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Lee, Stella. "Design of a learner-directed e-learning model." Thesis, University of Hertfordshire, 2014. http://hdl.handle.net/2299/13894.
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How can one create online educational material that support and motivate students in guiding their own learning and make meaningful instructional decisions? One of the main focuses on designing e-learning is about creating an environment where learners can actively assume control and take responsibility for their own learning with little or no guidance from the tutors. This research aims to discover a new way to design learning that would cater to individual choices and preferences. The idea goes beyond learner-centred design; it is about learner control and direction. As an option, learners should be able to choose to be in the driver’s seat, to direct their own learning journey. As a starting point, this research explores the use of two educational theories - Experiential Learning Theory (ELT) and Self-Regulated Learning (SRL) theory as the underpinning instructional design for a Learner-Directed Model to support students’ online learning in both domain knowledge and meta knowledge in the subject of computer programming. One unit material from an online Introduction to Java Programming course has been redesigned based on the proposed Learner-Directed Model for the experimental design study. The study involved a total of 35 participants divided randomly into one Experimental Group and one Control Group. They were assigned to either a Learner-Directed Model (Experimental Group) or a linear model (Control Group). Pre/post tests, survey, follow-up interview as well as log file analysis were instruments used for assessing students’ domain knowledge, meta knowledge and their attitudes for their overall learning experience. Learning experience is further broken down into perceived ease of use and user satisfaction; system usability; learner experience; and perceived controllability. The results of the study have revealed that there is statistically significant difference between the survey results for the Experimental Group and the Control Group. The Experimental Group reported a higher level of overall learning experience and better attitudes in general. However, there was no statistically significant difference existing between the two groups on the domain and meta level knowledge improvement. Based on these results, I have proposed further research directions and put forward a number of recommendations and suggestions on learner-directed e-learning design.
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Behrendt, Marc E. "It is an Experience, Not a Lesson: The Nature of High School Students' Experiences at a Biological Field Station." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1388769652.
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Marks, Jonathan Tresman. "Kolb Interrupted : An investigation into students' experience of an experiential learning approach to entrepreneurship education." Doctoral thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/6884.
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Entrepreneurial activity is widely regarded as a primary driver of socio-economic development. Alongside structural and systemic support, entrepreneurship education is a critical factor in improving entrepreneurial activity. While entrepreneurship education initiatives abound, little is understood about the effectiveness and pedagogical basis of these programmes, especially from the perspective of the student. This thesis focuses on a case study of a South African programme of entrepreneurship education designed around Kolb's Experiential Learning Cycle. The research employs a phenomenographic framework to identify the qualitatively different ways in which students experience this experiential learning approach to entrepreneurship education. This research shows that students' ways of experiencing learning can be characterised in one of two ways; a superficial way of experiencing learning in which students takes on a less sophisticated and surface view of learning, and an immersed way of experiencing learning in which students' engage in a deep and sophisticated manner. These ways of experiencing learning suggest two ways in which Kolb's Experiential Learning Cycle is interrupted; firstly, at the point of concrete experience, and secondly, at the point of reflective observation. This study makes a contribution to knowledge by examining experiential learning from the perspective of the student, and shows how programmes of entrepreneurship education can be better designed, in order to have an impact on entrepreneurial activity and socio-economic development.
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Jones, Elizabeth K. "The Effects of Matching/mismatching Learning Style and Learning Task on Academic Self-efficacy in College Students." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/457.
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The problem under investigation in this study is whether or not matching or mismatching learning style to learning style task has an effect on students’ perceptions of academic self-efficacy and self-efficacy for self-regulated learning. Sixty-eight undergraduate and graduate students over the age of 18 participated (males: N= 14 and females: N=54). The students were selected into two groups (matched; N=34 and mismatched; N=34). Participants in the matched group were given a free-writing task that matched their most preferred learning style as determined by the Kolb Learning Style Inventory. Participants in the mismatched group were given a free-writing task that matched their least preferred style of learning. Immediately after, participants were asked to rate their perceptions of academic self-efficacy and self-efficacy for self-regulated learning. There was a significant main effect for group and learning task on perceptions of self-efficacy; t(63.74)=2.10, p=.04. The educational implications of these findings are that teachers need to be sure that students’ learning style needs are being met in the classroom or else it could negatively effect perceptions of self-efficacy, and thus future learning.
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Pickens, James F. "Experiential learning as a method of teaching personnel policy to managers a test of Kolb's theory /." Access abstract and link to full text, 1988. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8809273.
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Harpel, Rachael A. "Using Kolb's Experiential Learning Cycle as a Guide for Understanding Critical Values in a Clinical Laboratory." Defiance College / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=def1281549976.
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Alcorn, Christopher G. "Improving Student Knowledge Through Experiential Learning - A Hands-On Statics Lab at Virginia Tech." Master's thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/37134.
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Improving Student Knowledge through Experiential Learning â A Hands-On Statics Lab at Virginia Tech
By:
Christopher G. Alcorn
It has been well documented that humans learn better through a combination of hearing, seeing, and hands-on experience than through hearing and seeing alone. Despite these findings, the majority of college instruction is through lecture. This research seeks to improve the quality of structural education for students in Building Construction, Architecture, and Engineering by allowing them to test theoretical structural concepts in a hands-on, lab environment that parallels their statics lecture class. The paper provides a background on the experiential learning approach, presents examples of others engaged in similar research, discusses the details of developing the experience-based lab class, describes the labs and their structure, and summarizes the outcome of this model class. Lessons learned, including which type of student might benefit most from the experiential learning format and shortcomings of applying the experiential learning model are discussed along with recommendations for future work. An appendix at the end of the paper displays the workbook developed to teach the class as well as pictures of the labs in action and costs of lab equipment. This project is a part of a multi-college initiative at Virginia Tech to develop a three-lab sequence to parallel Statics, Mechanics of Deformable Bodies, and Mechanical Behavior.Master of Science
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Andersson, Therese, and Theresé Eriksson. "Kardborreband för kommunikation : – En studie om hur AKK och upplevelsebaserat lärande kan främja elevernas kommunikation i träningsskolan." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-31734.
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Vi har genomfört en kvalitativ intervjustudie som är inspirerad av fenomenologin. 14 verksamma lärare inom grundsärskolans inriktning träningsskola deltog i studien. Samtliga arbetade med olika former av AKK och upplevelsebaserat lärande. Syftet med studien var att beskriva och analysera hur 14 verksamma lärare i grundsärskolan, inriktning träningsskola, upplevde att AKK och upplevelsebaserat lärande kunde främja elevernas kommunikation och vara möjliga vägar till att nå målen i ämnesområdet kommunikation. Det framkom i resultatet att elevernas kommunikation, inom deltagarnas respektive skolor, till stor del bestod av samspel och olika former av AKK. Samtliga deltagare menade att upplevelsebaserat lärande var en förutsättning i deras undervisning för att ha något att kommunicera om då deras elever hade relativt få upplevelser för sin ålder. Eleverna hade också nedsatt förmåga till abstrakt tänkande och därför fanns behov av konkreta arbetsformer. Kombinationen av olika former av AKK och upplevelsebaserat lärande innebar att deltagarna kunde klä upplevelserna och deras naturliga sammanhang i ord vilket främjade elevernas kommunikation. Resultatet av studien ledde fram till flera slutsatser varav den främsta var att samtliga deltagare upplevde att både AKK och upplevelsebaserat lärande var förutsättningar för att främja elevernas kommunikation och för att nå målen i ämnesområdet. AKK och upplevelsebaserat lärande ansågs med andra ord inte bara främja kommunikationen och vara möjliga vägar mot målen utan ansågs dessutom vara nödvändiga förutsättningar i träningsskolan
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Grinnell, Lynn D. "A qualitative exploration of reflective thinking in experiential learning debriefings." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000627.
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Pickworth, Glynis Ellen. "An integration of the theories of JL Holland and DA Kolb a theoretical and empirical study of vocational personality and learning style types /." Thesis, Pretoria : [s.n.], 1997. http://upetd.up.ac.za/thesis/available/etd-03012007-133156.
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Mattos, Guilherme. "Análise sobre a aprendizagem dos empreendedores sociais brasileiros : uma pesquisa à luz da Experiental Learning Theory." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/171362.
