To see the other types of publications on this topic, follow the link: Education or learning support programme.
Journal articles on the topic 'Education or learning support programme'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Education or learning support programme.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Gibbs, Graham, and Harriet Dunbar‐Goddet. "Characterising programme‐level assessment environments that support learning." Assessment & Evaluation in Higher Education 34, no. 4 (August 2009): 481–89. http://dx.doi.org/10.1080/02602930802071114.
Full text
2
Leifler, Ola, and Jon-Erik Dahlin. "Curriculum integration of sustainability in engineering education – a national study of programme director perspectives." International Journal of Sustainability in Higher Education 21, no. 5 (June 4, 2020): 877–94. http://dx.doi.org/10.1108/ijshe-09-2019-0286.
Full textAbstract:
Purpose This study aims to report on how programme directors address sustainability within engineering education at Swedish universities and engineering colleges. Design/methodology/approach The study was performed as a survey with follow-up interviews around the following core questions: to what extent do programme directors possess a deep understanding of the subject of sustainable development? Which are the core competencies in sustainable development that programme directors identify as important for their engineering students to acquire during their basic training? To what extent are those competencies integrated into engineering education today and what kind of support do programme directors receive from their department to integrate these competencies into the curriculum? Findings Programme directors believe that learning for sustainable development is important mainly based on their personal convictions. However, out of 10 potential learning objectives extracted from the literature, only four-six are implemented in degree programmes. Learning objectives and activities are not always aligned, as students are required to learn about interdisciplinary collaboration without working with students from other faculties. The programme directors receive some support from the department, but they express a need for additional support. Examples of support that they suggest are faculty training, efficient teaching material and incorporation of sustainability in the quality assessment instruments for degree programmes. Originality/value This study is the first comprehensive, national survey of what programme directors think about sustainability in higher education. Their views are important in the attempt to accelerate the integration of sustainability in higher education curricula.
3
Klenowski, Valentina, Lisa Ehrich, Cushla Kapitzke, and Kerri Trigger. "Building support for learning within a Doctor of Education programme." Teaching in Higher Education 16, no. 6 (December 2011): 681–93. http://dx.doi.org/10.1080/13562517.2011.570431.
Full text
4
Ramkissoon-Babwah, Natasha. "An Evaluation of Experiential Learning Strategies for an Entrepreneurship Boot Camp." International Journal of Adult Vocational Education and Technology 9, no. 4 (October 2018): 42–53. http://dx.doi.org/10.4018/ijavet.2018100104.
Full textAbstract:
There has been a global movement to support the creation of sustainable business enterprises via entrepreneurial activity. To encourage the growth and supply of entrepreneurs, training programmes have been designed to deliver knowledge at various stages along the entrepreneurship continuum. The pedagogical approaches of experiential education has been making its way into the delivery of entrepreneurship education programmes as a unique variable in programme implementation. This research article investigated the impact of the deployment of experiential learning into the delivery of an Entrepreneurship Boot Camp. It was revealed that the experiential techniques made a positive impact on the delivery of the curriculum and it was recommended that future Camps adopt a customized approach by an entrepreneurial assessment at the application process, the provision of mentoring services, a post after care support programme including an agency referral system and an expansion of the programme into the Secondary School system
5
Hillock, Poh Wah, and R. Nazim Khan. "A support learning programme for first-year mathematics." International Journal of Mathematical Education in Science and Technology 50, no. 7 (August 22, 2019): 1073–86. http://dx.doi.org/10.1080/0020739x.2019.1656830.
Full text
6
Passey, Don, and Joana Zozimo. "Developing mobile learning practices through teacher education." Interactive Technology and Smart Education 13, no. 1 (April 18, 2016): 36–51. http://dx.doi.org/10.1108/itse-01-2016-0002.
Full textAbstract:
Purpose This paper explores the context, development and outcomes of a cross-European in-service training programme, developing mobile learning practices in school classrooms – MLEARN – in The Netherlands, England, Greece and Italy. This paper focuses on: contextual backgrounds; a training needs analysis; and initial, mid-term and final outcomes from teachers and learners. Design/methodology/approach Evidence was gathered about: contextual backgrounds through literature reviews and key informant responses; a training needs analysis through online survey responses from teachers and trainers; and outcomes of uses from five surveys, largely completed online by teachers and learners, after some 2, 3, 5, 9 and 13 months of use. Findings Findings from survey periods were compared to identify shifts and gaps. The training programme led to successful outcomes; there was rapid uptake and use of the mobile devices, as well as shifts in emphasis across the period of the pilot, dependent on contextual factors. But long-term integration requires focus on specific learning activities, as well as on integration beyond a one-year period. Social Implications Uses of mobile devices are increasing, across countries and age ranges. How devices can be used to support learning and teaching in contemporary contexts is not temporally independent. Country curricula, legislation, training programme access, and teacher and learner awareness and perceptions, all influence practice. Originality/value Teachers have limited access to training programmes in this field. This study investigated a key pilot in this under-developed research area. Key factors need to be considered when programmes are developed and run.
7
Johansson, Monica. "Social inequalities in the allocation of learning support in a Swedish upper secondary school." Education, Citizenship and Social Justice 12, no. 1 (January 10, 2017): 63–74. http://dx.doi.org/10.1177/1746197916683467.
Full textAbstract:
The upper secondary school is in Sweden practically mandatory even though attendance is voluntary and today almost all students in Sweden continue their studies at upper secondary school. But not all of them leave this school with a complete certificate of schooling as a result of experiencing a range of difficulties which may be due to cognitive, physical, sensory or social factors. This article uses ethnographic data from a case study to explore how one municipal upper secondary school allocates additional support to students with different social characteristics. The study focussed on students in the following three upper secondary schools programme all in the same school: (1) Individual, (2) Health and Social Care, and (3) Technology. The results show that existing social inequalities are reinforced through everyday activities and interactions. The prevalence and type of additional support that the students are offered is one of the factors reinforcing existing social differentiation, and is closely linked to the type of programme they are studying. Successful support services appear to be focused on Swedish male pupils from higher socio-economic backgrounds on the Technology Programme. Students from lower social backgrounds enrolled in either the Individual or Health and Social Care Programmes receive much less appropriate support. The social justice implications of these priorities for resource allocation are discussed.
8
Griggs, Chloe, Lorna Hunt, and Sharon Reeman. "Education and progression for support workers in mental health." Journal of Mental Health Training, Education and Practice 10, no. 2 (May 11, 2015): 117–23. http://dx.doi.org/10.1108/jmhtep-10-2014-0031.
Full textAbstract:
Purpose – The purpose of this case study is to detail the development of a bespoke programme of learning for Support Workers employed in the mental health sector. Design/methodology/approach – The programme was designed to serve three purposes: to offer a route into mental health nursing; to upskill those who wanted to remain as a Support Worker; to improve the quality of care provided. Findings – The paper shares the perspectives of the local Partnership Trust, a Support Worker on the programme and the Programme Director. Originality/value – Employers within the mental health sector are encouraged to develop their own staff and universities are urged to think differently about curriculum design.
9
Nitsche, Karen, Suze Leitão, and Richard Parsons. "Does the Talkable programme improve caregiver knowledge and confidence in assisting their child’s language learning? A pilot study." Australasian Journal of Early Childhood 46, no. 2 (February 1, 2021): 150–62. http://dx.doi.org/10.1177/1836939120979068.
