworthiness of the research was ensured through the multiple sources of data, peer review, member checks, as well as the description of themes in the participants' own words. The study revealed that although the involvement of classroom teachers in the professional training of student teachers is a novelty in teacher education in Ghana, and a great departure from the old teaching practice, the programme has some conceptual and implementation challenges. First, the old conception of a hierarchical relationship between student teachers and their supervisors still persists contrary to the collegial, collaborative, reciprocal and critical reflective conceptions that underpin the UEW mentoring model. This is attributable to the lack of sensitivity to the socio-cultural and professional contexts in which the model is being implemented. The Ghanaian society is hierarchical; age is, therefore, equated with experience, respect, authority, and reverence. Fostering collegial relationships among mentors and mentees in this cultural context becomes problematic. Again, even in the Ghanaian teaching profession, inherent in the professional ethics is the respect for rank and social distance. It is, therefore, difficult for teachers of lower ranks to forge collegial relationships with those of higher ranks. Second, there is a dearth of direction and guidance on the selection of mentors and the matching of mentors and mentees. This results in the mentors and mentees going through the mechanics of the relationship without there being any substantive professional learning from their interactions. The current practice where the responsibility for the selection of mentors and the matching of mentors and mentees is vested in the heads of partnership schools/colleges results in instances of mismatch in terms of age, gender, experience, and personal chemistry. Third, the programme targeted the wrong type of student teachers; hence the superficial nature of the professional learning that occurred in the relationships. Since they were not novice teachers, but had teaching experiences ranging from five to twenty-seven years, they did not find the professional learning experience challenging enough. Finally, the programme did not envision that the collegial, collaborative and participatory learning strategies that are supposed to characterise the mentoring relationship are to have their parallels in the teaching and learning contexts of the mentoring dyad in schools and colleges in terms of a shift in pedagogy. The findings suggest that theoretical positions alone cannot provide sufficient basis or framework for the development of a mentoring programme. It must be based on the socio-cultural as well as the professional factors within the context of implementation since it is the interaction between particular mentors and particular mentees in their particular contexts that determines the type of relationship to be established and the type of professional learning that will result.
35
Sweet, John. "Using personal and academic development to reconcile research with learning and teaching in a model for scholarship in higher education." Thesis, University of South Wales, 2011. https://pure.southwales.ac.uk/en/studentthesis/using-personal-and-academic-development-to-reconcile-research-with-learning-and-teaching-in-a-model-for-scholarship-in-higher-education(561903ec-cabc-4c41-81ce-2e1283e911fb).html.
Full textAbstract:
This thesis traces the contested scholarship between the three activity topics of learning and teaching, research and academic and professional development. 11 published articles and 7 others that have been prepared for publication were used as exemplar articles for analysis. This included the history and context of the writing and the way in which the three topics hold together and the patterns or relationships that can be seen between them. Most of the articles aim to bring something new to the public arena and challenge the current status quo in Higher Education. The Learning and Teaching articles show active ways of developing learning and seeing things in a new light rather than absorbing knowledge, constructing or working from educational theory. In particular a curriculum is defined for all stakeholders. There is no necessity for teaching and learning to be the same as research but on occasion it helps for it to be “research like”. Research articles are on collaborative qualitative research and detailed reviews of scientific research in my discipline. In my educational research articles I stand up to the dominance of subject-based research. Development articles articulate the practice and facilitation of individual and group reflection methods. They also further the networking, pan-organisation, pro-person approach of academic developers. The analysis produces a dynamic model for Higher Education scholarship that opens up space for academic development and the neglected area of professional and personal development. In particular, some articles articulate and demonstrate the role of academic developers in evaluating research. There is no evidence for the need of a single nexus to fulfil a magical link specifically between learning and teaching and research because links already exist within academic and professional development and through existing border subjects of curriculum, reflection, professional ethics and evaluation. I am grateful for the guidance I have received to create this analysis of my written work. From this it is possible to position myself academically as a developer.
36
Sari, Rahim. "A Suggested English Language Teaching Program For Gulhane Military Medical Academy." Phd thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1136845/index.pdf.
Full textAbstract:
The purpose of this study is to evaluate the English teaching program at
Gü<br>lhane Military Medical Faculty and suggest a new program based on the Monitor
Model. The study, as an example of a systematic study of a language program and
that of a proposed syllabus, is expected to aid the practice of English Language
Teaching in Turkey.