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Os empreendedores sociais são protagonistas na abordagem de problemas sociais no Brasil. Contudo, mesmo com esse destaque, pouco ainda se sabe sobre as particularidades desses profissionais. A aprendizagem desses indivíduos é um dos assuntos que carecem da atenção dos acadêmicos. Desse modo, uma das teorias que oportuniza análises a respeito da aprendizagem desses indivíduos é a Experiential Learning Theory (ELT) de Kolb (1984), que relata que a aprendizagem é o processo de criação de conhecimentos a partir da transformação das experiências do indivíduo. Um dos subprodutos da ELT é o conceito dos estilos de aprendizagem: traços pessoais que servem como indicadores de como os indivíduos percebem, interagem e respondem aos ambientes de aprendizagem. Para Alonso et al. (1997), existem quatro diferentes tipos de estilos de aprendizagem: o pragmático, o teórico, o ativo e o reflexivo. Assim, os autores elaboraram o instrumento Cuestionario Honey y Alonso sobre Estilos de Aprendizaje (CHAEA) para verificarem os estilos de aprendizagem dos indivíduos e realizarem análises relativas ao assunto. Dessa forma, a presente pesquisa se propôs a analisar a aprendizagem dos empreendedores sociais brasileiros à luz da Experiential Learning Theory, utilizando, para isso, o instrumento CHAEA. Primeiramente, os 90 empreendedores sociais brasileiros pesquisados tiveram seus estilos de aprendizagem verificados e os resultados foram analisados por meio de análises estatísticas univariadas e bivariadas. Assim, foi constatado que o estilo pragmático, o estilo teórico, o estilo ativo e o estilo reflexivo somam, respectivamente, 36,7%, 31,1%, 24,4%, e 7,8% da preferência geral dos pesquisados. Num segundo momento, particularidades e tendências relativas à aprendizagem desses indivíduos foram discutidas, e hipóteses foram produzidas. Essas hipóteses oferecem margem para o desenvolvimento de novos estudos relacionados ao tema. É indicado que as futuras pesquisas procurem trabalhar com amostras mais numerosas e com outros tipos de análises estatísticas. À parte das descobertas em relação à aprendizagem dos pesquisados e das hipóteses desenvolvidas, esta pesquisa também teve outro desdobramento relacionado ao estudo do empreendedorismo social no Brasil: o delineamento do perfil do empreendedor social brasileiro. Foi encontrado que esse indivíduo se caracteriza, majoritariamente, por ser identificado com o gênero masculino, ser jovem, declarar-se da raça ou cor branca, possuir alto grau de escolaridade e estar envolvido há pouco tempo com iniciativas sociais. O perfil constatado corrobora o perfil encontrado por outros autores e traz maior solidez para a discussão do tema. De forma geral, esta pesquisa colaborou para o avanço das pesquisas relativas ao empreendedorismo social e à aprendizagem experiencial no Brasil. Também foi viabilizada para os empreendedores sociais brasileiros participantes a oportunidade de verificarem seus estilos de aprendizagem e, assim, entenderem melhor suas próprias particularidades quanto à aprendizagem. Por último, destaca-se a contribuição para com instituições voltadas à educação, que por meio dos resultados desta pesquisa poderão aprimorar seus cursos direcionados aos empreendedores sociais.Social entrepreneurs are central figures in addressing societal problems in Brazil. Nevertheless, despite the spotlights being pointed on these individuals, little is known about their particularities. Their learning process, for instance, is a subject lacking academic research. Therefore, one way to analyze their learning process is through the Experiential Learning Theory (ELT) present by Kolb (1984), which says that learning is the process whereby knowledge is created through the transformation of experience. One of the ELT's sub-products is the learning styles concept, which suggests that personal traits work as indicators of how someone perceives, interacts and responds to learning environments. Alonso et al. (1997) proposed four different learning styles: pragmatist, theorist, activist and reflector. As a result, the authors created the survey Cuestionario Honey y Alonso sobre Estilos de Aprendizaje (CHAEA) to verify someone's learning style and to carry out analysis about their learning process. Thus, the present research aims to analyze Brazilian social entrepreneurs' learning process in the light of the Experiential Learning Theory, using, to that end, the CHAEA survey. Primarily, the 90 Brazilian social entrepreneurs studied in this research had their learning styles verified and their results analyzed through univariate and bivariate techniques. Thus, it was determined that the pragmatist style, the theorist style, the activist style and the reflector style represented, respectively, 36.7%, 31.1%, 24.4%, and 7.8% of the participant’s general preference. Secondly, particularities and tendencies regarding the Brazilian social entrepreneurs studied were discussed, and hypotheses were produced. This hypotheses offer a clear research path to anyone interested in developing new studies about the subject. It is indicated for future researches to work with larger samples and with other types of statistical analysis. Besides the discoveries regarding the participant's learning process and the hypotheses developed, this research also presented other outcome related to social entrepreneurship studies in Brazil: the establishment of the Brazilian social entrepreneur profile. It was found that these individuals are characterized, mostly, by recognizing themselves as males, by being young, by declaring themselves as white individuals, by possessing a high schooling level and by getting involved recently with social enterprises. The profile formed supports profiles described by other authors in their researches and brings a meaningful consolidation regarding the subject discussion. In general, this research contributed to the advance of researches related to social entrepreneurship and to experiential learning in Brazil. In a practical viewpoint, it was made possible for the Brazilian social entrepreneurs which were part of this research to verify their learning styles and, thus, understand better their own particularities regarding their learning processes. Lastly, the contribution to educational institutions needs to be addressed. Through the results of this research it will be possible for these establishments to improve their courses designed for social entrepreneurs.
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Gorgenyi, Erika. "Közösség model for an experiential outdoor education program in Hungary /." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
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Chapman, L. A. "An exploration of executive coaching as an experiential learning process within the context of the integrated experiential coaching model." Thesis, Middlesex University, 2006. http://eprints.mdx.ac.uk/2665/.
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This research project involved a phenomenological exploration of executive coaching as an experiential learning process within the context of the Integrated Experiential Coaching Model. This model proposes that executive coaching is about facilitating integrated experiential learning in individuals in order to facilitate personal growth and development with the aim of improving individual and organizational performance. It is not therapy. It is integrated in that it caters for Schumacher’s Four Fields of Knowledge and Wilber’s Integral Model which caters for personal development through various levels of consciousness, especially in the personal and transpersonal levels. It is experiential in that it uses Kolb’s Experiential Learning model as the injunction and uses Harri-Augstein and Thomas’s concept of Learning Conversations as the primary learning tool. An adapted version of the Transcendental Phenomenological Methodology of Moustakas was chosen to explore and discover the meaning and essence of the learning experience while being coached within the context of the Integrated Experiential Coaching Model. It was hypothesised that the Integrated Experiential Coaching Model facilitated both the prehension and transformational dimensions of Experiential Learning in individuals. The co-researchers understood and owned some significant behavioural dynamics inside of themselves, as well as between themselves and other significant colleagues. This underlines the possibilities of coaching as a staff development intervention to facilitate self-authorisation by working through one’s own unconscious and dynamic behavioural issues. It was hypothesised that coaching presented from this model empowers individual employees to work towards their own cognitive insight, the experience of emotional meaningfulness and taking of responsibility for their own growth and career development.
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Grady, Daniel J. "A Critical Review of the Application of Kolb?s Experiential Learning Theory Applied Through the use of Computer Based Simulations Within Virtual Environments 2000-2016." Thesis, State University of New York at Albany, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10282034.
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This integrative research review aims to examine the application of Kolb’s theory of experiential learning through the use of simulations within virtual learning environments. It will first cover the framework of experiential learning as stated by Kolb, a learning theory that is finding new life within the context of simulations, role-playing games (RPGs), massive multiplayer role playing games (MMORPGs) and virtual environments. This analysis was conducted by making use of combined research strategies that focused specifically on both qualitative and quantitative reviews that utilized Kolb’s experiential theory of learning (ELT) within the context of the application of computer based simulations in virtual environments used to facilitate learning. The review was guided by three principle questions: From the year 2000 to 2016, which research studies that examine the use of simulations to facilitate learning, use experiential learning theory as its foundational theoretical approach? Of the works that were selected, which studies were computer based simulations in virtual environments and demonstrated firm connections between Kolb’s ELT and the results of the study? And lastly, within the final group of studies identified what patterns emerge through the application of Kolb’s ELT within the context of computer based simulations in virtual environments?
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Seibel, Megan M. "Community-Based Education through a Paraprofessional Model: An Experiential Learning Perspective of Peer Education." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/26478.
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In community-based peer education models, it is necessary to understand the relationship between learning, context and paraprofessional identity construction. Social relations are important in community education program implementation (Merriam, Caffarella, & Baumgartner, 2007); impacting power structure within communities and organizations (Cervero & Wilson, 1994, 2006; Forester, 1989). This study explored the conceptual and practical role of experience in a paraprofessional educator model and focused on the situated, contextual experiences of paraprofessionals in the communities they work and live as unique, challenging, and potentially positive for learning outcomes. Schön's narrative dialogue of reflection (1983) proved to be the essential missing piece in working with community educators toward successful development and autonomy.
In-depth qualitative interviews with 19 paraprofessional community-based peer educators with a state level family nutrition program contributed to findings relevant to how social context, critical reflection, and identity development influence an understanding of experience and the ability to impact knowledge and behavior change in clients. Individual interviews and focus groups allowed narrative exploration of topics as they evolved throughout the study; giving voice to paraprofessional program assistants in a way not previously done. The findings of this study provide insight necessary for the assessment of new conceptualizations of practice for paraprofessional models in expanding community impact and highlight the need for assessment of contemporary program delivery in a way that fosters the continual development of lay educators through reflective practice. Recommendations are made for a reassessment of historically significant program models in order to embrace paraprofessionals as more broadly defined socially mediated and socially situated influential practitioners.Ph. D.
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Garcia, Hope F. "Exploring Student Learning on a Short-term, Faculty-led Study Abroad Course Through a Student Development Lens." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822773/.