Full textAbstract:
This paper reports a preliminary evaluation of the [Talkable] 10-week language learning programme. This training programme aims to help caregivers provide a rich language learning environment in a child’s first 3 years of life through the provision of evidence-based information and practical strategies to promote language development delivered primarily via mobile application. Participants in the study completed pre- and post-programme surveys on a range of questions relating to their knowledge and confidence in assisting their child’s language learning. Results indicated significant improvements in participant’s self-reported levels of knowledge about early language development and ways to assist their child’s language learning, while level of concern about their child’s language development remained fairly constant. These findings provide preliminary support for the use of [Talkable] in primary prevention, and direction for future development of the programme. Findings also add to the currently limited evidence-base for providing early language primary prevention programmes via mobile application.
10
Baldewijns, Karolien, Hans-Peter Brunner-La Rocca, Lieven de Maesschalck, Aleidis Devillé, and Josiane Boyne. "Unravelling heart failure nurses’ education: Content comparison of heart failure nurses’ education in three European Society of Cardiology states and the Heart Failure Association heart failure curriculum." European Journal of Cardiovascular Nursing 18, no. 8 (July 19, 2019): 711–19. http://dx.doi.org/10.1177/1474515119863179.
Full textAbstract:
Aims: The European Society of Cardiology (ESC) guidelines state that heart failure nurse specialists (heart-failure nurses) with specific competences are essential for a successful heart-failure-management programme. Thus, the Heart Failure Association (HFA) of the ESC developed the heart failure nurse curriculum (HFA curriculum). Several ESC member states developed cardiovascular education programmes to enable nurses to deliver high specialist care, but little is known of whether these curricula are in line with the HFA curriculum. Therefore, this paper describes the extent to which cardiovascular education programmes in Belgium, The Netherlands and Germany correspond to the HFA curriculum. Methods and results: A case study approach was adopted to obtain an in-depth understanding of the programme contents in relation to the HFA curriculum. For this purpose, representatives of the educational programmes and/or delegates of the national cardiovascular nursing organization shared their educational curricula. All of the studied cardiovascular education programmes aim to provide heart failure and/or cardiovascular nurses with essential competences for implementation of evidence based and guideline derived care. However, every cardiovascular education programme has a different focus/area of attention. Cardiovascular education in Belgium discusses aspects of all core-learning objectives of the HFA curriculum and emphasizes mostly knowledge aspects of these. Learning objectives in cardiovascular education in The Netherlands focus on chronic diseases in general and on learning objectives concerning patient education, support in self-care and management of device and pharmacological therapy. Cardiovascular education in Germany discusses most learning objectives; however, not all learning objectives receive equal attention. Conclusions: Although local cardiovascular education programmes adopt certain aspects of the HF curriculum, the curriculum as a whole is not adopted.
11
Zen, Satia, Eero Ropo, and Päivi Kupila. "Teacher Identity under Reconstruction: Positional Analysis of Negotiations in an International Teacher Education Programme Negotiations in an International Teacher Education Programme." Australian Journal of Teacher Education 46, no. 4 (April 2021): 63–80. http://dx.doi.org/10.14221/ajte.2021v46n4.4.
Full textAbstract:
This paper explores the international learning experiences of Indonesian teachers participating in a Finnish master’s degree programme as an identity reconstruction process. We study the participants’ experiences based on dialogical identity construction to explore the positioning and repositioning occurring during an international learning experience. Given the conception of this experience as a boundary experience, repositioning is a way to create continuity and support the multiplicity of identity. From the narrative analysis of the participants' stories about the programme, we found that the participants' repositioning during the programme involved negotiation with temporality, sociality and spatiality. Throughout this process, the participants' understanding of their identities and practices evolved. The post-conflict and post-disaster context in Aceh, Indonesia, manifests itself through a unique constellation of positionings and stimulates new understandings of its impact on teaching and learning processes. This study contributes to understanding the international teacher programme as a repositioning process for teacher identity reconstruction that supports local meanings and has practical consequences.
12
Kazakeviča, Marina. "Topical Aspects of Distance Learning in General Secondary Education." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 9, 2015): 378. http://dx.doi.org/10.17770/sie2012vol2.514.
Full textAbstract:
Nowadays education is the most important precondition for existence and development of society. In the world the information and communication technologies and their application in education develop more and more rapidly, encouraging the society to lifelong learning and building a knowledge society. To provide lifelong education in accordance with the interests of the people and concerns of regional socio-economic development, it is important to offer people a second-chance education that can be implemented through introducing distance learning in general secondary education in Latvia. Therefore, it is important to research the specificity of distance learning in general secondary education and to develop and implement distance learning programmes on the basis of theoretical knowledge. This article reveals that Liepaja Evening (shift) Secondary school is designing a distance learning programme with an emphasis on the support system, in which a great contribution is given by subject teachers, consultants, advisors and class teachers who help the students to orientate in the educational process and learning materials, and who encourage, support and motivate the students.
13
Piazzoli, Erika, and John Kubiak. "‘The only learning I’m going to get’." Scenario: A journal for performative teaching, learning, research XIII, no. 1 (July 24, 2019): 21–41. http://dx.doi.org/10.33178/scenario.13.1.2.
Full textAbstract:
Traditionally, adults with intellectual disabilities have not been given the option of participating in and thus benefiting from higher and post-secondary education. However, over the last number of years, an increasing number of inclusive tertiary educational programmes have come into existence. This article focuses on one such programme entitled Arts, Science and Inclusive Applied Practice delivered in the Trinity Centre for People with Intellectual Disabilities, School of Education, Trinity College Dublin, Ireland. The aim of this study was to consider the role of embodiment in supporting the Second Language Acquisition (SLA) process of a group of students with intellectual disabilities. The paper describes a project which integrated two of the programme modules – Italian for Beginners and Exploring Art: Renaissance to Modern. Findings presented support the use of a performative approach to second language learning for students with intellectual disabilities and sheds light on the connection between embodiment, language and learning in a performative key.
14
Ryder, Gerard, Philip Russell, Martha Burton, Paul Quinn, and Sarah Daly. "Embedding peer support as a core learning skill in higher education." Journal of Information Literacy 11, no. 1 (June 5, 2017): 184. http://dx.doi.org/10.11645/11.1.2207.
Full textAbstract:
Information, digital and academic literacy skills are more important than ever as the nature of global information streams becomes more complex and increasingly online. New methods are needed to ensure that students are taught to identify, use and critically evaluate this complex information myriad during their education and in their future careers. Peer assisted learning is one method that has been shown to help, and previous research in the field of peer support has indicated that the interaction between students at different levels enhances a first-year student’s successful transition into higher education (HE). In 2016, a peer support scheme was introduced at the Institute of Technology Tallaght (ITT Dublin) as a collaboration between the Department of Mechanical Engineering and the library. Initial evaluation of the programme showed that some students respond positively to the inclusion of peer support within an academic module. We also found that peer tutors have a critical role in the support of a first-year student’s learning and their transition into higher education. They act as role models and guides and can help students form the essential linkages between the different resources they will need to be successful in higher education and beyond. An attractive social strand to the programme can act as a critical motivator for students. Further research is needed to identify the essential elements required.
