To see the other types of publications on this topic, follow the link: Extrinsic barriers to learning.
Dissertations / Theses on the topic 'Extrinsic barriers to learning'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Extrinsic barriers to learning.'
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 dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Kruger, Johanna Aletta. "Die begeleidingsrol van ouers met kinders wat leerobstruksies ondervind / Johanna Aletta Kruger." Thesis, North-West University, 2003. http://hdl.handle.net/10394/7848.
Full textAbstract:
Every person (also the learner) has a need to fulfill his full potential. To be successful in
fulfilling one's potential, the learner needs the accompaniment of an adult, as no person
can reach selfactualisation without this accompaniment. The way in which the adult
(parent) accompanies the learner, is of utmost importance. If the parent commits an
educational error by not putting the educational essences into practice, it can lead to
intrinsic barriers to learning, which manifests as learning problems, or specific
educational needs, in a learner.
Research was conducted to determine the accompaniment role of parents with children
who experience barriers to learning, in Grade 4 - 7, in the Vanderbijlpark district. The
aim was to determine the extent to which parents apply the educational essences to their
children (learners) who experience barriers to learning.
The main conclusion from the research is that the majority of parents do apply some of the
educational essences. It is clear however that some parents omit I neglect to put the
educational essences into practice, or make errors in educating their children.
Recommendations are offered with regard to ways in which parents can apply the
educational essences to their children (learners) who experience barriers to learning as
well as towards further research in this regard.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004
2
Subramanian, Sandeep. "Motor learning in stroke - role of extrinsic feedback." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119429.
Full textAbstract:
Stroke contributes significantly to the incidence of motor and cognitive impairments which in turn impact motor learning abilities. Upper limb (UL) motor recovery can be attributed to plasticity mechanisms which are thought to be engaged by rehabilitation interventions focussing on motor learning principles. Factors identified to optimize post-stroke motor recovery and learning include practice intensity, variable- and task-specific practice and motivation, environment of task-practice and provision of feedback. Feedback is sensory information provided either during or following task performance. Feedback provision has been suggested as beneficial for improving motor recovery after a stroke. However, the role of extrinsic feedback on motor learning of UL tasks post stroke is less clear. The global aim of this thesis was to examine the role of extrinsic feedback on motor learning of the UL in stroke. The thesis includes 4 manuscripts: 1 review paper and 3 experimental studies. The 1st manuscript systematically examines the role of extrinsic feedback on implicit motor learning after stroke for UL movements. The main finding was that provision of feedback is useful for individuals with UL hemiparesis post stroke to implicitly learn UL tasks with both sides and improve motor recovery. The 2nd manuscript was a retrospective study of UL movement kinematics describing movement quality while performing pointing and RTG tasks in relationship to clinical performance. Study objective was to estimate the concurrent and discriminate validity of movement pattern kinematic measures for both tasks. All movement pattern kinematic variables were found to be valid outcomes of UL motor impairment and can be used as outcomes in studies involving feedback provision. The majority of the variance in FMA scores was explained by trunk displacement for both tasks, which was the only variable that distinguished between levels of motor impairment severity. Participants with mild levels of UL hemiparesis used 33-300% more trunk displacement compared to controls performing similar tasks. The objective of the 3rd study was to evaluate the effects of feedback provision through the medium of a virtual reality environment (VE) compared to feedback provided in the real world physical environment (PE). Thirty two individuals with stroke were randomized to practice 72 pointing movements daily in either the VE or PE for 12 sessions. Participants in both groups were provided with feedback-terminal KR on error and speed and concurrent KP on trunk displacement. Assessments were carried out before, immediately after and at 3mos after task practice. VE group participants improved joint ranges of motion and increased scores on clinically measured arm use and reaching ability. The PE group improved clinical reaching ability, but also had greater trunk movement. Results suggest that there is an additional value in using VEs as media to provide feedback to enhance UL motor learning outcomes and recovery in chronic stroke.The 4th manuscript addresses the objective of whether and to what extent cognitive impairments in the chronic stage post-stroke are associated with the ability to use feedback for improving UL motor performance and movement patterns. Data from 24 participants were analyzed. Participants training in the VE tended to make faster movements and improved more in movement pattern outcomes compared to those training in the PE. PE and VE group changes were related to memory and problem solving ability. The majority of the variance in outcomes immediately after practice and at retention was explained by single factors or by a combination of memory, problem solving, mental flexibility, attention and depression. Results of this thesis suggest that task practice with feedback and attention to movement quality and presence of cognitive deficits may help ensure better motor learning outcomes related to recovery of UL post-strokeCertaines déficiences motrices et cognitives peuvent persister suite à un accident vasculaire cérébral (AVC) et avoir un impact sur les habiletés d'apprentissage moteur. La récupération motrice du membre supérieur (MS) peut être attribuée aux mécanismes de plasticité qui seront impliqués dans diverses interventions basées sur les principes d'apprentissage moteur. Les facteurs été identifiés comme étant importants pour optimiser la récupération et de l'apprentissage moteur suite à un AVC sont l'intensité, la spécificité, la motivation, l'environnement et la rétroaction. La rétroaction consiste en des informations données pendant ou après l'exécution de la tâche. Cependant, le rôle de la rétroaction extrinsèque sur l'apprentissage moteur des MS suite à un AVC est moins clair. Le but de cette thèse était d'examiner le rôle de la rétroaction extrinsèque sur l'apprentissage moteur du MS suite à un AVC. Quatre papiers ont été inclus : une revue de la littérature et 3 études expérimentales. Le premier papier consiste en une revue systématique de la littérature documentant le rôle de la rétroaction extrinsèque sur l'apprentissage moteur des MS suite à un AVC. Les résultats suggèrent que la rétroaction est utile pour permettre aux individus présentant une hémiparésie du MS suite à un AVC d'améliorer la capacité motrice des deux membres supérieurs. Le 2ième papier est une étude rétrospective sur la cinématique du MS qui décrit la relation entre la qualité du mouvement et la performance clinique. L'objectif était de vérifier la validité concurrente et discriminante de la cinématique pour les tâches de pointage et d'atteinte avec préhension. Toutes les variables cinématiques étaient valides et peuvent être utilisées dans les études avec une rétroaction. Les participants avec une hémiparésie légère au MS utilise de 33-300% plus le déplacement du tronc que les participants sains. L'objectif de la troisième étude consistait à comparer les effets d'une rétroaction dans un environnement virtuel (ER) comparativement à un environnement physique (EP). 32 individus ayant subi un AVC ont effectués 72 mouvements de pointage par jour dans un ER ou dans un EP sur 12 sessions. Tous les participants ont pu bénéficier d'une rétroaction à la fin de la session sur la précision et la vitesse ainsi qu'une rétroaction sur le déplacement du tronc durant la tâche. Une amélioration de l'amplitude articulaire a été constatée dans l'EV permettant d'augmenter le pointage à la mesure clinique de l'utilisation du bras, ainsi qu'à la tâche d'atteinte. Les participants entrainés dans l'EP ont amélioré la tâche d'atteinte et une plus grande compensation du tronc. Les résultats de cette étude suggèrent que l'utilisation d'un EV avec rétroaction permet d'améliorer l'apprentissage et la récupération motrice du MS suite à un AVC. L'objectif du dernier papier consistait à déterminer si la présence de déficiences cognitives est associée à l'habileté d'utiliser une rétroaction dans le but d'améliorer la performance motrice. Les participants entrainés dans l'EV ont démontré une tendance à effectuer des mouvements plus rapides et ont amélioré davantage leur patron de mouvement que les individus entrainés dans l'EP. Les changements obtenus dans les deux groupes (24 participants) étaient reliés à la mémoire et aux habiletés de résolution de problèmes. Une importante proportion de la variance au niveau des variables cinématiques mesurées immédiatement et 3 mois après la pratique était expliquée par un ou plusieurs facteurs : la mémoire, l'habileté à résoudre des problèmes, la flexibilité mentale, l'attention et la dépression. Les résultats de cette thèse suggèrent que la pratique d'une tâche en présence d'une rétroaction appropriée et une attention particulière à la qualité du mouvement, en présence de déficits cognitifs pourraient résulter en un meilleur apprentissage moteur lié à une meilleure récupération des MS suite à un AVC.
3
Cline, Tony. "Diversity and education : removing barriers to learning." Thesis, University of East Anglia, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410308.
Full text
4
Pollock, Susan Patricia. "Literacy barriers to learning and learner experiences." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/30847.