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Embarking on a study abroad experience is thought to be a transformational experience for students, and previous researchers have tended to find that the potential benefits of study abroad experiences, including greater conceptual and behavioral intercultural competence, are greater with longer periods abroad. The purpose of this study was to create an intentional learning experience for students who embarked on a short-term study abroad in rural areas of China and to apply faculty intervention of a student development approach to student learning to create a high-impact learning environment for students centered on a service-learning project. This qualitative study gathered primary data from students and instructors during the course through a collection of observation and field notes, student journals, pre- and post-construct tests, and final presentation. Follow-up interviews were conducted 10 months after course completion. Six students participated in this course and study who were from a variety of disciplines and classifications. Five students were female; one was male. Four students were undergraduates; two were graduate students. Student ethnicities included three Caucasians and African American, along with two international students from Mexico and Iran. Key outcomes of this study were that when short-term study abroad faculty members applied creative interventions, students were transformed with regard to their beliefs, perspectives, and behaviors and that when they guided students through a process of reflection and analysis, students exhibited exponential personal development. In addition, the ability to challenge or support students in reaching higher levels of personal development is a privilege that faculty must earn over time and through an authentic demonstration of care for students’ wellbeing. Short-term study abroad faculty members can use the results of this study to maximize the developmental impact of such programs on student participants.
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Jonas, Lynn Cindy. "Tourism students' perceptions of their experiential learning experiences based on the place four-component model." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020621.
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The purpose of this study was to determine tourism students’ perceptions of their Experiential Learning (EL) experiences based on the Predicting Learner Advancement through Cooperative Education (PLACE) four-component model. The research objectives were to ascertain Experiential Learning’s impact on the four components namely Personal Development, Career Development, Work-skills Development and Academic Development. This study fits within the pragmatic paradigm and utilised an explanatory mixed methods research design which requires quantitative data to be collected first with follow-up qualitative data. The data collection instrument for the quantitative data was the PLACE model, which was in the form of a survey questionnaire and the data generating strategy for the qualitative data was individual interviews. The findings of the data were heavily skewed toward the positive end of the spectrum with students viewing the impact of EL on the four components as favourable. Interviews were conducted with participants whose results showed deviations from the norm and had particularly negative experiences. Academic Development had extremely low Cronbach Alphas, which points to poor reliability. This phenomenon was also further explored during the interviews with participants making suggestions for factors to be considered. Recommendations were made to the three stakeholders of EL namely students, employers and academic coordinators in order to ensure improved Experiential Learning programmes and maximised student benefit.
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Belliveau, Cynthia. "A New Look at Dewey’s Cooking Lab: a Pedagogical Model for Interdisciplinary Learning in Contemporary Higher Education." ScholarWorks @ UVM, 2007. http://scholarworks.uvm.edu/graddis/20.
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This dissertation examines the link between cooking and learning. It first examines John Dewey’s pedagogical philosophy in which he asserts that the kitchen laboratory was an ideal learning environment to teach and learn about a broad range of subjects, an illustration of Dewey’s philosophical notions about true experiential education. Second, there is an examination of a Home Economic Department and its historical role in teaching cooking which introduces the issues of cooking and learning in the post secondary, higher education context. Finally to determine whether Dewey’s kitchen-based pedagogical approach applied in higher education, a pedagogical experiment was undertaken in which cooking was integrated into a college-level humanities course on food and culture. Reported as a case study, the ‘experiment’ was to recreate Dewey’s University of Chicago Laboratory School’s curriculum with 28 college-aged students in a kitchen laboratory at the University of Vermont. This qualitative research yielded results that suggest that Dewey’s methodology is a highly effective pedagogy at the college level and enhances students’ learning about the role of food in their own and in other cultures. Finally, these findings make the case for including more interdisciplinary, experientially based learning opportunities in higher education, generally, and for using food laboratories as a site for such learning opportunities.
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Davis, Brian L. "Investigating the experience a case study of a science professional development program based on Kolb's experiential learning model /." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-02242008-014259/.
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Thesis (Ph. D.)--Georgia State University, 2008.Title from file title page. Lisa Martin-Hansen, committee chair; Geeta Verma, Christine Thomas, Mike Dias, committee members. Electronic text (122 p. ; ill.) : digital, PDF file. Description based on contents viewed August 22, 2008. Includes bibliographical references (p. 195-210).
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Arrington-Tsao, Betsy Alleen. "Unraveling the Tapestry of the Study Abroad Experience: An Investigation of the Role of Self-Identified Goals and Motivations in University Students." Thesis, University of Canterbury. Educational Studies and Leadership, 2013. http://hdl.handle.net/10092/8668.
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The purpose of this study was to produce five in-depth case studies of University of Georgia, USA, students who studied abroad for one semester in Spring of 2006. These case studies describe and analyze the students’ self-identified goals and motivations for participating in this study abroad experience. Utilization of Lincoln and Guba’s (1985) naturalistic inquiry method was used to explore the student experiences.
In addition to qualitatively analyzing the goals and motivations of these specific cases, descriptive statistics of the student Intercultural Development Inventory (IDI) pre- and post-test questions and answers (Intercultural Communication Institute, 2003), taken in Spring 2006 and two years later in Spring 2008, were compared for the purpose of measuring changes in worldview orientations over time. This provided the establishment of convergence or triangulation of quantitative and qualitative data. Further exploration of preferred student learning styles by use of the Kolb Learning Style Inventory, v. 3.1 (Kolb, 1999) was initiated in order to analyze whether the study abroad program design matched the students’ learning style. A study abroad preparatory model, Adapt, Adopt, Adept: A Preparatory Model for Study Abroad, is proposed that increases student active engagement abroad, thereby increasing the potential for accomplishing the stated goal of the University of Georgia (UGA) study abroad program, namely to develop “global citizens.” Inquiry into these areas and the results obtained are directly relevant to study abroad program specialists, interested faculty, upper administrators in university policy making, and future students who might desire to participate in an international learning experience.
This particular study, in contrast to those discussed in the literature review, indicates a unique approach by focusing on the following:
• one specific, experiential study abroad program;
• using naturalistic inquiry as the method of obtaining such
data;
• using IDI scores to triangulate results of qualitative data;
• incorporating information measured by the KLSI.
Both qualitative and quantitative data were collected. Qualitative data were obtained via Blackboard, email, chat interviews via the internet, face to face interviews, and by means of journal entries. By using naturalistic inquiry, the specific form of data provided and its content was left largely to the students to choose via the options listed above in order to best represent their voices. Scores on the IDI provide the quantitative data used to assess qualitative findings. The intention was that this study would provide an in-depth investigation of the students’ experiences in order to be used by individuals who find the information to be practical, functional, and helpful in improving the learning and cultural environment of study abroad students.
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Bunting, Bryce D. "A Model for Peer Mentor Learning: Designing for Skill-acquisition among Undergraduate Peer Mentors." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2682.
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This design report details the development of a summer training experience for peer mentors in the Freshman Mentoring program at Brigham Young University. The purpose of the project was to develop an extended training program which would assist peer mentors in developing core mentoring skills necessary for their work with first-year students. The design of the training was informed by a number of theoretical frameworks including experiential learning, reflective practice, and narrative design. The training was evaluated using a post-then survey instrument as well as analysis of qualitative data collected from learners throughout the training. Analyses of these data suggested that peer mentors increased both their mentoring skill and confidence in providing mentoring to first-year students. This document also reports on the practical, design, and theoretical insights which emerged from the project as well as their implications for other designers who face similar design challenges. Finally, a brief discussion of the way in which the project has influenced the professional development of the designer is included.
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Lee, Ki-Young. "A dual processing model of virtual experience." Diss., Connect to online resource - MSU authorized users, 2006.
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Davis, Brian. "Investigating the Experience: A Case Study of a Science Professional Development Program Based on Kolb's Experiential Learning Model." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/33.
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Professional development for educators has been defined as the process or processes by which teachers achieve higher levels of professional competence and expand their understanding of self, role, context and career (Duke and Stiggins, 1990). Currently, there is limited research literature that examines the effect a professional development course, which uses David Kolb’s experiential learning model, has on the professional growth and teaching practice of middle school science teachers. The purpose of this interpretive case study is to investigate how three science teachers who participated in the Rivers to Reef professional development course interpreted the learning experience and integrated the experience into their teaching practice. The questions guiding this research are 1. What is the relationship between a professional development course that uses an experiential learning model and science teaching practice? 2. How do the Rivers to Reef participants reflect on and describe the course as a professional growth experience? The creation of the professional development course and the framework for the study were established using David Kolb’s (1975) experiential learning theory and the reflection process model designed by David Boud (1985). The participants in the study are three middle school science teachers from schools representing varied settings and socioeconomic levels in the southeastern United States. Data collected used the three-interview series interview format designed by Dolbere and Schuman (Seidman, 1998). Data was analyzed for the identification of common categories related to impact on science teaching practice and professional growth. The major finding of this study indicates the years of teaching experience of middle school science teachers significantly influences how they approach professional development, what and how they learn from the experience, and the ways in which the experience influences their teaching practices.
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Blurton-Jones, Mark Timothy. "The Experiential Learning Cycle as a high level model for the design of an interactive multimedia C++ tutorial." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ33211.pdf.
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Hogg, James. "DESIGNING AN EXPERIENTIAL WEB-BASED LEARNING MODEL TO DELIVER THE ACQUISITION AND APPLICATION OF KNOWLEDGE TO HOSPITALITY EVENT." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2121.