15
Alexander, Rachel, Elmi Badenhorst, and Trevor Gibbs. "Intervention programme: a supported learning programme for educationally disadvantaged students." Medical Teacher 27, no. 1 (January 2005): 66–70. http://dx.doi.org/10.1080/01421590400016472.
Full text
16
Coombs, Collette, Belinda Fleiter, Kelly Fleiter, Jenny Foley, Debbie Jarro, Charmaine Law, David Spillman, Lynn Smith, Lynn Smith, and Pat Moran. "Action Learning for Indigenous Education Students project." Australian Journal of Indigenous Education 27, no. 1 (July 1999): 3–9. http://dx.doi.org/10.1017/s1326011100001484.
Full textAbstract:
The Action Learning for Indigenous Education Students (ALIES) project was established at Central Queensland University (CQU) in 1998. Its original membership consisted of a group of eight first year Indigenous (Murri) students, who were enrolled in the Bachelor of Education degree programme; an Indigenous, Sociology Honours student; the Faculty of Education and Creative Arts' Associate Dean Administration and sub-Dean of Students; and, a member of Nulloo Yumbah's support staff
17
Adu-Gyamfi, Ernest, Paul Kwadwo Addo, and Charles Asamoah-Boateng. "An Examination of Differences between the Mean Indicator Ratings by Different Stakeholders in Distance Education Programme." International Journal of Higher Education 8, no. 4 (July 2, 2019): 72. http://dx.doi.org/10.5430/ijhe.v8n4p72.
Full textAbstract:
The continued rapid growth of distance education programmes in higher education has brought concerns regarding how stakeholers perceive quality in distance education. The study examined the differences between the mean indicator ratings by different stakeholders in a distance learning programme. The study adopted a case study research design to collect data from 320 students, 56 facilitators and 24 administrative staff selected randomly from the Institute of Distance Learning, Kwame Nkrumah University of Science and Technology in Ghana. The data collected through questionnaires were analysed using the statistical package for the social sciences (SPSS) software, version 20. Mean indicator rating analysis revealed that students’ highest perception of quality was on support services and the lowest was academic integrity and institutional prestige. Whilst both facilitators and administrators rated support services as the highest, infrastructure scored the lowest. The results of the study therefore, revealed common benchmarks and quality indicator (support services) that all parties deem important in designing, implementing, and evaluating distance education programmes. Respondents noted the lack of appropriate tools and media; unavailability of reliable technology and technological plan; ineffective communication and co-ordination; and, time constraints as some of the quality challenges for distance education at the Institute. The study recommends monitoring and evaluation of service delivery for distance learning programmes to ensure fitness for purpose, value for money and customer satisfaction.
18
Dzakiria, Hisham. "Students' accounts of the need for continuous support in a distance learning programme." Open Learning: The Journal of Open, Distance and e-Learning 23, no. 2 (May 22, 2008): 103–11. http://dx.doi.org/10.1080/02680510802051913.
Full text
19
Lavonen, Jari. "ADOPTING IDEAS FROM CURRENT NORDIC TEACHER EDUCATION STRATEGIES TO INITIAL SCIENCE TEACHER EDUCATION." Journal of Baltic Science Education 18, no. 4 (August 3, 2019): 488–89. http://dx.doi.org/10.33225/jbse/19.18.488.
Full textAbstract:
A key goal of initial teacher education in all countries is to educate quality teachers through a quality post-secondary programme and then support them in their careers through professional learning. However, there are different definitions and interpretations of a quality teacher or a quality teacher education programme. Several terms are used to describe a quality teacher, such as professional, effective, competent, expert, or ideal (Stronge & Hindman, 2003; Goel, Bell, & Little, 2008). Furthermore, the definition of a quality teacher changes continuously and follows the current trends of society and working life. Consequently, national-level teacher education strategies and teacher education programmes are continuously improved. In the Nordic region, all countries have been developing initial teacher education at the national and institutional levels over the last five years. In this editorial, I will briefly analyse the aims of new Finnish, Norwegian, and Swedish national-level teacher education strategies. Then I will briefly discuss how we can improve science teacher education according to the new strategies.
20
Wochowska, Małgorzata. "Non-formal Learning And The Acquisition Of Skills – How Does The EU Support Youth Employment?" Comparative Economic Research. Central and Eastern Europe 18, no. 2 (June 16, 2015): 161–79. http://dx.doi.org/10.1515/cer-2015-0017.
Full textAbstract:
In recent years the issue of youth unemployment has been identified as one of the most pressing for young people, who are affected particularly hard by the economic crisis in the European Union. In response, the EU institutions have designed and introduced a complex mix of political instruments, agencies, programmes and studies that are supposed to establish a complementary and systemic approach to education and youth policies. Youth policy, as a socioeconomic field of EU political intervention began in 2014 to be subject to a paradigm of employability and “the economy of fighting the crisis”, including issues such as non-formal and informal learning and youth work outside of schooling systems. Thus the EU policy in question has significantly shifted from “personal and cultural development, and inspiring a sense of active citizenship among young people,” as it was formulated in the Youth in Action Programme 2006-2013, towards “the acquisition of professional skills of youth workers, validation systems of non-formal learning, and greater complementarities with formal education and training”, as it is formulated in the Youth Sector of the EU programme for Education - Erasmus+ 2014-2020. The objective of this article is to provide a comparative insight into the context that frames the design of EU policies aimed at mitigating the phenomenon of unemployment among young people, and to show how this has changed in light of the new EU programming period.
21
Botelho, MG, OLT Lam, RM Watt, DYP Leung, and D. Kember. "Evaluation of peer-generated MCQs to assess and support learning in a problem-based learning programme." European Journal of Dental Education 22, no. 3 (December 20, 2017): e358-e363. http://dx.doi.org/10.1111/eje.12304.
Full text
22
Lynwood, Wendy. "Legal Education in Albania Programme (LEAP)." Legal Information Management 3, no. 3-4 (2003): 204. http://dx.doi.org/10.1017/s1472669600002176.
Full textAbstract:
The programme is a twinning arrangement between the University of Tirana Faculty of Law and a Middlesex University Consortium, consisting of the Institute of Social and Health Research, Middlesex University, the Institute of Advanced Legal Studies, the London Metropolitan University Department of Law, Governance and International Relations, the European Public Law Center, Education for Change Ltd and Cavendish Publishing, and has three main aims:• to help train and thus produce better qualified staff• to improve the institutional management of the Law Faculty• to prepare teaching, learning and research material that meets the needs of students entering the legal profession.Within the main programme there is a library strand. This aims to develop the range of services provided by the faculty law library in order to support academics and students to the highest possible level given available resources. It was to help facilitate this development that the visit to Hendon took place.
23
Roberts, Amanda, and Kathryn Weston. "Releasing the hidden academic? Learning from teacher-educators’ responses to a writing support programme." Professional Development in Education 40, no. 5 (October 23, 2013): 698–716. http://dx.doi.org/10.1080/19415257.2013.835277.
Full text
24
Dealey, Jill. "Active learning in criminal justice." Learning and Teaching 13, no. 2 (June 1, 2020): 85–101. http://dx.doi.org/10.3167/latiss.2020.130206.