The data sources were 230 students, 25 doctors and 7 teachers. The data
analysis showed that students do not like the contents of the course books. Students
reported speaking and reading as priority skills. To understand and translate
medical material, to get an overseas assignment, to talk to foreigners and to follow
lectures were the common language-related goals. Students&<br>#8217<br>, institution&<br>#8217<br>s and doctors&<br>#8217<br>needs and goals and available resources
were surveyed and a new second language teaching program was suggested for
Phase 1. A general curriculum model and a program design model were also
suggested together with the syllabuses for Phase 1.
In the suggested program, grammar, writing and other conscious learning
activities are separated from comprehension or (subconscious) acquisition-based
activities. The suggested design has three topic-based syllabuses organized in
modular format for three levels: Advanced, intermediate and elementary. For the
majority advanced level classes new materials need to be developed and for
elementary and intermediate levels new course books are suggested.
A sample module was prepared, piloted and the results are discussed. The
piloted module was found better than the previous form of the lessons both by the
students and the teachers.
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Chansilp, Kacha. "Development, implementation and evaluation of an interactive multimedia instructional model : A teaching and learning programming approach." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1299.
Full textAbstract:
This study sought to explore the outcomes from the use of a dynamic interactive visualisation tool among novice programmers in an introductory computer programming course. The proposed model, Dynamic Interactive Visualisation Tool in Teaching C (DIVTIC), was designed to use multimedia and visual imagery to provide learners with a step-by-step representation of program execution in the C language as a means of enhancing their understanding of programming structures and concepts. DIVTIC was designed to support constructivist learning principles and combined collaborative and visualisation learning strategies with use of the Internet and the World Wide Web to support the learning of programming. The feasibility and effectiveness of DIVTIC was explored among a cohort of 100 undergraduate engineering students, 50 in a control group and another 50 in an experimental group, studying an introductory programming course at Suranaree University of Technology (SUT) in Thailand, The study found that the use of DIVTIC was a successful complement to conventional teaching. The results clearly demonstrated the advantage of using DIVTIC among low achieving students. The students from this level in the experimental group significantly outscored their counterparts in the control group in the final test suggesting that DIVTIC was an important element in their learning process. Interestingly, these low achieving students used DIVTIC most and achieved highest grades. However, lower achieving students appeared to learn from simply viewing the animations rather than being highly interactive and stopping and starting them consistently. The study found that the visualisation process implemented in DIVTIC could be of considerable assistance to a particular group of students, those with a low GPA, in developing their understanding of difficult programming concepts.
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Mota, Maria Dulce Fernandes. "A model for teaching-learning techniques recommendation to support teaching-learning activities design." Doctoral thesis, 2018. https://repositorio-aberto.up.pt/handle/10216/113819.
Full text
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Mota, Maria Dulce Fernandes. "A model for teaching-learning techniques recommendation to support teaching-learning activities design." Tese, 2018. https://repositorio-aberto.up.pt/handle/10216/113819.
Full text
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Lee, Yi-Ching, and 李宜靜. "Inquiry Web-Based Learning Model for Teaching." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/95427819595135913530.
Full textAbstract:
碩士<br>國立中興大學<br>資訊科學研究所<br>93<br>The purpose of the study was to explore how to proceed an Subject-Inquiry-Based Learning by using Web-Based Learning tools. This research may increase students’ self-efficacy and task value; furthermore, it will affect the learners with different learning style.
This experimental design for the study was utilized in ninety-four students from the two classes of the second grade in the senior high school. The students were divided into two groups, according to different classes. One was the experimental group. The other was the controled group. In BCC’s course, we proceed an Subject-Inquiry-Activity to learn new knowledge on computer. The experimental group utilized Web-Based Learning tools including Google, Del.icio.us, Blog and RSS reader established as an applied model to inquiry learning. The learning way was called “Inquiry Web-Based Learning”, and the controled group uses original inquiry way which was called “Common Inquiry Learning”.
The study used Web-Based Learning tools, Kolb’s Learning Style Inventory, Self-Efficacy Inventory, Task Value Inventory as researching tools. Data obtained in this study was analyzed by applying descriptive statistics, t-test, two-way ANOVA.