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ABSTRACT Most hospitality institutions have increasingly moved classes online but are concerned about migrating classes and instructional content online. The concern is most Web-based models are designed to deliver the acquisition of knowledge but lack the ability to transform that knowledge into applied career skills for practical use in the industry. The purpose of this study was to test a new Web-based instructional model. The model supported delivering both the acquisition and application of knowledge. Educators, researchers, and practitioners can utilize the new model to enhance the application of career skills and enhance organizational objectives by providing just-in-time training. The new Web-based instructional model can be delivered through multiple platforms including computers, electronic devices, wireless devices and mobile devices. The application of knowledge was delivered through experiential role-play exercises delivered live to the comparison group and virtual, inside Second Life, to the treatment group. An Analysis of Co-Variance (ANCOVA) revealed a significant difference between groups with higher application scores for the students who received the role-play live compared to virtual. In addition, an analysis was conducted to explore factors to consider when examining the cost effectiveness of Web-based instructional content. Factors determined to be important were developmental costs, delivery costs, and reusability of the Web-based instruction.Ph.D.
Department of Educational Research, Technology and Leadership
Education
Education PhD
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Baptista, Nunes Jose Miguel B. M. "The Experiential Dual Layer Model (EDLM) : a conceptual model integrating a constructivist theoretical approach to academic learning with the process of hypermedia design." Thesis, University of Sheffield, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312743.
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McNally, John D. "Systematic Development and Validation of a Course of Instruction in Prior Learning Assessment." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3543.
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Many post-secondary schools across the country offer adult working students an opportunity to obtain at least partial credit for work and life experiences in their curriculum through portfolios. The primary goal of this project was to design, develop and evaluate a portfolio course for adult students at a small independent university. Design emphasized adult learning theory and incorporated instructional design best practices throughout. Also significant to the design was the implementation of the Quality Matters ™ Rubric. The project focus was to intertwine the six assumptions of adult learning theory while implementing best practices and effective instructional strategies, and to conduct formative and summative evaluations. The study incorporated a pre-test - post test instrument and satisfaction questionnaire for quantitative data collection. The results of this project are positive based on the evaluation data collected during this project.
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Fattic, Jana R. "Determining the Viability of a Hybrid Experiential and Distance Learning Educational Model for Water Treatment Plant Operators in Kentucky." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1082.
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Drinking water and wastewater industries are facing a nationwide workforce shortfall of qualified treatment plant operators due to factors including the en masse retirement of baby boomers and the tightening of regulatory requirements regarding the hands-on experience required prior to licensure. Rural areas are hardest hit due to the lack of educational and experiential opportunities available to them within a reasonable proximity. Using a variety of demographic and industry data, a geographic analysis of Kentucky was conducted to assess the viability of the traditional classroom delivery model versus a hybrid experiential and distance learning educational model (HEDLEM). Although this analysis indicates that population density is the dominant indicator for most of the parameters used in this study, the bulk of the workforce needs in the state are distributed throughout rural areas with lower population densities. While the number and geographic distribution of community colleges in the state would appear to support the viability of campus-based workforce development programs, this study demonstrates the limitations of this model in addressing the needs of the water and wastewater workforce, where a significant workplace-associated experiential requirement exists. This limitation is exaggerated in rural areas, which have a demonstrated statewide need. This study indicates that a sufficient recruitment pool exists for the program based on the anticipated
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Parmer, Sondra M. Salisbury-Glennon Jill Diane. "The effects of an experiential learning model of education on second grade students' fruit and vegetable knowledge, preference and consumption." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Dissertations/PARMER_SONDRA_34.pdf.
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Putman, Paul G. "Virtual Simulation in Leadership Development Training: The Impact of Learning Styles and Conflict Management Tactics on Adult Learner Performance." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1337256873.
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Hamlet, Brian. "Developing a model for establishing, implementing, and maintaining learnerships in South Africa." Thesis, Nelson Mandela Metropolitan University, 2005. http://hdl.handle.net/10948/156.
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The research problem in this study was to identify how successful the methods are that organisations use within the Manufacturing Engineering and Related Services Education and Training Authorities (MERSETA) chambers to develop, implement and maintain learnerships. To achieve this aim a literature examination to determine the aspects of workplace learning were explored, including the various perspectives of learning, together with an investigation into workplace learning. Further, apprenticeships, traineeships, learnerships were discussed; including the concepts vocational education and training standards, and competence explored. Finally a process model for effective learnership implementation was presented based on international approaches together with the South African models and current practices. - v - The process learnership model served as a basis for drawing up a survey questionnaire to establish the extent to which organisations agreed or disagreed with the learnership model developed. The survey was limited to the “automobile” and “new tyre” chambers of the MERSETA. The results obtained from the empirical study indicted a high degree of agreement with the process model for effective learnership implementation. The results obtained from the quantitative data, and qualitative data were used to adapt the learnership process model, and produce a six-phase integrated learnership model. From the survey it become evident that organisations needed to be sensitised and educated as to learnerships before considering more seriously learnership implementation. Further, it emerged that learnerships cannot only be effective within a process approach, and that it should also take place within a positive “organisational learning culture”. Organisations and Sector Education and Training Authorities (SETAs) can now use the six-phase integrated learnership model with confidence, as there was a high degree of agreement with the learnership model that was developed as part of this research study. The six-phase integrated learnership model has been comprehensively developed and surveyed by organisations that are currently implementing learnerships on a large scale. Organisations and SETAs can now give effect to the Skills Development Act No. 97 of 1998, and contribute to the National skills Development Strategy of 2001, which aims to improve the workplace skills of all South Africans.
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Parker, Miriam Bibi. "Design, implementation and evaluation of a model for Service-learning in Pharmacy (SLIP) at a tertiary hospital." Thesis, University of the Western Cape, 2009. http://hdl.handle.net/11394/4603.
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Magister Pharmaceuticae - MPharmIn recent years the focus of pharmacy practice has changed from being primarily 'drug-centred to' one which is 'patient-centred' (El-Awady et al., 2006, p. l ). Developments in pharmacy curricula worldwide are reflecting this change. Pharmacy courses no longer concentrate primarily on theoretical content, but increasingly on the ability of students to apply their theoretical knowledge in practice. The South African Pharmacy Council (SAPC) requires that pharmacy education and training in South Africa equips pharmacists for the roles they will take on in practice. In order to accomplish this, the SAPC has prescribed competency unit standards for entry level pharmacists which may serve as a guide for pharmacy educators. A significant challenge in pharmacy education is the application of theory in practice settings (Bucciarelli et al., 2007), which possibly affects the ability of entry-level pharmacists to meet the SAPC unit standard competencies. The dire shortage of pharmacists in public sector health settings further emphasizes the need for a level of competency of entry level pharmacists so that they may enter the workplace ready to serve the medicine related needs of society. Service-learning is defined as experiential learning in which students engage in structured activities that address community needs and promote learning. The purpose of this study was to design, implement and evaluate a Service-learning in Pharmacy (SLIP) intervention which is intended to serve as a generic model which can be used in tertiary hospital pharmacies. The SLIP intervention aimed to promote student learning by providing opportunities for students to engage in structured activities, while simultaneously alleviating pharmacy workload.
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Campbell, Charlynn Watson. "The Experiential Art and Crafts Preferences of Senior Adults: A Preparatory Assessment for the Implementation of the Project Senior Art Model." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1006.
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Project Senior Art was conceived in answer to the growing need for worthwhile directed activities in our community senior centers and to provide valuable community-based learning experiences for university art students. This intergenerational program recognizes the unique intellectual abilities of older adults and meets the educational needs of senior participants and college art students, providing both creative opportunities for personal growth. Fundamental to the successful development and implementation of the program, and the focus of this study, is ascertaining the experiential art and crafts preferences of the targeted senior adult population. Personal interviews, focus group discussions, and a survey instrument were used to secure the information necessary to plan experiential art activities, recruit student facilitators, and provide the core course content. A high interest in traditional and nontraditional art activities was expressed, with senior adults citing photography, painting, and memory book making as the most preferred media.
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Wilson, Lou Nell. "Using a model house for application of interior design principles." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/724951.
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The two major objectives of this creative project were to provide students a way to visualize and apply the elements and principles of design, and to aid in better comprehension and retention of the interior design principles. Both objectives were accomplished by: enables hands-on-experience in redecorating the interior to apply the principles of design, and (2) developing an appropriate unit plan, with accompanying lesson plans and activity sheets that can be used with the model house while teaching interior design.Applying new wall, window, and floor treatments will enable students to visualize as well as apply the interior design concepts. The unit plan provides activities as well as evaluations for the students to reinforce their knowledge of the interior design principles.Department of Home Economics
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Cortellazzo, Laura. "Emerging perspectives on behavioral competencies: an innovative measurement model, learning antecedents, and employability outcomes." Doctoral thesis, Universitat Ramon Llull, 2018. http://hdl.handle.net/10803/665048.
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¿Què fa que les persones siguin eficaces al treball? En les darreres dècades, comparacions entre l’assoliment superior i promig mostren que les persones amb major acompliment al treball són aquelles que manifesten competències comportamentals, les quals estan relacionades amb el comportament emocional i social.