Full textAbstract:
Active learning, with students engaging in research or activities within the community, is a favoured approach in contemporary higher education. To support this approach, the Criminology and Forensic Studies programmes at the University of Winchester have included student research into miscarriages of justice. The students interrogate evidence from a criminal trial to attempt to establish if there has been a wrongful conviction. This article discusses the importance of this work for students of Criminology. It considers the contribution to the learning experience of the range of opportunities available to undergraduate and postgraduate students and evaluates the potential impact on curriculum and learning development during the degree programme, in addition to the benefits for future employment.
25
Shawcross, Judith K., and Tom W. Ridgman. "Short industrial placements – developing an activity framework to support teaching and learning." Higher Education, Skills and Work-based Learning 4, no. 3 (October 20, 2014): 256–70. http://dx.doi.org/10.1108/heswbl-06-2014-0019.
Full textAbstract:
Purpose – This paper identifies the activities to be undertaken by students during short industrial placements. The purpose of this paper is to obtain a better understanding of what students do during their placements and provide a framework that supports both teaching and learning. This research focuses on a masters-level programme that contains a series of four, two week industrial placements where groups of two students work on a real and significant issue for the host company. Design/methodology/approach – A framework, developed from literature, describes a placement in terms of 17 high-level activity groups. A multi-stage action research method was applied to test the framework and develop a more detailed level framework. This used insights gathered from students, tutors and researchers on all 80 placements undertaken during the 2012-2013 academic year. Findings – The 17 high-level activity groups and their configuration in the framework were confirmed. For the 12 process activity groups, 64 activities were identified and included into a detailed level framework. For the five through-placement activity groups some specific activities were captured and further work remains to capture the others. Originality/value – These complex industrial placements can now be described consistently to students, companies and tutors using an evidence-based framework. Literature searches have not identified any other equivalent research-based frameworks. Other HE programmes also use similar industrial placements and this framework will provide a basis to support these and add to the body of knowledge in work integrated learning.
26
Kok, Michele, Lisa Bryant, Clare Cook, Sara Blackmore, and Mat Jones. "Integrating Local Knowledge into a National Programme: Evidence from a Community-Based Diabetes Prevention Education Programme." Healthcare 7, no. 1 (March 7, 2019): 38. http://dx.doi.org/10.3390/healthcare7010038.
Full textAbstract:
Type 2 diabetes prevention is a major priority for healthcare services and public health. This study aimed to evaluate how a local authority in England piloted a diabetes prevention programme. The South Gloucestershire Diabetes Prevention (Pilot) Programme (SGDPP) comprised a group health education course over six weeks with subsequent support provision up to six months post-enrolment. Of the 300 patients invited onto the programme, 32% enrolled and 29% completed the full six-month programme. There was an attendance rate of 84% throughout group sessions and at a six-month follow-up. There were significant improvements across most measures at six months, including a 4 kg mean weight loss and a 3.45 mmol/mol mean HbA1c reduction. Clear goals, high quality organization and personal qualities of educators were identified as central for the programme’s success. The unit costs were similar to pilots of other healthy lifestyle programmes. The evaluation found evidence of reduced type 2 diabetes risk markers, positive impacts for dietary and physical activity, and potential cost-effectiveness for this format of group-based diabetes prevention intervention. Feedback from multiple stakeholders provided insight on how to successfully embed and scale-up delivery of diabetes prevention work. This evidence enables the integration of learning in local service delivery and provides a basis to support development of the national diabetes prevention programme.
27
Cowman, Triona, Judith Mary Fleming, and Liz Greene. "Back to the future: midwives' experiences of undertaking a return to midwifery practice programme." British Journal of Midwifery 28, no. 4 (April 2, 2020): 234–41. http://dx.doi.org/10.12968/bjom.2020.28.4.234.
Full textAbstract:
Background Midwives returning to practice is considered to be an important recruitment initiative. Refresher programmes are generally required by returning midwives; however, there is a paucity of current research on the success of these programmes. Aim To explore the experiences of registered midwives undertaking a return to midwifery practice programme in Ireland, and the effectiveness of the programme in preparing and returning midwives to practice. Method A mixed-methods approach was used including data collection through questionnaire, focus groups and interviews. Nine midwives undertaking a return to midwifery practice programme were included in the study. Findings A passion for midwifery is a key driver for returning to practice. Returning midwives have unique learning and support needs yet they do not always receive the appropriate support. In total, 62% of midwives did not return to midwifery practice on programme completion. Challenges were encountered when seeking employment opportunities to consolidate knowledge and skills gained on the return to midwifery practice programme. Conclusion Return to midwifery practice programmes need to be tailored and clinical staff need to be adequately prepared to provide the required support. As a recruitment strategy, current emphasis is on the education component. However, equal emphasis needs to be placed on employment pathways on programme completion if this initiative is to be effective at returning midwives back to the workforce.
28
Lawson, Duncan. "Mathematics Support – past, present and, most importantly, future." MSOR Connections 14, no. 1 (September 7, 2015): 4. http://dx.doi.org/10.21100/msor.v14i1.234.
Full textAbstract:
This article briefly reviews the development of mathematics support in higher education over the last 25 years, highlighting in particular the work of sigma, centre for excellence in university-wide mathematics and statistics support as a Centre for Excellence in Teaching and Learning and subsequently as part of the National HE STEM Programme. A description of sigma’s current HEFCE-funded programme of activities is included, giving particular attention to the development of the sigma network. The article closes by focusing on the legacy of sigma’s current work and the future sustainability of the sigma network.
29
Gil Ortega, Mari Carmen, and Liz Falconer. "Learning spaces in virtual worlds: bringing our distance students home." Journal of Applied Research in Higher Education 7, no. 1 (April 13, 2015): 83–98. http://dx.doi.org/10.1108/jarhe-02-2014-0026.
Full textAbstract:
Purpose – Distance learning (DL) programmes are becoming increasingly popular in higher education. Overcoming feelings of isolation that may occur due to the reduced support available, the few possibilities of social interaction and the non-existent campus atmosphere in online courses, have become one of the major challenges of designers and instructors of DL programmes. The paper aims to discuss these issues. Design/methodology/approach – This paper provides an example of how the authors can create and use virtual world (VW) learning spaces that not only match the face-to-face learning experience, but also enhance it. Innovation@UWE Island in Second Life, home of the MA education in virtual worlds, is an example of pedagogical innovation that capitalises on what VWs have to offer to social aspects of teaching and learning. In this programme the authors use a three-dimensional virtual space to provide postgraduate students – physically located in diverse geographical areas of the world – with a sense of community and connectedness that matches the sense of belonging that often accompanies the on-campus learning experience. Findings – The paper provides examples of students engaging in an environment where traditional conceptions of both “teaching” and “learning” do not apply, where the four-walled classroom is not the only setting where learning happens, where everyone in the group can potentially be an instructor or a peer, an expert or a novice, and learn from each other in a meaningful way. Originality/value – This paper introduces the rationale behind the choice of architecture of the learning environment as well as the instructional design of the programme to enhance co-presence and place presence, to build a true community of practice and to foster collaboration for reflective learning.
