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1
Olivier-Shaw, Amanda. "Lecturer and student perceptions of an academic writing task." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003548.
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This research considers the perceptions of an academic writing task held by a lecturer and first year students in the Philosophy department at the University of Zululand. The research takes as its starting point the following premises: that language is inextricably linked to learning; that each academic discipline has a particular discourse which students have to acquire in order to participate as accepted members of the academic community; that learning proceeds most effectively when teaching starts with what is known and moves into the unknown; and that learning takes place through experience and involvement, rather than transmission. The research suggests that many first year students bring with them to university an understanding of the nature of learning and of knowledge which makes it difficult for them to understand the implicit rules of the discourse of analytical philosophy. My investigation uncovered several of these rules in the study guide written for the course, but it appears that students were not able to discover them and, as a result, experienced great difficulty in fulfilling the assignment task in a way which promoted their understanding of the content. The research also shows that the lecturer's expectations of the task were far removed from the manner in which the students implemented the task. It is argued that the students appear to have reverted to their established writing strategies which consisted of simply repeating what the 'authority' has said. From this it is argued that unless rules of the discourse are made explicit to students, and students understand the content of the course, they will revert to copying and relying on other sources to tell them what to write. One way of making these rules explicit and encouraging students to integrate new knowledge with previous knowledge which they bring with them to university is through providing well-structured writing tasks, and where necessary, developing clearly defined assessment procedures. Writing is the principal means of mediation between the lecturer, who is trying to offer students entry into the discipline, and the student apprentice trying to make sense of the discipline and find his or her own 'voice' within that discipline.
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Abdul, Majeed Mohamed Navaz. "Lecturer-student interaction in English-medium science lectures : an investigation of perceptions and practice at a Sri Lankan university where English is a second language." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12995/.
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This study arises from two contextualised problems faced by the students at the Faculty of Applied Sciences (FAS) of a small university in Sri Lanka. These problems are: students’ lecture comprehension difficulties and limited oral language proficiency in their second language (i.e. English). The ideas developed in this study are based on the argument that dialogic lecturer-student interaction, which enables students to take a more active role in discussions compared to the use of recitation scripts (questions-answers-evaluations) developed in non-dialogic interactions, is likely to be beneficial for students’ content and language development. Although there have been studies at primary level, there has so far been little research into dialogic interaction in tertiary-level L1 Science classes, and none yet carried out in the L2 context. Therefore, this study investigates the extent of dialogic interaction practised at FAS, in conjunction with a thorough consideration of the factors that influence interaction between lecturers and students. This study, involving 30 students and 4 lecturers, was undertaken as a pioneer study in this context in Asia by analysing L2 lectures given at FAS. Data were collected from lecturer and student questionnaires, lecturer interviews, student group interviews, observations of 24 lectures and audio recordings. Of the observed lectures, a total of 12 from Biotechnology, Animal Physiology, Physics and Statistics were transcribed verbatim and analysed using an analytical framework, which was especially designed to analyse the FAS lecture discourse. This framework was also used to locate these lectures on a scale from monologic to dialogic. The study revealed the complexity of the perception-practice dynamic, and the multi-faceted sub-set of factors which influenced students' and lecturers’ behaviour in class, and their perception of that behaviour. Students’ lecture comprehension problems and classroom interaction were influenced by their language proficiency, though the students considered the lecturers’ lecture delivery style to be more important than their own language proficiency. In this study it was revealed that a culturally embedded behaviour perpetuated by senior students, known as ragging (a kind of bullying), restricted the classroom interaction of the students. In terms of lecture delivery style, of all the observed lectures only two contained some interactional episodes in addition to monologic segments, while the others were found to be highly or mostly monologic. Students were also found not to be cooperating with lecturers in classroom interaction, despite stating a preference for learning through interaction. The students asked only very few questions in all the observed lectures, and answered in a limited number of lectures. The lecturers asked more knowledge testing questions than any other kind, while there were only a few concept development questions – the type which can help develop dialogic interaction. Overall, this investigation, which demonstrates the importance of combining studies of perception with detailed analysis of the discourse itself, indicates limited lecturer-student interaction as well as a clear lack of dialogic interaction in English-medium Science lectures at this particular university. In addition, it is argued that the innovative analytical framework designed to analyse the lectures delivered in the English Medium Instruction (EMI) context of the present study can be useful for other lectures which are commonly delivered as monologic in both L1 and L2 contexts. Finally, it also stresses the importance of investigating the influence of cultural and behavioural factors, such as ragging, on classroom learning.
3
Castro, Lilian Ruth Dias de. "Formação pedagógica dos docentes do ensino superior: o ponto de vista de professores de uma universidade de Belém-Pará." Master's thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/10966.
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A Formação Pedagógica dos Docentes do Ensino Superior: o ponto de vista dos professores de uma Universidade de Belém-Pará.
O presente estudo aborda a Formação Pedagógica dos Docentes do Ensino Superior de uma universidade brasileira. Procuramos saber com dez professores, das 1.ª e 2.ª séries do curso de Licenciatura em Dança, as implicações que podem ocorrer no exercício da docência, com a falta da formação pedagógica necessária. As evidências que geraram as análises apresentadas nesta dissertação foram coletadas junto aos professores da instituição investigada, uma universidade pública de Belém do Pará. Os resultados da discussão apontam para um consenso dialético entre os professores do curso, sobre os aspectos metodológicos a serem utilizados para o desenvolvimento dos futuros professores. O estudo se deu por meio de recolha de dados qualitativos, utilizando entrevistas individuais, semiestruturadas, baseadas num guião previamente constituído e aprovado pelos especialistas da Universidade de Évora. O resultado da análise pareceu indicar que os entrevistados consideram a Formação Pedagógica como eixo norteador do ensino, para o curso de Licenciatura em Dança. No entanto, manifestaram sua insatisfação pela falta de tempo para pesquisar, pelo acúmulo de obrigações, remuneração inadequada e excesso de trabalho. Consideram que a falta da Formação Pedagógica do docente implica na prática do futuro docente, quando estiver a lecionar autonomamente; *** ABSTRACT:
Educational Training of Teachers in Higher Education: the view of teachers in a University of Belém-Pará.
This study addresses the Pedagogical Training of Teachers in Higher Education from a Brazilian university. We seek to know with ten teachers of the 1st and 2nd series of the Bachelor's Degree in Dance, the implications that may occur in the teaching practice with the lack of pedagogical training required. The evidence that led to the analysis presented in this dissertation was collected from the teachers of the institution investigated, a public university in Belém-Pará. The results suggest a dialectical consensus among the teachers of the course about methodological aspects used for the development of future teachers. The study involved the collection of qualitative data, using individual semi-structured interviews based on a previously established and approved grid by experts from the University of Évora. The results seem to indicate that respondents consider the Pedagogical Training as a guiding principle in the dance course. However, they expressed their dissatisfaction to the lack of time to do research, accumulation of obligations, inadequate payment and overwork. Teachers consider the lack of Pedagogical Training of teachers to have consequences on future teachers practice, when they are to teach independently.
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Birch, Miriam C. "An investigation into computing lecturers' perceptions of the impact of changes in the student body on their role." Thesis, University of Stirling, 2012. http://hdl.handle.net/1893/13021.
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This study focuses on perceptions of a group of Computing lecturers at a large post ’92 Scottish university of the changes that have occurred in the student body. It also considers whether or not the changes have had any impact on the identity and role of the lecturers and whether the lecturers have adapted their practice to accommodate the needs of the diverse student population. An empirical approach was used consisting of semi-structured interviews with a targeted random sample of lecturers. The findings indicate that the impact of the changes which have taken place within higher education have not been uniform and have varied depending on the perceived status of the institution as well as the discipline within the Higher Education (HE) hierarchy. The findings identify a number of areas for consideration by university managers, lecturers and higher education researchers. There appears to be a gap between university policies on widening access and student retention and the implementation of the policies by the lecturers. The findings show that the lecturers are aware of the greater diversity of the student body, but that many of the lecturers share the traditional view of a university student and therefore expect the students to adapt to fit the existing system rather than considering changing their approaches to suit the students. The lecturers in my study have adopted a number of strategies to cope with the constant changes taking place within higher education. However, many of them are unclear as to what is expected of them and unsure about how they should prioritise the numerous demands on their time. This study differs from and complements other work because it focuses on the lecturers’ perceptions of the changes in their role as well as in the student body. The outcome of my study is a better understanding of the perceptions lecturers have of their role and the students that they teach. Although my study is small scale and specific to a particular academic discipline within a large university, the findings should be of value not only to the particular institution in the study, but the wider academic community as well.
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Wang, Yu. "Chinese students' perceptions of humour in British academic lectures." Thesis, Open University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576718.
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My PhD study explores humour in British academic lectures and Chinese students' perceptions of it. The research interest was derived from my personal experience as an international student in Britain, when I repeatedly encountered occasions on which the lecturers' jokes fell flat for me. Britain is one of the most popular destinations for international students, but there are hardly any investigations into humour in academic contexts or international students' understanding of it, and none on Chinese students' problems with humour in lectures. In my study, instances of humour, referred to as 'humour episodes' (REs), were identified and analysed in a large number of lectures recorded in the British Academic Spoken English (BASE) corpus and nine academic lectures recorded by me. Some Chinese students, non-Chinese students and all of the lecturers at the lectures in my corpus, commented on selected REs in interviews and group discussions. Analysis of the REs was informed by interactional sociolinguistic and pragmatic theories. Major formal, semantic, and functional properties of humour in the lectures were identified. Humour arose from the incongruous interplay between these properties. The lecturers used humour to carry out teaching tasks and interpersonal activities. Humour heightened the lecturers' stances toward their topics. These stances embodied sociocultural values. The Chinese students had evident problems comprehending their lecturers' humour. Some expressed a feeling of alienation at having to laugh with other classmates without understanding the cause. The lecturers were often unaware of the Chinese students' perceptions of their humour, and sometimes appeared to be insensitive to their negative feelings. Expression of stance in the humour was particularly problematic to the Chinese students, but they tended to consider it peripheral to the main purpose of their studies. My study has implications for Chinese students' experience in British universities, and the internationalisation of British higher education.
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Snowden, Kelly E. "Teacher Perceptions of the Flipped Classroom: Using Video Lectures Online to Replace Traditional In-class Lectures." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc149663/.
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Advancements in media technologies have resulted in increased student usage causing teachers to struggle to be able to engage and hold student’s interest in a typical classroom. As students’ needs change, the field of education changes. One strategy that is gaining in popularity among teachers is the implementation of the “flipped classroom” also known as the “inverted classroom” or “reverse instruction” - a method incorporates technology to “flip” or “reverse” what is typically done in class with what is typically done as homework. Through teacher interviews of eight core teachers, this study attempts to discover teacher perceptions of the use of this method. Results of the study reveal that perceptions of the method are more positive among teachers who typically use lecture as a primary mode of information dissemination.
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Rey, Arnaud. "Orthographe et phonologie dans la perception des mots écrits." Aix-Marseille 1, 1998. http://www.theses.fr/1998AIX11061.
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Dans les systèmes d’écriture alphabétiques, lire un mot implique d'identifier une suite de symboles visuels (des lettres) et de transcoder cette information visuo-orthographique en information phonologique afin de retrouver le sens de ce mot. L'objet de ce travail de thèse est de déterminer par quels processus un lecteur adulte réalise ce transcodage orthophonologique. Dans une série d'expériences comportementales réalisées en anglais et en français, nous montrons que la structure phonologique des mots influence leur temps d'identification visuelle. Plus particulièrement, nous mettons en évidence le rôle crucial joue par certaines unités orthographiques, les graphèmes, dans la perception des mots écrits. Ces unités se situent à l'interface entre codes orthographiques et codes phonologiques, et établissent des ponts fonctionnels entre ces deux codes, constituant ainsi les éléments de base du système de lecture. à la suite de ces résultats, nous présentons un modèle computationnel de la perception des mots écrits basé sur la notion d'unités orthographiques fonctionnelles. Avec ce modèle, nous faisons l'hypothèse que le système de lecture d'un adulte est constitué de différents niveaux d'unités orthographiques. Ces différents niveaux d'unités seraient mis en place au cours de l'acquisition de la lecture, facilitant ainsi le traitement global et parallèle des mots. Afin d'évaluer les prédictions quantitatives de ce modèle et de les comparer aux prédictions d'autres modèles computationnels de la perception des mots écrits, nous rapportons une étude realisée en anglais ou les temps d'identification de 120 mots sont mesurés pour un total de 140 sujets. Avec cette expérience, nous testons les prédictions des différents modèles computationnels existant en plaçant notre analyse au niveau des mots pris individuellement. Enfin, dans une dernière série d'expériences réalisées en allemand, nous montrons que la structure syllabique des mots influence également leur temps d'identification. Ces données expérimentales suggèrent ainsi que la syllabe pourrait également avoir le statut d'unité orthographique fonctionnelle au sein du système de lecture. L'ensemble de ces expériences indiquent que les propriétés phonologiques des mots conditionnent la structure et la dynamique de leur perception visuelle et que la phonologie impose une certaine organisation fonctionnelle au traitement des informations orthographiques.
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Leloup, Gilles. "Lecture et Compétences reliées à la lecture chez des adultes dyslexiques universitaires." Paris 7, 2011. http://www.theses.fr/2011PA070006.