Full textAbstract:
This research is in two phases. The aim of phase one was to explore the school experiences of learners identified as having literacy barriers to learning. Learners were in Year 8 (age 12-13) at the start of the research and Year 9 (age 13-14) by its conclusion. A case study design and the participatory method of ‘photovoice’ was used to elicit and foreground students’ views and experiences. To date there has been little research in this field using participatory methods. Thematic analysis was used to analyse the data. Findings suggest that the student photographers’ (N=4) were keen to share both their positive and negative experiences of school and in particular the importance they placed on relationships with peers and key staff. The aim of phase two was to use students’ photos, which were developed into individual ‘experience boards’, as a tool to facilitate staff reflections on practice. Three discussion groups (N=7) were held and data were analysed using thematic analysis. Findings were viewed and discussed using the framework of Maslow’s (1943) hierarchy of needs. Staff showed a high level of empathy and a desire to interpret and reflect on the photos. The constructs of feeling safe and secure were significant themes across all discussion groups. Furthermore, the lack of photos explicitly about learning challenged staff beliefs about student experiences and enabled them to acknowledge the importance the student photographers placed on these constructs. The use of photovoice stimulated reflection and is likely to have aided staff to better understand student experiences. There are implications for educational psychology practice in relation to taking a more holistic view of understanding and supporting learners with literacy difficulties and also the use of ‘photovoice’ to elicit and foreground student views and experiences as part of consultation or at a more systemic level.
5
Tatiyakitti, Watinee, and Sirinan Soponthammakhun. "Empirical study of Critical barriers of E-learning." Thesis, Mälardalens högskola, Akademin för hållbar samhälls- och teknikutveckling, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-12655.
Full text
6
Sao, Lawrence Y. T. "Barriers to learning mathematics in rural secondary schools." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2459.
Full textAbstract:
Thesis (MEdPsych (Educational Psychology)--Stellenbosch University, 2008.The Eastern Cape Province of South Africa is predominantly rural in nature. Many schools within the province are under-resourced in terms of the minimum school equipment such as school furniture, telephones, photocopiers, learner resource material (textbooks), electricity, water ablution facilities, audiovisual equipment and, in many instances, even educators. In the light of the above, it was decided to gain a deeper understanding of the barriers that learners face in learning mathematics in grade 8 in schools in the rural areas of the Eastern Cape Province. A mixed methods research design using both quantitative and qualitative methods was employed, in order to generate data to shed light on the research question. Biographical information of the learners and educators was gained. Six schools were selected and their grade 8 mathematics learners were used in the research. The learners completed a numeracy and mathematical literacy test as well as questionnaires regarding their attitudes to mathematics and literacy. Focus group interviews were also conducted with the participants for the purposes of collaboration of information derived from the test and biographical questionnaire. From the analysis of the data collected, several possible barriers were identified. Among these are that learners exhibit attitudinal barriers towards learning mathematics, they do not make serious attempts to solve problems once they encounter difficulty. The educators seem to lack the mathematics competencies to handle their teaching. They still teach instrumentally in the way they were taught, which could constitute a barrier to the learning. The educators' interaction with the learners takes place only in the classroom time and is therefore limited. A lack of a reading culture among the learners were found. Learners therefore experience difficulties in comprehending mathematical texts because of inadequate vocabulary and reading skills. Learners experience lack of support in their home environments. Basic and prerequisite numeracy skills do not seem to have been acquired at the necessary levels in earlier grades. Various recommendations have been made for all stakeholders involved in the study – educators, caregivers, and the Department of Education in the Eastern Cape Province. The following recommendations were made for educators: they should make an effort to educate themselves on new trends in teaching methodologies. In this regard, educators should use a consistently open-ended teaching approach, accepting alternative views, leaving issues open, and encouraging independent enquiry and participation by means of learner-centred activities. Specifically, educators must refrain from teaching as an attempt to deposit knowledge in the learners through direct instructions but rather adopt the constructivist perspective. It was also recommended that to improve numeracy competency among learners, educators should not just teach mathematics or depend entirely on mathematics but be conscious of the fact that although numeracy may be taught in mathematics classes, to be learned effectively, learners must use it in a wide range of contexts at school and at home, including entertainment and sports. For caregivers, the following recommendations were made: Caregivers serve as a crucial link to their children's movement through the mathematics machinery and as such schools must find a vehicle to support and promote this partnership. Caregivers' involvement in learners' work will be a motivating factor for learners. Even if the caregivers themselves have no formal education, their mere concern and involvement in the learners' work will stimulate their interest and enhance performance. The study also recommends to the Eastern Cape Provincial Government that there is the need to provide adequate infrastructure in rural secondary schools. Furthermore, there is also the need to provide the necessary educator and learner support materials and ensure that there are enough qualified mathematics educators in the schools. It was also recommended that appropriate incentives be given to the educators of mathematics to motivate them to higher performances.
7
D'Intino, Joseph. "Barriers to Academic Success forStudents with Learning Disabilities." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=122942.
Full textAbstract:
Note:Many studies have explored the effectiveness of interventions directed towards helping highschool students with learning disabilities to achieve academic success. These studies oftenoverlook the perspectives of the students, or the common deficits among students with differentlearning disability diagnoses, when developing or implementing the interventions. This studylooked to develop a grounded theory regarding the perspectives of these students towards theirperceived barriers to academic success in addition to their perspectives regarding their resourcesfor coping. The theory is grounded upon qualitative data that were collected from participants inan academic support program for students with learning disabilities. A convenience sample wastaken from this program, which is based upon the cognitive apprenticeship model that pairsstudents with tutor mentors who help them to succeed academically. Data collection includedaudio-recorded interviews, student reflection sheets, tutor journals, and video-recorded sessions.The data were triangulated and analyzed to develop a theory designed to inform practice forschools and support programs that offer resources for students with learning disabilities. Thedevelopment of a theory based on the perspectives of the students can provide the inspiration forthe future development of potentially effective intervention programs.
8
Mack, Esmé Judy. "Psychosocial barriers to learning in a deprived environment." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/551.
Full textAbstract:
Many secondary schools in deprived environments are characterized by teenage pregnancies, drug and alcohol abuse, crime, high dropout rates, gangsterism and low pass rates. Teachers are confronted on a daily basis with learners who are exposed to barriers to learning. The purpose of this study is in line with the formulated problem, namely to: investigate the various dimensions of the relationship that exists between psychosocial barriers to learning and environmental deprivation; provide guidelines based on the findings of the research and present them as recommendations for teachers to support learners from a deprived environment who experience barriers to learning. A qualitative, exploratory, descriptive and interpretative research design was utilized to provide acceptable answers to the research problem. A literature study regarding psychosocial barriers to learning was done to explain the concept along with concepts related to environmental deprivation. This study was conducted in two phases: Phase 1 presented an exploration of the problem in the form of a single openended question: What hindrances to learning are you experiencing in your specific physical and social environment? Eight focus group interviews with learners were undertaken at a secondary school in the Nelson Mandela Metropolitan Municipality. A purposive sampling method was used. Data collection took place through open-ended interviews and Tesch’s model was used to analyse the data. After the research investigation was completed the researcher and an independent coder analyzed iv the results from the transcriptions of a voice-recorder. Guba’s model of data verification was used to ensure the trustworthiness of the data. Ethical measures were adhered to during the study. The research findings were evaluated for educational purposes. Consensus was reached between the researcher and the independent coder with regard to the identification of themes, categories and sub-categories. Phase 2 generated recommendations from the findings of Phase 1 to assist the teachers in dealing competently with learners from deprived environments. The following four themes emerged from the results which led to various conclusions: 1. A deprived home situation (relationships, abuse, no privacy, and poverty) generates barriers to learning. Neglect: no interest and a don’t care attitude of parents, no parents at home, rejection and no communication have a negative effect on the learners. Physical, sexual, alcohol and drug abuse in the home situation influence the learners negatively. No privacy: sexual behaviour of parents and overcrowding have a decisive effect on the learners. Poverty: factors such as unemployment, cannot afford school fees, no electricity and no breadwinner make the learner feel desperate and despondent. 2. A deprived school situation (social relationships, physical factors, no resources, racism and distances to school) creates barriers to learning. The following features of social relationships were identified as contributing factors to poor social relationships at school, namely: peer pressure: drugs, dropping out of school, unsafe school environment; relationships with teachers: no respect for teachers and teachers who degrade learners. The following physical factors have a detrimental effect on a learner’s progress: broken windows and roofs, lack of water, electricity and lights, the state of the school grounds, ablutions and big classes. Schools with no resources such as libraries and counselling centres contribute to the poor performance of the learners. Racism, language issues and no mixing of races are contributing factors to barriers to learning. The long distances to school, the cost of transport and the fact that they do not have time for homework affect the learners as hindrances to learning. 3. A deprived environment (with factors such as HIV/AIDS and TB, a community not conducive to learning, unsafe communities and overpopulation) causes barriers to learning. HIV/AIDS and TB, taking care of parents, tiredness, illnesses and discrimination are seen as factors that hamper learning. A community that is not conducive to learning, with a don’t care attitude and that is not very helpful, causes barriers to learning. Unsafe communities, where crime is rampant, with ineffective police services and overpopulation, where noise and loud music are the order of the day, have a negative effect on learning. 4. Learner-related factors (early pregnancies and the susceptibility of youth) create barriers to learning. Teenage pregnancies are detrimental to education where the mother must baby-sit, and is not studying, as well as sexual abuse and rape, are factors that contribute to school dropouts. Cigarettes, drugs, alcohol, taverns, discos, taxis and gangs were identified as factors contributing to learner delinquency. The conclusion was reached that learners in deprived environments are exposed to psychosocial barriers to learning. Recommendations in this regard were proposed to assist the teacher in understanding these learners and the barriers that they are exposed to on a daily basis.