The results of this study can be described briefly as follows：
1.The students with Inquiry Web-Based Learning are significantly better self-efficacy and task value than those using Common Inquiry Learning, i.e., Inquiry Web-Based Learning can improve students’ self-efficacy and task value.
2.Learners with different learning style have not significant differences in self-efficacy and task value. Besides, inquiry way and learning style have not significant interaction. This means learning style has not significant influence in self-efficacy and task value.
3.When using Inquiry Web-Based Learning, active experimenters have significantly higher task value than reflective observers.
The research is involved in the related discussion based on the above results and it offers suggestions which will be used in practical teaching and be referential in the future study.
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林純如. "Implementing 7E Learning Cycle Model for Teaching Fern Unit." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/98742574811876674070.
Full textAbstract:
碩士<br>臺北市立教育大學<br>自然科學系碩士班<br>95<br>The 7E learning cycle includes 7 phases namely elicit, engage, explorate, explain, elaborate, evaluate, and extend. This research designs teaching activities to “Ferns” with 7E learning cycle. The subjects are 30 sixth–grade students in the elementary school in Taipei City. In the process of the research, the sources of data are from recorded videos in the class and the discussion of observation between study groups. Introspection, and discussion after class, results of questionnaire before/after courses, a quasi-construction interview outline and thoughts after lesson implementation could be used to evaluate the effects after enforcement and make suggestions.
The result of research shows that
1. After every teaching activity, study groups gather together to discuss and make the necessary modification. This study detects that - DIY encourages students to think; Students take the initiative in constructing knowledge；Interaction between teacher and student increases；Students are motivated to develop interests in Fern；Students will stretch what they have learned to daily life. The activities faced the problems as the difficulty to control the timing, the interaction between students needs to be improved and individual differences of students would affect their learning results. While teaching with 7E learning cycle, the “classroom management” needs to be strongly emphasized.
2. After the implementation of the courses of “Fern”, there are positive and significant influences of learning “Fern” for the 6th grade students
3. Students embrace the positive manner after implementing courses of “Fern”.ern”.
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Potgieter, Eugené. "Innovative teaching strategies within a nursing education model." Thesis, 1996. http://hdl.handle.net/10500/15801.
Full textAbstract:
Recent nursing literature has repeatedly proclaimed the need for creativity in nursing.
The complexity of contemporary nursing practice as a result of the explosion of
knowledge and technology, changing human values and diverse health care systems,
requires an innovative and creative nurse who can adapt to change and provide holistic,
individualised, context-specific patient care. Higher levels of cognitive thought, creative
thinking and problem-solving skills have been stressed as desirable qualities of student
nurses. It is suggested in the literature that the evolution of innovative strategies and the
ways to implement them into nursing curricula be explored in order to assist and
encourage students to develop these higher cognitive skills.
From an analytical study of the literature which was undertaken with the aim of exploring
the nature of creativity and the processes involved in creative thinking and learning, and
of identifying innovative strategies particularly relevant to the teaching of nursing, it
became apparent that the most significant determinants in teaching for creativity, are the
learning enviromnent, the educator-student relationship, and the provision of a variety
of teaching strategies, which are student-centred with a problem-solving focus. It was
established that stimulation of both the left and right hemispheres of the brain is essential
for the development of creative thinking skills.
Based on the insights and knowledge gained in the study, a nursing education model for
the fostering of creativity was developed. This model encompasses a wide variety of
didactic considerations and is designed to stimulate whole brain learning. It is hoped that
its use will be of value in the production of innovative and courageous nurse practitioners
who will be better equipped to cope with the changes and challenges of their working
environment and be able to provide context-specific nursing care.<br>Health Studies<br>D. Litt. et Phil. (Nursing Science)
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Chia, Ta-Che, and 賈泰澤. "A Study of TEAM Model Teaching on Student Learning Attitude and Learning Achievement." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/34874650356422514096.
Full textAbstract:
碩士<br>大葉大學<br>工業工程與管理學系<br>102<br>TEAM Model teaching not only includes E-teaching, E-evaluation, E-diagnose and E-complement but introduces cloud service to record the process of students’ learning, and it is an innvoation teaching model in elementary school .