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Cette thèse est centrée sur l'évaluation des capacités de lecture et des capacités phonologiques et visuelles reliées à la lecture chez des adultes dyslexiques universitaires âgés de 20 à 30 pour lesquels un diagnostic de dyslexie développementale avait été posé lors des premières années de scolarisation. Nous avons comparé 24 adultes dyslexiques à 60 normolecteurs (de même âge chronologique et ayant tous suivi au moins deux années de scolarité universitaire) dans une étude de groupe (pour faire ressortir les capacités qui sont déficitaires chez les dyslexiques) et dans une étude de cas multiples (pour faire ressortir la proportion de dyslexiques ayant, pour une capacité donnée, des performances déficitaires) dans 4 expériences. La première portait sur les capacités reliées à la lecture (segmentation phonémîque, mémoire à court-terme et mémoire de travail phonologique et visuelle, capacités de dénomination rapide), la seconde sur les capacités d'identification et de reconnaissance des mots écrits et la troisième sur la compréhension écrite, qui a été comparée à la compréhension orale avec un protocole aussi similaire que possible sur le plan linguistique et pour la charge de mémoire. La quatrième expérience portait sur les traitements visuo-attentionnels, évalués à partir d'une épreuve de détection de cibles et d'une épreuve de recherche de cible. Dans pratiquement toutes ces expériences la précision et le temps de réponse ont été examinés. Les résultats confirment la robustesse, et la fréquence, de déficits des dyslexiques dans trois principaux domaines : (1) les capacités d'identification et de reconnaissance des mots écrits ; (2) les capacités phonologiques reliées (segmentation phonémique» mémoire phonologique à court terme et mémoire de travail, dénomination sérielle rapide) ; et (3) la compréhension d'énoncés et cela quelle que soit la modalité (écrite ou orale). Comparativement, les déficits visuels et visuo-attentionnels sont moins robustes et moins prévalents<br>This research focuses on the assessment of reading skills and reading-related skills among adult with developmental dyslexia (DD) aged 20 to 30 for whom a diagnosis of DD had been established in the early years of schooling. We compared 24 adult with DD to 60 typical reader of the same chronological age and having been schooled at least during 2 years at the University) in a group study (to highlight the skills that are deficient in adult students with DD) and a multiple case study (to highlight the proportion adult students with DD who, for a given skill, had a deficit) in 4 experiments. The first was focused on reading-related skills (phonemic segmentation, phonological and visual short-term memory [STIVI], working memory, Visual abilities and rapid naming [RAN]); the second on word-level reading skills; and the third on reading comprehension, which was compared to listening comprehension with a protocol as similar as possible in terms of language and memory load; the focus of the fourth experiment was on visuo-attentional processing, assessed using two tasks: a detection target's task and a research target's task. In almost ail these experiments, accuracy and speed were examined. The results confirm the robustness and the frequency of the deficits in adult with DD in three major areas: (1) word-level readïng skills, (2) reading-related phonological skills (phonemic segmentation, phonological STM, working memory, and rapid naming), and (3) sentence comprehension, whatever the modality (written or oral). Comparatively, the Visual and visuo-attentional deficits are less robust and less prevalent
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Keith, Pauline Angela Francesca. "An investigation into experienced expatriate lecturers' perceptions of continuing professional development." Thesis, Open University, 2017. http://oro.open.ac.uk/50804/.
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This thesis investigated how thirteen experienced, expatriate lecturers in an institute of higher education, Middle Eastern University College (MEUC), in the United Arab Emirates (UAE) perceived the continuing professional development (CPD) offered by their institute. I was motivated by the approach adopted by the institute towards the provision of CPD, an apparent lack of consultation with lecturers regarding their professional growth and comments from colleagues, to investigate personal and professional development. In particular, I wanted to determine how the institute’s approach to the provision of CPD influenced lecturers’ perceptions, beliefs and attitudes concerning institutionally provided CPD, so an interpretive study was selected. Focus groups and semi-structured interviews were conducted to obtain perceptions of, attitudes to and desire to engage with institutionally provided CPD. A further aim was to explore how participants’ tacit knowledge impacted on their perceptions and attitudes of CPD and whether this affected their attitude towards learning. The findings revealed three main themes. First, the mandatory nature, model and content of CPD affected participants’ perceptions of and engagement with CPD. Second, the CPD provided overlooked participants’ experience and tacit knowledge, impacting negatively on their views of CPD and professional identity. Finally, the specific profile of the participants, self-initiated expatriates, was revealed to be an important factor in lecturers’ CPD requirements and professional outlook, with implications for the development of existing theory in this area. Finally, a desire for targeted, personalised CPD was identified, specifically in the areas of pedagogy, professional inquiry and cultural awareness and intelligence.
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Bitterling, David. "Lectures françaises de l'espace absolu." Paris 7, 2005. http://www.theses.fr/2005PA070008.
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La thèse "Lectures françaises de l'espace absolu" illustre, dans un premier temps, comment dans la France du XVIIe siècle des problèmes d'ordre économique et politique se marient avec une nouvelle conscience de l'espace. Ce faisant, la thèse démontre, dans un deuxième temps, que derrière d'un royaume conçu comme un espace homogène et clos, censé être source de pouvoir et de richesse, se trouve celle d'un espace plus abstrait et d'origine mathématique: le concept de l'espace absolu<br>The present thesis shows how in 17th century France economical and financial problems are faced with solutions largely inspired by the Renaissance "spatial turn". It iIIustrate the self-conception of France as if the country was a great enclosure, aiming at external economic autarky and internal perfection in cultivating space. Analysing the management of space and its political and economical justification, the thesis proves that the theoretical concept of space that is there behind is an absolute one
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Vergilino-Perez, Dorine. "Les transformations sensori-motrices pendant la lecture." Paris 5, 2001. http://www.theses.fr/2001PA05H038.
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L'objectif de cette thèse est de déterminer à quel moment et dans quel système de coordonnées s'effectuent les transformations sensori-motrices à la base de la planification des saccades en situation de lecture. Une première série d'expériences utilisant un paradigme de saccades mémorisées et visuellement guidées démontre que le plan moteur de la séquence de saccades diffère selon l'action planifiée sur le mot -atteindre un nouveau mot-cible ou explorer un même mot à l'aide de pluieurs saccades- lorsque deux saccades sont planifiées vers deux mots-cibles, la position de la seconde cible est encodée au moment de sa présentation en coordonnées centrées sur la tête et réactualisée après la première saccade en fonction de la nouvelle position de l'oeil dans l'orbite. La seconde saccade est calculée pour atteindre le centre du second mot. Lorsqu'une séquence de deux saccades est planifiée dans un même mot, la seconde saccade intra-mot est encodée en coordonnées oculocentrées sous la forme d'un vecteur moteur fixe non réajusté en fonction de la position de la première fixation. Une seconde série d'expériences examinant la flexibilité des plans moteurs en fonction des modifications des propriétés spatiales des stimuli met en évidence une préplanification de la saccade intra-mot avant le déclenchement de la première saccade sur la base de la longueur du mot intégrée en périphérie. L'ensemble de ces résultats démontre que l'action envisagée sur l'objet conditionne non seulement la nature des informations utilisées dans le codage de l'action mais également le moment où ces informations sont traduites en une représentation motrice<br>The goal of this thesis is to specify when and in which coordinate system the sensorimotor transformations involved in the planning of saccades in reading are carried out. The first series of experiments uses a visually and memory-guided saccades paradigm. The results demonstrate that readers hold an internal motor plan in at least two different reference frames that are specific to the action to be performed : to aim for a new target word or to read it over with a second fixation. When a word is selected as a target for the next saccade, the spatial location of the second target is encoded in head-centered coordinates before the first saccade. Then, the second saccade is updated with respect to the current eye position after the first saccade in order to aim a fonctional target location in the second word that is the word's center. (. . . )
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Choeb, Saber Chendi Wael. "L’emploi de la caricature dans le développement des habiletés de la lecture critique des apprenants de français langue étrangère et leurs perceptions." Thèse, Université de Sherbrooke, 2017. http://hdl.handle.net/11143/11226.
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La lecture joue un grand rôle dans le processus d’enseignement-apprentissage. Elle constitue une base solide de la formation didactique de l’apprenant pour s’adapter à la société. Il existe quatre niveaux de compréhension en lecture : littérale, inférentielle ou interprétative, critique et créative. Les habiletés de ces quatre niveaux de compréhension sont organisées selon la hiérarchie de la taxonomie de Bloom. Notre recherche portait sur le niveau de la compréhension critique en lecture : la lecture critique. À la suite d’une recension de la littérature scientifique, nous avons constaté que les recherches connues à ce jour appuient l’importance de s’intéresser à la didactique de la lecture en classe de français. Cependant, les résultats semblent peu concluants à l’égard de la lecture critique, malgré son importance.
La problématique de notre recherche consiste au fait que les apprenants du Français Langue Étrangère (FLE) éprouvent des difficultés en lecture critique. Ils tendent vers une compréhension globale du texte sans chercher ni comprendre le sens implicite. D’une part, différents auteurs ont montré que les raisons de ces difficultés ne sont pas dues seulement aux étudiants eux-mêmes mais aussi aux méthodes d'enseignement non appropriées à enseigner la lecture critique en FLE. Dans le domaine de l'enseignement des langues étrangères aux locuteurs d'autres langues, certains auteurs préconisent également la didactique de la lecture critique où les enseignants ne font pas juste enseigner aux étudiants les compétences linguistiques de base ou de former leurs habiletés de communication, mais aussi le besoin de développer la conscience critique chez les apprenants qui leur permettent de poser des questions plutôt que d'accepter passivement l'information qu'ils trouvent. D’autre part, la recension a montré que l’enseignement basé sur la caricature semble motivant et amène les apprenants à réfléchir, mais que ce support didactique n’a pas été utilisé auprès d’apprenants de français, surtout au niveau universitaire. Des études ont prouvé l’efficacité de la caricature dans l’enseignement de l’histoire, les sciences et la littératie visuelle et politique. Aucune étude, d’après notre recension d’écrits, n’a porté sur la caricature en didactique de FLE. D’ailleurs c’est un domaine peu investigué.
Notre recherche exploratoire voulait intégrer la caricature dans l'enseignement de la lecture critique en FLE. En définitive, notre recherche visait à répondre à la question générale suivante : Quelle est la contribution de la caricature comme support didactique au développement des habiletés de la lecture critique chez les apprenants du FLE ? De cette question découlent les questions spécifiques suivantes : 1- Quel est le rôle de la caricature comme support didactique dans le développement de la lecture critique chez les apprenants du FLE ? Et 2- quelles sont les perceptions des apprenants ciblés à l’égard de la caricature ? Pour ce faire, notre recherche a impliqué l’élaboration d’un dispositif didactique au cœur duquel figurait la caricature.
Afin de recueillir les données, nous avons choisi un échantillon volontaire parmi des étudiants adultes qui apprennent le FLE, à l’Université de Sherbrooke. Notre expérimentation didactique consistait à leur faire vivre des activités de lecture critique de textes basés sur la caricature en trois séances complémentaires. Les outils de collecte de données étaient les suivants : des prétests qui précédaient chaque séance du dispositif didactique pour diagnostiquer le niveau des étudiants en lecture critique, des posttests en lecture critique qui suivaient chacune des séances, des entrevues pour identifier les perceptions et les productions des participants.
Nous avons analysé l'ensemble des données. Il s’agissait d’une analyse évaluative des réponses des participants dans les pré/posttests; d’une analyse thématique du verbatim des entrevues afin d’identifier les perceptions des participants ; et d’une analyse du contenu des caricatures produites par les participants pour appuyer les résultats obtenus.
Les résultats de l’analyse ont indiqué que la caricature a contribué au développement de la lecture critique chez les apprenants du FLE : grandement chez les débutants et les intermédiaires et partiellement chez les avancés. En parallèle, la caricature était positivement perçue par tous les participants. Ceux-ci ont avancé que la caricature était pour eux une expérience originale, motivante et transférable. Ces résultats combinés avec ceux des recherches antérieures dans le même domaine laissent entrevoir que la caricature comme support didactique pourrait favoriser la compréhension en lecture en général chez les apprenants adultes.<br>Abstract: Reading plays an important role in the teaching / learning process. It constitutes a solid basis for the didactic training of the learner to adapt to society. There are four levels of reading comprehension: literal, inferential or interpretive, critical and creative. The skills of these four levels of understanding are organized according to the hierarchy of Bloom's taxonomy. Our research focused on the level of critical reading comprehension: critical reading. Following a review of the scientific literature, we found that the research known to date supports the importance of taking an interest in reading literacy in French. However, the results seem inconclusive with regard to critical reading, despite its importance. The problem of our research is that the learners of the French Foreign Language (FFL) have difficulties in critical reading. They tend towards a global understanding of the text without going further in the implicit sense. On the one hand, different authors have shown that the reasons for these difficulties are not only due to the students themselves but also to the teaching methods not appropriate to teach critical reading in FFL. In the field of foreign language teaching to speakers of other languages, some authors also advocate the teaching of critical reading where teachers do not just teach students basic language skills or train their communication skills, but also the need to develop critical awareness in learners that allow them to ask questions rather than passively accepting the information they find. On the other hand, the review showed that teaching based on caricature seems motivating and leads learners to think, but that this didactic support was not used with learners of French, especially at the university level. Studies have proven the effectiveness of caricature in the teaching of history, science and visual and political literacy. No study, according to our review of writings, has focused on the caricature in didactics of FFL. Besides, it is a little investigated field. Our exploratory research wanted to integrate caricature into the teaching of critical reading in FFL. As a conclusion, our research aimed to answer the following general question: What is the contribution of caricature as a didactic medium to the development of the skills of critical reading in the learners of the FFL? From this issue arise the following specific questions: 1- What is the role of caricature as a didactic medium in the development of critical reading in the learners of the FFL? And what are the perceptions of targeted learners about caricature? To do this, our research involved the development of a didactic system at the heart of which caricature was included. In order to collect the data, we chose a sample of adult learners who were studying at the University of Sherbrooke. Our didactic experimentation consisted in making them live the activities of critical reading of texts based on caricature in three complementary stages. The data collection tools included pre-tests that preceded each stage of the didactic experimentation to diagnose the participant’s level in critical reading; post-tests that followed each stage; interviews to identify their perceptions, and drawings produced by them. We analyzed all the data. This was an evaluative analysis of the students' responses in pre / posttests; a thematic analysis of the interview verbatim in order to identify their perceptions; and an analysis of the content of the caricatures produced in support of the results obtained. The results of the analysis showed that caricature has greatly contributed to the development of critical reading in FFL among the beginners and intermediates and partially among the advanced students. At the same time, the caricature was positively perceived by all participants. These ones argued that caricature was an original, motivating and transferable experience. These results, combined with previous research in the same field, suggest that caricature as a didactic medium could promote reading comprehension in adult learners in general.