Amb la integració de teories de diferents camps, aquesta tesi contribueix a l’actual debat sobre competències comportamentals facilitant una millor comprensió dels seus antecedents, resultats i medicions.
La demanda persistent el mercat de treball de professionals amb habilitats comportamentals més altes subratlla la necessitat d’aprofundir en la investigació i esbrinar, a part de la formació protocolar, què més pot ajudar al desenvolupament d’aquestes competències. A partir de la teoria d’aprenentatge experimental, el primer estudi, basat en una mostra d’estudiants licenciats, revela que una sèrie d’activitats extracurriculars pròpies de la vida real semblen predir diferents clústers de competències comportamentals.
El segon estudi avalua l’impacte que les competències comportamentals tenen sobre la forma en que els estudiants licenciats encaren la seva carrera professional i com això afecta la seva ocupabilitat.
El tercer estudi té com objectiu medir amb eficàcia competències comportamentals amb finalitats avaluatives i de desenvolupament personal. En aquest estudi es desenvolupa un instrument de mesura amb la intenció de posar al dia, ampliar i superar algunes limitacions pròpies de les escales existents. Basat en una revisió de la literatura i en investigacions empíriques addicionals, es proposa un nou i exhaustiu marc competencial, i es desenvolupen i validen les corresponents escales de mesura.
Aquesta investigació ofereix un novedós model de mesura per competències comportamentals i mostra la importància del seu desenvolupament ja a una edat primerenca de la vida per tal que ajudi als estudiants a aventurar-se amb èxit al mercat laboral¿Qué hace que las personas sean eficaces en el trabajo? En las ultimas décadas, comparaciones entre el desempeño superior y el promedio muestran que las personas con mayor desempeño en el trabajo son aquellas que manifiestan competencias comportamentales, las cuales estan relacionadas con el comportamiento emocional y social. Con la integración de teorías de diferentes campos, esta tesis contribuye al actual debate sobre competencias comportamentales facilitando una mejor comprensión de sus antecedentes, resultados y mediciones. La demanda persistente en el mercado de trabajo de profesionales con habilidades comportamentales más altas subraya la necesidad de profundizar en la investigación y averiguar, a parte de la formación protocolar, qué más puede ayudar al desarrollo de dichas competencias. A partir de la teoria de aprendizaje experimental, el primer estudio, basado en una muestra de estudiantes licenciados, revela que una serie de actividades extracurriculates propias de la vida real parecen predecir diferentes clústers de competencias comporamentales. El segundo estudio evalua el impacto que las comptencias comportamentales tienen sobre la forma en que los estudiantes licenciados encaran su carrera profesional y como ello afecta a su empleabilidad. El tercer estudio tiene como objecto medir con eficacia competencias comportamentales con finalidades evaluativas y de desarrollo personal. En dicho estudio se desarrolla un instrumento de medida con la intención de poner al día, ampliar y superar algunas limitaciones propias de las escalas existentes. Basado en una revisión de la literatura y investigaciones empíricas adicionales, se propone un nuevo y exhaustivo marco competencial, y se desarrollan y validan las correspondientes escalas de medida. Dicha investigación ofrece un novedoso modelo de medida para competencias comportamentales y muestra la importancia de su desarrollo ya a una edad temprana de la vida con tal de ayudar a los estudientes a aventurarse con éxito al mercado laboral.
What makes people effective at work? In recent decades systematic comparisons between best and average performers showed that people who perform best in their job are the ones who manifest behavioral competencies, which are the ones related to emotional and social behaviors. Through the integration of theories from different fields, this thesis contributes to the current debate on behavioral competencies by providing a better understanding of their antecedents, outcomes and measurement. The persistent demand in the job market for professionals with higher behavioral competencies, underlines the need for further research to understand, besides formal training, what else may enhance behavioral competencies. Drawing on experiential learning theory, the first study, based on a sample of graduates, reveals that a range of real life extracurricular activities seem to predict different clusters of behavioral competencies. The second study assesses the impact of behavioral competencies on the way graduates approach their career and the effect that this approach has on employability. Results indicate that behavioral competencies are critical not only for professionals to succeed in their careers, but also for students to better orient themselves in the career path and increase their employability. The third study aims at effectively measure behavioral competencies for both developmental and evaluation purposes. It develops a measurement instrument intended to update, enlarge and overcome the limits of existing scales. Based on literature review and additional empirical investigation, a new comprehensive competency framework is proposed and the related scales are developed and validated. This body of research offers an innovative measurement model for behavioral competencies and shows the importance of their development at an early stage in life to successfully guide students in their venture into the job market.
Cosa rende le persone efficaci nel loro lavoro? Negli ultimi anni una comparazione sistematica tra i performer migliori e quelli nella media ha evidenziato che le persone con le migliori prestazioni sono quelle che dimostrano competenze trasversali, ovvero competenze legate a comportamenti di comprensione e gestione di emozioni e relazioni. Attraverso l’integrazione di teorie provenienti da diversi ambiti scientifici, questa tesi contribuisce all’attuale dibattito sulle competenze trasversali attraverso l’approfondimento di fattori che facilitano lo sviluppo di queste competenze, una miglior comprensione dei loro effetti e delle loro modalità di misurazione. La persistente discrepanza in termini di competenze trasversali tra domanda e offerta nel mondo del lavoro sottolinea la necessità di indagare maggiormente i fattori che possono contribuire allo sviluppo di queste competenze. Basandosi sulla teoria dell’apprendimento esperienziale, il primo studio condotto su un campione di studenti universitari, fa luce sull’impatto di una serie di attività extracurriculari su diverse tipologie di competenze trasversali. Il secondo studio valuta l’influenza delle competenze trasversali sul modo in cui i neolaureati orientano la propria carriera e le relative conseguenze in termini di employability. I risultati ottenuti indicano che le competenze trasversali risultano critiche non solo per il successo nella carriera di professionisti, come precedentemente enfatizzato dalla letteratura, ma anche per un efficace orientamento alla carriera degli studenti e una conseguente maggiore occupabilità. Il terzo studio propone un efficace strumento di misurazione delle competenze trasversali, volto ad aggiornare, ampliare e a superare i limiti dei modelli esistenti. Basandosi sull’analisi della letteratura e su un’addizionale ricerca empirica, lo studio propone un nuovo modello di competenze trasversali e presenta lo sviluppo e la validazione delle relative scale. Questa ricerca fornisce un modello innovativo di misurazione delle competenze trasversali e mostra l’importanza del loro sviluppo sin dalle prime fasi per guidare con successo gli studenti verso la loro avventura nel mondo del lavoro.
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Blackwell, Mary Alice. "An Undergraduate Theatre History Course Design Utilizing Problem-Based Learning." VCU Scholars Compass, 2005. http://scholarscompass.vcu.edu/etd/1188.
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This thesis was written to provide an alternative teaching model for an undergraduate theatre history class. The course design, utilizing the Problem-Based Learning educational model, aims to create a student-centered, experiential theatre history class. The first section explores the history and evolution of the theatre discipline in academia. These chapters examine the expansion and transformation of the theatre curriculum within the discipline and higher education. The second part examines the history and the methodologies of Problem-Based Learning. Based on the philosophy of educator John Dewey, PBL is considered to be a non-traditional method of teaching and learning that encourages the development of self-directed learning and the acquisition of knowledge through experiential education. The final section describes the actual course design. Included in this section are the educational objectives of the class, examples of problems, assessment methods, and an examination of potential challenges in the design.
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Thopola, Magdeline Kefilwe. "An evidence-based model for enhancing optimal midwifery practice environment in maternity units of public hospitals, Limpopo Province." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1541.
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Thesis ( Ph.D. ( Nursing)) -- University of Limpopo, 2016The purpose of this study was to develop an evidence-based model for enhancing optimal midwifery practice environment in maternity units of public hospitals, Limpopo Province. A mixed method sequential explanatory design was adopted. The study was conducted in four phases, namely: quantitative, qualitative, model development and validation of the model. Self-developed 4-point Likert scale questionnaires consisting of 81 item questions for learner midwives and 89 item questions for midwifery practitioners were administered. The questionnaires were pre-tested prior to being administered to the respondents of the main study. The sample size of midwifery practioners was 174 and that of the learner midwives was 163. Data collected from respondents were analyzed quantitatively using descriptive and inferential statistics. Tables, pie and bar graphs were drawn to present the results. The results from the quantitative phase were utilized to formulate the interview guides that were used to explore the experiences of midwifery practitioners, experiences of learner midwives and perceptions of puerperal mothers. Phenomenological semi-structured individual interviews were conducted for midwifery practitioners (n=20), 3 Focus group discussions of learner midwives (n=18) and 3 focus group discussions of puerperal mothers (n=18) were held until data reached saturation. Data were analyzed qualitatively using Tesch’s open-coding method. Themes and sub-themes were coded manually. Results that emerged from the corroboration, comparison and integration of quantitative and qualitative results revealed the existence a sub-optimal midwifery practice environment, sub-optimal midwifery experiential learning environment and provision of sub-optimal midwifery interventions in the public hospitals of Limpopo province. Development of an evidence-based model emanated from the findings of numeric quantitative data and qualitative narratives. The evidence-based information from the existing situation as seen from the world of participants brought about a gap of optimal midwifery practice environment. The ideal situation was designed in a way of addressing the gaps identified. Experts were given the validation tool to assess whether the model was clear, simple, understood and that it can be utilized by any discipline in future.