9
Atitsogbui, Elena Nikolayevna. "Intrinsic and Extrinsic Motivational Factors That Influence Students? Interest in Critical Languages Learning." Diss., North Dakota State University, 2015. https://hdl.handle.net/10365/27294.
Full textAbstract:
The present study compared and analyzed intrinsic and extrinsic motivational factors that influence students? interest to learn critical language. The study was based on comparison of two intrinsic motivational factors, Interest and Choice, and three extrinsic motivational factors, Effort, Travel goals, and Professional goals, between critical language and commonly taught language learners. The study also examined the role of self-efficacy in learning critical and commonly taught languages. There were 573 students enrolled in Chinese, Japanese, Russian, French, German, and Spanish classes in the spring semester in 2013 who participated in this study. The participants attended five public universities and three liberal arts colleges.
The data was collected using the paper-based survey questionnaire. To analyze the data, the following statistical methods were applied: descriptive statistics, exploratory factor analysis, independent sample t-test, one-way ANOVA and Tukey honestly significant test, Pearson product moment correlation coefficient, and path analysis.
The results of the study indicated that extrinsic motivation was stronger for both groups of language learners, critical and commonly taught languages. The findings also proved strong correlation between Self-efficacy and the extrinsic construct Effort and the intrinsic construct Interest.
10
Raîche, Isabelle. "Observational Learning of Junior Residents During Surgery: Exploring Promoters and Barriers to Learning." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/34090.
Full textAbstract:
Surgical observation is an integral part of surgical training. Junior residents, who have limited understanding of the procedure being performed, frequently engage in observation in order to gain exposure to surgical techniques. This limited experience, and the relative lack of guidance currently provided to them, might limit their ability to learn by observing. This thesis examines learners’ perceptions of the value of surgical observation, the barriers to learning in the surgical environment, and the factors that facilitate learning within the context of the operating room. An intervention, employing predefined objectives in the form of sets of questions, was introduced and the impacts of this intervention in terms of junior residents’ attitudes toward observation were explored. Two rounds of focus groups examined learners’ perceptions: one before introducing the intervention and one after it. Transcripts from these focus groups were analyzed using a qualitative interpretative approach and focus group participants provided considerable insight into observational learning. Many barriers were identified, including logistical constraints and lack of guidance. The surgical culture, within which observation is perceived as less effective than performing the surgery itself, was also mentioned as a factor that impedes learning during observation. Following the intervention, participants felt more validated as learners in the operating room and appreciated having clear objectives when observing procedures. Participants did mention that their busy clinical obligations would likely limit their use of any educational intervention. It was also noted that interventions to promote learning through observation would have to be fully supported by their program to be used on a regular basis. In conclusion, many factors that impact learning during surgical observation were identified. While trainees felt that increased guidance for observation was helpful, the environment in which learning takes place would have to be optimized to facilitate junior trainees’ learning.
11
Doerr, Stefan 1987. "Applications of machine learning in molecular simulations : Transcending barriers." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/459000.
Full textAbstract:
Molecular dynamics has established itself over the last years as a strong tool for structure-based molecular investigation in biology. Stefan Doerr's thesis concerns the application of machine learning methods to molecular dynamics data. The goal is twofold. To improve the sampling capabilities of molecular dynamics to allow for slower and more interesting biological processes to be studied and to improve the reproducibility, accessibility and power of molecular dynamics through the development of the required software tools. A great improvement in sampling speed is achieved in this thesis through the application and development of adaptive sampling methods. These allow the computer to build a model based on knowledge gathered from previous simulations and sample the configurational space in a more intelligent manner. On the other hand, through the development of the HTMD software which provides a unified framework for molecular discovery, the reproducibility of molecular experiments is increased, the access to MD research is simplified for new scientists and experiments can be easily performed in a high-throughput manner.La dinámica molecular se ha establecido durante los últimos años como una herramienta importante para la investigación estructural molecular en biología. La tesis de Stefan Doerr trata sobre la aplicación de métodos de aprendizaje automático a datos de simulaciones de dinámica molecular. Los objetivos de la tesis son dos. La mejora de la capacidad investigadora de procesos lentos en biología mediante dinámica molecular y el aumento de la reproducibilidad, accesibilidad y potencia de la dinámica molecular a través del desarrollo de las herramientas respectivas de software. En esta tesis se expone una gran aceleración de muestreo mediante el uso de métodos de muestreo adaptativos. En estos métodos, el ordenador puede construir un modelo basado en las simulaciones y muestrear el espacio configuracional de manera más inteligente. Por otra parte, a través del desarrollo del software HTMD, que provee una estructura unificada para descubrimiento molecular, se incrementa la reproducibilidad de la investigación con simulaciones moleculares, se reduce la curva de aprendizaje de la dinámica molecular para investigadores noveles y se simplifica el trabajo con simulaciones de alto rendimient
12
Sadaghiani, Homeyra R. "Conceptual and mathematical barriers to students learning quantum mechanics." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1123878116.
Full textAbstract:
Thesis (Ph. D.)--Ohio State University, 2005.Title from first page of PDF file. Document formatted into pages; contains xvii, 321 p.; also includes graphics (some col.). Includes bibliographical references. Available online via OhioLINK's ETD Center
13
Realph, Allison Laura. "Building the learning construction organization: An exploration of barriers." Diss., Connect to online resource, 2005. http://wwwlib.umi.com/cr/colorado/fullcit?p1430202.
Full text
14
Worrall, Jackie. "Overcoming barriers to learning : educating young men in prison." Thesis, Birmingham City University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289473.
Full text
15
Cleeton, G. "Development and application of a theory of learning barriers." Thesis, Keele University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306150.
Full text
16
Jordan, Anstead Mary Elizabeth. "Teachers Perceptions of Barriers to Universal Design for Learning." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1899.
Full textAbstract:
Universal Design for Learning (UDL) has been identified as a contemporary instructional model for promoting inclusion and equitable opportunities for diverse and struggling learners. However, research regarding teachers' perceptions of UDL and its effective implementation is limited, making planning, implementing, and providing professional development difficult for administrators. Guided by the constructivist views of Vygotsky and Piaget, this qualitative case study was designed to understand teachers' knowledge and perceptions of how UDL can be used to promote equitable inclusive instruction, implementation barriers, educational applications for UDL, and perceived needs to implement UDL. Participants were teachers who had implemented UDL from a public charter school serving only students in Grades 3-11 with low incidence disabilities; 20 participated in an online survey, 7 participated in an individual interview, and 3 participated in a group interview. Data were coded and analyzed for common themes. Participants expressed resistance to change, negative impressions of UDL, and disability bias. Recommendations for administrators included strategies for implementation of UDL, periodic collection of teachers' perceptions of UDL for formative purposes, modeling UDL for teachers, monitoring teachers' lesson plans, and classroom observations. This study contributes to social change by identifying teachers' perceptions of their own knowledge, needs, and barriers to implementation of UDL in order assist administrators in effectively preparing them for delivery of instructional services to enhance learning for all diverse and struggling students.
17
Tsang, Nai-Ming. "Learning styles and associated learning barriers on a social work course in Hong Kong." Thesis, Middlesex University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.254869.
Full text
18
Plumb, Robin L. "Barriers to the implementation of the Oklahoma learning site initiative." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0330104-210405/unrestricted/PlumbR040804f.pdf.
Full textAbstract:
Thesis (Ed. D.)--East Tennessee State University, 2004.Title from electronic submission form. ETSU ETD database URN: etd-0330104-210405. Includes bibliographical references. Also available via Internet at the UMI web site.
19
Öngör, Sertac. "Lifelong Learning Strategies in Turkey/Izmir : The Purpose of Learning and Barriers to Women's Participation." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-104907.