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Mazandarani, Omid. "EFL lecturers' perceptions of teacher effectiveness and teacher evaluation in Iranian universities." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15428.
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Teacher effectiveness research (TER), as a multifaceted phenomenon, is a seminal part of most educational agendas upon which a successful teacher appraisal system tends to be contingent. Whereas there is a wealth of research on teacher effectiveness in mainstream (general) education, there is a dearth of studies on it in second/foreign language education, thereby sowing seeds of doubts apropos of the extent to which findings in mainstream education can be applied to L2 education. A paucity of cutting-edge research in the Middle-eastern context is another missing piece of the jigsaw testifying to a need for further research on teacher effectiveness. Taking such lacunae into consideration, this study endeavours to inquire into EFL teacher effectiveness in the Iranian higher education context as its main objective. With this end in view, a number of research questions are formulated whereby the main constructs are identified. This study is aimed at investigating lecturers’ understanding of teacher effectiveness and its pertinent appraisal model, and more specifically, delving into their perceptions of teacher appraisal in Iran. Measures of evaluation, opportunities of which lecturers can avail themselves to improve their effectiveness, and lecturers’ ideal appraisal system are other areas which are examined in this research. In this study, a mixed methods exploratory sequential design is adopted to address the proposed research questions. Close-ended and open-ended questionnaires and semi-structured interview are the instruments utilised for data collection. The collected quantitative and qualitative data are analysed with the help of SPSS and NVivo, respectively. The analysis of both sets of data culminated in the emergence of six major themes, i.e. lecturers’ understanding of teacher effectiveness and the qualities of an effective teacher, measures of evaluation, opportunities and strategies conducive to improving teacher effectiveness, the Iranian appraisal system, non-teacher-controlled factors impacting on teacher effectiveness, as well as lecturers’ perceptions of an ideal appraisal system. Following a myriad of ideas garnered through data analysis, a differentiated appraisal model informed by lecturers’ voices is proposed. Based on the findings which provided evidence for some imperfections in the nexus between policy and implementation, this study concludes that there is still some room for improvement in teacher appraisal in 3 Iran. Important amongst others are better alignment between teacher appraisal and teachers’ professional development needs, transparency of the appraisal, and use of all types and forms of teacher evaluation. The study brings to the fore further implications, conclusions and suggestions for future research which are presented in the final chapter of this thesis.
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Johnson, Rachel Nicola. "A qualitative study of student feedback : lecturers' and students' perceptions and experiences." Thesis, Sheffield Hallam University, 2000. http://shura.shu.ac.uk/3158/.
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The thesis has two aims. First to conceptualise the meaning of the idea and practice of 'student feedback' on teaching and learning in higher education (HE). Second, to assess the effectiveness of 'student feedback' in respect of both students' and lecturers' communicative relations and needs and the aims of the contemporary HE policy agenda. Students and lecturers from a variety of HE institutions and subject disciplines were interviewed about their own perceptions and experiences of the purpose, process and demands of 'student feedback'. Analyses and discussion of these data are structured in respect of conclusions drawn from a comprehensive and critical appraisal of the intentions, assumptions and values expressed within HE government policy texts and documents issued by HE statutory agencies in the period 1987-1997. In these texts the idea and practice of 'student feedback' is located within a set of aims symbolised by, and implemented through, the concept 'quality'. 'Quality' is used to progress: <ul> <li>efficient and effective management of HE institutions;</li> <li>a reorientation of academic cultures, practices and values;</li> <li>the reduction of professional autonomy, power and control through enforced institutional and national accountability procedures;</li> <li>the representation and empowerment of the student as 'customer';</li> <li>a reorientation of the purpose of (the) higher education (curriculum);</li> <li>summative and formative evaluation of professional practice in HE teaching.</li> </ul> The thesis finds that the student evaluation questionnaire (SEQ) is the dominant method used to elicit students' views on teaching and learning; it is also the subject of greatest interest within empirical research and management texts. The methodological and epistemological premises of the SEQ are compatible with the concept and strategy of 'quality' expressed in HE policy. The SEQ meets the explicit requirements of institutional and national accountability procedures and the practical exigencies consequent on the implementation of these requirements within institutions. Analysis of students' and lecturers' views on the communicative value of the SEQ highlights its inadequacies in respect of dialogue, expression and explanation. Analysis also stresses how students and lecturers experience teaching-learning as a complex, contingent, social and contextual process. Discussion illustrates how the SEQ generates conflict, divisions and tension both at an inter-personal level and within the educational process, and is also a reductionist evaluative practice that is experienced as unhelpful, confusing and disempowering. Lecturers and students associate the SEQ with the 'quality' agenda; narratives in which the SEQ is perceived as a bureaucratic, management-enforced burden on time and administrative resources relate to the controversial nature of this agenda, and yet also conflate with the negative experience of the SEQ. Analysis and discussion expose the letter of policy and statutory texts as legitimating rhetoric, and reveal both the contradictions in, and the inadequate conceptual basis of, the 'quality' agenda. Key issues are: the conditions that provide for student voice and empowerment within decision making and educational processes of teaching- learning; the commitment, values and motivations that underpin and progress professionalism and professional practice in teaching; and, the conditions that provide for support, development and reassurance within the formative activities of both student learning and the enhancement of teaching practice.
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Karakas, Ali. "Turkish lecturers' and students' perceptions of English in English-medium instruction universities." Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/394814/.
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Recently, many institutions in non-Anglophone contexts have switched to using English as a medium of instruction in education mostly as a strategic response to globalisation and internationalisation. This switch has increased the intake of international students and staff, leading to the representation of diverse languages and cultures on campuses. Researchers, fascinated by such transformations, have explored issues around EMI from various perspectives, but less from a language perspective, which is largely concerned with language policy and practice. Given this gap, this research explores Turkish students’ and lecturers’ perceptions of English, by considering their institutions’ English language policies and practices from their viewpoints. In doing so, part of the aim is to discover the language ideologies guiding students’ and lecturers’ perceptions of English. Using a mixed-methods research design, this research project employed three sets of data collection tools: questionnaires, individual interviews and documentary data. The research was conducted with undergraduate students and lecturers from three disciplines of three Turkish EMI institutions located in two provinces of Turkey. To analyse quantitative data, descriptive statistics and inferential statistics, i.e. the Kruskal-Wallis tests and the Mann-Whitney U tests were conducted. To analyse qualitative data, a mixture of qualitative content analysis and discourse analysis was utilised. The results show that overall, participants have monolithic perceptions of English in line with their positive perceptions of their own English being perceived as akin to native English, and of their institutions’ English language policies and practices grounded in native English. The results also demonstrate that many participants were more negative vis-à-vis others’ English, including that of Turkish students and lecturers whose English they perceived to be not native-like. It also emerged that various language ideologies, which were found to be formed by several factors, e.g. previous educational experiences, external factors and personal aspirations, have seemed to guide participants’ normative perceptions towards English. The research has ideological and practical implications for English language policy and practice in EMI universities as well as policy makers and content teachers both in Turkey and in other similar settings. The results propose that university policymakers should revise their institutions’ current academic English language policies to make them more linguistically ‘in-line’ with the current sociolinguistic reality of English — for example, by determining more appropriate entry requirements or by providing more appropriate EAP support for students. The research also has implications for ELT and EAP practitioners regarding the teaching of English and testing. ELT and EAP practitioners are recommended to reflect on their normative practices and expectations of their students’ language use and question the appropriacy of teaching standard (i.e. native) English to students who will, most likely, use English for communication with non-native English speakers and, primarily, for instrumental purposes, such as for the purpose of carrying out their academic tasks. At a more practical level, ELT teachers and EAP instructors can adopt error correction techniques which are mainly focused on meaning and content rather than on accuracy and show tolerance to students’ divergent use of English, with an emphasis on their “Englishing,” i.e. what they can achieve by using English, particularly for assessment.
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Garner, Iain. "An experimental study of perceptions of lectures attuned to different learning styles." Thesis, Sheffield Hallam University, 1997. http://shura.shu.ac.uk/20680/.
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An experimental study into the attunement of lectures to students' learning styles, in which analysis was undertaken on 77 students, from the degree disciplines of Physiotherapy, Statistics, Nursing and Psychology. The aim of the study was to discover if students perceived that they had learnt more effectively in lectures attuned to their learning styles, as predicted on the basis of Kolb (1984). The students were presented with four lectures each attuned to a different learning style, at the end of each lecture they were asked to assess their perceptions of the lecture and learning within the lecture via a questionnaire. The results indicated that there were no significant differences in the students' perceived learning within attuned lectures when compared to the non-attuned lectures. This contradicts the connection Kolb claims between approach and learning style. Close examination of Kolb's learning style theory revealed a number of serious anomalies and internal inconsistencies within his work (Claimed negative correlations between dialectic pairs, mixed learning styles and questionnable support for learning styles from split brain research). These theoretical anomalies were suplemented by experimental results that indicated that learning styles were not stable over time. The implications of this analysis are discussed in detail. Finally speculative further investigations were carried out to in an attempt to provide a more appropriate interpretation of Kolb's work. This further work yielded interesting results that are reported and would merit further study.
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Owen, Remington Carson Harrison. "Finding The Gaps: Lecturers' Perceptions on the Preparedness of Preservice Music Teachers." Thesis, The University of Sydney, 2019. https://hdl.handle.net/2123/21579.
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This thesis provides views of lecturers directly involved in the training of preservice music teachers, views previously absent from research. The scope of data collected included lecturers’ perceptions of particular strengths and weaknesses in preservice music teachers, factors that lecturers attribute weaknesses to, how gaps in knowledge and skills can be addressed, gaps within initial music teacher education programs and how to address those gaps within programs. Interviews were conducted with 7 lecturers across Australia who are directly involved in a tertiary music education program. Whilst lecturers speak from a variety of institutions, each with different structures and elements that affect their initial music teacher education programs, trends were identified. The findings suggest that lecturers perceive preservice music teachers to be passionate, however, lacking in general music knowledge and skills. Gaps in knowledge and skills are largely due to elements that are out of the control of the lecturers, who outlined strategies for how they best prepare music teachers, within the existing limitations. This research identifies issues that impact the ability of lecturers to prepare music teachers across Australia, and raises important issues that initial music teacher education programs need to address when considering how to best train music teachers.
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Allain, Sébastien. "Serious game et perception du réel : lecture documentarisante et potentiel cognitif." Phd thesis, Université de Grenoble, 2013. http://tel.archives-ouvertes.fr/tel-00917149.
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Le serious game d'apprentissage utilisé dans le monde professionnel se doit de lier la pratique du jeu à la pratique métier. Cet enjeu concerne les concepteurs, ainsi que les responsables de formation ou responsables des ressources humaines, tous intéressés par la transmission ou l'évaluation des compétences. Mais alors que les serious games simulant des relations interpersonnelles convoquent les notions de fiction, d'immersion, de réalisme ou encore de référentialité, ils réactivent des problématiques rencontrées par le cinéma documentaire. Thèse défendue : cette thèse propose que les théories et pratiques du cinéma documentaire puissent servir l'intention pédagogique du concepteur de serious game pour favoriser l'acquisition de nouvelles compétences chez l'utilisateur. Objectifs : sur le plan cognitif, l'objectif est d'explorer l'apprentissage lié à la confrontation de points de vue divergents (conflit sociocognitif), par l'intermédiaire d'un serious game monojoueur. L'objectif communicationnel associé est d'expliquer la construction d'un interlocuteur, fictif ou réel, capable d'opposer un point de vue à l'utilisateur. Pour répondre à ces objectifs, le cheminement historique et socioculturel du cinéma documentaire renseignera différentes formes discursives et relationnelles du serious game. Méthode : 4 configurations du même serious game EHPAD ont été expérimentées dans un quasi-plan d'expérience sur une période de 5 mois, auprès de 250 utilisateurs issus de 10 établissements médicaux. Notre enquête s'est appuyée sur des questionnaires auto administrés et l'enregistrement de traces d'activités. Aux traitements statistiques qui découlent de l'enquête s'ajoutent 5 focus groups, 3 entretiens individuels et des rapports d'observation. Principaux résultats : premièrement, une série de transpositions théoriques soutient l'analogie entre serious game et cinéma documentaire. Sur le plan empirique, notre enquête confirme cette analogie en soulignant que l'utilisation du serious game en contexte professionnel est propice à l'enclenchement d'une lecture documentarisante. Deuxièmement, la comparaison des configurations du jeu EHPAD démontre l'influence significative de deux figures narratives (mise en abyme et métalepse) sur l'accroissement de la documentarité et de la confrontation des points de vue. Au final, notre recherche aboutit à une "grammaire narrato-cognitive" permettant aux concepteurs de passer d'une écriture documentée, à une écriture documentaire : la compétence visée n'est plus cantonnée dans une fiction, mais étendue de manière réflexive aux énonciateurs réels.
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McKay-Redmond, Brenda. "Perceptions of psychological work contracts in a post-sixteen institution : the lecturers' perspective." Thesis, University of Ulster, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.420224.
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Yakrib, Siham. "Développement de l'attention visuelle sélective : rôle de l'apprentissage et de la directionalité de la lecture." Grenoble 2, 2007. http://www.theses.fr/2007GRE29027.