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Slawsky, Melissa Maccarelli. "Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy: An Exploratory Study of Challenges, Solutions, Resources, Reflections, and Suggestions for the Future." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3352.
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While many music educators learn how to teach through teacher training programs, the standard mode of transmission in which piano teachers learn to teach applied piano is through proficiency of the instrument under the guidance of a master teacher. This tacit development of pedagogical knowledge occurs through the master-apprentice model of pedagogy. The purposes of this study were (a) to explore how piano teachers learn how to teach from, and independent of, piano pedagogy coursework, overcome challenges, and continue to add to their pedagogy knowledge, and (b) to explore topics that would be most useful in a piano pedagogy course or program. This exploratory research design consisted of a series of semi-structured interviews. Piano teachers of varying ages, educational levels, and years of teaching experience (N = 12) were interviewed as to their experiences as students, autonomous transition into the teaching role, and the informal or formal learning opportunities which contributed to their development as piano teachers. Upon reflecting on their experiences in higher education compared to their professional lives as piano teachers, interviewees were asked to make suggestions for the future of piano pedagogy and the piano curriculum in general.
In analyzing the data, 11 major themes emerged in the interview transcripts which revealed aspects of the interviewees' transition into the teaching role and development as piano teachers: (1) piano teachers were autonomously resourceful when transitioning into the teaching role, (2) experiential learning (i.e., learning by doing, gaining experience, and trial-and-error), (3) piano teachers evoke memories (of former teachers, materials played, and experiences as students) in transitioning into the teaching role, (4) piano teachers emulate former teachers + a mix of elements in developing their teaching style, (5) overcoming challenges and seeking out resources, (6) formal learning experiences (including piano pedagogy coursework), (7) partnership of learning and teaching (apprenticeship and cognitive apprenticeship), (8) support in the field (including the role of professional activities), (9) teaching confidence, (10) reflective practice, and (11) reflections and suggestions for the future.
The pianists interviewed experienced an autonomous transition into the teaching role as they received no formal teacher-training and very little guidance when beginning to teach. Although the master-apprentice model is often attributed as the primary means in which piano teaching is disseminated, experiential learning (e.g., learning by doing, gaining experience, and trial-and-error) factored just as prominently into the pianists' transition into the teaching role and early development as piano teachers. Additionally, apprenticeship (i.e., guided teaching) and cognitive apprenticeship (i.e., formal learning combined with authentic hands-on teaching experiences) were two facilitative modes of learning to teach experienced by some of the interviewees. The pianists interviewed demonstrated incredible personal initiative in navigating their autonomous transition into the teaching role and development as piano teachers (e.g., teaching style, teaching confidence, teaching identity, and reflective practice) by deriving meaning through the process of overcoming challenges, seeking out resources and support in the field, monitoring and correcting their own performance, and finding measures to continually refine their teaching.
The importance of pedagogical coursework and increased teacher-training experiences in the higher education setting were emphasized by all piano teachers interviewed, especially when combined with opportunities to observe expert piano teaching and gain authentic hands-on teaching experiences. Similarly, some piano teachers described teaching while pursuing their degree(s) as a means of learning from an academic and career standpoint, as they could immediately apply what they were learning to their own teaching. Piano teachers emphasized the need for business skills for running a successful studio, performance skills beyond the traditional classical repertoire, functional skills to make a viable living (e.g., accompanying, improvisation, harmonizing melodies, and playing for church services), as well as techniques, materials, and special considerations for teaching across the entire lifespan (i.e., "cradle to grave") for a wider variety of learners (e.g., beginning, intermediate, advanced, pre-school age through mature adult, and those with special needs).
This exploratory study provided a detailed perspective as to the induction experiences of the piano teacher. It is proposed that further exploration into the pianist's transition into the teaching role could inform the development and restructuring of pedagogical coursework and a wealth of pedagogical materials for practitioners in the field as well as the framework for piano teacher training.
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McFarland, Roberta Harlow. "The Evaluation of an Environmental Leadership and Service Program's Effectiveness." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/43.
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According to a recent report from the National Center for Educational Statistics, approximately 20% of the United States' high-school aged population is at risk of dropping out of high school, an outcome that strongly limits participation in economic and educational opportunities. The importance of earning a high school diploma has increased many local districts' efforts to close graduation gaps across the student population. Accordingly, this study evaluated a recuperative environmental leadership and service (EL&S) program in a northwestern local district to ascertain its effectiveness in providing at-risk students the personal and academic support required for high school graduation. Following the logic model program theory, this study examined the program's effectiveness in redirecting off-track students by comparing on time (4 year) and extended-time (> 4 years) graduation rates of at-risk students who did participate (n = 96) and did not participate (n = 76) in the EL&S. Through an ANCOVA, the 4 year and extended graduation rates, 68.3% and 89.1%, respectively, were analyzed and found to be higher than the on-time and extended-time graduation rates for the local district, 65.8% and 68.5%. Results indicated that the EL&S does statistically increase the participants' likelihood of graduating from high school. These findings illustrate the utility of EL&S interventions for at-risk students who have experienced multiple indicators of educational failure. Replication or adaptation of this EL&S program could provide social change benefits to educational stakeholders seeking to close the graduation gap; to families seeking educative and personal support for at-risk students; and to struggling students desiring to contribute to the economic, educative, and social growth of their community.
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Burns, Heather L. "Education as Sustainability : an Action Research Study of the Burns Model of Sustainability Pedagogy." PDXScholar, 2009. https://pdxscholar.library.pdx.edu/open_access_etds/942.
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Postsecondary teaching and learning must be reoriented to equip learners with the knowledge, skills, and values they will need for creating a more sustainable world. This action research study examined the effects of implementing the Bums model of sustainability pedagogy in university courses taught by the researcher. This model is comprised of five key dimensions: (1 )Content; (2)Perspectives; (3)Process; (4)Context; and (5)Design. The Burns model of sustainability pedagogy seeks to: (1) increase learners' systemic understanding of complex sustainability issues (Content); (2) provide learners with opportunities to think critically about dominant paradigms, practices and power relationships and consider complex ecological and social issues from diverse perspectives (Perspectives); (3) enhance learners' civic responsibility and intentions to work toward sustainability through active participation and experience (Process); (4) increase learners' understanding of and connection with the geographical place and the community in which they live (Context); and (5) utilize an ecological course design to create transformative learning (Design). This pedagogical model reflects education as sustainability, a transformative learning process through which learners' values and perspectives change so that they are able to embrace sustainability and take action for change.
Findings revealed that through the use of sustainability themes, students came to understand sustainability Content concretely, personally, and multidimensionally. Students understood multiple Perspectives and power relationships through experiential learning, through relationships with one another, by hopeful examples, and by learning to think critically. Due to a participatory and experiential learning Process, students expressed intentions to buy locally and to act directly for sustainable change. Through a focus on Context, students experienced stronger connections to their local community. A self-reflective teaching process and relational learning was important to the Design of a transformational learning process. The results show that the Burns model of sustainability pedagogy can be adapted to university courses in various disciplines.
This study contributes to the field of sustainability education by providing an example ofan effective model for teaching sustainability at the university level. In order to prepare diverse learners for leadership roles in a sustainable world, attention must be focused on integrating transformative sustainability pedagogy throughout postsecondary education.
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Oinas-Kukkonen, H. (Heikki). "Alkoholistin ja hänen läheisensä samanaikainen toipuminen vapauttavana oppimisprosessina Minnesota-hoidossa." Doctoral thesis, Oulun yliopisto, 2013. http://urn.fi/urn:isbn:9789526202969.