Full textAbstract:
Lifelong learning has always been one of the most important concepts for the development and survival of humanity. In today’s globalized world, innovations in communications and information technologies have brought global interconnectedness and economic competiveness. Knowledge becomes outdated at an ever-increasing rate. Technological changes demand continuous development of innovation, skills and knowledge of the labour force to maintain a competitive advantage in the international community. Gender often plays an important role in access to lifelong learning and educational opportunity. Women experience greater disadvantage than men do, in terms of lifelong learning. They are prevented from attending education by family responsibilities or conservative ideas. To face the challenges and barriers to female’s education are essential for social inclusion, independence, equality and the labour market in any country. Izmir is an interesting location to observe in terms of women’s perceptions of lifelong learning. Turkish women have a low participation rate in the labour market even though Turkey is one of the fastest growing economies in the world. In Turkey, socially constructed norms in the society decide the appropriate behaviour of the women and most of them are housewives. The controversy between secularism and Islamic values is another issue that provides challenges and barriers to women’s access to lifelong learning.The overall aim of this thesis is to provide an understanding of women’s role in lifelong learning in Izmir, Turkey. Societal barriers and challenges women are facing to gain access to education and the labour market are of special interest of this research In examining the complex issues of beliefs, attitudes and experiences affecting women’s participation in and access to lifelong learning in Izmir, demand a research strategy drawing on the strengths of both qualitative and quantitative research methods. In the first phase, quantitative data collected in a cross-sectional survey will be analysed and further explained and elaborated in the second stage of the research through semi-structured interviews in a qualitative context. Finally, refined information from the two studies is observed simultaneously and the findings applied to the research question establishing their contribution to the objectives of the study.
20
Ali, Samnan. "E-learning implementation barriers : impact of students' individual cultural orientation on e-learning device acceptance." Thesis, University of Reading, 2017. http://centaur.reading.ac.uk/76007/.
Full textAbstract:
E-learning has been emerging for more than a decade, and institutions are increasingly adopting it to provide a better learning experience to their students. E-learning is the use of electronic means to deliver and receive education. E-learning offers a wide range of benefits (flexibility of time and space, cost effectiveness etc.), it also overcomes the shortcomings of traditional learning which has resulted in its vast adoption by the institutes. Despite its vast growth i.e. 17% per annum, the failures of e-learning are still at large. Whilst reviewing the literature concerning e-learning failures, it was identified that numerous barriers, which are hindering the promised benefits of elearning, are openly discussed in the literature. To understand these factors, the TIPEC framework, which structures e-learning barriers, was developed; to consolidate literature from the past 26 years (1990-2016). 259 papers concerning e-learning barriers, was included in the framework, to better understand the barriers that hinder e-learning implementation. TIPEC framework comprises of 68 unique e-learning implementation barriers, which were grouped into 4 main categories, i.e., Technology, Individual, Pedagogy and Enabling Conditions. This thesis focuses on understanding the impact of the e-learning student’s individual culture orientation on technology related barriers within the Individual Category. The TIPEC framework highlighted e-learning failures and motivated this thesis to provide explanations and recommendations to support more successful elearning implementation and technology adoption, i.e. by accommodating student’s individual preferences. The objective of this thesis is to identify the role of individual cultural orientation in determining student’s expectation of services being offered in an e-learning setup and his/her preference and acceptance of technological component concerning which device he/she prefers to receive specific e-learning services. For that reason, data was captured from 560 higher education students of Pakistan; where there have been a lot of initiatives taken up by the government of Pakistan in past years to improve the state of education in the country. A study was carried out using a mono method approach and quantitative methodology, using structured questionnaire, to answer three research questions. Research question 1 explains the role of education as a service and assessment of students’ perception about the quality of higher education on the basis of services being offered by the institutions. After a detail review of literature, 8 Higher Education Service (HES) quality indicators (i.e. Course content, Lecturer’s Concern for Students, Facilities, Assessment, Social Activities, Communication with University, Counselling Services and People), proposed by Kwan and Ng (1999), were selected to serve as the basis of my research experiment for question 1. These higher education services are checked for students’ preference, i.e. whether they prefer to receive these services through traditional/face to face education or via one of the six identified e-learning devices i.e. TV, Radio, Desktop, Laptop, Mobile and Tablet. Overall preference results showed that for 5 out of 8 higher education service indicators, students preferred two devices i.e. Laptop or Mobile. This suggests that students may be willing, for some services, to use e-learning devices instead of traditional face-to-face interaction. Literature suggested that attitudes towards adoption and preference of technological devices are influenced by cultural orientation. After the review of different concepts of culture i.e. national, organisation and individual culture, the phenomena of technology preference and acceptance was explored with reference to the culture at the individual level. This led to the development of second research question, i.e. does culture at the individual level play a significant role in device preference? An experiment was performed to analyse technology preference of students against the HES quality indicators proposed by Kwan and Ng, based on the cultural setting of the respondents at an individual level. Culture at the individual level was investigated by applying the Cultural Value Scale (CVSCALE), which is based on the Hofstede’s five cultural dimensions (Power Distance, Uncertainty Avoidance, Masculinity/Femininity, Individualism/Collectivism and Long term/Short term Orientation) enhanced for measurement at the individual level. Three significant clusters of culture at the individual level were found. Cluster 1 was highest in Power Distance and highest in Masculinity, and they preferred face to face learning. Cluster 2 is the highest in Uncertainty Avoidance and lowest in Power Distance preferred Mobile for learning activities. Cluster 3 students were lowest in Uncertainty Avoidance, highest in both Collectivism and Long-term Orientation, they preferred Laptop for most of the higher education service quality indicators. This answered the second research question i.e. to improve student satisfaction with his university experience, we have to keep in view their culture orientation, as their preference varies across the multiple HES quality indicators and the devices available to receive them. If we do not accommodate their individual cultural preferences, we risk reducing the student satisfaction towards the e-learning experience. Second research question led to the formulation of third research question which investigates the role of culture at the individual level in determining the factors predicting technology acceptance. The extended model of Unified Theory of Acceptance and Use of Technology (UTAUT2) was developed by Venkatesh, Thong and Xu (2012) using 8 previous technology acceptance models. This model was adapted for this study. Based on individual culture based cluster segmentation, acceptance of Laptop and mobile (the two preferred devices) for 3 significant clusters were checked. Results showed that acceptance for Laptop and Mobile significantly varied across the three cluster segments. For Cluster 2 and Cluster 3, which preferred Mobile and Laptop respectively, different combinations of variables were found to be statistically significant determinants of the student’s behavioral intention towards the use of their preferred device. Conclusion is drawn on the basis of results of three research questions and future recommendations and limitations are then mentioned in detail.
21
Upadhyay, Arvind. "Learning Barriers faced by Project Based Organizations during start up in a New Country." Thesis, Umeå University, Umeå School of Business, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-18395.
Full text
22
Hearne, Vivian. "Participation and barriers to participation in adult learning at a community college in the Western Cape: A chain-of-response model." University of the Western Cape, 2018. http://hdl.handle.net/11394/6610.
Full textAbstract:
Magister Educationis (Adult Learning and Global Change) - MEd(AL)This study investigates “why adults participate in learning activities” and “what barriers deter adults from participating in learning activities.” Learning activities can include informal learning initiatives and formal education programmes. According to Larson and Milana (2006) “the question of why some people participates in adult education and training while others don’t thus” (p. 2) is as relevant and urgent as ever as we want to make lifelong learning accessible for everybody. While working at a Community College in the Western Cape (South Africa), for the period October 2007 until June 2010, I have observed and noticed that many of the learners who entered the different programmes were all of a certain age. Many of them experienced an excess of barriers deterring them from participation in learning. For the purpose of this study, I am going to use the Chain-of-Response (COR) Model by Cross (1981a) to investigate specifically the situational barriers affecting those learners. Cross (1981a) developed the COR model. The rationale behind it was to better understand what urges people to participate in higher education or learning institutions. This model can be seen as cyclic, and involves seven steps developed by Cross (1981a) which have different impacts on the decision-making process of whether to enter or participate and persist in an adult learning course. Cross (1981a) argues that “an adult’s participation in a learning activity is not an isolated act but is the result of a complex chain of responses based on the evaluation of the position of the individual in their environment” (p. 36). Responses leading to participation tend to originate within the individual, as opposed to outside forces; it can either encourage or discourage participation in learning.
23
Ruether, Sheri. "Barriers to Teachers' Use of Environmentally-Based Education in Outdoor Classrooms." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5776.
Full textAbstract:
Numerous research studies have shown that when teachers take children outdoors to learn, children show an increase in cognitive, physical, social, and emotional skills. Few researchers have focused, however, on teachers and their decision to use the outdoors as a way of teaching. The purpose of this qualitative study was to explore whether life experiences impact a teacher's choice to not use the outdoor environment. Ham and Shuman's model of environmental education commitment and Kaplan and Kaplan's environmental cognition theory served as the conceptual frameworks for this study. The research question was designed to explore the experiences and barriers of teachers and how these experiences and barriers affected a teacher's decision to use or not use an outdoor classroom when one was available. Data were obtained using individual interviews of a purposeful sample of seven elementary teachers from a large school district in the U.S. state of Georgia who were not using outdoor classrooms at the time of the study. Themes that emerged from data analysis were lack of time in tightly controlled class schedules, lack of administrator support, lack of staff development for teachers, weather, and lack of time to research and prepare lessons. Study findings have the potential to engender positive social change by increasing insight about the barriers teachers perceive to using the natural environment in instruction. With more knowledge about such barriers, administrators may able to encourage teachers to use the natural environment as an extension of the indoor classroom to increase academic achievement and lifelong behaviors in nature among students.