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Cette thèse a pour objectif d'apporter des éléments de réponse à la question du mode d'engagement de l'attention dans les paradigmes de recherche visuelle et de Posner en étudiant les liens entre le développement de l'attention et de l'apprentissage de la lecture. Car chez l'homme, la lecture, comme aucune autre tâche de la vie de tous les jours, semble demander une performance extrême aux systèmes visuo-moteurs et visuo-attentionnels. La lecture requiert de gérer en parallèle et rapidement différents types de vision ou d'attention : vision focale sur le mot en train d'être lu, vision parafovéale sur les mots suivants pour programmer la prochaine saccade oculaire, et vision périphérique pour régler la posture de la tête (référentiel spatial oculomoteur). Par ailleurs encore, le sens de la lecture, lire de gauche à droite (eg, français) ou de droite à gauche (eg, arabe, hébreu) pourrait jouer un rôle dans la détermination des asymétries spatiales (eg, bissection visuo-motrice) habituellement expliquées en terme de spécialisation hémisphérique, déterminer les stratégies d'exploitation visuelle, influencer le choix "la préférence" et "la mémorisation" d'images perçues visuellement<br>This thesis has for objective to bring elements of answer to the question of the mode of commitment of the attention in the paradigms of visual search (research) and Posner by studying the links between the development of the attention and the learning of the reading. Because at the man, the reading as no other spot of the life of every in the daytime, seems to ask for an extreme performance in visuo-moteurs and visuo-attentionnels systems. The reading requires to mange in parallel and quickly different typical of vision or attention : focal vision safe (sure) the word being read, vision parafovetale safe (sure) the following words to schedule (program) the next eye jerk, and peripheral vision to settle (adjust) the posture of the head (repository spatial oculomoteur). Besides still, sense (direction) of reading, to read from left to right (eg, French) or from right to left (eg, Arabic, Hebrew) could play a role in the determination of the special asymmetries (eg, bisection visuo-motrice) usually explained in term of hemispherical specialization, determine the strategies of visual exploitation (operation), influence the choice "the preference" and the memorization of received images visually
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Bogliotti, Caroline. "Perception catégorielle et perception allophonique : incidences de l'âge, du niveau de lecture et des couplages entre prédispositions phonétiques." Phd thesis, Université Paris-Diderot - Paris VII, 2005. http://tel.archives-ouvertes.fr/tel-00468920.
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Ce travail avait pour objectif d'évaluer la perception catégorielle de la parole (PC) et les liens qu'elle entretient avec l'apprentissage de la lecture et les difficultés de cet apprentissage. Les études ont porté sur des continua de voisement (VOT) et de lieu d'articulation (transitions de F2 et F3). Trois critères ont été utilisés pour évaluer la PC : la perception catégorielle relative, l'effet de frontière phonémique et la précision catégorielle. Cinq études ont été effectuées, 3 sur le voisement (études 1, 2 et 3), 1 sur le lieu d'articulation (étude 4) et 1 sur voisement et lieu (étude 5). L'étude 1, dans laquelle ont été suivis de 6 à 8 ans des enfants qui étaient non lecteurs à 6 ans, a permis de relever un effet de l'âge et/ou de l'apprentissage de la lecture sur la PC. L'effet du niveau de lecture sur la PC a été également relevé dans l'étude 2, qui a permis de constater que des dyslexiques de 10 ans, comparativement à des normolecteurs de même âge, présentaient un déficit de PC, et plus spécifiquement un mode de perception allophonique. L'étude 3 a en plus mis en relief le fait que le déficit de PC était persistant, étant donné qu'il a été observé chez des dyslexiques relativement âgés (17 ans). Les travaux sur le trait de voisement suggèrent que la perception allophonique résulterait d'un déficit de couplage entre prédispositions phonétiques au cours du développement perceptif. Nous avons confirmé cette hypothèse pour le trait de lieu d'articulation dans l'étude 4, qui a porté sur des adultes. Dans la dernière étude, nous avons proposé à des dyslexiques de 8 à 10 ans des entraînements qui avaient pour objectif de « corriger » leur déficit de perception allophonique. Cette tentative a échoué, ce qui indique que ce déficit est résistant à la remédiation. Ces résultats suggèrent que la perception allophonique serait à l'origine des difficultés de lecture des dyslexiques, ce mode de perception entravant l'établissement des correspondances graphèmes-phonèmes, condition sine qua non de l'apprentissage de la lecture.
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Wernars, Tenille. "Students' perceptions of lecturers: a further investigation into the influence of race and gender." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/8538.
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Includes bibliographical references.<br>Since the end of the apartheid system in 1994, particular attention has been focused on transforming the education system in South Africa, specifically in terms of the demographic composition of both students and staff. However, progress towards historically white higher education institutions becoming more representative in terms of their academic staff has been slow. Two major contributing factors to the stagnant transformation found are the unfavourable working environment experienced by black and female academic staff, and also that the majority of academic positions, especially more senior positions, continue to be dominated by white and male individuals. Students' perceptions of black and female academic staff members might be one contributing factor to the negative working environment they experience. These perceptions are influenced by commonly held racial and gender stereotypes, which are explained and explored using Social Identity Theory and Stereotype Content Theory. The eight hypotheses proposed in this study were therefore based on the assumptions of these theories, as well as previous literature, and suggested that students perceive black and female academic staff as less competent and more warm than white and male academic staff; and also that students perceive lecturers of their same racial and gender group as more favourable than lecturers belonging to other groups. The purpose of this study was to evaluate these perceptions in terms of the lecturers' competence and warmth; and additionally evaluated the influence of lecturers' academic discipline on these perceptions. A total of 1,697 South African students were asked to rate the competence and warmth of two alleged white lecturers and two alleged black lecturers presented to them in photographs using a mixed factorial research design. Students perceived both the white and black lecturers, and both the male and female lecturers, to be highly similar in competence; however were found to perceive the black and the male lecturers as warmer. The results found in this study did not support the hypotheses that students rated white and male lecturers more competent, and female lecturers as higher in warmth. They did, however, provide support for the hypothesis that students perceive black lecturers as warmer than white lecturers. The study also found that the black female lecturer was rated the lowest in terms of competence; and that students' race and gender, as well as the academic discipline of the lecturers', did not significantly influence students' perceptions. The results therefore suggest that students might not be as much of a contributing factor to creating a negative work climate for black and female lecturers as initially assumed, and that the young generation in South Africa may not be as influenced by racial and gender stereotypes as previous generations. The research makes an important theoretical contribution as it expands on limited research regarding the effects of the respondents' own racial and gender group when assessing racial and gender stereotypes; and provides important considerations for future research on racial and gender stereotypes in the context of South Africa.
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Genin, Christine. "L'expérience du lecteur dans les romans de Claude Simon, du "Vent a l'Acacia" : lecture studieuse et lecture poignante." Paris 10, 1995. http://www.theses.fr/1995PA100134.
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Cette étude analyse les modalités de l'expérience cognitive qu'est la lecture des romans de Claude Simon : l'écrivain, par son travail sur la langue et l'ensemble des caractéristiques thématiques et formelles qui constituent son style, comprend et restitue sa propre expérience cognitive de la réalité, expérience que la lecture permet de partager. Or la lecture est un plaisir ambivalent : elle possède deux pôles, l'un intellectuel et actif, la lecture studieuse, l'autre émotionnel et passif, la lecture poignante, qui doivent être en équilibre constant pour que l'expérience cognitive du lecteur soit complète. Chaque partie de cette étude décrit l'une des trois grandes modalités de l'expérience cognitive qu'est la lecture de Simon, en tentant de déterminer pour chacune la part de la lecture studieuse et celle de la lecture poignante : la restitution et l'exploration d'une perception, essentiellement visuelle et subjective, tout d'abord; la reconstitution d'une mémoire, personnelle et collective, dans son fonctionnement dynamique et associatif, ensuite; perception et mémoire, enfin, sont structurées par la construction du texte, qui est à l'image de la construction mental e des connaissances et des émotions en un réseau cohérent. La description de cette expérience permet de constater l'importance, dans la lecture simonienne, de la lecture poignante, trop souvent niée par les critiques, mais aussi et surtout le caractère indissociable des deux pôles de la lecture. Il est donc nécessaire de souligner la part primordiale de l'émotion dans la relation critique, sans pour autant nier l'importance de la part studieuse et intellectuelle du sujet critique. Il importe également de réhabiliter la notion de conscience critique, en enrichissant la notion de conscience de tout le contenu neurobiologique et cognitif qu'elle a acquis aujourd'hui<br>This study analyses the modalities of the cognitive experience which is an essential part of the reading process of Claude Simon’s novels: writers, in working on the language and the thematic and formal characteristics that constitute his style, comprehends and restores his own cognitive experience of reality, an experience which we share in the reading process. Reading is, however, an ambivalent pleasure, with two aspects: one intellectual and active, a studious reading, the other emotional and passive, a poignant reading. They must be in constant equilibrium for the reader to have a complete cognitive experience. Each section of this study describes one of three main modalities of the cognitive experience in the reading process of Simon’s works, and attempts to determine the extent of the studious reading and of the poignant reading. Thus are considered: first, the restoration and exploration of perception, principally under its visual and subjective aspects; then, the reconstitution of memory, both personal and collective, and in its dynamic and associative aspects; and lastly, perception and memory are structured through the construction of the text, which reproduces in a coherent network the mental construction of knowledge and emotions. This description of the cognitive experience in the reading process of Simon’s works reveals the importance of the poignant reading, which his critics too often overlook, and, above all, the indissociable nature of the two types of reading, which his critics too often overlook, and, above all, the indissociable nature of the two types of reading processes. In our critical relationship to the text, we must therefore emphasize emotion, without, however, denying the studious part of the critic's subject. We should also rehabilitate the notion of critical consciousness by expanding the notion of consciousness to include all the neurobiological and cognitive content it has acquired today
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Carr, Helen. "Academic induction : perceptions of newly appointed university lecturers in nurse education : an interpretive phenomenological inquiry." Thesis, University of Chester, 2019. http://hdl.handle.net/10034/621797.
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Aims: Empirical evidence demonstrates successful expert nurses appointed as nurse lecturers in higher education find themselves as 'newcomers' to the role and organisation. New nurse lecturers often find their transition to higher education confusing and challenging. Using the conceptual framework of communities of practice, this study aims to provide original research into what induction means for new nurse lecturers, and gain an in-depth understanding of their perceptions and experiences of their induction into working in a multi-sited university. Method: A qualitative research methodology was employed, using the theoretical approach of Interpretive Phenomenological Analysis (IPA) developed by Smith, Flowers, and Larkin (2009). Eight lecturers, with between one to three years' experience as nurse lecturers, were recruited from one university in the North West of England. Purposive sampling was utilised and data was obtained through one-toone semi-structured interviews. Verbatim transcripts were analysed following the principles of IPA. Findings: Three super-ordinate themes emerged (partial transition, dual communities of practice, introduction), along with six sub-ordinate themes (expectations of the nurse educator role, career change, contextual influences, location and culture of sites, tick box exercise, and the limited role of the mentor). New nurse lecturers found transition stressful: key aspects included the culture shock and the career change of adopting their new academic identity. Changing identity from a nurse to an educator, working across the boundaries of both practice and academia, was a struggle, particularly in participants with visiting lecturer experience who had mistakenly perceived this would prepare them for the role. Early role preparation was essential to understanding the different cultures and processes within the university. Formal mentoring supported development of self-confidence, but its value was undermined due to the mentors' workload and lack of understanding of their role, which affected relationship building. Supportive heads of department, and informal mentoring and peer support, were essential in developing new academic identities. Conclusion: This study contributes to practice through the development of an induction framework for new nurse educators. This framework acknowledges the relevance of maintaining a dual community of practice for new nurse educators, in supporting their new identity and their dual continuing professional development. Practical outcomes include: development of an informational resource for new lecturers (including visiting lecturers); development of a community of learning with facilitated workshops and online information resources; development of mentor training and resources for mentors; and mentors being thoughtfully designated by heads of department, with hours attached to their workload for mentoring. A long term online community of practice is needed for new staff to keep in touch and share information. Heads of department need to take ownership of inductions to ensure that their staff feel welcomed and supported in their new environment, with regular evaluation taking place.
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Amuah, Abigail. "Student nurses’ perceptions of written feedback after assessment at a University in the Western Cape." University of the Western Cape, 2016. http://hdl.handle.net/11394/4906.
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Magister Curationis - MCur<br>Background: Written feedback from lecturers to their students, in higher education institutions, plays an important role in improving students’ performance. However, students’ perceptions of written feedback on assessments could influence its utilization to improve their performance. Despite the high priority placed on written feedback, to date, insufficient research studies have been conducted on the student nurses’ perceptions of written feedback. Purpose and Objective: The purpose of this descriptive study is to describe student nurses’ perceptions of written feedback on assessments at a university in the Western Cape. The objective of this study is to determine student nurses’ perceptions of written feedback on assessment. Methodology: A quantitative descriptive survey research design was employed to conduct this study at a university in the Western Cape. The target population for this study was 106 student nurses registered in the nursing foundation programme for the year 2015. This study employed all-inclusive sampling of foundation student nurses registered in the year 2015. A questionnaire was used to collect data from the participants. A total of 74 participants were available for the study, of whom, 69 submitted their questionnaires, resulting to a response rate of 93.2%. The data was analyzed by using the Statistical Package for the Social Sciences (SPSS) version 23 and was presented in frequency tables, percentages and bar graphs. Ethics approval was obtained from the Senate Higher Degree and the Senate Research Committees of the institution under study, before commencing. Permission was also obtained from the Dean of Research and Head of the School of Nursing, before the commencement of the study. The purpose of the study was explained, and a consent form was signed, before the questionnaires were administered to participants. Findings: The findings of this study indicated that students receive feedback on assessment, were in line with the assessment criteria. The study also found that students perceived receiving plenty of quality written feedback in good time to be useful. The results of this study indicated that the inability to understand written feedback, the limited opportunity to clarify feedback and negatively written comments, hinders the use of written feedback. Recommendations: There is the need for lecturers to provide written feedback that could be useful for students to improve on their performance. There is also the need for written feedback to be delivered to students electronically. Lecturers need to discuss written feedback with their students after delivery. The need for a qualitative study to be conducted on student’s and lecturers experiences on written feedback on assessment is recommended.