The study applies TEAM Model for teaching first and then explores and surveys how it influences the effects and attitudes of students’ learning. This study takes 30 students of a class as study models from a class of one Kaohsiung elementary school, and imports TEAM Model in teaching for a semester. Pretest of attitudes towards mathematics before the introduction of TEAM Model to the teaching; and at the end of the semester of TEAM Model teaching, models take the same evaluation above.The finding of the differences of students attitudes towards learning and effects of learning achievement.
The conclusions are made from the data we get from the pre-evaluation and the evaluation after as follows:
The use of TEAM Model helps promote the learning attitudes of our models.The use of TEAM Mode helps the promotion of students’ learning achievement.There are no obvious Inter-reactions between the two genders in both learning attitudes and learning effects after the introduction of TEAM Model.The medium positive relation is found in students’ learning attitudes and learning achievement.
Finally, we hope the study is able to be a useful reference for E-teaching in elementary school.
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Chang, Ho-ling, and 張鶴齡. "The Research on Interactive Teaching Model on Students with Learning Disability." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/34536343502452455250.
Full textAbstract:
碩士<br>淡江大學<br>資訊與圖書館學系數位出版與典藏數位學習碩士在職專班<br>104<br>Purpose:
This study is to compare in intervention the different methods for learning disabilities, and to understand the differences in before and after intervention during the test.
Methods:
The two-way ANOVA statistical analysis is applied in the study, and used the independent t-test to understand the differences two groups, as well as the coefficient of variation to observation to two group who have increased more after the intervention.
Results:
a.) There have similar characteristics in two groups, the E-book group is significantly increased more than tradition style teaching.
b.) Before and after test results with different intervention are significantly differences (F(1,4)= 18.10，p=.013 < .05), and partially in after-test is significantly differences (F(1,4)= 12.880，p=.023 < .05), but there have no interaction with intervention types and test time.
Conclusion:
The E-book learning method in our study has shown that increased the learning consequent for learning disabilities than tradition style teaching group.
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Chu, Tsai-Ling, and 朱采翎. "Construction and Validation of the Model of Imaginative Teaching and Learning." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/04391536293441888691.
Full textAbstract:
博士<br>國立臺灣師範大學<br>教育心理與輔導學系<br>104<br>Literature indicates that imagining or imaginative elements benefit both learning effect and imagination, however, seldom studies investigate them at the same time. Thus, this study aims to construct the model of imaginative teaching and learning(MITL), in which learning effect and creative imagination are supposed to be facilitated.There are two levels in MITL: (1)learner level: it contains three elements-learning, imagining and creating; (2)instructor level: it also contains three elements-introducing concepts with imagination, stimulating imagination by teaching strategies, and practicing based on imagination.
In order to validate the MITL, the pilot study and two formal studies were conducted. In the pilot study, materials for the treatment and the measuring tools for the study 1 and study 2 were developed and validated. It was found that the principles for constructing imaginative material included meaningful concepts (knowledge), humor, challenge, vivid images, and surprising ending. Three stories based on the five principles for the experimental group and three articles referring textbooks for the control group were constructed. Besides, “Scientific Imagination Tasks” which contains “Scientific Knowledge Test” that included 10 items, “Scientific Imagination Tasks (verbal version)” referring to divergent thinking tests, and “Scientific Imagination Tasks (graphic version) “were also established and validated. The results showed that in the verbal task, the four indices -fluency, flexibility (17 categories), originality based on knowledge (score A), originality without knowledge(score B), and vivid imagery- were appropriate for judging, and then validated by the criterion test (Imagination Tests); in the graphic task, the three indices-originality, scientific functions, and other functions were also chosen and validated.
Th study 1 aims to validate “introducing concepts with imagination” and “practicing based on imagination” in the MITL. Thus, the research question was that whether imaginative learning material facilitate learning effect and creative imagination. Thus, All participants (N=160) who were 4 or 5 graders in the elementary school and haven’t learn the concept of thermal conduction, were randomly assigned into the control and the experimental groups. In the first week, they finished Imagination test. In the second week, all participants were required to read three scientific articles (the control group) or stories (the experimental group) within 12 minutes, and then they finished “Scientific Imagination Tasks”. Results revealed that (1) the experimental group were significantly superior to the control group on originality based on knowledge and vivid imagery. (2) the control group significantly outperformed the experimental group on the scientific knowledge test. In conclusion, imaginative learning materials help pupils apply new concepts to solve the ambiguous problem, to have more original ideas, and to produce abundant and colorful mental images. Besides, the two instructor elements in MITL were validated.