24
Bartley, Jeff. "Breaking the barriers of inactivity : cycling for people with learning difficulties." Thesis, Lancaster University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428877.
Full text
25
Brown, Heather Moore. "Performance barriers to 8(a) small businesses : learning & policy implications /." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-164639/.
Full text
26
Harris, Alesha Nicole. "Perceived Barriers to Career Self-Exploration for Adults with Learning Disabilities." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:107264.
Full textAbstract:
Thesis advisor: Janet E. HelmsResearch regarding the career exploration process for adults with reading disabilities and ADHD who participate in Adult Basic Education (ABE) programs is limited. Due to a lack of career development resources in ABE programs, adults with reading disabilities and ADHD do not always have the opportunity to engage in career exploration activities that might help them make satisfying career decisions. In career development theory, self-determination is the capacity to identify personal goals and is considered crucial to overcoming barriers and making meaningful career choices. In the present study, a model was proposed and tested that examined self-determination as a mediator of the hypothesized relationships between perceived career and educational barriers and career development outcomes. Adults with reading disabilities and ADHD from ABE programs (N = 83) completed a demographic questionnaire and screening measures intended to classify them according to type of disability (i.e., reading, ADHD, and combined reading and ADHD). They also completed measures of perceived educational and career barriers, components of self-determination, and career self-efficacy. Multivariate multiple regression analyses were used to investigate hypotheses derived from the proposed model. The results revealed that experiences of perceived educational barriers, but not career barriers, were related to low levels of career decision-making self-efficacy and self-determination; the competence component of self-determination was associated with higher levels of career decision-making self-efficacy. Overall, the results suggested that self-determination partially mediated the relationship between perceived educational barriers and career decision-making self-efficacy. The findings indicate that, for ABE adults with reading disabilities and ADHD, having a sense of one’s own expertise is important for overcoming barriers and feeling confident in making career decisions. Discussions included methodological limitations and implications for practice and research
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
27
Steyn, M. G., and G. D. Kamper. "Barriers to learning in South African higher education : some photovoice perspectives." Journal for New Generation Sciences, Vol 9, Issue 1: Central University of Technology, Free State, Bloemfontein, 2011. http://hdl.handle.net/11462/582.
Full textAbstract:
Published ArticleSouth Africa underwent political reform in 1994 from an apartheid government to a democratic state. Former white universities, known for their high standards and academic excellence, experienced an influx of black students who previously were excluded from these institutions. This article reports on a study which investigated the extent of learning barriers that previously disadvantaged black students at a renowned higher education institution experience, and endeavours to determine the learning support they need in order to succeed academically. A qualitative approach was followed and data were gathered by means of focus group interviews and participants' photo portfolios. The data were interpreted with reference to recent perceptions on adult learning, particularly in the African context. Implications for higher education in general are indicated.
28
Chappell, Glenn Franklin II. "Barriers to Internet-Based Learning Systems in a Select Virginia Agricultural Population." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/25974.
Full textAbstract:
The purpose of this study was to identify the barriers Virginia agricultural producers encounter when using the Internet and their preferences when seeking information delivered via the Internet. The results are expected to provide Extension educators needed information about producer Internet use patterns and their preferences related to Internet-based learning systems.
The survey population (N = 370) consisted of Virginia agricultural producers currently known to be using the Internet as identified by the county Agricultural Extension agents. Data were collected online via an interactive, encrypted Web site and analyzed with SAS/STAT software.
The 186 usable producer responses indicated that they were predominately white (98.36%), males (82.87%) averaging 51 years of age with some college education. Their primary occupation was farm or ranch work (41.71%) with a gross value of agricultural sales of $100,000 - $249,999. Nearly 60% conducted Internet agricultural marketing activities; three quarters purchased agricultural supplies, 43.17% conduct non-agricultural Internet business, and 50% use dialup services to access the Internet. In total, 95.68% of the responding producers access the Internet at least once a week and 31.60% reported previous participation in Internet-based learning.
Producers below 30 years of age considered their lack of experience/training to be less of a barrier than older producers. Time constraints associated with job responsibilities, isolation from other program participants, and their ability to learn at a distance were seen as greater barriers by males than females. Producers listing their primary occupation as other than farming saw time constraints associated with their job as a greater barrier than those retired but still farming. Producers with a high school education generally rated barriers associated with Internet-based learning as greater obstacles than those with advanced degrees. Following an exposure to an Internet-based learning experience, no differences were observed related to the producersâ age, gender, primary occupation, and the operationâ s gross value of agricultural sales and the selected factors.
Producers making agricultural Internet purchases, perceived their motivation to participate in Internet-base learning as less of a barrier than those that did not. Generally, as the producersâ Internet use frequency increased, their perception of the barriers was reduced and those with previous Internet-based learning experience saw their ability to learn at a distance as less of a barrier than did those with no experience.
A comparison of pre- and post-exposure data, revealed time constrains associated with job responsibilities, access to instructors/specialists, feedback/instructor contact, and the motivation to participate as the greatest barriers to Internet-base learning. Differences in pre- and post-exposure assessments confirm that producersâ perception of the barriers were worse than actuality.
Extensionâ s Internet-based learning experiences should be accessible from a familiar Internet location. The learnersâ abilities and connectivity should be considered when developing systems to minimize barriers associated with these factors. Internet-based activities should be relevant to the learner. Experiences should be available in multiple formats including video, audio, print and combinations of the aforementioned. Learners should be afforded the opportunity to interact with the presenter/instructor via the most acceptable and timely means.Ph. D.
29
Lassahn, D. Eric. "A Necessary Evil?| Barriers to Transformative Learning Outcomes for Resistant Participants in Required Experiential Learning Activities." Thesis, Prescott College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3705855.
Full textAbstract:
Required experiential learning within the context of higher education is on the rise. This dissertation endeavors to expand current understandings of resistance to required experiential learning including root causes, implications, and opportunities to address and alleviate resistance. The debate regarding the merits of required service, service-learning, study abroad, and other experiential learning opportunities is examined. In addition, access to such opportunities, causes and effects of resistance that develops for some participants, and ways of addressing this phenomenon are identified. To this end, an exploration of existing literature related to required experiential learning and reluctant participation is offered. In addition to a case study of Susquehanna University’s Global Opportunities program, data for this study was gathered through research methods including focus groups and semi-structured, open-ended interview. Findings reveal a variety of causes of resistance, why resistance manifests for some students prior to required study away, and strategies that practitioners in the field of experiential education employ to address such resistance.
30
Saunders, Åhlén Tina. "Multiilingualism and Language Learning in School." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-30022.
Full textAbstract:
This thesis examines how students, aged 13-15, with a mother tongue other than Swedish, experience learning English in school. This is important since there is an increasing number of bilinguals and multilinguals learning English in schools in Sweden and around the world. Several concepts are presented and discussed that have been argued to pose barriers to bilingual and multilingual language learning. Semi-structured interviews were undertaken with ten students, aged between 13 and 15. The empirical material shows that bilingual and multilingual students usually refer to Swedish, even when their mother-tongue may be a better reference for learning English. This is because teachers commonly refer to Swedish grammar rules in attempting to clarify English grammar rules and the textbooks used to support the learning process are in Swedish. This may pose problems for the learning process, particularly for students who are not proficient in Swedish. The study also highlights the importance of diagnosing bilingual students' L1 and L2 on a regular basis to see when the optimum time is to be exposed to English language learning rather than the current approach of immersing them in English learning without considering the other language learning processes the student may be engaged in. The study also found that students commonly perceived their English to be proficient even though they had poor grades. One possible reason for this is that they manage well in their day-to-day engagement with computer games, films and social media while formal English learning, including aspects such as grammar and writing, require a different type of application. Finally, the thesis describes how important high metalinguistic awareness is for language learning and it is suggested that additional research focuses on how this conceptual understanding can be translated in practitioner tools useful for teachers. Schools need to create an environment that values and supports multilingual students’ language competence and an early national diagnostic test would help to support those conditions.
31
Hunter, Christopher W. "Identifying barriers and bridges in developing a science identity [electronic resource] /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Hunter_CWMIT2010.pdf.
Full text
32
Lam, Ka Man. "Emotional and relational barriers of organizational learning in Alliance : a case study." Thesis, University of Macau, 2008. http://umaclib3.umac.mo/record=b1872913.