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COURSANT, MOREAU AUDREY. "Un systeme d'aide automatique a la lecture labiale pour les personnes sourdes profondes : lipcom elaboration et evaluation." Strasbourg 2, 1997. http://www.theses.fr/1997STR20006.
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Le projet lipcom, developpe au centre scientifique d'ibm-france, est une aide automatique a la perception de la parole pour les personnes sourdes profondes. Actuellement a l'etat de prototype, lipcom est un systeme de reconnaissance phonetique de la parole continue en temps reel, fonctionnant en mode monolocuteur avec un vocabulaire illimite et une syntaxe non contrainte. Le but du systeme est de lever les ambiguites de la lecture labiale. En pratique, lorsqu'une personne sourde observe les levres de son interlocuteur, elle percoit, en outre, par la vision peripherique, le sous-titrage phonetique effectue par lipcom. Nous avons experimente le prototype, sur une periode de 3 ans, aupres d'une dizaine d'enfants sourds profonds pre-linguaux ages de 8 a 12 ans. Afin d'evaluer l'apport et l'interet du systeme, nous avons realise differentes experiences d'identification, portant successivement sur des logatomes non signifiants, des syllabes, des mots, puis des phrases, dans les deux conditions suivantes : lecture labiale plus protheses auditives, et lecture labiale plus protheses auditives plus lipcom. Les resultats montrent que l'utilisation de lipcom ameliore les performances des sujets. Les pourcentages d'identification varient en fonction des tests et des protocoles employes ; en moyenne, ceux-ci sont de 48% en lecture labiale plus protheses, contre 64% en lecture labiale assistee par lipcom. Dans le meme temps, l'experimentation a contribue a l'amelioration du taux de reconnaissance par le systeme d'un double point de vue : quantitatif, qualitatif. En effet, lipcom, qui effectuait initialement une reconnaissance tres partielle, reconnait, au terme de l'experimentation, entre 90% et 95% des phonemes. En conclusion, cette etude montre l'interet de lipcom pour faciliter la comprehension de la parole par les personnes sourdes et la faisabilite technique du systeme<br>The lipcom project, developed in the ibm-france scientific center, is an automatic tool to help speech perception for profoundly deaf people. As a prototype, for the time being, lipcom is a real-time, speaker dependent phonetic recognition system, operating on continuous speech with unlimited vocabulary and unconstrained syntax. The aim of the system is to discriminate lip-reading ambiguities : when a deaf user observes speaker's lips, he/she may read in a peripheral vision, a phonetic "sub-titling" made by lipcom. We experimented this prototype over a three years period, with about 10 pre-lingual profoundly deaf children from 8 to 12 years old. In order to evaluate the efficiency and the usefulness of the system, we made different experiments, successively, on nonsense items, on syllabes, words and finally on sentences under two conditions : lip-reading plus hearing aids, and lip-reading plus hearing aids plus lipcom. The results show that using lipcom increases the identification scores of the subjects performances. The relative improvement brought by lipcom depends on the tests and protocols ; as a mean, the identifications scores obtained in the lip-reading plus hearing aids condition are about 48% to 64% with lipcom. In the same time, the experiment contributed to improve the lipcom system recognition level both from quantitative and qualitative point of view. Effectively, lipcom which had an initial weak recognition rate, raised, at the end of the experiment to a phoneme recognition rate between 90% and 95%. To conclude, this study shows that lipcom does help speech understanding by deaf persons and that the system is technically feasible
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Persson, Annette. "Lecturers' attitudes and perceptions on change : Incorporation of sustainability to the discipline of Business Administration." Thesis, Umeå universitet, Företagsekonomi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-100327.
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Background Sustainability involves progressing economic, social and environmental goals together in an attempt to meet current needs without compromising with the needs of future generations. Universities can play an important role in educating young people in sustainability. Many future managers study at business schools which makes this discipline particularly interesting in terms of creating sustainability across society. Swedish universities are by law encouraged to embed sustainability which requires significant changes at all levels including the work of lecturers. Aim The purpose of this study is to examine lecturers’ attitudes and perceptions on making changes to embed sustainability into the courses they teach. Methods A qualitative research method with semi-structured interviews was applied. An interview guideline was developed and eight lecturers from basic and intermediate education programmes at Umeå Business School and Economics (UBSE) were recruited. Data was transcribed and analysed in relation to the theoretical framework of change models. Findings Eight lecturers were interviewed and overall they reported positive attitudes towards making changes to incorporate sustainability into their courses but many of them found it difficult to do so in practice. Obstacles to make such changes included being limited in the decision-making of changes to the syllabus, limited knowledge, time constraints and motivation. Findings show that management plays an essential role in making changes and that a number of key persons (change agents) who want to implement more sustainability to the courses already exist in the organisation. ConclusionsLecturers are important to fulfil changes to their existing courses to incorporate sustainability but in need of more time and training in this subject. A sustainable approach at UBSE positively affects lecturers’ attitudes to incorporate sustainability to their teaching.
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Booysen, Lene. "Educational interpreting in undergraduate courses at a tertiary institution : perceptions of students, lecturers and interpreters." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97131.
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Thesis (MA)--Stellenbosch University, 2015.<br>ENGLISH ABSTRACT: In recent years, there has been an increase in the use of educational interpreting at tertiary institutions in South Africa. Various pilot studies, as well as long-running interpreting projects at North West University, University of the Free State, and the University of Johannesburg have shown that educational interpreting is a viable way of implementing a multilingual language policy and accommodating various languages in the classroom. Educational interpreting has also been researched at Stellenbosch University (SU) in recent years and following the success of a 2011 pilot project at the Faculty of Engineering, the university plans to implement the service in other faculties as well (see Stellenbosch University Language Policy 2014).
The study reported in this thesis was conducted at SU and was interested in the perceptions of interpreting held by the three main role players in the interpreting service. The main focus of the study was on examining perceptions of interpreting held by second year Engineering students who attended lectures in which educational interpreting was used as mode of delivery. The data collected on these perceptions was also contextualised by findings from data collected on students’ language backgrounds (including language use, language attitude and actual and perceived language proficiency). As a secondary aim, the study was interested in the perceptions held by lecturers and interpreters working in the Faculty of Engineering.
Findings indicated that students generally had positive perceptions of interpreting and felt that interpreting was a good way to accommodate various languages at SU. It also proved useful to collect data on students’ language backgrounds in order to contextualise the results of the interpreting questionnaire, as important nuances emerged which were not apparent when these results were considered on their own. This lead to the insight that feedback from students regarding their experience of the interpreting service should be contextualised in terms of their language backgrounds, as this would lead to more valuable and useful feedback.
Finally, lecturers and interpreters both showed positive perceptions of interpreting, with a marked progression in perception of the role of the interpreter in the classroom becoming apparent as experience of educational interpreting increased. The most important suggestion to follow from this finding was that students and lecturers should be made (more) aware of what interpreting entails, how interpreters are trained and how they prepare for lectures, as this should lead to more positive perceptions and increased use of this service.<br>AFRIKAANSE OPSOMMING: Opvoedkundige tolking het oor die afgelope paar jaar baie gewild geword by tersiêre instellings. Verskeie loodsprojekte en gevestigde tolkprogramme by NWU, UVS en UJ het bewys dat opvoedkundige tolking ‘n lewensvatbare manier is om meertalige taalbeleide te implementeer, en om die gebruik van verskeie tale binne die klaskamer moontlik te maak. Opvoedkundige tolking word ook by SU nagevors en sedert die sukses van ‘n loodsprojek gedurende 2011 by die Fakulteit van Ingenieurswese het die gebruik van opvoedkunidge tolking in klaskamers begin toeneem.
Die studie het belang gestel in die persepsies van tolking van die drie hoofrolspelers van die tolkdiens. Die primêre fokuspunt van die studie was om die persepsies van tolking van tweedejaar-ingenieurswesestudente wat lesings gehad het met opvoedkundige tolking te ondersoek. Die data wat oor hierdie persepsies ingesamel is, is ook gekontekstualiseer deur bevindinge wat gemaak is uit die beskouing van data oor die studente se taalagtergrond (insluitende taalgebruik, taalhouding, en werklike en waargenome taalvaardigheid). Die sekondêre fokuspunt van die studie was om insigte te verkry oor die persepsies van tolking van dosente by die Fakulteit van Ingenieurswese, asook van die tolke wat die ingenieursmodules getolk het.
Soos reeds genoem het die Fakulteit van Ingenieurswese reeds sedert 2011 sekere modules aangebied deur middel van opvoedkundige tolking. Teen die tyd wat data ingesamel is in die tweede semester van 2013 was dit moontlik om data te verkry van tweedejaar-ingenieurswesestudente wat reeds vir amper twee semesters aan opvoedkundige tolking in hul klaskamer blootgestel is.
Die bevindinge van die studie het oor die algemeen aangetoon dat studente ‘n positiewe persepsie gehad het van tolking, en dat hulle gevoel het tolking ‘n goeie manier is om verskeie tale by die universiteit te akkommodeer. Die gebruik van data oor studente se taalagtergrond as konteks vir die bespreking van die persepsiedata was ook baie handig, aangesien belangrike nuanses vorendag gekom het wat nie duidelik was toe die persepsiedata op sy eie beskou is nie. Dosente en tolke het beide ‘n positiewe persepsie van die tolking getoon, met ‘n duidelike progressie wat plaasgevind het in hul persepsie van die rol van die tolk in die klaskamer namate die omvang van hul ervaring met opvoedkundige tolking vermeerder het.
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Morissette, Carl. "Les perceptions des élèves quant aux tâches autour de la lecture d'oeuvres littéraires complètes en classe de français au premier cycle du secondaire." Mémoire, Université de Sherbrooke, 2014. http://hdl.handle.net/11143/5974.
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Depuis quelques années, au Québec comme ailleurs dans la francophonie, les instructions officielles pour l’enseignement du français au secondaire remettent à l’avant-plan la lecture d’œuvres littéraires complètes. Cette pratique est à mettre en lien avec la nécessité, dans nos sociétés, de maîtriser de solides compétences en lecture. Cependant, dans les classes, plusieurs enseignantes et enseignants affirment se buter souvent à un manque de motivation des élèves lorsqu’ils leur demandent de lire une œuvre littéraire complète. Cette perception est confirmée par diverses études qui démontrent en effet une diminution de la motivation à lire chez les élèves du secondaire par rapport au primaire. Évidemment, ce n’est pas le cas de tous les élèves, mais la majorité se retrouverait du côté de celles et ceux qui sont peu motivés.
Pourtant, quand on questionne les élèves sur leur intérêt pour la lecture en général, on obtient des résultats différents. Il y aurait donc un écart entre la motivation ou l’intérêt à lire à l’école et hors de l’école. Également, à l’intérieur des murs de l’école, selon les situations ou les textes à lire, les élèves peuvent tantôt être des lecteurs avides, tantôt des lecteurs réticents ou passifs. Par conséquent, « l’offre » de lecture ou la situation dans laquelle la lecture est demandée influence la motivation à lire.
L’offre de lecture ayant déjà fait l’objet de recherches, nous avons opté pour tourner notre regard vers l’exploitation qui est faite de ces lectures, en nous penchant sur les perceptions des élèves quant aux tâches réalisées autour de la lecture d’œuvres littéraires complètes dans les classes de français du premier cycle du secondaire.
Notre question de recherche était : pourquoi les élèves ne sont-ils pas motivés par les activités de lecture d’œuvres littéraires complètes en classe de français au secondaire? Le but de notre recherche était de décrire les perceptions des élèves quant aux tâches scolaires réalisées autour de la lecture d’œuvres littéraires complètes. Secondairement, nous souhaitions aussi comprendre comment ces perceptions agissent sur la motivation des élèves pour la lecture d’œuvres littéraires complètes en contexte scolaire. Finalement, nous souhaitions, par le fait même, fournir aux enseignantes et enseignants des pistes de réflexion quant à leurs pratiques d’exploitation des œuvres littéraires complètes afin de favoriser un engagement affectif et cognitif des élèves.
Pour ce faire, nous avons soumis un questionnaire d’enquête à deux groupes d’élèves du premier cycle du secondaire inscrits dans le cours de français langue maternelle au cheminement régulier. Les résultats que nous avons obtenus montrent que pour les répondants, le contexte scolaire pèse lourd sur ces tâches. En effet, pour eux, les tâches imposées autour de la lecture d’œuvres littéraires complètes sont des tâches scolaires comme les autres. Elles n’exercent pas une influence particulière sur leur motivation à lire, et ils n’ont pas d’attentes précises envers ces tâches, sinon qu’elles leur « apprennent » quelque chose.
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Hautin, Nathalie. "Gestion des polémiques: proposition d'une grille de lecture dynamique en trois phases des controverses médiatiques autour des risques nucléaires." Cachan, Ecole normale supérieure, 2001. http://www.theses.fr/2001DENS0005.
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Parce que l'étude des controverses médiatiques autour des risques nucléaires renvoient historiquement à l'étude des perceptions définies comme la prise en compte de la subjectivité du public en matière de définitions des risques conditionnant l'acceptabilité de leur gestion et, indirectement, de leur communication, nous devions faire état de ces recherches et de leurs principaux résultats. Puis, nous montrons comment ces différentes recherches, axée sur la gestion des controverses, trouvent leur synthèse dans le modèle d'amplification sociale des risques proposé par E. R. Kasperson et alii que nous mettons en perspective avec les deux modèles français de F. Châteauraynaud et de P. Roqueplo. Cependant, ces trois modèles, bien que décrivant le même phénomène, n'obéissent pas aux mêmes objectifs: F. Chateauraynaud fait le point sur les concepts clés de notreproblématique, P. Roqueplo et E. R. Kasperson essaient d'en décortiquer les mécanismes. Et pour une entreprise, les facteurs mis en exergue dans ces modèles dépassent souvent son champ d'action, et ne sont, pour cette raison, que peu opérationnels. C'est pourquoi, l'élaboration de notre grille de lecture vise à dessiner la structure et la logique des débats autour du risque nucléaire
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Labrunye, Hélène. "La lecture fictive dans la littérature fantastique." Rouen, 1998. http://www.theses.fr/1998ROUEL312.