The aim of study 2 is to validate the three elements of the instructor level in MITL. Two research questions were explored: (1) Whether the imaginative teaching improve pupils’ creative imagination; (2) Whether “learning material” and “teaching method” has interaction on learning effect or creative imagination. The participants were 187 fourth and fifth graders who haven’t learn thermal conduction in the science study. Before the experiment, participants were paired according to their grades and school districts. There were four classes for the experimental group(imaginative teaching) and another four classes for the control group(critical thinking teaching). All participants finished Imagination Tests before receiving two kinds of teaching and completed Scientific Imagination Tasks after the treatment. The results indicated that (1) the participants who receiving imaginative teaching showed better performance on fluency, flexibility, originality without knowledge, vivid images in the verbal task, and originality in the graphic task; (2) the participants receiving non-imaginative learning material were significantly superior to those who receiving imaginative learning material; (3) there was the simple main effect existed between the grade and the teaching method, in which the fifth graders who receiving imaginative teaching showed greater performance on originality based on knowledge than receiving critical thinking teaching; and imaginative teaching benefits greatly fifth graders on originality based on knowledge than fourth graders. The three instructor elements in MITL were also validated.
Based on the evidences derived from study 1 and study 2, “Model of Imaginative Teaching and Learning” was primarily confirmed. In the end, some discrepancies were discussed, and suggestions for the educational implement and the future study were proposed.
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LAFORTUNE, DIANNE. "Theory, Research, and Practice: Developing a Model for Teaching Mathematics." Thesis, 2009. http://hdl.handle.net/1974/1766.
Full textAbstract:
Dewey provides a rich context in which to develop an understanding of education as growth. By developing an understanding of education as growth, educational research can be incorporated into that context so that a more comprehensive model of education may be considered. Education as growth suggests that education is about progress rather than end states. The knowledge and skills of inquiry must be understood as part of an interconnected whole that includes the physical, social, and intellectual growth of the individual and the community. The role of inquiry in the development of concepts and habits that foster the intellectual and cultural growth of the individual and community are discussed. The work of researchers on math learning disabilities is presented and examined in light of Dewey’s concepts of growth and inquiry so that the educational needs of students with math learning disabilities might be included in a model of education. The quality of the educational experiences of students with math learning disabilities has significant implications for the growth and development of all students, parents, teachers, researchers, and the community.<br>Thesis (Master, Education) -- Queen's University, 2009-04-16 19:58:52.504
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Wen, Yi Wang, and 王文宜. "The Teaching Effectiveness of Problem-based Learning Teaching Model on Nursing College Health Physical Fitness Program." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/80986256358347016367.
Full textAbstract:
博士<br>國立臺灣師範大學<br>體育學系<br>99<br>Purpose: The purpose of this study was to investigate the effects of Problem Based Learning (PBL) teaching model on health fitness knowledge, physical activities, self-direct learning of PE ability and social problems solving ability of a health fitness program for nursing college students. Methods: Quantitative and qualitative methods were used. Quasi- experimental design with an experimental group (EG) and a control group (CG) were adopted to investigate the effects on student learning. Two classes of nursing students volunteered to be the participants, one class was set as EG (n= 47) and another class CG (n=47). All participations finished 100minutes/week fitness program for 12weeks, EG was taught with the PBL teaching model: first 50minutes was discussion course through discussion sheets by teaching tutors and students, and the second 50minutes was physical activity course. The CG was taught by direct teaching method and physical activity, each for 50minutes respectively. Data were collected through quantitative and qualitative methods. Health-related fitness knowledge test (HRFK) , Self-directed learning readiness Scale-PE (SDLRS-PE) , Social Problem-Solving Inventory-Revised (SPSI-R) and pedometers were used to collect quantitative data. Which analyzed by descriptive statistics, one-way ANCOVA, while qualitative data was analyzed thought content analysis from interview, observation, journal and other related documents. Results: (1) For HRFK test, PBL showed significant effects in all dimensions except flexibility, with high degree effect size of explanatory power (η2= .219). (2) For SDLRS-PE scales, PBL teaching model showed significant effects on love to learning, motivation, creative learning and total score with PBL had high degree effect size of explanatory power (η2= .229). (3) For SPSI-R test, PBL teaching model showed significant effects on negative problem orientation, impulse/careless style, escape style and total score with PBL had medium degree effect size of explanatory power (η2= .120). (4) EG students’ physical activity and fitness knowledge performances indicated similar development trend, showing students could internalize the knowledge related to physical activity under PBL teaching method. Conclusion: Based on the above result findings, suggestions on PBL theory, teaching practice and future studies were proposed.