30
Theodorakopoulou, Evgenia, Ioannis Goutos, Katrina Mason, Ali M. Ghanem, and Simon Myers. "London calling Gaza: The role of international collaborations in the globalisation of postgraduate burn care education." Scars, Burns & Healing 5 (January 2019): 205951311983051. http://dx.doi.org/10.1177/2059513119830519.
Full textAbstract:
Burn injuries represent a significant epidemiological problem, with the vast majority occurring in low- to middle-income countries. These regions also represent areas where lack of socioeconomic growth and geopolitical instability pose additional barriers not only to healthcare provision but also to the acquisition of continuing professional development. Long-distance, web-based learning programmes (‘tele-education’) have been identified as a successful and powerful means of propagating up-to-date medical education and training in poor-resource, isolated or conflict-ridden regions. This report evaluates the role of tele-education in delivering a distance-learning Master’s degree in Burn Care to a group of 11 healthcare professionals working in the occupied Palestinian territories (OPT), which was funded as part of a collaboration between Queen Mary University of London and IMET-Pal (International Medical Education Trust – Palestine). We present our experience in delivering the programme in a conflict-ridden part of the world, which includes the specific adaptations to tailor the programme to regional needs as well the unique challenges faced by students and faculty in enhancing the educational value of this unique initiative. The academic achievements of this group of healthcare professionals were found to be comparable to historical student cohorts from privileged socioeconomic backgrounds and the majority of students felt that participation in the programme contributed to a direct improvement to their daily burn care practices. The successful outcomes achieved by our students support the constantly emerging evidence that targeted, well-delivered, long-distance learning programmes can become powerful tools in combating inequalities in global healthcare and health education.
31
Olaniyi, Francis O., and Dumisani R. Nzima. "In-Service Teachers’ Perception of Continuing Education Programmes in Two African Universities." American International Journal of Social Science Research 4, no. 2 (August 10, 2019): 127–35. http://dx.doi.org/10.46281/aijssr.v4i2.375.
Full textAbstract:
The study compared the in-service teachers’ perception of continuing education programmes from two universities in Africa; University of Zululand, South Africa (UZ), and Adekunle Ajasin University, Akungba-Akoko, Nigeria, (AAU). The study covers the impact, effectiveness and efficiency of UZ and AAU on in-service teachers’ of continuing education programmes. The target population and sample for the study were the current teachers of continuing education programmes of these universities. The instrument tagged ‘Questionnaire for Perceptions of Continuing Education Programmes by in-service Teachers’ (QPCEPIT) was designed and used for data collection. The descriptive survey research design of ex-post facto was adopted for the study. 150 questionnaires were randomly used for pilot study, carried out at Ekiti State University, Ado Ekiti, Nigeria, whilst 500 questionnaires each were administered at both UZ and AAU of which 365 and 321 responses were valid and analysed respectively. Four research questions were carefully formulated to ascertain the perceptions of continuing education programmes by in-service teachers in the selected universities. Inferential statistics was used to draw conclusions and test the research questions for the study. The results of the comparative study revealed that the conclusiveness of the learning environment, the nature and quality of student support services provided, the quality and learners’ perception of course modules or materials, accommodation problems and venue of the programme were the major predictors for motivation of in-service teachers of the programme. Based on the findings of the study recommendations were made on how the programme will have impact on the in-service teachers and how the universities that are running the programme will be effectively and efficiently manage the programme for the acceleration and advancement of socio-economic growth in South Africa, Nigeria, and the world at large.
32
Nerantzi, Chrissi. "The Use of Peer Instruction and Flipped Learning to Support Flexible Blended Learning During and After the COVID-19 Pandemic." International Journal of Management and Applied Research 7, no. 2 (June 5, 2020): 184–95. http://dx.doi.org/10.18646/2056.72.20-013.
Full textAbstract:
This article provides an overview of peer instruction and flipped learning, two active learning approaches, in the context of learning and teaching in higher education and illustrates their relevance during the COVID-19 pandemic. Peer instruction and flipped learning should be considered when designing for flexible learning. These approaches can stimulate learning and create seamless active engagement in fully online and blended settings even when switching between these modes becomes necessary due to developments in this pandemic. This transitioning between fully online and blended, as and when required, is something that is of high importance during these challenging times, especially for campus-based universities as they are keen to secure the smooth running of their programmes under difficult circumstances. This article provides practical advice for course designers, module and programme leaders on how they can utilise peer instruction or flipped learning to maximise student engagement and learning.
33
Crotty, Yvonne, Jimmy D’Arcy, and David Sweeney. "The Creation of Multimedia Resources to support the Gaelic Athletic Association (GAA) Coach Education Programme (CEP)." International Journal for Transformative Research 3, no. 2 (December 1, 2016): 32–38. http://dx.doi.org/10.1515/ijtr-2016-0011.
Full textAbstract:
Abstract The Gaelic Athletic Association (GAA) is an Irish amateur sporting and cultural organisation. It represents in excess of 20,000 teams nationwide and is committed to supporting the development of players and coaches through its Coach Education Programme (CEP). A strategic goal of the CEP is to supplement the traditional field based coach education model with a blended learning approach using online multimedia resources. Two eLearning professionals employed by the GAA are seeking to develop online resources to enhance the knowledge and skills of coaches nationwide. Whilst both professionals possess the expertise and relevant technical skills to create high quality resources, their participation in a Masters in Education and Training Management (eLearning) programme in the Institute of Education, Dublin City University (DCU) is ensuring that the multimedia resources will be based on solid pedagogical insights in order to facilitate the organisation’s move to online learning.
34
Smith, Denise. "Re-visioning library support for undergraduate educational programmes in an academic health sciences library." Journal of Information Literacy 13, no. 2 (December 3, 2019): 136. http://dx.doi.org/10.11645/13.2.2520.
Full textAbstract:
McMaster University’s Health Sciences Library (HSL) began to transition to a new liaison service model in early 2018. One of its librarians sought to understand how an academic health sciences library can optimise its support for academic undergraduate programmes. This scoping review of the literature was pursued with the aim to submit an informed recommendation to HSL’s new Education and Lifelong Learning team, so the library could shift its approach to information literacy instruction in a manner that would optimise its outcomes for students and improve relationships with faculty staff.
The author searched seven databases: Library, Information Science & Technology Abstracts (LISTA), ProQuest ERIC, OVID Embase, EBSCO CINAHL, OVID Medline, Web of Science and PapersFirst. She developed a robust and comprehensive search strategy that used a combination of subject headings and keywords to describe information literacy, metaliteracy, libraries and health sciences education. The author also hand-searched bibliographies of seminal publications to broaden her search for relevant literature.
The findings in this review indicate that metaliteracy as a concept has not been intentionally implemented into information literacy training at academic health sciences libraries. The review finds that it is preferable to integrate information literacy skills directly into course or programme curricula and align those skills with the evidence-based practice skills undergraduates are already learning. Further, establishing a programme that builds on these skills gradually throughout the duration of the academic programme, rather than one-shot library instruction, is also preferred. To achieve success, libraries must build strong collaborative relationships with faculty staff.
The author provides recommendations for practice that reflect the findings of this review. Other academic health libraries may benefit from this review by taking into consideration its findings and subsequent recommendations.