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Le genre fantastique, alliant narration thétique et non-thétique, semble propice à une réflexion sur la lecture qui est elle aussi, à la croisée de l'imaginaire et du réel. C'est pourquoi ce travail analyse la représentation de la lecture dans des oeuvres fantastiques du XIXè et du XXè siècles et tente, à partir de cette étude, de définir le rôle que chaque texte donne au lecteur réel. En effet par 1 intermédiaire du narrataire intradiégétique, l'auteur inscrit sa vision de la lecture, en donne un modèle, ou au contraire un contre-modèle, ce qui permet de mieux cerner ce qu'il attend du récepteur de son oeuvre. Le lecteur fictif, son mode de lecture et les effets de celle-ci, sont d'abord étudiés à partir d'outils fournis par les théoriciens de la réception, prenant en compte la part intellectuelle, affective aussi bien qu'inconsciente de la lecture. Le portrait du narrataire extradiégétique est ensuite ébauché à partir de ces données et des procédés textuels qui guident le récepteur vers le rôle qui lui est proposé. La comparaison des différents narrataires s'effectue, dans un premier temps, entre des oeuvres présentant des analogies, ce qui met en lumière les nuances ou les oppositions dans les représentations de la lecture et dans le rôle attribué au lecteur. La synthèse des résultats conduit ensuite à ébaucher des hypothèses sur les différentes formes de l'expérience esthétique qu'offre la lecture.
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Riva, Miléna. "Attention spatiale et lecture de mots parafovéaux chez l’enfant d’âge scolaire et l’adulte." Paris 5, 2010. http://www.theses.fr/2010PA05H116.
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L 'attention spatiale joue un rôle important dans l'identification de mots même si la lecture experte bénéficierait de certains automatismes. L'amélioration des compétences de lecture avec l'âge pourrait s'accompagner d'une évolution de la demande attentionnelle ou du contrôle de l'attention en lecture. Le premier objectif de cette thèse était d'évaluer l'évolution du rôle de l'attention spatiale en lecture chez des enfants d'âge scolaire en comparaison à de jeunes adultes. L'attention joue un rôle plus important dans l'identification de mots parafovéaux que de mots présentés en fovéa. Or, lors de présentation de mots parafovéaux, les mots présentés dans le champ visuel droit (CVD) sont mieux identifiés que les mots présentés dans le champ visuel gauche. L'attention spatiale pourrait jouer un rôle dans cette supériorité du CVD en lecture, en lien avec l'activation hémisphérique ou les habitudes de lecture. Quand le sujet se prépare à traiter un mot parafovéal, il pourrait exister en effet un biais attentionnel en faveur du CVD. Le second objectif de cette thèse était d'évaluer l'hypothèse du biais attentionnel. Nous avons conduit des expériences de lecture de mots parafovéaux chez des enfants d'âge scolaire et de jeunes adultes, en utilisant des paradigmes attentionnels (présence de distracteurs simultanés ou précédant immédiatement l'apparition du mot, sonde à l'emplacement du mot). Les résultats ont montré que la demande attentionnelle associée au processus de lecture évoluait avec l'âge, probablement en lien avec une évolution de l'interaction entre le système de contrôle attentionnel et le système de lecture. De plus, la supériorité du CVD en lecture serait expliquée au moins partiellement, chez l'enfant comme chez l'adulte, par un biais attentionnel en faveur du CVD. Cette supériorité du CVD existerait chez les enfants d'âge scolaire comme chez les adultes, même si certaines modifications des stratégies attentionnelles ont été trouvées avec l'âge<br>Although word reading benefits from some automatism, spatial attention plays a meaningful role in word identification. The improvement of reading skills may be accompanied with an evolution of the attentional demands or of the attentional control in reading. The first goal of this thesis was to investigate the evolution of the role of spatial attention in reading in school-age children in comparison with young adults. Attention plays a greater role in parafoveal words identification than in foveal words. Yet, when presenting parafoveal words, right visual field (RVF) words are better identified than left visual field words. Spatial attention might play a role in this RVF superiority in reading, in relation to hemispheric specialization and reading direction. When subjects attend a parafoveal word, an attentional biasin favour of the RVF develops. The second goal of this thesis was to investigate the attentional bias hypothesis. We conducted parafoveal word identification experiments in school-age children and in young adults, using several attentional paradigms (simultaneous distractor, distractor preceding the word presentation, probe at the word location). Results first showed that the attentional demandsin reading decreased with age, probably because of the evolution of the interaction between the attentional control and the reading systems. Moreover, RVF superiority for words may be explained, at least partially, in children and adults, by the RVF attentional bias. This RVF superiority is found in school-age children as in adults, even though some age-related modifications in attentional strategies have been found
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Chin, Kum Leng. "The perceptions of lecturers and on-campus students on online teaching and learning in higher education." Curtin University of Technology, School of Information Systems, 2004. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16074.
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In recent times, there has been a strong push for higher education institutions to offer more online courses to cater for students who otherwise would be denied university education. While this may benefit the many distance education students, the take-up rate of totally online education by current on-campus students remains uncertain. At the same time, many lecturers have started to design and develop online teaching material for their courses; many do so without the support of their employer - the university that they work in. The purpose of this study is two-fold. Firstly, to gain an insight into how on-campus students perceive online learning and to examine their readiness and willingness to make the shift from conventional classroom learning to online learning with no face-to-face contact. Secondly, to gain an insight into how lecturers approach online teaching; so as to better understand the problems they face when switching to a teaching mode that is quite different from the classroom teaching they are familiar with. The outcomes of this study will provide us with a better understanding of how lecturers and on-campus students perceive online teaching and learning. Understanding students' level of readiness to take part in online learning and their willingness to switch from the conventional classroom to cyberspace will assist universities in making decisions on the future direction of online courses. This is particularly important to those universities that intend to replace conventional classroom teaching with online courses. A better understanding of the problems faced by students and lecturers in online teaching and learning will also enable university administrators to ensure adequate resources are being allocated and the right level of support is provided.<br>Lecturers' experiences in designing and developing online courses also assist in forming guidelines, policies and procedures for others to follow. An exploratory study was carried out on five groups of students and their lecturers to investigate their perceptions of online teaching and learning. Each group of students was enrolled in a specific subject unit when the study was carried out. All of the students were studying on-campus pursuing bachelor or postgraduate qualifications in various disciplines across the university. Students from each group were asked to complete a questionnaire during one of their lecture sessions. Their lecturers were interviewed individually. Both quantitative and qualitative analyses were applied on the collected data. Results of the study found that the majority of the students had sufficient knowledge at using the Internet and were very positive about online teaching and learning. While they would have liked to see more online teaching and learning used in their courses, they would not want it to replace classroom teaching and learning. The lecturers felt that online teaching - the development of online course material and the constant monitoring of students progress, was a time consuming but rewarding task. They would like to see their efforts in taking up such challenges recognised and rewarded by their institution and more resources be provided to assist them in further development in the area.<br>In conclusion, the outcomes of this study show that if given the choice, not all oncampus students would like to enrol in online courses. The majority of them would still prefer classroom learning supplemented by online learning. Universities should invest in online teaching and learning with more resources allocated to assisting lecturers in online teaching. However, universities contemplating using online courses to replace traditional classroom teaching may find themselves losing their existing on-campus students.
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Chin, Kum. "The perceptions of lecturers and on-campus students on online teaching and learning in higher education." Thesis, Curtin University, 2004. http://hdl.handle.net/20.500.11937/887.
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In recent times, there has been a strong push for higher education institutions to offer more online courses to cater for students who otherwise would be denied university education. While this may benefit the many distance education students, the take-up rate of totally online education by current on-campus students remains uncertain. At the same time, many lecturers have started to design and develop online teaching material for their courses; many do so without the support of their employer - the university that they work in. The purpose of this study is two-fold. Firstly, to gain an insight into how on-campus students perceive online learning and to examine their readiness and willingness to make the shift from conventional classroom learning to online learning with no face-to-face contact. Secondly, to gain an insight into how lecturers approach online teaching; so as to better understand the problems they face when switching to a teaching mode that is quite different from the classroom teaching they are familiar with. The outcomes of this study will provide us with a better understanding of how lecturers and on-campus students perceive online teaching and learning. Understanding students' level of readiness to take part in online learning and their willingness to switch from the conventional classroom to cyberspace will assist universities in making decisions on the future direction of online courses. This is particularly important to those universities that intend to replace conventional classroom teaching with online courses. A better understanding of the problems faced by students and lecturers in online teaching and learning will also enable university administrators to ensure adequate resources are being allocated and the right level of support is provided.Lecturers' experiences in designing and developing online courses also assist in forming guidelines, policies and procedures for others to follow. An exploratory study was carried out on five groups of students and their lecturers to investigate their perceptions of online teaching and learning. Each group of students was enrolled in a specific subject unit when the study was carried out. All of the students were studying on-campus pursuing bachelor or postgraduate qualifications in various disciplines across the university. Students from each group were asked to complete a questionnaire during one of their lecture sessions. Their lecturers were interviewed individually. Both quantitative and qualitative analyses were applied on the collected data. Results of the study found that the majority of the students had sufficient knowledge at using the Internet and were very positive about online teaching and learning. While they would have liked to see more online teaching and learning used in their courses, they would not want it to replace classroom teaching and learning. The lecturers felt that online teaching - the development of online course material and the constant monitoring of students progress, was a time consuming but rewarding task. They would like to see their efforts in taking up such challenges recognised and rewarded by their institution and more resources be provided to assist them in further development in the area.In conclusion, the outcomes of this study show that if given the choice, not all oncampus students would like to enrol in online courses. The majority of them would still prefer classroom learning supplemented by online learning. Universities should invest in online teaching and learning with more resources allocated to assisting lecturers in online teaching. However, universities contemplating using online courses to replace traditional classroom teaching may find themselves losing their existing on-campus students.
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Li, Boli. "Approaches to learning : perceptions about Chinese international undergraduates in Australian Universities." Thesis, Federation University Australia, 2021. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/181912.
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Chinese students constitute the largest cohort of international undergraduates in Australian universities, comprising 37.3% in 2019. However, there is a scarcity of research examining perceptions of how Chinese international students (CIS) learn in Australian universities, from the broader context of the students themselves, their Australian teachers and Australian domestic student (ADS) counterparts. Drawing on the 3P (Presage-Process-Product) framework by Biggs, Kember, and Leung (2001), this thesis explored the perceptions of CIS, and their lecturers and classmates regarding their approaches to learning in Australian universities. Utilising a mixed methods approach (Creswell, 2014), surveys were conducted with 156 CIS and 212 ADS incorporating a validated survey by Biggs et al. (2001) called the R-SPQ-2F. Interviews were also conducted with 10 CIS and 10 Australian academics from two Australian universities, one regional and the other metropolitan. The findings demonstrated that perceptions of CIS were characterised by a unique learning structure that differed from ADS in a number of ways, particularly in relation to group learning, the use of understanding and memorisation strategies, and classroom engagement. It was noted that these disparities did not support the generally held view of CIS as mainly surface oriented learners who preferred rote-learning techniques (Grimshaw, 2007). While adopting similar levels to ADS of deep approach strategies in their learning, CIS also used more surface and achieving approaches than ADS, and tended to incorporate memorising with understanding in their learning process. However, it was also evident that the approaches used by CIS in Australia were often more complex than what was easily observed. For instance, their reticence in class was not necessarily indicative of passive learning, but instead, suggestive of the complexity of context that needs to encompass the ‘whole being’ of these students, i.e., their personality, culture, and most of all, the dynamics of their perceived approaches to their learning. This study also investigated negotiations that occurred between CIS and their Australian lecturers. While CIS’ learning approaches were greatly shaped and determined by academics’ instructional decisions involving curriculum, teaching patterns and assessment procedures, it was also found that academics’ instructional activities were reshaped and counter-determined by CIS’ learning approaches. As a result, a Co-constructed Model of Learning and Teaching (CMLT) for CIS in Australian universities, based on the 3P framework (Biggs et al., 2001), was developed to assist future education experiences for international students. This study is significant in that it has given voice to Chinese students, enabling a greater understanding of their experiences in Australian universities to emerge, in conjunction with and supplemented by insights provided by their Australian student counterparts and educators. It has enabled both international and domestic students the opportunity to reflect on possible cultural impacts on learning, hopefully improving their capacities to act as effective global citizens. It has also afforded an opportunity for academics to reflect on their beliefs and practices in relation to teaching diverse student cohorts, which will hopefully deepen their understanding of the complexities that come with the increasing globalisation of education.<br>Doctor of Philosophy
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Reising, Matthew D. "Bridging Biology Lectures and Labs Through Higher-Order Thinking." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1277142081.
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Hunley, Rebecca C. "Teacher and Student Perceptions on High School Science Flipped Classrooms: Educational Breakthrough or Media Hype?" Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3052.
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For years educators have struggled to ensure students meet the rigors of state mandated tests. Challenges that often impede student success are student absences, school closings due to weather, and remediation for students who need additional help while advanced students can move ahead. Many educators, especially secondary math and science teachers, have responded to these issues by implementing a teaching strategy called the flipped classroom where students view lectures, power points, or podcasts outside of school and class time shifts to allow opportunities for collaborative learning.