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Abstract This dissertation investigates the treatment of alcoholism and its related codependences using the Minnesota model, which defines alcoholism as a disease. This study seeks to recognize the stages of alcoholism, from the rise and deepening of alcoholism and its codependences through recovery, and to determine the keys to this recovery as viewed by patients and their family members. Based on experiential and transformative learning theories, a new learning model for explaining this recovery is suggested. A content analysis of empirical survey data obtained from a Minnesota-model-based treatment home over 10 years is carried out. The survey respondents are 173 patients and 125 of their family members. In this survey, the respondents describe their problems with substance dependence and codependence, explain their attempts to resolve these problems, characterize their recovery (or lack thereof) and provide their views on the treatment’s success factors. The results suggest that it is essential for patients and family members to obtain knowledge and adopt a new perception of substance dependence and codependences. The starting point, to consider alcoholism as a disease, opens up a new avenue of thinking, which liberates an alcoholic from agony and enables them to utilize previous life experiences as a bridge to move from only knowing the phenomenon to the active path of recovery. A key prerequisite for recovery is an analytical walkthrough of one’s own experiences from the drinking period based on this new understanding. Peer support provided by therapists and other patients who have been freed from alcohol dependence is also found to be essential for patients. The treatment’s special characteristics, which are close encounters with family members and a carefully planned one-year follow-up treatment, are also found to be very important. A new conceptual model is suggested to explain the results. The model is an experiential and transformative learning process model with theoretical roots in learning theories from Mezirow and Kolb. The birth and deepening of substance dependence and codependences is known as ‘capturing learning’ and, correspondingly, the recovery is known as ‘liberating learning’. This explanatory model emphasizes simultaneous collaboration- and peer-support-based recovery for family members and patients. Building upon the work of Jellinek, a new recovery curve, which is characteristically spiral and non-symmetric, is presented for both groups as an integral part of the model. This research has significant practical implications. The results of this study suggest that in addition to traditional approaches to treat alcoholism, which emphasize psychiatry, psychology and other mental health aspects, it is feasible to adopt the new learning-based treatment paradigm suggested hereTiivistelmä Tutkimus tarkastelee alkoholismin ja siihen liittyvän läheisriippuvuuden hoitoa Minnesota-mallin sairauskäsitteen pohjalta. Tavoitteena on kuvata kehityskulku alkoholismin ja läheisriippuvuuden synnystä ja syvenemisestä toipumiseen asti etsimällä alkoholistien ja heidän läheistensä itse määrittelemiä toipumiseen vaikuttavia tekijöitä. Molempien ryhmien toipumisprosesseja tulkitaan oppimisteoreettisesti ja tältä pohjalta kuvataan kokemukselliseen ja uudistavaan oppimiseen perustuva alkoholismista ja läheisriippuvuudesta toipumista selittävä malli. Empiirinen aineisto kerättiin survey-tutkimuksella Lapualla toimivaan Minnesota-hoitoon osallistuneilta 173 potilaalta ja näiden 125 läheiseltä. Aineisto on ajanjaksolta 1993–2003 ja se käsittää kyseisen hoidon potilaat ja näiden läheiset sen 10 ensimmäisen toimintavuoden ajalta. Vastaajat kuvasivat tätä tutkimusta varten suunnitelluilla kyselylomakkeilla juomisajan ongelmia, niiden ratkaisuyrityksiä, toipumisprosessin luonnetta ja omia näkemyksiään hoidon keskeisimmistä onnistumistekijöistä. Aineisto analysoitiin ja kuvattiin sisällönanalyysimenetelmällä. Saatujen tulosten perusteella toipuminen edellyttää aiemman päihteiden käyttöajan kokemusten analysoivaa läpikäymistä. Toipumisen ytimen niin potilaille kuin läheisillekin muodostavat päihde- ja läheisriippuvuuteen liittyvä uusi tieto ja oivallukset. Alkoholismin tarkastelu lähtökohtaisesti sairautena antoi juovan ajan kokemuksille uuden tuskaisuudesta vapauttavan tulkinnan ja omat kokemukset toimivat siltana tietämisestä toipumiseen. Tärkeänä osana potilaiden toipumisprosessia oli omasta riippuvuudestaan toipuneiden terapeuttien ja toisten potilaiden tarjoama vertaistuki. Keskeisiksi nousivat myös hoidon sisältämä läheiskohtaaminen ja hyvin suunniteltu vuoden pituinen jatkohoito. Tutkimuksen empiirisiä tuloksia selittävässä osuudessa potilaiden ja läheisten toipumisprosesseja tarkasteltiin Mezirowin uudistavan oppimisen ja Kolbin kokemuksellisen oppimisen teorioiden pohjalta. Toipuminen kuvataan erityisesti kokemuksellisena ja uudistavana oppimisprosessina, joka on luonteeltaan vertaistuellista ja yhteistoiminnallista. Päihde- ja läheisriippuvuuden synnystä ja syvenemisestä käytetään nimitystä vangitseva oppiminen ja toipumista kutsutaan vastaavasti vapauttavaksi oppimiseksi. Tutkimuksessa esitetään uusi toipumista kuvaava selitysmalli, joka korostaa läheisen ja potilaan samanaikaisen yhteistoiminnallisen ja vertaistuellisen toipumisen merkitystä. Tärkeä osa selitysmallia on uusi toipumiskäyrä, joka on ns. Jellinekin käyrää muistuttava, mutta kuitenkin epäsymmetrinen ja spiraalimainen. Uutta on myös se, että vastaava käyrä kuvataan samalla tavalla läheisille. Tutkimuksen kontribuutio myös käytännölle on merkittävä. Tutkimuksen perusteella näyttää jopa siltä, että perinteisten alkoholismin hoitoon liittyvien psykiatrian, psykologian ja mielenterveystyön lähestymistapojen rinnalle on mahdollista ottaa käyttöön uusi oppimiseen pohjautuva hoitoparadigma
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De, Beer Isabella Constance. "Experiences of learners when a computer simulation is used to aid teaching the photoelectric effect." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40532.
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This study explores the use of computer simulations to supplement learning in Science lessons, specifically the photoelectric effect. This study uses the Felder and Silverman Learning Style Model (FSLSM) as a theoretical framework to investigate the use of simulations as it provides a useful lens through which to explore the consistent way in which a person learns regardless of the teaching method or content learnt. Using this theoretical framework, this research investigates the experiences of learners with different learning styles when an interactive computer simulation is used to aid teaching the photoelectric effect in Physical Science. This case study used qualitative data collected from 17 computer literate Grade 12 learners in three different classes at a secondary school in Nelspruit, Mpumalanga. Analysis of the data collected in this study shows that when the simulation is used in Science, the learning experience of the learners is enhanced. Positive experiences for all four the Dimensions in the FSLSM could be indentified when the ICS was used and this could be linked to specific learning styles. Sensory and Intuitive learners enjoyed conducting the experiment that would normally require unsafe conditions and that the experiment could be set up quickly and with ease. The different dimension brought about by using the ICS was enjoyed by Intuitive learners. The visualisation of the abstract physical systems enhanced the learning for Visual and Verbal learners, whilst Global and Sequential learners felt that they gained a deeper understanding of the photoelectric phenomenon by using the ICS. Reflective learners enjoyed the precision of their pseudo-experimental data, but the Active learners felt that they did not understand the graphs given in the ICS. The interactive control variables and the fact that the learners had an option to work in either a group or on their own, benefitted both Active and Reflective learners.Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Science, Mathematics and Technology Education
unrestricted
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Easler, Shelley L. "Barriers to Facilitating an Existing Certified Nature Explore Outdoor Classroom." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1885.
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In response to social trends whereby children are spending less time outside, school administrators have developed certified Nature Explore Outdoor Classrooms (NEOCs) intentionally designed to support whole-child learning within a natural environment. Despite the documented benefits of nature-based education, the literature and NEOC sites report challenges in facilitating this type of space. The purpose of this study was to investigate what prevents teachers in a certified NEOC from facilitating student/teacher engagement with the natural outdoor environment. Kolb's, Piaget's, and Vygotsky's theories of constructivism served as the study's framework to explore the problem from the teachers' perspectives. A qualitative case study was used to gain insight into the potential barriers to facilitating a NEOC. Eight teachers were recruited using purposeful sampling. Participant criteria included (a) >18 years of age, (b) >3 years early childhood teaching experience, (c) >1 year experience in selected NEOC, (d) prior NEOC training, and (e) willingness to share experiences. Data collection included classroom observation, individual interviewing, and review of relevant documents. All data were analyzed using comparative and inductive analysis and coded into 5 emergent themes. Identified barriers included teacher involvement, rules and regulations, volunteers, materials, and weather. By creating a 3-day professional development program that supports the benefits of nature-based learning environments and introduces strategies to overcome identified barriers, this study may promote positive social change in nature-based education. Children, families, and communities may expand their nature-based knowledge and interaction skills to pass to future generations.
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Reed, Kathaleen. "Skill sets required for environmental engineering and where they are learned." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/2407.
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The purpose of this study was to investigate the knowledge, skills, abilities and traits environmental engineers need. Two questions were asked: what skills are considered important, and where are they learned? Dreyfus and Dreyfus' novice-to-expert model, which describes a progressive, five-step process of skill development that occurs over time on the job and through practical application, was used to frame this study. This study extended prior research by including data on professional skills and seeking the input of working professionals: in this case, the technical staff at the California Department of Toxic Substances Control. Quantitative methodology and descriptive statistics were used for data collection and analysis. Results showed that experienced professionals agree that professional or soft skills are essential are essential in the workplace Many technical skills are learned over time, through practice and meaningful application on the job that builds on principles learned through formal training. Professional skills are developed through a combination of formal training and experiential learning from work, or through life experiences. The implications for higher education are twofold. Environmental engineering programs would benefit by integrating professional skills development with existing curricula, and by giving students opportunities to develop experiential knowledge in the workplace. Results indicated that environmental engineering professionals with higher levels of education and more experience believed that science and mathematics were most appropriately learned in school, while engineering, skills in technology and other technical areas were best developed through a combination of formal education with experiential learning. The more experienced people also believed that life experiences, rather than work or school, were the best way to develop professional skills. These findings confirm the Dreyfus & Dreyfus model, which indicates that individuals move from novice to expert based on experience. Environmental engineers would benefit through continuing education and in-service training. Collaborative initiatives between higher education and practitioners in environmental engineering may prove mutually effective and beneficial to students, workers, educational institutions and employers.