35
RESTON, ENRIQUETA D., and ELMER S. POLIQUIT. "AN OUTCOME-BASED STATISTICAL CAPACITY DEVELOPMENT PROGRAMME TO SUPPORT RESEARCH AT A UNIVERSITY." STATISTICS EDUCATION RESEARCH JOURNAL 19, no. 1 (February 29, 2020): 181–93. http://dx.doi.org/10.52041/serj.v19i1.129.
Full textAbstract:
This paper addresses a critical component of the infrastructure necessary for professional development toward more effective teaching and learning of research and statistical methods. In particular, an interdisciplinary in-service model is proposed, which has the potential to better prepare educators to address institution-specific needs amidst dwindling resources. In particular, we present an outcome-based model for developing statistical capacity in research in response to the need for training statisticians in the academia. The aim of the programme was to equip selected faculty with the competencies needed to provide various forms of statistical support services in line with the research, extension, and publication mandate of a large private university in the Philippines. The programme was administered in three phases: (1) training phase, (2) statistical consulting and mentoring phase, and (3) “cascading or extension” phase. Evaluation of the outcome involves participants’ demonstration of learning in various statistical methods through serving as resource persons during the cascading activity and the documentation of the statistical consulting experiences made during the programme.
First published February 2020 at Statistics Education Research Journal Archives
36
Dickson, Anisah, Laura B. Perry, and Susan Ledger. "Challenges impacting student learning in the International Baccalaureate Middle Years Programme." Journal of Research in International Education 19, no. 3 (December 2020): 183–201. http://dx.doi.org/10.1177/1475240920976228.
Full textAbstract:
While the International Baccalaureate’s Middle Years Programme (MYP) is growing in popularity in Australia and across the globe, few studies have examined the benefits and challenges of this IB programme for supporting student learning. Using a qualitative case study design of three Australian schools that formerly offered the MYP, we investigated teacher and school leader perceptions of the MYP for promoting student learning. Perceived benefits included high achievement and skill development through the MYP’s emphasis on inquiry-based learning and real-world relevance; criterion-referenced assessments; and a healthy balance between core and elective learning areas. Challenges for students stemmed primarily from operational difficulties and possible systems-level constraints impacting teachers, including integration of the Australian Curriculum with the MYP; ability to meet the MYP’s demands; confusion about MYP terminology and grading systems; and understanding interdisciplinary units. The findings suggest that MYP Coordinators and school leaders play a critical role in ensuring that schools realise the benefits of the MYP for student learning by providing systems-level support to optimise its benefits.
37
D’Annunzio-Green, Norma, and Paul Barron. "Learning whilst working." Education + Training 61, no. 2 (February 11, 2019): 187–200. http://dx.doi.org/10.1108/et-04-2018-0098.
Full textAbstract:
Purpose The purpose of this paper is to examine student learner perceptions of benefits, barriers and enablers in learning whilst working, specifically focussing, on learning transfer from a university MSc in human resource management to students’ professional roles as human resource practitioners. Design/methodology/approach The study used in-depth semi-structured interviews with alumni of the programme who had graduated between one to three years previously. Findings The study found benefits (increased self-confidence, credibility and networking skills) as well as unanticipated challenges relating to individual learner characteristics, organisational culture and work-related support that hindered learning transfer. Research limitations/implications The study contributes to understanding the mechanisms required to support part-time learners on continuing vocational education programmes from a variety of stakeholders including students, their managers, their university and work colleagues, and academic staff. It highlights the benefits of activities designed to help students relate theory to practice and facilitate the transfer of knowledge between academic and practitioner environments. Practical implications The study highlights learner perspectives that are focussed on how organisational culture and line managers might play a more central role in influencing how people learn at work and facilitate the transfer of learning from formal educational interventions. Originality/value The study is valuable to academics and practitioners interested in improving learning transfer from formal educational to professional settings.
38
Hercz, Maria, Ferenc Pozsonyi, and Nikolett Flick-Takács. "Supporting a Sustainable Way of Life-Long Learning in the Frame of Challenge-Based Learning." Discourse and Communication for Sustainable Education 11, no. 2 (December 1, 2020): 45–64. http://dx.doi.org/10.2478/dcse-2020-0018.
Full textAbstract:
Abstract The education of children in the Age of Knowledge is a challenge for educators all over the world since it is questionable how we can educate learners to become responsible citizens in different areas. Finding a suitable methodology is a highlighted goal of present-day educational researches. The intention of our work is to contribute to this dispute with a research investigating the challenge-based-learning-adapting European UKids programme designed for eight-to-eleven-year-old learners. This intention aims to support their education for sustainability and to develop social entrepreneurship and life-long learning. The program is a professional collaboration among university teachers, primary school teacher candidates and learners, thus the research manages this triplet as a complex entity. The scientific paradigm and structure of present paper is rather nonconventional since, instead of presenting an empiric research, it interprets some peculiarities of many research units with the help of mixed methodology. Four research phases had been distinguished, the first three of these applied quantitative research methods. Results suggest that the learners are somewhat satisfied with their schooling and learning circumstances. Although they prefer constructive learning strategies, teacher-directed methods are still more popular among the responses which means that the non-traditional work forms are rather unfamiliar to them. The programme affected their skills and competences in a positive way. An age-specific (socio) psychological dichotomy was detected; however, the framework of the UKids programme was able to handle it. Both challenge-based learning and the UKids programme turned out to be suitable for educating and developing children in a complex way, and they are able to trigger innovation in teacher-training.
39
Jordan, L., C. Bovill, S. M. Othman, A. M. Saleh, N. P. Shabila, and N. Watters. "Is student-centred learning a Western concept? Lessons from an academic development programme to support student-centred learning in Iraq." Teaching in Higher Education 19, no. 1 (September 2, 2013): 13–25. http://dx.doi.org/10.1080/13562517.2013.827649.
Full text
40
Cohen, Lynne, Paul Chang, Julie Ann Pooley, and Lisbeth Pike. "A Holistic Approach to Establishing an Effective Learning Environment for Psychology." Psychology Learning & Teaching 7, no. 1 (January 1, 2008): 12–18. http://dx.doi.org/10.2304/plat.2008.7.1.12.
Full textAbstract:
The impetus for the Enhancing Quality and Learning (EQUAL) programme evolved out of concerns held by the staff in the School of Psychology at Edith Cowan University (ECU) regarding the difficulties encountered by first year psychology students and the subsequent low retention rate of these students in the psychology course. The EQUAL programme focused on easing the transition of high school students into university studies by enhancing the social support networks of commencing students. The programme was designed to be an holistic approach to enhancing a sense of belonging to the School of Psychology and comprised seven components. These are peer mentoring, the formation of learning communities, curriculum reforms, tutor training, orientation, the development of student portfolios and school liaison. EQUAL is now an integral part of the learning experience for all psychology students at ECU. Evaluations of the EQUAL programme indicate greater student satisfaction with the psychology course and increased retention rates.
41
Hysa, Eglantina, and Naqeeb Ur Rehman. "Assessing the Teaching Quality of Economics Programme: Instructor Course Evaluations." Integration of Education 23, no. 4 (December 31, 2019): 556–67. http://dx.doi.org/10.15507/1991-9468.097.023.201904.556-567.