Full text
33
Wang, Qifu. "A study of barriers to online learning in distance education in China." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/28966/.
Full textAbstract:
China's 'Modern Distance Education' is a government-led initiative prompted by the need to widen access to higher education and by the opportunities offered by the development of a widespread infrastructure of information and communications technologies. Distance education using television, radio and other technologies has a long history in China, but the advent of computer communications opened new possibilities for promoting educational development and the policy goal of modernisation. Distance education in China now involves online learning, to various degrees. However, the effectiveness of online courses depends on learners accessing them and using the resources provided. Does this happen? How well do learners manage their online learning? What barriers do they encounter? This thesis examines these questions through a study of adult distance learners based on analysis of a survey of 2931 learners and in-depth interviews with 21 learners and distance education experts in several locations. I find that: (1) The barriers to online learning faced by the sample learners are of seven types: communication and interaction; teaching and courses; learning resources; learning support services; external support and economic burdens; computer and network operation skills; and conditions for accessing the Internet. (2) Among the seven types of barrier, the 'communication and interaction' barrier is not only acting as the most important one faced by these learners, but also exists as a markedly independent one. (3) Improvements in 'communication and interaction' are the most effective in overcoming the other barriers and also contribute to increasing the learners' learning efficiency. This leads to the perception that working on 'communication and interaction' is very likely to be the best starting point for tackling barriers to online learning. According to these findings, I believe that if the situation of 'communication and interaction' in online learning can be improved for online learners to meet their desire for 'sociability', and once they can thus establish their own 'learning communities' and form relatively stable 'student-to-student' relationships, and 'student-to-teacher' relationships, other learning barriers will be reduced as well. Hence, I argue that we should always pay attention to making 'communication and interaction' occur effectively for online learners in the learning process. We should consider the matter of 'interaction' not only in the delivery process of teaching and tutoring as well as in learning activities, but also in the production of teaching materials and in the provision of learning materials, as well as in the building of learning environments. In a word, it is necessary to put the whole matter of 'interaction' at the core of the instructional system design for online learning.
34
Lenart, Erin Boothe. "Leadership in School Improvement: Planning and Providing for Barriers to Student Learning." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/91937.
Full textAbstract:
When it comes to improving schools, context always matters (Murphy, 2013, p. 260). School leaders are "masters at brokering" (Murphy, 2013, p. 259) change. These changes are usually through the transfer of programs, interventions, and structures that worked elsewhere and pay little regard to the conditions and context that made them work (Murphy, 2013). School improvement reform will require "substantive systemic change" (Adelman and Taylor, 2007, p. 55) that considers the "current culture of schools and intended school improvements" (Adelman and Taylor, 2007, p. 56).
This study will use a qualitative, multiple case-study methodology, a semi-structured interview protocol, and a document review to identify how school leaders in five, accredited high or mid-high poverty Virginia middle schools both identified and provided resources to address barriers to student learning. The instrumentation tool for this study was based on the learning or enabling components of the Adelman and Taylor improvement model (2008). The tool was used to qualify the school leaders' site-based school resource allocation and then analyzed for common themes. The study found that some learning or enabling supports were more represented than others. The study also found that there were three key leadership traits among school leaders who had effectively resourced the learning supports: instructional leadership; human-resource leadership; and culture and expectations leadership.
Implications from this study include the need for further research on models for school improvement that require schools and districts to identify, plan, and provide for barriers to student learning. A second implication is the need for further study on leadership traits that might exist in school leaders who not only recognize but are able to inspire the implicit and explicit need to plan and provide for overcoming barriers to student learning.Doctor of Education
The process of improving schools is important. The decision-making and school improvement structures that most schools employ is one that focuses mainly on classroom instruction with little regard to planning for students who may struggle because of outside barriers, like the effects of poverty, lack of exposure to background knowledge, or insufficient schooling and experiences. This study used a qualitative, multiple case-study methodology, a semi-structured interview protocol, and a document review to identify how school principals in five, accredited high or mid-high poverty Virginia middle schools both identified and provided resources to address barriers to student learning. The study used the learning or enabling components of the Adelman and Taylor improvement model (2008) to qualify the school leaders’ site-based school resource allocation and then analyzed them for common themes. The study found that some learning or enabling supports were more represented than others. The study also found that there were three key leadership traits among school leaders who had effectively resourced the learning supports: instructional leadership; human-resource leadership; and culture and expectations leadership.
35
Biggam, John. "Preparing for e-Learning in Higher Education : drivers, barriers and pedagogical issues." Thesis, Glasgow Caledonian University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487630.
Full text
36
WIlliams, Pearl Juanita Cherrol. "Leadership's influence on the holistic development of learners with barriers to learning." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1008194.
Full textAbstract:
The implementation of an inclusive education system in South Africa after 1994 has challenged public schools to revisit their management structures; and, in the process, it has offered learners with barriers to learning the opportunity to become independent and employable members of society – especially in disadvantaged school communities, where learners are often limited in their development because of financial constraints. However, many education policies – based on humanity, equality, social justice and accessibility – are often neglected at some schools; and this causes many learners with barriers to learning to lose heart or drop out of mainstream schools. The main aim of this study was to investigate and describe school leadership‟s management strategies to implement intervention programmes to the benefit of learners in need, since schools are required to accommodate and support all learners in partnership with the wider school community. To understand how these amendments influence disadvantaged schools, an in-depth qualitative inquiry was conducted with 10-13 different leaders, selected through purposive sampling, at each of three disadvantaged primary schools in Port Elizabeth that are directly responsible for teaching learners with barriers to learning. During the data-collection, individual interviews, group interviews and an observation were used. The process of content analysis was implemented to analyse the data. This entails coding, categorising, comparison and conclusion of the information. Four main themes emerged, namely: barriers to learning experienced in these disadvantaged schools; insufficient infrastructure in these schools; dealing with the problem at present; and possible interventions and guidelines, which were closely associated with the four sub-questions of the study – and eventually answered the research questions.
37
Adams-Gardner, Myrtle. "Psychosocial barriers to participation in adult learning and education: Applying a PsychoSocial Interaction Model." University of the Western Cape, 2018. http://hdl.handle.net/11394/6482.
Full textAbstract:
Magister Educationis (Adult Learning and Global Change) - MEd(AL)Adult learners’ perception of factors that are internal to their perceived control of their lives can be challenging to overcome when making a decision to participate in learning. There are complex relationships between psychological, and social barriers to participation in adult learning. Psychosocial barriers can deter adults’ participation in learning programmes. Understanding the nature of such barriers can enable policymakers, educators and adult learners create strategies to reduce such barriers in order to increase adults’ participation in adult learning. This study investigated the research question: What are adult learners’ perceptions of psycho-social factors that undermine participation in adult education and learning? The psycho-social interaction model adopted as a conceptual framework allowed the study to contextualise and analyse the effects of socio-economic status on the adult learner’s decision and readiness to participate. The model provided the broad segments of the adult learners’ pre-adulthood and adulthood learning years and through a thematic analysis attempted to analyse psychosocial factors that emerged as barriers to participatory behaviour in learning. An interview guide was used during a semi-structured interview. The study investigated a group of adult learners attending a non-formal learning programme in Central Johannesburg, South Africa. The selection of participants included 6 males and 4 females between 21 years to 49 years of age. The study findings showed that the adult learners’ perceptions of family support as well as the learning environment support are key enabling factors, which assist the adult learner to develop learning capabilities. Negative experiences with prior schooling was also described as a psychosocial barrier to participation. Age was a socio-economic variable that influenced the type of stimuli participants identified as a psycho-social factor which influenced their decision to take up further learning. Adult learners felt confident to successfully complete their current and future studies however perceived their learning press as a motivating factor that impacted their decision to participate. Findings also suggested that experiences of adult learners are unique to their specific context and educational planning can integrate ways to address enhancement of learning experiences for a diverse learner audience in non-formal learning programmes. The study concluded that while adult learners acquire social competencies through accessing nonformal programmes, further learning support is necessary to overcome the social and psychological complexities needed to develop basic academic learning capabilities.
38
Sun, (Peter) Yih-Tong. "A method for assessing and developing features of a learning organization." The University of Waikato, 2006. http://hdl.handle.net/10289/2619.