The purpose of this research was to evaluate teacher and student perceptions of high school flipped science classrooms. A qualitative phenomenological study was conducted to observe 3 high school science teachers from Georgia, North Carolina, and Tennessee selected through purposeful sampling who have used the flipped classroom method for a minimum of 2 years. Analysis of data from an online survey, direct observation, teacher interviews, and student focus groups helped to identify challenges and benefits of this teaching and learning strategy. Findings indicated that teachers find the flipped classroom beneficial to build student relationships but requires a significant amount of time to develop. Mixed student reactions revealed benefits of a flipped classroom as a successful learning tool for current and future endeavors for college or career preparation.
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Selepe, Mamoraka Caroline. "Engineering lecturers’ and students’ perceptions about teaching and learning practices in a South African University of Technology." Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/1323.
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This thesis investigated engineering lecturers’ and students’ perceptions about teaching and learning practices in the Faculty of Engineering at a South African University of Technology. The Faculty of Engineering had experienced low student success rates in many of its programmes and courses over a long time. This study was premised upon the concern that the teaching knowledge competencies of the engineering lecturers might be inadequate to facilitate meaningful learning and to motivate their students to learn better and achieve excellent success rates. The overarching construct of investigation was the lecturers’ teaching knowledge. The teaching and learning theories of constructivism and pedagogical content knowledge were used as the main frameworks which guided the study. The teaching knowledge domains investigated in this study were instructional repertoire, representational repertoire, subject matter knowledge, and knowledge of student understanding. Sources of the lecturers’ teaching knowledge professional development were also investigated.The study was approached from two perspectives – the students’ and lecturers’ views on teaching and learning. Three research questions guided this study. 1. What are students’ perceptions of their lecturers’ teaching knowledge in their engineering classrooms? 2. What are the lecturers’ perceptions of their own teaching knowledge in engineering classrooms? 3. What are the lecturers’ perceptions of their own professional development?A mixed methods design incorporated qualitative and quantitative approaches and techniques to collect and analyse data. Students completed the Students’ Perceptions of Teacher Knowledge (SPOTK) questionnaire. Lecturers completed the Teachers’ Beliefs about Teaching and Learning in Engineering Questionnaire (TBTLE). Data from 450 completed students questionnaires and 24 completed lecturers questionnaires and interviews with nine lecturers were used to provide answers to the three research questions. The SPOTK and TBTLE questionnaires were found to be both valid and reliable instruments in this higher education context.The main findings from the study: Students and lecturers perceived teaching knowledge in their classrooms both positively and negatively. Teacher–centred teaching approaches and strategies were still predominantly used in many of the classrooms. Many lecturers had limited knowledge about teaching. Both students and lecturers raised concerns about the ineffectiveness of teaching methodologies and assessment practices to facilitate meaningful learning. Lecturers perceived their teaching approaches and students’ attitude towards learning as possible causes of low success rates. The findings confirmed that teaching and learning approaches used by lecturers were not consistent with the teaching and learning theories supported by constructivism and pedagogical content knowledge principles. Lecturers’ participation in teaching professional development was based on personal choices. The most predominant sources of professional development were associated with advancement of disciplinary knowledge as opposed to collegiality and attendance of teaching and learning development courses. In addition, both lecturers and students raised dissatisfaction with the some aspects of the engineering curriculum structure and psychosocial factors of an affective nature as possible causes of teaching and learning difficulties.This study has successfully identified limitations in lecturers’ knowledge of teaching. The information has implications for the conceptualisation of teaching knowledge in professional development for engineering lecturers. The findings have the potential to influence curriculum reform in engineering in South Africa. Therefore curriculum design, planning and implementation by decision makers may benefit from the use of these findings.In conclusion, the study has revealed that the SPOTK and TBTLE questionnaires, used for the first time in a higher education environment, were successful in eliciting students’ and lecturers’ perceptions about teaching and learning practices in engineering classrooms. This finding adds to the body of knowledge in the use of these tools in teaching knowledge studies.
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Pouille, Jeremy. "Perceptions de soi, anxiété et réussite scolaire : l'apprentissage du langage écrit." Thesis, Université Grenoble Alpes (ComUE), 2016. http://www.theses.fr/2016GREAH015/document.
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Bien que les données soient relativement rares, les élèves français semblent particulièrement anxieux en milieu scolaire (OCDE, 2014). Parallèlement, un grand nombre d’entre eux présentent d’importantes lacunes dans la maitrise des savoirs élémentaires, notamment en compréhension de l’écrit (OCDE, 2011), habileté pourtant indispensable à toute forme d’apprentissage comme à l’insertion sociale et professionnelle. Ce double constat fonde le présent travail. En effet, nous nous interrogeons sur le rôle joué par l’anxiété dans la variabilité des acquisitions des élèves en lecture. Si la littérature sur les anxiétés académiques compte d’innombrables travaux relatifs à l’anxiété face aux mathématiques (e.g., Ashcraft & Moore, 2009) ou en contexte évaluatif (e.g., Pekrun & Stephens, 2015), aucun d’entre eux n’envisage l’existence d’anxiétés spécifiques à la lecture ou à l’environnement scolaire, plus largement. Nous avons précisément choisi de nous acquitter de cette tâche et de rendre compte de leurs effets au plan des performances en compréhension écrite et en fluence de lecture. Pour cela, nous avons mené deux études longitudinales impliquant plusieurs centaines d’élèves de CM2 et de 6ème. Dans la première, nous avons eu recours à des modélisations multiniveaux et avons montré que l’anxiété à l’égard du contexte scolaire entretient une relation quadratique avec la compréhension écrite à la fin de l’école primaire. Nous avons, de plus, montré que les croyances d’efficacité personnelle pouvaient partiellement médiatiser cet effet. Dans la seconde, l’usage de modèles multiniveaux de croissance nous a permis de révélé que l’anxiété en lecture conditionne le rythme de progression des performances en fluence des élèves suivis en CM2 et en 6ème<br>Although data are quite rare, French pupils seem particularly anxious in school (OCDE, 2014). A significant number of them also show important gaps in elementary abilities – such as written comprehension (OCDE, 2011) – that are yet crucial for any form of learning as much as for social and professional insertion. The present research emerges from both these observations. We interrogate the effect of anxiety on the variability of students’ acquisitions in reading. Numerous research have been lead on academic anxiety related to mathematics (e.g., Ashcraft & Moore, 2009) or evaluation context (e.g., Pekrun & Stephens, 2015). But none have considered the existence of specific anxieties related either to reading or to academic environment. We tackle this task by giving an account of the effects of these two specific academic anxieties on reading comprehension and reading fluency. To do so, we led two longitudinal studies involving several hundreds of 5th and 6th graders. In the first study, we used multilevel models and have shown that anxiety related to academic context has a quadratic relation with reading comprehension at the end of primary school. Moreover, we have shown that self-efficacy beliefs could partially mediate this effect. In the second study, the use of growth curve models underline that anxiety related to reading helps to predict, for the pupils followed up in 5th and 6th grade, the rhythm of progression of their fluency performances
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Foucambert, Denis. "Syntaxe, vision parafovéale et processus de lecture : contribution du modèle structural à la pédagogie." Grenoble 2, 2003. http://www.theses.fr/2003GRE29040.
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Cette thèse s'articule autour du modèle structural de lecture dans lequel la structure syntaxique de la phrase, élaborée immédiatement, guide l'intégration des unités sémantiques. Au cours de la première partie, nous examinons cette prégnance de la syntaxe par l'apport des études de linguistique, de la perception visuelle, des modèles de compréhension et des observations neurophysiologiques du cerveau. Dans notre seconde partie, nous présentons plusieurs résultats expérimentaux obtenus chez des lecteurs adultes et lettrés. En premier lieu, nous montrons que les structures syntaxiques construites par le lecteur peuvent s'étendre jusqu'aux syntagmes flexionnels ; en second lieu, que la création du squelette syntaxique de la phrase résulte à la fois du traitement de la vision parafovéale et de la connaissance implicite des règles syntaxiques. Enfin, nous montrons que la qualité de compréhension en lecture est significativement associée à l'habileté syntaxique. Notre dernière partie met en évidence l'apparition, au cours du cycle 2 de l'école primaire de cette habileté syntaxique. Nous y montrons également qu'un entraînement d'élèves de 5ème de collège, spécifiquement centré sur la reconnaissance des mots organisant la syntaxe et sur le repérage des structures syntaxiques par la vison parafovéale, améliore leur compréhension en lecture.
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Alshahrani, Saeed. "The impact of website use on students' perception of the student-lecturer relationship within higher education in Saudi Arabia." Thesis, University of Huddersfield, 2013. http://eprints.hud.ac.uk/id/eprint/24264/.
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Many researchers have discussed the student-lecturer relationship in the classroom. These studies have concluded that the association between student and lecturer must be positive in order for each of them to benefit. Studies carried out so far have focused on the studentlecturer relationship and the impact of factors such as age, gender and the cultural background of the student or lecturer. Most of these studies have discussed the studentlecturer relationship in terms of the lecturer’s power in the classroom and classroom management. Previous studies have also discussed student engagement in the classroom and have shown evidence of how it impacts on student learning outcomes. Studies have discussed the positive impact of websites on students and lecturers’ performance along with improving teaching strategies. Previous studies have also shown the importance of the student-lecturer relationship and their academic engagement in the classroom. However, there are as yet no studies that have highlighted the impact of internet website use by students, as additional sources of information, in relation to their relationship with their lecturers and their academic engagement in the classroom. This study aims to investigate this impact from a students’ perspective. The impact of websites in this research focuses on and investigates social power in the classroom i.e. expert power and referent power and academic engagement i.e. academic self-confidence, academic reliance and connectedness. A mixed method approach was employed to collect the required data from respondents. This method included quantitative data to measure the impact and qualitative data to study the reasons behind the impact. To achieve these objectives, a questionnaire targeting undergraduate and graduate students was sent to 30 universities and educational organisations in Saudi Arabia. In total, 1361 valid responses were collected. Of these, 969 identified themselves as male, and 377 as females, while 15 did not specify their gender. Quantitative data was analysed using PASW and thematic analysis was used to analyse the qualitative data with results presented and discussed together. The findings of the study show that there is an impact on the student-lecturer relationship, when websites are used, in all tested criteria but at different levels. Results of this study show that the relationship gap between students and their lecturers is increasing due to website use by students. The results also show that websites have impacted positively on students’ academic engagement in the classroom. The author’s recommendations to reduce the negative impact of websites on student-lecturer relationship are provided at the end of this thesis.
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Dubost, Béatrice. "Le déchiffrage au piano : contribution à l'investigation des conduites psychologiques impliquées dans la lecture à vue musicale au cours des premières années d'études pianistiques." Paris 10, 1989. http://www.theses.fr/1989PA100003.
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Les partitions de musique tonale pour le piano figurent des distributions de notes et de valeurs dont la variété des formes structure le discours musical de manière plus ou moins complexe. Dans son expérience sensori-motrice et cognitive première du texte, le lecteur au piano tient compte de la double marche horizontale et verticale de la musique. Son habileté visio-motrice repose sur les ressources d'une programmation interne acquise par conjugaison de l'acculturation musicale et de l'apprentissage favorisant l'intégration des propriétés du langage musical et des données propres à l'instrument ou la musique s'actualisée. La présente recherche expérimentale vise a explorer les mécanismes psychologiques qui sous-tendent la lecture à vue pianistique sur la base d'expériences proposées à un échantillon de 53 sujets de 9 à 14 ans, élèves de conservatoires, repartis en 3 niveaux pianistiques (débutant, préparatoire, élémentaire), et de 10 sujets de niveau supérieur âgés de 15 ans et plus. Les résultats statistiques mettent en évidence que la rapidité de discrimination visuelle des valeurs rythmiques des notes à laquelle s'associent les capacités d'élaboration visuo-spatiale et une bonne connaissance du clavier rentrent en jeu dans la structure des capacités à tous les niveaux de l'apprentissage. De plus, l'effet du niveau pianistique est plus manifeste que l'effet de l'âge sur les performances. La réflexion autour des erreurs de lecture a pour but d'ouvrir les perspectives d'un champ de recherches possibles sur les dynamiques<br>Partitions of tonal music for the piano are a representation of a given set of notes and values taking a number of forms whose variety organize the musical language in a more or less complex way. In his or her first sensorial, motor, and cognitive experience of the text, the reader takes into account the horizontal and vertical axes of music ; His or her visual and motor skills are based on the resources of a self-programming ability acquired through both musical acculturation and practice. Those resources characters with the data particular to the instrument wich allow the music to materialize. This experimental research work aims at analyzing the psychological mechanisms involved in the act of reading partitions for the piano on the basis of several experiments proposed to a sample of subjects composed of 53 learners of 9 to 14 years of age attending music scools and distributed in three groups (first, second, and third degree) and of 10 advanced-level students aged 15 and over. The statistical results show that their altertness in visually discriminating the rhythmical values of notes, their capacities to elaborate a visual and spatial perspective, and their mastery of the keyboard all have a role to play for the building of skills, regardless of the student's level. Besides, the effect of the pianistic level on performance is more visible than the effect of age. The discussion on errors made in reading is intended to open up a new scope for research on the cognitive mechanisms inv
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Borg, Olivier. "Evaluation des performances de lecture à partir d'un affichage fixé à la tête au cours de la marche : mise en évidence d'effets délétères des mécanismes de stabilisation du regard." Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM4064/document.