Full textAbstract:
Introduction.In recent years, measuring the efficiency and effectiveness of higher education has become a major issue. Most developed countries are using national surveys to measure teaching and assessment as key determinants of students’ approaches to learning which have direct effect on the quality of their learning outcomes. In less developed countries, there does not exist a national survey. This paper aims to propose an original questionnaire assessing the teaching quality. The specifics of this questionnaire, termed as the Instructor Course Evaluation Survey, is that it addresses three main dimensions, such as: Learning Resources, Teaching Effectiveness, and Student Support. Materials and Methods. The paper opted for an analytic study using 3,776 completed questionnaires. This is a case study applied to the students enrolled in economics program in a private university in Albania. The Instructor Course Evaluation Survey design was supported by the literature review, identifying the three main dimensions included in the questionnaire. The reliability was tested with Cronbach’s alpha and with Confirmatory Factor Analysis. The use of Confirmatory Factor Analysis helps in identifying issues of multi-dimensionality in scales. Results. The paper provides empirical insights into the assessing methodology and brings a new model of it. The finding suggests that Learning Resources, Teaching Effectiveness and Student Support increase the quality of teaching. Because of the chosen research target group, students from economics program, the research results may not be generalizable. Therefore, researchers are encouraged to test the proposed statements further. Discussion and Conclussion.The paper includes implications for the development of a simple and useful questionnaire assessing the quality of teaching. Although Instructor Course Evaluation Survey was applied specifically to economics program, the proposed questionnaire can be broadly applied. This paper fulfills an identified need to propose an original and simple questionnaire to be used from different universities and programs to measure the quality of teaching.
42
McWilliams, Robyn, and Quentin Allan. "Embedding Academic Literacy Skills: Towards a Best Practice Model." Journal of University Teaching and Learning Practice 11, no. 3 (July 1, 2014): 94–114. http://dx.doi.org/10.53761/1.11.3.8.
Full textAbstract:
Learning advisors provide academic literacy development support in a variety of configurations, ranging from one-on-one consultations through to large-scale lectures. Such lectures can be generic, stand-alone modules or embedded within a discipline-specific course. Pragmatic and institutional considerations suggest that a generic model of delivery often has an effective role to play; however, there are strong pedagogical arguments for adopting an embedded approach wherever possible. The practice of embedding literacy interventions within subject papers is time-consuming and often logistically challenging; therefore, in order to help learning advisors, their managers and academic staff in faculties to consider the issues, options and constraints in a systematic manner, this paper proposes a best-practice model drawing from over two decades of literature and the authors’ practical experience over the same period in New Zealand and overseas. In order to elucidate the model, the paper critiques an embedded academic literacy skills programme facilitated by an interdisciplinary studies unit at Auckland University of Technology (AUT), New Zealand. The programme is embedded in a core paper entitled Knowledge, Enquiry and Communication (KEC) which is a prerequisite for entry into all of the Health Science programmes. As well as describing key features which have contributed to the success of the programme, the authors identify several key factors which need to be taken into account when considering embedded academic literacy initiatives
43
Grierson, David, and Karen Elizabeth Munro. "TOWARDS TRANSFORMATIVE LEARNING METHODS FOR INTERDISCIPLINARY POSTGRADUATE EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD): A CASE STUDY." International Journal of Architectural Research: ArchNet-IJAR 12, no. 1 (March 29, 2018): 209. http://dx.doi.org/10.26687/archnet-ijar.v12i1.1430.
Full textAbstract:
This paper explores the relationship between education for sustainable development (ESD) and interdisciplinarity in the context of architecture and engineering higher education, presenting a case study of the University of Strathclyde Glasgow’s Sustainable Engineering (SE) postgraduate programme, within the wider context of common principles and practices present across HEIs. The paper - one of a series - offers an overview of the SE programme between 2004 and 2015 (coinciding with UNDESD) and discusses its growing focus on interdisciplinarity and the introduction of transformative learning methods over the study period. The study uses a methodology of statistical analysis of enrolment and graduation trends on the SE programme alongside a discursive analysis of course and module provision specific to learning methods for ESD and interdisciplinarity. The study finds that, within the SE programme, both the courses and modules that have an SD focus exhibit the greatest longevity over the study period and are selected by students significantly more often than other courses and modules. The finding supports previous studies that report an increased appetite for such courses and classes. The learning methods employed on the modules align with those considered exemplary in the literature surrounding ESD, and demonstrate the programme’s aspirations towards increased interdisciplinarity in postgraduate ESD. The paper provides insight into the practices and outcomes of a specific long-standing programme, offering opportunity for reflection, discussion and comparison with similar programmes.
44
Dadze-Arthur, Abena, and Anita Mörth. "Testing ZELPH ['sɛlf] – a self-assessment instrument to surface intended and unintended outcomes of work-integrating pedagogies." Journal of Work-Applied Management 13, no. 1 (February 10, 2021): 36–50. http://dx.doi.org/10.1108/jwam-11-2020-0047.
Full textAbstract:
PurposeThis paper's twofold purpose is, first, to present ZELPH ['sɛlf], a self-assessment instrument that enables those developing the pedagogy of work-integrating study programmes in higher education (HE) systematically to surface the intended and unintended outcomes of their programme's approach to integrating professional practice into an academic course. Secondly, the paper reports on a small pilot study with programme staff from five different HE institutions in various countries who tested ZELPH.Design/methodology/approachZELPH operationalises aspects of key theories on work-integrating learning pedagogy, and thereby enables a simplified depiction of the reality of combining classroom-based and worksite-based learning. Programme staff from Germany, the United Kingdom, France, South Africa and Taiwan applied the instrument to their respective work-integrating study programmes and evaluated its perceived value and feasibility.FindingsThe findings suggest that ZELPH offers value as a practical instrument, in particular to those less familiar with developing work-integrating learning pedagogy as well as to those keen to compare programmes across national, cultural and institutional contexts.Originality/valueZELPH contributes to addressing the lack of practically applicable instruments to support the design and international benchmarking of work-integrating learning pedagogy in HE.
45
Culver, Diane M., Penny Werthner, and Pierre Trudel. "Coach Developers as ‘Facilitators of Learning’ in a Large-Scale Coach Education Programme: One Actor in a Complex System." International Sport Coaching Journal 6, no. 3 (September 1, 2019): 296–306. http://dx.doi.org/10.1123/iscj.2018-0081.
Full textAbstract:
The Canadian National Coaching Certification Program (NCCP) redesigned its coaching education programmes to utilise a learner-centred, problem-based approach. The purpose of this paper is to document the design, delivery, and subjective assessment of this large-scale coach education programme through the perspectives of the different actors, with a special focus on the coach developers (CDs) as an essential and important group within the coach education system. A constructivist view of learning, supported by the work of Jennifer Moon on the impact of short courses and workshops, guided this work. Part 1 of the results provides an overview of the studies conducted on the revised NCCP. Part 2 examines the perspectives of 26 CDs concerning their training and experiences delivering the redesigned NCCP. Conclusions include the importance of considering the cognitive structures of the CDs and coach learners; issues related to covering the module content versus addressing coaches’ learning needs; ensuring adequate time for questions and reflection to enable deep learning; specific training for CDs to support post-workshop learning; and the importance of taking a systems approach to coach development that considers all the actors involved in a national programme being delivered at the provincial/territorial or sport organisational level.