Full textAbstract:
The primary objective of this thesis is to evolve a method for assessing and developing features of a learning organization . To fulfill this, I approached the thesis by examining several research questions and using multiple research methodologies. The research questions were not all established at the outset. Rather, they evolved as features of a journey down a road less traveled. With this journey came the decision to write the thesis in the first person. The first research question was Q1: What will bridge the divide between organizational learning and the learning organization? By reviewing the extant literature on organizational learning and the learning organization, I developed a theoretical framework that linked these two streams. The framework suggests that the extent of divide between the two streams is determined by the extent of learning transfer. The learning transfer is affected by the learning barriers operating at the levels of learning (i.e., individuals, groups, and organizational). This led me to my second research question Q2: What are these barriers to learning transfer and how do they impact the levels of learning in the organization? I cumulated the dispersed literature on learning barriers, and synthesized the learning barriers into five key dimensions: Intrapersonal, relational, cultural, structural, and societal. I then used the Delphi technique on 17 individuals to investigate the impact of the learning barriers on the levels of learning. This generated two additional research questions. The third research question was Q3: How do individuals initiate a double-loop change? This deals with the little researched area of initiation of double-loop change whilst engaging with the interfaces at the levels of learning. I used multiple case studies to examine this question and found that individuals transit through four distinct stages when initiating double-loop change: 'embedded', 'embedded discomfited', 'scripted', and 'unscripted'. Once double-loop learning has been initiated at the individual level, it is important that it is transferred across the organization. Therefore, my fourth research question was Q4: How does a new shared understanding for a double-loop change develop across the organization? I did an in-depth, single case based investigation of an organization. Using Identity and Complexity theory perspectives, I tracked the evolving new shared understanding through four phases: de-identification phase, situated re-identification phase, transition phase, and identification with core ideology phase. The key insights from examining these research questions, particularly insights from examining Q3 and Q4, enabled me to suggest nine key organizational interventions necessary to overcome the learning barriers and develop a learning organization: Identifying, developing, and dispersing double-loop mastery; Enabling constructive contradictions; Creating a superordinate organizational identity; Building emotional intelligence (in individuals and groups); Ambidextrous leadership; Strategic support for experimentation; Promoting 'systems doing'; Accessibility of valid information; Institutionalizing scanning across industry boundaries. When these nine organizational interventions are implemented, they produce five new learning organization orientations: genetic diversity, organizational ideology, organizational dualism, organizational coupling, and strategic play. These five new learning organizational orientations provide the archetypes of the learning organization. I then developed an instrument to assess these five new orientations, and did a preliminary testing of the instrument. While aspects of my work overlaid with previous knowledge, new advances in knowledge were established by: Postulating a link between the streams of organizational learning and learning organization Synthesizing learning barriers into the five key dimensions, and investigating their impact on the levels of learning Understanding the stages of double-loop learning initiation by an individual, whilst engaging with the interfaces at the levels of learning Understanding the process of a new shared understanding evolving Postulating five new orientations of the learning organization
39
Bashiruddin, Muhammad, Abdul Basit, and Muhammad Naeem. "Barriers to the implementation of E-learning system with focus on organizational culture." Thesis, Mälardalen University, School of Sustainable Development of Society and Technology, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-9923.
Full textAbstract:
Title: Barriers to the implementation of E-learning system with focus on organizational culture
Introduction: Nowadays, Information Technology has become a necessity for businesses not only to gain competitive advantage but also to survive. Strategic use of new educational technologies can enhance learning and teaching process. In order to stay viable in this intense competitive environment, providers of education and trainings have developed efficient and effective learning environment, called E-learning. However with the success there also exist barriers containing the cultural aspects of the organizations throughout the implementation process.
Purpose: The purpose of this research is to describe and analyze critical factors which may affect the implementation of E-learning system with a special focus on organizational culture.
Research Question: What are the critical barriers of implementing E-learning system and what is the role of organizational culture in successful implementation of E-learning system?
Research design: This research is based on a qualitative approach and based on secondary data collection method. The required literature has been obtained by searching Mälardalen University’s library. Furthermore, authors have used online library (ebrary) as well as other libraries’ databases such as Elin, Emerald, Eric and EBSCO. Reference books from university library were also used in the course of the research. The data has been extracted from articles which are title base keywords search criteria were used for searching articles. Our research is exploratory and based on the Interactive model which consists of three activities which are data reduction, data display, and conclusion. Research analysis emphasizes more on comparing various authors’ view to analyze and describe the critical barriers and role of organizational culture to successfully employ E-learning system in organizations.
Target audience: This research provides a general guidance to the readers and organizations interested in E-learning initiative and for those who have already implemented E-learning.
Conclusion: This research elicited and examined a number of various points of views about the barriers of implementing E-learning system in organizations. Within organization, bridging education is challenging if the organizational culture is unwilling to accept an E-learning initiative. Finally it was suggested that by behavioral change and by motivating the employees can new vitality and momentum can be brought for implementation success. Organization should underpin their implementation strategy of E-learning system proactively to reap the maximum benefits.
40
Edwards, Angela. "Barriers to learning groups in the post-compulsory in-service teacher education classroom." Thesis, University of Manchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518524.
Full text
41
Bahou, Lena. "Student (dis)-engagement in post-war Lebanon : barriers and pathways in school learning." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708584.
Full text
42
McCready, John Edward. "Using technology to overcome barriers to the Accreditation of Prior Experiential Learning (APEL)." Thesis, Open University, 2018. http://oro.open.ac.uk/54245/.
Full textAbstract:
There is an extensive range of positive rhetoric concerning the Accreditation of Prior Experiential Learning (APEL) and its many benefits for awarding credit in recognition of one’s experience. However, it still remains very much a marginal activity within many institutions. This study investigates the nature of any existing barriers to the greater take-up of APEL and explores whether technology could play some part in overcoming them. The existence and nature of barriers to wider APEL take-up is under-represented in the literature. This action research study uses qualitative methods to develop a case study within a single UK college of further and higher education. The research design included a focus group for student feedback, semi-structured interviews for staff feedback and the development and testing of a technology solution comprising a website and software application. The study found clear evidence of the existence of a range of barriers affecting the wider uptake of APEL and established several ways in which the technology used did help or could help overcome these barriers. The role of the tutor within the APEL process is of great importance, whether the system used is paper-based or technology based, and further training and support were found to be necessary to ensure that all staff were consistent in the application of the APEL process. Although this is a small-scale study in a single institution, it is typical of other institutions. Further research into the wider range of barriers identified and further development of appropriate technology solutions could help a larger proportion of people in employment to gain credit for the skills and knowledge they have developed through their work, as they seek to complement their practical experience with formal education and gain recognition for this experience though an institution’s APEL process.
43
Dakada, Alinda. "Teachers’ experiences in identifying learners with learning barriers in a Full Service School." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/6147.
Full textAbstract:
This study investigates teachers‟ experiences in identifying learners with learning barriers in one primary school in the East London District. It focuses on diversity and inclusive education as well as practices and procedures within the school. This is a phenomenological study conceptualized in terms of social constructivism(Leatherman, 2007), Kurt Lewin‟s Field Theory(Neill, 2004) and ecological systems theory(Maddock, 2000).The literature review encompasses four focal points: conceptualisation of inclusive education, inclusive education in South Africa, policy implementation, and lessons learned from inclusive education implementation both internationally and in South Africa. A qualitative research method is employed in this study through the use of semistructured interviews and observations. The findings are analysed using content analysis. The key findings of this might help the teachers working in full service or mainstream schools to have a good understanding and a sense of what diversity and inclusive education entails. The findings might attempt to examine how educators manage inclusion in the classroom, their competencies and the strategies they need in order to be competent inclusive teachers. Recommendations are developed that point to how practices could be put in place to facilitate an effective implementation strategy for the development of an inclusive education system.
44
Young, Diane Killough. "Teachers' Perceived Barriers to Technology Integration as Prescribed by 21st Century Learning Skills." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1041.
Full textAbstract:
Technology is a learning and teaching tool that enhances students' communication, innovation, and critical thinking skills, also known as 21st century learning goals. Successfully using technology in the classroom to promote these learning goals, however, has presented some challenges for teachers. While research has identified a variety of obstacles that prevent teachers from using technology, little investigation has been done on the barriers of technology integration as related to 21st century learning goals. The purpose of this qualitative case study was to examine teachers' perceived barriers to technology integration related to 21 st century learning goals. Guided by a conceptual framework that posited a relationship between the digital divide and students' learning, the research questions in this study investigated teachers' perceived barriers to technology integration. Twenty-three elementary school teachers from a local school district completed an open-ended questionnaire, and 6 of the teachers participated in interviews to gather data to investigate the problem. Coding using the constant comparative analysis was the primary strategy for data analysis. Findings indicated that teachers perceived a lack of technology resources to allow students individual access to technology as the primary obstacle to technology integration. These findings led to the implementation of a program for to allow students to bring their own technology to school. Social change resulting from this study could include a transformation of teachers' instructional practices and student learning; this transformation might, in turn, affect student achievement of 21st century learning goals.
45
Maduane, Leshabela Herbert. "Barriers to geography learning and teaching in grade 12 in the Limpopo Province." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1537.