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CHUNG, HSIU-CHUAN, and 鍾秀娟. "A Study on Establishing a Model Integrating Traditional Learning and e-Learning for Information Skills Teaching." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/49145420871305226093.
Full textAbstract:
碩士<br>世新大學<br>資訊傳播學研究所(含碩專班)<br>99<br>The case company operates a chain of information skills training supplementary schools. In recent years, it is actively planning to integrate e-Learning into traditional teaching methods to build an innovative teaching service model.
The key strategy of implementing blended learning is the lesson plan, the core of developing blended learning material combines books, e-Learning courses, and trainer training. The development of e-Courseware combines information skill learning theory, e-Learning theory and occupational competence.
In this thesis, a case study on the development and implementation of models of integrating traditional learning and e-Learning of Information skills, there are four kinds of blended learning methods：(1) classroom learning and e-Learning content synchronization model, (2)classroom learning combined with an e-Learning model, (3) e-Learning combined with a classroom learning model, (4) classroom learning and e-Learning embedded model.
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Yang, Hsiu-Ting, and 楊秀停. "Investigating Effectiveness of an Scientific Explanation Guided Teaching Model on Students’ Learning." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/sanz6a.
Full textAbstract:
博士<br>國立彰化師範大學<br>科學教育研究所<br>102<br>Improving student ability of scientific explanation is one major goal of science education. However, scientific explanation is not emphasized in elementary school science classes in Taiwan. The lack of an effective teaching model for improving younger students’ scientific explanation writing has been a source of frustration to science teachers. Therefore, an investigation on an effective teaching model for scientific explanation is necessary. The purpose of this study was to examine effectiveness of a proposed guided scientific explanation teaching model for elementary science on performances of student’s conceptual understanding and scientific explanation. The proposed model, which integrating descriptive explanation writing activity, concept mapping, and interpretive explanation writing activity, is called DCI model. A quasi-experimental design, including a non-randomized sampling and a pre- and post-test design, was adopted for this study. An experimental group of 25 students accepted the DCI teaching model, while a control group of 24 students received a traditional teaching. Teaching units consisted of topics about moon and light. Data collection included multiple sources with both quantitative data and qualitative data. A rubric and content analysis was used to score levels of students’ scientific explanations on worksheets of student scientific explanations on topics of moon and light. The quantitative data from achievement tests and worksheets of student scientific explanations are analyzed with the independent sample t test to measure differences in conceptual understanding and in scientific explanations between the two groups, before and after instruction. The qualitative data from student worksheets and interviews are coded and sorted with constant comparisons to examine performance of student scientific explanations and student perceptions of the DCI teaching.
The results showed that students in the experimental group performed better than students in the comparison group, both in scientific conceptual understandings and explanations. It also showed that three activities in the DCI model play different roles in students’ learning. The descriptive explanation writing activity can help students identify the basic concepts, the concept mapping can help students connecting the relation of concepts, and the interpretative writing activity can guide students to construct scientific explanations based on their own concept maps. Finally, the students agree with that the DCI teaching can facilitate their science learning and scientific explanations as well.
Suggestions for using the DCI model in elementary school science and for future research are also provided in this study.
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Wu, Chia-Hao, and 吳佳豪. "An Individual Blended Mathematics Teaching and Learning Model Based on eBook Conception." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/33556605950419136828.
Full textAbstract:
碩士<br>嶺東科技大學<br>資訊科技應用研究所<br>101<br>This research presents an individual blended mathematics teaching model, it follows the mathematics competence indicators of grade 1-9 curriculum guidelines to design the mathematics course contents, then presents an eBook software based supplementary mathematics courses for lower grade elementary schools; this study combines multimedia materials, to design interactive exercises for adaptive learning; the course contents are grouped into three difficulty levels. After the lectures, students use mobile devices to perform individual practices; the proceeding is recorded for teachers to evaluate students’ learning progress, to improve students’ interest and participation in mathematics classes, and to achieve the goal of the individual teaching and learning model.