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Le système visuel humain exhibe une configuration retino-corticale qui confère à seulement une petite région centrale de la rétine (i.e., la fovéa) une haute spécialisation dans la perception des détails spatiaux fins. Ainsi, l’information visuelle nécessite d’être stabilisée sur cette région au cours de mouvements de tête engendrés par des activités telles que la marche. Des mécanismes de stabilisation du regard ont été rapportés comme compensant les mouvements de translation et de rotation de la tête caractéristiques de la marche par des mouvements réflexes de tête et d’yeux, permettant ainsi une stabilisation efficace de l’image rétinienne d’une cible visuelle fixée dans l’environnement. Néanmoins, lorsque la cible visuelle est fixée à la tête, comme lors de la prise d’information à partir de lunettes informatives, ces mêmes mécanismes pourraient engendrer des perturbations sur les performances visuelles puisqu’alors stabiliser l’image de la cible nécessite que les yeux ne bougent pas dans leur orbite. L’objectif de ces travaux de thèse a été de réaliser une évaluation fonctionnelle des performances visuelles au cours de la marche lorsque la cible visuelle est fixée à la tête. Deux études préliminaires (Etudes 1 et 2) nous ont permis de concevoir une méthode d’évaluation fonctionnelle basée sur la lecture d’informations numériques de temps, favorisant l’étude des limitations sensorielles de la lecture. Ces études nous ont par ailleurs permis d’obtenir de nouvelles connaissances sur la psychophysique de lecture des informations numériques de temps. En combinant notre méthode d’évaluation fonctionnelle avec l’analyse du mouvement de la tête (VICON) et des yeux (EOG) (Etude 3), nous avons montré que pendant la marche des performances optimales de lecture sont assurées par des mécanismes de stabilisation du regard qui compensent efficacement les mouvements de tête induits par l’activité en maintenant, dans une gamme fonctionnelle (2,7°/s-6,3°/s), le glissement rétinien de l’image d’une cible stationnaire affichée dans l’environnement. Nous avons également montré que lorsque l’information est présentée dans un affichage fixé à la tête, ces mêmes mécanismes de stabilisation du regard produisent un glissement rétinien trop important (13,7°/s) pendant la marche, au lieu de le réduire, aboutissant à une diminution des performances de lecture pour la plus grande taille visuelle de caractères testée (5°), mais surtout pour les plus petites tailles (0,2°-0,3°), que nous avons attribuée à une perte d’acuité visuelle. Nous en avons conclu que les mécanismes de stabilisation du regard, qui normalement permettent aux performances visuelles d’être maintenues au cours de l’activité physique, produisent des effets délétères sur les performances de lecture lorsque l’information est présentée à partir d’un affichage fixé à la tête. Les résultats de ces travaux ont permis l’élaboration de règles de conception des IHM visuelles, notamment celles de lunettes informatives, adaptées aux propriétés du système visuel humain<br>The human visual system exhibits a retino-cortical configuration that confers to only a small central region of the retina (i.e., the fovea) a high specialization in the perception of fine spatial details. Thus, visual information needs to be stabilized in this area during head movements caused by activities such as walking. Gaze stabilization mechanisms have been reported as compensating the movements of translation and rotation of the head characteristic of walking by reflex movements of the head and eyes, thus allowing effective stabilization of the retinal image of a visual target fixed in the environment. However, when the visual target is attached to the head, as when the information is read from “informative glasses”, these mechanisms could lead to disturbances in visual performance since stabilizing the image of the target requires that the eyes do not move in their orbits. The aim of this thesis work was to perform a functional evaluation of visual performance during walking when the visual target is attached to the head. Two preliminary studies (Studies 1 and 2) enabled us to design a method of functional evaluation based on the reading of numerical time information, furthering the study of sensory reading limitations. These studies also allowed us to obtain new knowledge about the psychophisics of reading numerical time information. By combining our functional evaluation method with the movement analysis of the head (VICON) and eyes (EOG) (Study 3), we showed that during walking optimal reading performance is ensured by gaze stabilization mechanisms that effectively compensate for head movements induced by the activity, by maintaining retinal slip within a functional range of 2.7°/s-6.3°/s for a stationary target in the environment. We also showed that when the information is presented on a display attached to the head, these same gaze stabilization mechanisms produce an excessive retinal slip (13.7°/s) during walking, instead of reducing it, resulting in a decrease in reading performance for the larger (5°), but especially for the smaller (0.2°-0.3°) visual character size tested, which we attributed to a loss of visual acuity. We concluded that the gaze stabilization mechanisms, which normally allow visual performance to be maintained during physical activity, produce deleterious effects on reading performance when the information is presented from a display attached to the head. The results of this work allowed the development of visual HMI design rules, including those for “informative glasses” adapted to the human visual system properties
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Roy, Johanna-Pascale. "Etude de la perception des gestes anticipatoires d'arrondissement par les sourds et les malentendants." Université Marc Bloch (Strasbourg) (1971-2008), 2004. http://www.theses.fr/2004STR20027.
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Notre travail se veut une contribution à l'étude de l'anticipation en parole. Nous avons examiné ce phénomène du côté de la perception visuelle des gestes anticipatoires sur des séquences du français, à travers un intervalle consonantique de plus en plus complexe. Nous avons d'abord analysé la production de ces gestes anticipatoires produits par deux locuteurs, à l'aide de données cinéradiographiques et cinématiques. Nous avons utilisé des séquences Vnon-arrondieCVarrondie et VCnV, afin d'examiner le timing de l'anticipation labiale ainsi que son expansion. Nos résultats montrent que les gestes anticipatoires sont initiés à l'intérieur des configurations de la voyelle non arrondie et atteignent leurs configurations maximales au relâchement de la consonne occlusive, durant le délai d'établissement du voisement. En outre, les productions de nos locuteurs ne confirment pas les prédictions des principaux modèles de production des gestes anticipatoires, sauf le Modèle d'Expansion du Mouvement. L'efficacité perceptive de ces gestes en modalité visuelle a ensuite été testée à l'aide de jeunes malentendants ainsi que d'un groupe-témoin de sujets normo-entendants. Ce dernier a également participé à un test de perception auditive. Les résultats recueillis confirment que la perception des gestes anticipatoires, visuelle comme auditive, suit leur expansion. En modalité visuelle, la voyelle arrondie a été correctement identifiée aux mêmes points de troncation pour les deux groupes, mais les sujets malentendants ont obtenu des taux de réponses correctes supérieurs. Le locuteur doit atteindre un seuil d'aire intéro-labiale minimal ou un seuil de protrusion maximal afin que la voyelle arrondie soit identifiée, indépendamment de la durée séparant cet événement de l'établissement de la voyelle arrondie ou de l'événement moteur. Le test de perception auditive nous montre que la voyelle arrondie peut être perçue à partir de l'inflexion de la limite inférieure du bruit de friction<br>The present work is a contribution to studies on anticipation in speech, in the visual perception domain. Production of these anticipatory gestures by two French speakers is analysed using X-ray and kinematic data for V1CV2 and V1CnV2 sequences, in order to examine the timing of labial anticipation and its expansion. V1 could be a rounded or an unrounded vowel, whereas V2 is always a rounded one. Our results show that anticipatory gestures are initiated within configurations related to the unrounded vowel and attain their maximum configurations at release of the plosive, during the VOT span. Moreover, our data do not confirm the predictions of principal models for anticipatory production, except those of the Movement Expansion Model. The perceptual efficiency of these gestures in the visual modality was tested using young hearing-impaired subjects and a control group of normally hearing subjects. The latter group also took part in a auditory perception test. Results confirm that visual and auditory perception of anticipatory gestures, follow their expansion. In the visual modality, the two groups correctly identified the rounded vowel at the same gate, but the hearing-impaired subjects obtained higher results. The speaker must obtain a minimum lip opening area threshold or a maximum protrusion threshold in order to allow the correct identification of the round vowel, independently of the duration between this event and the onset of the round vowel or the motor event. The auditory perception test shows that the round vowel can be perceived as from inflexion of the inferior limit of the preceding consonant frication noise
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Molinier, Pierre. "Coréférence et messages composites : pour la formation d'un lecteur sagace." Toulouse 2, 1994. http://www.theses.fr/1994TOU20062.
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Les messages contemporains se particularisent par l'imbrication de divers constituants de la matiere de l'expression : images, mentions ecrites, sons phoniques articules, sons musicaux, bruits. En cela nous les avons designes par le terme de composite et nous avons analyse leurs caracteristiques resultant de cette copresence. Ensuite, nous avons cherche a savoir de quelle facon, lors de l7acte de lecture engage par le destinataire, le sens circulait dans cet amalgame des divers materiaux. Pour en rendre compte nous avons emis l'hypothese d'une activite d'intellection semblable a celle engagee dans les mecanismes de coreference linguistique, concept dont nous avons elargi la definition pour le faire concorder avec l'intersemioticite propre aux differents messages composites. Afin d'integrer ces pratiques coreferentielles dans le domaine des apprentissages de base de l'ecole, nous avons developpe pour les enseignants, deux modeles theoriques rendant compte des processus engages par l'enfant a la lecture de ces enonces particuliers : les processus de perception et de comprehension. En montrant l'etroite interdependance de ces deux modeles nous avons verifie leur validite sur un suppot particulier : l'album de litterature pour la jeunesse crock rock de r. Scouvart (paris, ed. Magnard, 1986). Fort de ces resultats nous avons recherche les modalites d'une reelle integration des pratiques coreferenctielles dans le domaine scolaire<br>Messages in the worl today are transmitted through various material forms of expression : images, written texts, articulated sounds, musicals notes, noises. We an therefore describe them as being composite and we have analysed the characteristics which derive from this composite nature. Secondly, we have attempted to elucidate how meaning circulates inside this combination of various elements when the receptor is involved in the act of deciphering. Our hypothesis is that the receptor engages in an activity of intellection similar to the mechanisms of linguistic co-reference. We have broadened the definition of this concept to include the various forms of intersemioticity to the different composite messages. In view of making these co-referencial practices part of the basis at school to theoretical models based on this co-referential mechanisms are proposed for reachers which take into account the procedures used by children when deciphering various messages. We refer, in particular, to the procedures of erception and comprehension. In demonstrating the close interdependence of these two models we have checked there validity on the following collection of texts for young people crock rock by r. Scouvart (paris, ed. Magnard, 1986) using the result obtained we have attempted to define the possible ways of integrating co-referencial practices into the school system
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Jamet, Éric. "L'organisation des étapes de traitement de l'information pendant la dénomination : apports de l'amorçage phonologique." Rennes 2, 1995. http://www.theses.fr/1995REN20015.
Full textAbstract:
La lecture à voix haute d'un mot nécessite plus de temps que la dénomination d'une image. Des travaux issus d'axes de recherches divers suggèrent que les informations sémantiques et phonologiques seraient disponibles de façon différenciée pour les mots et les dessins. Nous proposons ici une série d'expériences où amorçage phonologique et amorçage sémantique sont utilises. Les données mettent en évidence le fait que l'accès phonologique est réalisé de manière postérieure codage sémantique pour les images, mais que ces deux étapes sont réalisées partiellement en parallèle<br>Picture naming requires more time than word naming. A number of independant line of research have suggested that semantic and phonological information become avaible differentially for pictures and words. We report here a series of experiments in which semantic and phonological priming were used. The data show that, for pictures, phonological coding is accessible only after semantic processing but that these two codes are realised partially in a parallel way
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French, Amanda. "Through a glass darkly : a post-qualitative case study into lecturers' perceptions of academic writing practices in higher education." Thesis, Birmingham City University, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.675448.
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Md, Yusof Masdinah Alauyah. "Perceptions of students and lecturers towards the self-access English language learning (SAELL) approach and programme : a case study." Thesis, University of Reading, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272708.
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Barnes, Bruce D. "Perceptions of students from a Korean university about the attributes of effective lecturers of English as a foreign language." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/228.
Full textAbstract:
The purpose of this study was to gain an understanding of what Ewha Womans University students perceive to be the attributes of effective EFL lecturers and to measure the levels of importance they place on each of these attributes. The first section of the study (Stage 1) elicited a list of attributes from a stratified sample of the freshmen students enrolled in EFL. The second section (Stage 2) gathered and analysed ratings and rankings of these attributes from a proportional-stratified sample of the same population. In the end, a list of attributes was produced with corresponding discussion of the values the students placed on each one.
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Jourdain, Christine. "Etude des difficultés de lecture chez l'adulte : la question de l'automatisation de la reconnaissance visuelle des mots." Dijon, 1995. http://www.theses.fr/1995DIJOL019.
Full textAbstract:
L'objectif de ce travail est de mieux appréhender les processus qui, au niveau de la reconnaissance visuelle des mots, font obstacle à une lecture efficiente chez l'adulte. Pour mener à bien un tel projet, d'une part, nous nous sommes situé dans le cadre de la psychologie cognitive qui permet de faire le point sur les différents processus impliques dans la reconnaissance visuelle des mots (chapitre 1) et sur les troubles de la lecture (chapitre 2). D'autre part, nous avons proposé des épreuves (11) qui permettent, à partir de mesures chronométriques, d'évaluer le fonctionnement des processus préalablement définis (chapitre 3). Les résultats mettent en évidence des différences dans l'automatisation des processus qui mènent à la reconnaissance des mots mais aussi une gradation dans les difficultés (chapitres 4 et 5). Ainsi les difficultés peuvent être à la fois visuelles, phonologiques et lexicales (groupe 4), ou phonologiques avec des conséquences sur les traitements lexicaux (groupe 3), ou encore essentiellement phonologiques (groupe 2). Ces résultats doivent cependant être nuancés dans la mesure où tous les sujets issus d'un même groupe ne présentent pas obligatoirement le même profil de difficultés (chapitre 6)<br>The aim of this thesis is to study the visual word-recognition processes that prevent adult efficient reading. In order to do so, first we focused on the different visual word- recognition processes (chapter 1) and on reading disabilities (chapter 2). Second, we proposed experiments (11) which investigate efficiency of word-recognition processes from on-line paradigms (chapter 3). The results show differences in word-recognition processes automatization and gradation of disabilities (chapters 4 and 5). Thus the difficulties could be both visual, phonological and lexical (group 4), or phonological with consequence on lexical processing (group 3), or strictly phonological (group 2). However such interpretations should be taken with caution since subjects of a same group do not show the identical pattern of difficulties (chapter 6)