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Smith, Yvonne Joy. "Brightness Under Our Shoes: the Redress of the Poetic Imagination in the Poetry and Prose of David Malouf, 1960-1982." University of Sydney, 2009. http://hdl.handle.net/2123/5139.
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Doctor of Philosophy(PhD)This study investigates the poetic foundation of David Malouf’s poetry and prose published from 1960 to 1982. Its purpose is to extend reading strategies so that the nature of his poetic and its formative influence are more fully appreciated. Its thesis is that Malouf explores and tests with increasing confidence and daring a poetic imagination that he believes must meet the demands of the times. Malouf’s work is placed in relation to Wallace Stevens’ belief that the poetic imagination should “push back against the pressure of reality”, a view discussed by Seamus Heaney in “The Redress of Poetry”. The surprise of the poetic as “unpredicted aesthetic value” (García-Berrio, 1989) is significant to his purposes and techniques, as it creates idea-images and feeling-values (Jung, 1921) that bring together apparently opposite ways of knowing the world. In seeking to represent the meeting of inner and outer perceptions, Malouf’s work shows the influence not only of Stevens but also Rilke and contemporary American poetry of “deep image”. The Australian context of Malouf’s work is considered in relation to Judith Wright’s essay “The Writer and the Crisis” and the poetry of Malouf’s contemporaries. Details of the manuscript development of his first four novels show Malouf’s steps towards a clearer representation of his holistic, post-romantic vision. His correspondence with the poet Judith Rodriguez provides useful insights into his purposes. Theories and research about brain functions, the nature of intelligence and learning provide an important international context in the 1960s and 1970s, given Malouf’s interest in how meaning forms from perception and experience. Jean Piaget’s view of intelligence and David Kolb’s theory of experiential learning (1984) offer frameworks for reading Malouf that have not yet been considered. The thesis offers a model of poetic learning that highlights the interplay of dialectically opposed ways of forming meaning and points to the importance for Malouf of holding diverse states of mind together through the poetic imaginary.
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Hößler, Ulrich. "Interkulturelle Qualifizierung im Rahmen des Hochschulstudiums in Deutschland." Doctoral thesis, Humboldt-Universität zu Berlin, Kultur-, Sozial- und Bildungswissenschaftliche Fakultät, 2017. http://dx.doi.org/10.18452/17721.
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Die vorliegende Arbeit verfolgt das Ziel, ein Modell interkultureller Qualifizierung im Rahmen des Hochschulstudiums in Deutschland zu generieren. Im theoretischen Teil wird der Qualifizie-rungsbegriff in Bezug zum Qualifizierungsziel interkulturelle Kompetenz und zum Anwen-dungskontext Hochschulstudium in Deutschland erörtert sowie das Thema innerhalb der Erzie-hungswissenschaften verortet. Auf die Themen interkulturelle Kompetenz und interkulturelles Lernen wird gesondert eingegangen. Darauf aufbauend werden im empirischen Tiel die zwei durchgeführten Studien beschrieben und abschließend die Ergebnisse interpretiert. Aus einer qualitativ-explorativen Interviewbefragung von 18 ehemaligen Teilnehmenden am Zusatzstudi-um Internationale Handlungskompetenz der Regensburger Hochschulen und einer quantitativ-explanativen Fragebogenstudie mit 129 damals aktuellen Teilnehmenden am Ende des Zusatz-studiums konnten relevante Eingangsbedingungen, Lernprozesse und Wirkungen sowie Kon-trollvariablen interkultureller Qualifizierungsmaßnahmen identifiziert werden. Die identifizierten Variablen werden zu den fünf Nutzungsprofilen interkultureller Qualifizierung 1) Sensibilisie-rung, 2) kognitive Anwendung, 3) Aktivierung, 4) aktionale Anwendung und 5) Potenzierung zusammengefasst. In einem Transfermodell werden die Nutzungsprofile schießlich in Bezug auf Wissenstransfer und Handlungstransfer verortet und in einem Input-Prozess-Output-Modell auf-steigend angeordnet. Das Ergebnis der Arbeit besteht somit in einem theoretisch fundierten und empirisch geprüften lern- und handlungstheoretischen Modell interkultureller Qualifizierung, das exemplarisch Bedingungen, Prozessverläufe und Wirkungen interkultureller Qualifizie-rungsmaßnahmen an deutschen Hochschulen beschreibt und dadurch Anwendungswissen für Konzeption, Implementation und Evaluation weiterer bestehender und geplanter interkultureller Qualifizierungsmaßnahmen bietet.This study aims at generating an input-process-output model of intercultural qualification in the context of academic education in Germany. The theoretical framework consists of defining in-tercultural qualification and localizing the topic within educational sciences. The topics intercul-tural competence and intercultural learning are discussed separately. There were two empirical studies: 1) 18 former participants of the Extracurricular Study Program for Intercultural Compe-tence at the Regensburg universities have been interviewed about the program’s learning pro-cesses and learning outcomes. Resulting data were analysed using qualitative methods, yielding a set of hypotheses on relations between preconditions, processes and outcomes of intercultural qualification. 2) At the end of the program, 129 participants completed a questionnaire con-structed on the results of the interview study producing quantitative data. Relevant input, pro-cess and output variables could be identified and were integrated into five user profiles: 1) sensi-tisation, 2) cognitive application, 3) activation, 4) behavioral application, and 5) potentialisation. These profiles were finally arranged in relation to knowledge transfer and behavioral transfer, thus yielding a transfer model of intercultural qualification, and were put in ascending order in an input-process-output model. This theoretically founded and empirically tested model de-scribes exemplarily preconditions, learning processes, learning outcomes, and control variables of intercultural qualification in the context of academic education in Germany. It can be used as a theoretical framework for further research or conceptualisation, implementation, and evalua-tion of intercultural qualification programs.
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Van, Rensburg Gisela Hildegard. "The learning styles of nursing students at a distance teaching university." Diss., 1995. http://hdl.handle.net/10500/17752.
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Individuals have unique ways of perceiving and organising information, which are
referred to as learning styles. By becoming informed about individual learning styles the
educator is in a better position to support the learner in the learning process.
A descriptive correlational study was done to investigate the learning styles of nursing
students at Unisa. In this research project a postal questionnaire was used to determine
their learning styles. Research data were gathered on the demographic and academic
profile of Unisa nursing students in order to determine their specific needs. Learning
styles were correlated with various constructs (academic achievement, distance teaching,
home language).
It was concluded that awareness of individual learning styles is important to assure
quality improvement in nursing education. Both learner and educator need to be
knowledgeable of learning styles and therefore a course in learning styles was designed.Health Studies
M.A. (Nursing Science)
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Van, Rensburg Gisela Hildegard. "Learning styles : implications for higher education." Thesis, 2002. http://hdl.handle.net/10500/980.
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Significant changes have taken place in higher education over the past ten years. Learners are more liberated and want to be acknowledged as individuals with differences, and not expected to adapt their individual characteristics to fit in with the specific environment of the learning situation. A new emphasis is placed upon creating and sustaining learning environments that accommodate learner needs and the process of effective learning. Learners' individual needs include their need to learn how to learn and an acceptance of their individual differences as expressed in learning styles.
Active learner participation in the learning process is necessary for effective learning to take place. Only then can the desired outcome be reached. For a learner to actively participate in the learning process, the learner must know how to learn, and how to function as an independent learner. To reach these goals, sound knowledge of individual differences in learning styles is necessary.
The impact of individual differences on education and the way they affect educational practice, future learning and academic achievement places the emphasis even more strongly on constant awareness, updating or change, improvement and development of the educational environment. The educator, as one of the role players in the educational environment, is the facilitator of learning, and should be empowered with a strong knowledge base regarding individual differences among both learners and educators, thus becoming more innovative and creative.
Qualitative non-empirical research was undertaken. The aim of this research was to analyse and explore the concept learning style as well as to promote learning style awareness through assessment of learning styles, and to provide an organised frame of reference to guide the learning process and provide for systematic education.
Based on insight and knowledge gained through inductive and deductive reasoning, the Learning Style Assessment Tool and a model for learning style promotion in higher education were constructed. The instrument enables learners and educators to assess their own learning styles and identify their learning characteristics and preferences. The model can serve as a basis for acknowledging and accommodating learning styles in higher education. The desired outcome of this research is effective learning and quality education.
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Davhana-Maselesele, Mashudu. "Problems in integrating theory with practice in selected clinical nursing situations." Diss., 2000. http://hdl.handle.net/10500/17944.
Full textAbstract:
Text in EnglishThe current changes in health care systems challenges knowledgeable, mature and independent practitioners to be able to integrate theoretical content with practice. The study aims to investigate the problems of integrating theory with practice in selected clinical nursing situations. The study focused on the rendering of family planning services to clients which is a component of Community Nursing Science. The findings of the study reveal that there is a need for an integrated holistic curriculum which will address the needs of the community. It was concluded that a problem-based and community-based curriculum, safe and patient-friendly clinical environments, intersectoral collaboration between college and hospital management and student involvement in all processes of teaching and learning will improve the integration of theory and practice. There also appears to be a need for tutors to be more involved in clinical teaching, accompaniment and the continuous evaluation of students.
Health Studies
M.A. (Nursing Science)
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"Creating an indigenous experiential learning model." PRESCOTT COLLEGE, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=1456710.
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