Full textAbstract:
Thesis (Ph. D. (Education)) -- University of Limpopo, 2016The purpose of this research was to investigate teachers’ professional proficiency in terms of geography as a subject and English as the language of learning and teaching, the level of difficulty of the textbooks in terms of their difficulty of terminologies and structure, and the impact of code-switching from LoLT into local African languages on learners’ growth in geographical terminologies and communicativeness in English thinking in geography. These issues were considered by the researcher as barriers to learning and teaching of geography in grade 12 in the Limpopo Province. For the investigation of the barriers, the researcher chose research design comprising qualitative, quantitative, explorative and descriptive approaches pertinent to the study. The central figure in the investigation was the learner; the study was underpinned by the constructivist approach. The researcher considered triangulation of methods when gathering data due to the comprehensiveness of the sought data. The method employed was to gather literature on similar studies conducted by scholars elsewhere to shed light to the researcher of the problem under investigation. Structured questionnaires, semi-structured interviews, participant observations were used to collect data on focal learning and teaching activities. The researcher was keen in determining how teachers employed their preferred methods of teaching geography and the attitudes and perceptions of the learners to the activities that were part of the lessons. The researcher involved (n=16) subject teachers, and administered a 20-item questionnaire to learners. (n=407) responded to a 15-item questionnaire. Curriculum teachers (n=10) were interviewed separately from the pool of the said (n=16), subject advisers (n=2) were interviewed to provide first-hand experience. The findings affirmed that there was poor professional proficiency; textbooks were a recognized learning barrier to second language English learners in terms of the difficulty of the language which was linked to geographical concepts coined in English, teachers’ lack of linguistic competence in LoLT to supplement the difficult textbooks. The result was that this led to resorting to code-switching that deprived learners of practice in the language to attain effective learning and good performance in examinations.
46
Haynes, Cliff. "Benefits for Faculty and Staff Members Involved in Residential Learning Communities." Thesis, Virginia Tech, 2004. http://hdl.handle.net/10919/33257.
Full textAbstract:
Research suggests that residential learning communities (RLCs) provide benefits for members of those communities. Although much research has been done on benefits for students in RLCs, there has been little research done on the benefits for faculty and student affairs staff members involved in RLCs. An unexplored dimension in both these areas is a comparison of the intrinsic and extrinsic benefits for faculty and staff members involved in RLCs. The present study was designed to address this gap in the existing literature on RLCs.
The purpose of this study was to identify the benefits faculty members and student affairs staff members gain from being involved in RLCs and explore any differences between the two groups. Data were collected by administering the Residential Learning Community Faculty and Staff Benefits Survey to faculty and staff members involved in RLCs at institutions listed in the Association of College and University Housing Officers-International Institutional Database as offering learning communities.
Results revealed that faculty and staff members report gaining intrinsic benefits more often that extrinsic benefits from their involvement in residential learning communities. The results also indicated statistically significant difference between faculty members and student affairs staff members on 2 of the 30 benefits examined. Student affairs staff members were more likely to have received opportunities to participate in professional conference presentations than their faculty member counterparts, while faculty members were more likely to have shared research interests with students outside of the classroom than their student affairs staff member counterparts.Master of Arts
47
Hill, Rosemary. "Human resource development in small and medium-sized enterprises : barriers to National HRD." Thesis, Nottingham Trent University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341265.
Full text
48
Kruger, Hilda. "Intra-organisational information and knowledge sharing : exploring persistent barriers." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/1981.
Full textAbstract:
Thesis (MA (Information Science))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: When studying information and knowledge management case studies, it becomes evident that barriers to information and knowledge sharing persist, even in organisations that are lauded for their IKM initiatives. This study set out to probe why this is the case. To this end the study explored persistent barriers to information and knowledge sharing through an investigation of a Most Admired Knowledge Enterprise (MAKE) award winning organisation. It was predicted that the persistent barriers would correspond to the characteristics of organisations as complex social systems. Results indicated that the persistent barriers identified in the MAKE award winning organisation mirror the characteristics of complex social systems. The findings suggest one possible explanation for the persistence of barriers to information and knowledge sharing, namely that these barriers are rooted in the nature of organisations as complex systems. Viewing poor information and knowledge flows through a complex social systems lens draws attention to the ‘wicked’ nature of the issue, i.e. the reality that persistent barriers form interacting meshes that can at best be mitigated but not eliminated. Also, viewing persistent barriers as inherent in organisations suggest alternative ways of attending to these barriers.
AFRIKAANSE OPSOMMING: ‘n Oorsig van inligting- en kennisbestuur (IKB) gevallestudies wys duidelik dat hindernisse tot inligting- en kennisdeling gedurig volhou, selfs in organisasies met hoogs aangeskrewe IKB inisiatiewe. Die oogmerk van hierdie studie was om vas te stel waarom dit so is. Die studie het daarom hardnekkig volhoudende hindernisse tot inligting- en kennisdeling binne ‘n erkende Most Admired Knowledge Enterprise (MAKE) organisasie ondersoek. Dit is voorspel dat die volhoudende hindernisse sou ooreenstem met eienskappe van organisasies as komplekse sosiale stelsels. Die bevindinge het gewys dat volhoudende hindernisse wat binne die erkende MAKE organisasie identifiseer is, wel die eienskappe van komplekse sosiale stelsels weerspieël. Die bevindinge wys op een moontlike verklaring vir die hardnekkig volhoudende bestaan van hindernisse tot inligting- en kennisdeling, naamlik dat hierdie hindernisse spruit uit die aard van organisasies as komplekse stelsels. Deur na suboptimale inligting- en kennisvloei deur die lens van ‘n komplekse sosiale stelsel te kyk, word die ‘wicked’ aard van die probleem uitgewys, dit wil sê ‘n realiteit waar volhoudende hindernisse interaktiewe strikke vorm wat bloot aangespreek, maar nie elimineer kan word nie. Alternatiewe maniere word voorgestel hoe sulke hindernisse aangepak kan word.
49
Evans, Karen Elizabeth. "'Benign neglect' : towards an understanding of the cultural enablers and barriers to learning transfer." Thesis, University of Leicester, 2012. http://hdl.handle.net/2381/10953.
Full textAbstract:
This study explores the ways in which organisational culture affects the transfer of learning. Much of the research in this area has focussed on the transfer of learning from formal training courses taking a positivist approach to examine specific influencing factors. This study takes a wider view exploring learning transfer through the lens of organisational culture. This study also takes a more holistic view of learning, exploring the ways in which current models of transfer might apply to both formal and informal types of learning. The study focuses on the UK civil service, as a sector not yet considered by the literature. The methodology takes a social constructionist approach and uses qualitative research methods to build a contextualised view of learning transfer, using individuals’ perceptions of their organisations. A series of one to one and group interviews were used to gather data from three samples groups. A system of thematic analysis was chosen to identify a variety of categories and themes for analysis. The study concludes that existing models of transfer do not reflect the complex and iterative nature of learning transferred from a wider range of learning experiences. It also concludes that in the civil service a transfer-supportive culture relies on the creation of a supportive ethos that encourages transfer through sub-cultures and informal practices, rather than imposed formal systems and active line management practices. The success of these informal practices is because they reflect more closely the cultural assumptions learners. This study recognises that this approach is dependent on a positive individual disposition towards learning and a management practice of benign neglect. By taking a holistic approach to learning and a wider perspective of organisational influences, via the lens of organisational culture, this study has added to our understanding of learning transfer beyond existing models.
50
Takalani, Tshisikhawe. "Barriers to e-learning amongst postgraduate black students in higher education in South Africa." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/3114.
Full textAbstract:
Thesis (MPhil (Information Science))--Stellenbosch University, 2008.Computer literacy plays a major role in today’s education system. The South African Department of Education has included computer literacy to be one of the subjects from primary school education. The purpose of this study is to identify barriers of e-learning amongst postgraduate black students in higher education in South Africa. Most of the higher education institutions in South Africa have introduced the e-learning method as one of the mediums of instruction in offering courses at their institutions. For some higher education institutions, e-learning has proven to be a good teaching and learning method and for some it has been a problem from the implementation phase. There are some factors that have not been identified as barriers for e-learning to take place successfully. By identifying those factors it will bring more benefit to those higher education institutions that are finding e-learning a delight to work with. The institutions that are battling with e-learning may find solutions on how to successfully implement and get benefits from e-learning. This study will identify the challenges that learners, instructors and course developers experience on the e-learning path. Solutions to the challenges experienced in the South African higher education system may serve in promoting e-learning to higher education institutions and corporate organisations in the country. Traditional learners may also be motivated and encouraged to give e-learning a try. As a country, South Africa is exposed to challenges like poverty and increased unemployment rate; education may serve as a tool in addressing the challenges. The country shows success in distance education, many working people have managed to develop their skills and qualification through distance education. It is a challenge for government and higher education institutions to make elearning work in the South African education system. Identifying and eliminating barriers to e-learning may give the South African education system a chance to embrace elearning in the same way it did to traditional learning, or even more.