46
Taat, Muhamad Suhaimi, and Agatha Francis. "Factors Influencing the Students’ Acceptance of E-Learning at Teacher Education Institute: An Exploratory Study in Malaysia." International Journal of Higher Education 9, no. 1 (December 23, 2019): 133. http://dx.doi.org/10.5430/ijhe.v9n1p133.
Full textAbstract:
This study aimed to identify the level of e-learning acceptance, and factors that influence it, among students at a teacher education institute in Malaysia. Factors involved in the study were usability perceptions, ease of use, lecturer characteristics, information quality, system quality, and technical support. A total number of 230 students were selected as respondents from the third- and final-year students from various undergraduate programmes that employed e-learning. The instrument used in this study consisted of a set of questionnaires containing 49 question items and using five-point Likert scales. The results of the study were analysed using descriptive statistics that derived means and standard deviations. The results show that the key factors influencing the acceptance of e-learning among the students are usability, lecturer characteristics, system quality, the information provided, and available technical support. The findings also show that students' acceptance of e-learning is influenced by the benefits and usefulness of the programme and, as well, saving time and receiving course content that is simple and appropriate to the task.
47
Biemans, Harm J. A., Hans Mariën, Erik Fleur, Tanya Beliaeva, and Jan Harbers. "Students’ experiences with different learning pathways to higher professional bachelor programmes." International Journal for Research in Vocational Education and Training 7, no. 1 (April 29, 2020): 1–20. http://dx.doi.org/10.13152/10.13152/ijrvet.7.1.1.
Full textAbstract:
Context: In the Dutch educational system, different learning pathways to higher professional bachelor (or HBO) programmes have been created: the regular VET route, the general secondary education route, and continuing learning pathways (such as the Green Lyceum or GL) that combine characteristics of these two traditional routes and that are specifically designed for students who combine a relatively high cognitive level with an affinity for practical, vocation-oriented assignments. Approach: The present study aimed to compare the experiences of students coming from these three different learning pathways to HBO. 62 former GL students, 127 former middle-management VET (or MBO) students, and 81 former regular general secondary education (or HAVO) students completed an online questionnaire on their experiences in their first HBO study year and their scores on the various scales were compared. Findings: Students from the three groups were equally satisfied with their current HBO programme. The same pattern was found for perceived study success in their HBO programme. Former GL students, however, mentioned that they had been better prepared in terms of development of study skills needed in HBO. Compared with the MBO route to HBO, former GL students felt better prepared in terms of the theoretical subjects addressed in their previous educational programme. In this regard, their level of theoretical preparation was comparable to that of former HAVO students. When the vocation-oriented aspects of education were concerned, however, the GL appeared to be comparable with the MBO route to HBO (in the HAVO curriculum, vocation-oriented preparation for HBO is absent). Moreover, former HAVO students scored lower than former GL and former MBO students with respect to the extent to which they felt that they had received support in choosing a particular HBO programme in their previous educational programme.Conclusion: The GL seems to combine the advantages of MBO and HAVO programmes for this particular group of students: theoretical preparation for HBO at HAVO level combined with practical preparation at MBO level, systematic career orientation and guidance, and development of study skills required in HBO. In other words, such continuing learning pathways can be a curriculum design solution for specific student groups to promote their transition to HBO.
48
Biemans, Harm J. A., Hans Mariën, Erik Fleur, Tanya Beliaeva, and Jan Harbers. "Students’ experiences with different learning pathways to higher professional bachelor programmes." International Journal for Research in Vocational Education and Training 7, no. 1 (April 29, 2020): 1–20. http://dx.doi.org/10.13152/ijrvet.7.1.1.
Full textAbstract:
Context: In the Dutch educational system, different learning pathways to higher professional bachelor (or HBO) programmes have been created: the regular VET route, the general secondary education route, and continuing learning pathways (such as the Green Lyceum or GL) that combine characteristics of these two traditional routes and that are specifically designed for students who combine a relatively high cognitive level with an affinity for practical, vocation-oriented assignments. Approach: The present study aimed to compare the experiences of students coming from these three different learning pathways to HBO. 62 former GL students, 127 former middle-management VET (or MBO) students, and 81 former regular general secondary education (or HAVO) students completed an online questionnaire on their experiences in their first HBO study year and their scores on the various scales were compared. Findings: Students from the three groups were equally satisfied with their current HBO programme. The same pattern was found for perceived study success in their HBO programme. Former GL students, however, mentioned that they had been better prepared in terms of development of study skills needed in HBO. Compared with the MBO route to HBO, former GL students felt better prepared in terms of the theoretical subjects addressed in their previous educational programme. In this regard, their level of theoretical preparation was comparable to that of former HAVO students. When the vocation-oriented aspects of education were concerned, however, the GL appeared to be comparable with the MBO route to HBO (in the HAVO curriculum, vocation-oriented preparation for HBO is absent). Moreover, former HAVO students scored lower than former GL and former MBO students with respect to the extent to which they felt that they had received support in choosing a particular HBO programme in their previous educational programme.Conclusion: The GL seems to combine the advantages of MBO and HAVO programmes for this particular group of students: theoretical preparation for HBO at HAVO level combined with practical preparation at MBO level, systematic career orientation and guidance, and development of study skills required in HBO. In other words, such continuing learning pathways can be a curriculum design solution for specific student groups to promote their transition to HBO.
49
Waters, Susannah. "Historical resources and creative education at Glasgow School of Art." Art Libraries Journal 37, no. 3 (2012): 15–19. http://dx.doi.org/10.1017/s0307472200017557.
Full textAbstract:
The Glasgow School of Art (established 1845) has a long history of collecting publications and artefacts to support its teaching of fine art, design and architecture. The School now owns a rich resource of historical material, spread across its library, archive and museum collections and overseen by its Learning Resources department. Can this material continue to support learning and teaching in the creative disciplines in the 21st century? And what are the potential benefits for students? Over the last five years Learning Resources staff have explored these questions and developed a programme of activities to promote knowledge of this material and understanding of its potential use in fine art, design and architecture education.
50
Brodie, Jacqueline, and Renata Osowska. "Supporting entrepreneurship students’ sense of belonging in online virtual spaces." Industry and Higher Education 35, no. 4 (March 10, 2021): 353–59. http://dx.doi.org/10.1177/0950422221999264.
Full textAbstract:
Universities globally are aspiring to grow through investing in the delivery of online learning programmes. However, the attrition rate for online learning is high. It has been noted that those students with a sense of belonging to their course experience increased enjoyment and reduced anxiety and are therefore less likely to withdraw. Yet too often programme design guidance to support a sense of belonging for student communities focuses on localised, full-time and young students rather than older, globally dispersed, time-starved students such as those in the online entrepreneurship programme that is the subject of this paper. The authors explore how a sense of belonging in entrepreneurship students can be supported effectively in a virtual learning space throughout their online degree studies. The research presented adopts an interpretivist perspective and includes interviews with eight students studying a 1-year top-up degree in a UK higher education institution. The teaching and support staff interviewed were based solely in the UK. The data collected were examined using thematic analysis. The paper contributes to the debate about what a sense of belonging means in a virtual space for entrepreneurship students and identifies how such students can feel connected and supported to finish their course.