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ADORNO, Patrícia da Silva Fernandes. "A expansão das licenciaturas e da Educação Superior em Goiás: privatização, interiorização e estadualização (1997-2006)." Universidade Federal de Goiás, 2008. http://repositorio.bc.ufg.br/tede/handle/tde/2051.
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Previous issue date: 2008-12-09<br>This dissertation takes part of the research line State and Educational Policies and has as aim
to understand the expansion of Higher Education, specially of majoring in teaching courses,
in Goiás, in the context of Brazilian educational policies after Law 9394, from 1996 (Law of
Guidelines and Basis of Brazilian Education). The research begins with the contextualization
of political and educational reforms implemented by MEC (Ministry of Education in Brazil)
which carried out several changes in the organization, structuring and working of Higher
Education institutions and redefined their role in Brazil. The subject matter is approached by
means of a documental research, reflections about public policies for Higher Education in
Brazil supported by the analysis of theoretical works in the area and documents which
allowed establishing a dialogue with the researched facts. The conclusion of this investigation
leads to the difference between Goiás and other Brazilian States: the expansion of majoring in
teaching for Basic Education courses occurred both by means of a state controlled university
movement into inner lands, which brought higher education courses to a lot of cities in the
State, and by means of the offer of courses by Goiás State University (Universidade Estadual
de Goiás - UEG), a public institution founded in 1999. This University made it possible to
establish many Higher Education courses all over the state and is also responsible for the
highest number of majoring in teaching courses in Goiás<br>Esta dissertação integra a linha de pesquisa Estado e Políticas Educacionais e tem como
objetivo compreender, no contexto das políticas educacionais no Brasil pós-aprovação da Lei
de Diretrizes e Bases da Educação Nacional (LDB/96), a expansão da Educação Superior,
especialmente das licenciaturas, em Goiás. A pesquisa parte de uma contextualização das
políticas e reformas educacionais implementadas pelo MEC, que trouxeram mudanças na
organização, na estrutura e no funcionamento das Instituições de Ensino Superior (IES) e
redefiniram o papel do ensino universitário no Brasil. Aborda-se o objeto de estudo por meio
de pesquisa documental associada a reflexões acerca das políticas públicas para a Educação
Superior no Brasil, apoiada na análise da produção teórica da área e em fontes documentais,
que permitiram estabelecer um diálogo com os dados pesquisados. A conclusão dessa
investigação é de que, em Goiás, diferentemente de outras regiões do Brasil, a expansão da
formação de professores para a Educação Básica ocorreu por meio dos movimentos de
interiorização e estadualização da oferta e da intermediação de uma instituição pública, a
Universidade Estadual de Goiás (UEG). Essa instituição foi criada em 1999 e possibilitou a
criação de cursos em todo o interior do Estado, sendo a responsável pela oferta do maior
número de cursos de licenciatura em Goiás
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Cooper, Adam. "Co-Teaching Science Courses for English Language Learners." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin149122539833232.
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Tam, Wvi Huat. "Web-based teaching and learning of Electrical Engineering Courses." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2001. http://handle.dtic.mil/100.2/ADA390419.
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Thesis (M.S. in Electrical Engineering) Naval Postgraduate School, March 2001.<br>Thesis advisor(s): Butler, Jon T. "March 2001." Includes bibliographical references (p. 103). Also available in print.
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Lyman, Janet Palmberg. "Administrative aspects of intern teaching in piano pedagogy courses /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1991.
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Saktheeswaran, Ayshwarya. "The Role of Teaching Assistants in Introductory Programming Courses." Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/71895.
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The department of computer science, across many schools in the US, have been seeing a constant increase in enrollments over the last decade. This particularly impacts class sizes of introductory courses, as they are usually listed as required prerequisites courses. The students in these courses typically have very little or zero prior experience with programming. In such course settings, it is not an exaggeration to state that most students in these courses spend more one-on-one time with the course teaching assistants than they do with their course instructors. This implies that the kind of individual attention provided by the TAs of such courses to their students has a very high impact on the students’ learning and the quality of the TAs would greatly impact the quality of the course and directly or indirectly also impact the student retention rate and their interest in computer science for their academic/industry careers.
We wanted to take a closer look at what it is that these TAs do, and how they do it. We observed TAs from two introductory courses for almost about two semesters, and conducted a focus group meeting each with TAs and students enrolled in these course. We found that the TAs felt responsible for instilling an interest in computer science in the students, apart from helping them to learn by themselves. We also found that the students see teaching assistants as a very valuable resource, when it comes to actually applying the concepts that they learn in lecture. Our findings tells us that there is a gap between what the TAs think they need to give as help to the students and what the students tend to expect from their TAs. We also discuss the implications of our findings and possible future work.<br>Master of Science
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Hunsecker, Jennifer Gilroy. "Teaching About Race in Introductory Anthropology Courses: An Ethnographic Study." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5503.
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American anthropology has focused on issues related to race from the start of the discipline. From past work designed to categorize humans into phenotype-based categories to current work to undo those categorizations, many anthropologists consider race to be one of the most important topics for students to learn. In this dissertation, I use in-depth ethnographic case studies consisting of interviews, observations, and focus groups, to learn about the way in which anthropologists at four institutions of higher education teach the topic to students in their introductory, four-field general anthropology class. I found that anthropologists are committed to sharing anthropological perspectives with the public through teaching, while their students look for engaging and interesting teaching. I discuss the general acceptance by instructors of introductory courses of the idea that race does not have a biological basis in humans but is in fact a social construction; that in general, professors find this topic to be a critical one for students to learn; that there are a variety of successful strategies that can be employed to teach race to students; and that while students grasp the basic message, they remain confused about the social context of race and racism. Additionally, I conducted interviews with experts on the topic of race to provide context for the current anthropological perspective. I conclude that there is more research to be done on the teaching of anthropology, that the anthropological message about race must be stated in a more nuanced way, that the four-field introductory course is valuable and should be preserved, and that anthropology needs to further incorporate racism (the systematic mistreatment of minorities that is built into the social structure of the United States) into the discussion on race. Future research directions include scaling the research up to observe teaching practices across the country, conducting survey research to understand teaching practices and attitudes, further exploring the generalizability of these findings, and testing the effectiveness of teaching methods described herein using pre- and post- tests. Two potential study limitations include the majority White sample and that the study was confined to the American South.
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Soledad, Michelle Millete. "Understanding the Teaching and Learning Experience in Fundamental Engineering Courses." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/101098.
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Fundamental engineering courses are important to the undergraduate engineering student experience but have been associated with challenging educational environments. Several factors influence the educational environment, although learning experiences are primarily the outcome of interactions between instructors and students. To initiate change, it is important to understand teaching and learning experiences in fundamental engineering courses from the perspectives of the key players in these environments: instructors and students.
To accomplish the goal of understanding teaching and learning experiences, I conducted studies that examined instructors' and students' perspectives on their experiences and the educational environments, using qualitative research methodology. Through these studies, this dissertation: 1) examined instructors' beliefs and self-described behaviors, guided by motivation theory and focusing on the role of instructors as socializers in the learning process; 2) considered interacting fundamental engineering courses as a foundational curriculum within engineering curricula to describe the educational environment in these courses from instructors' perspectives; and 3) examined student perceptions of their learning experiences and the educational environments in fundamental engineering courses using responses to open-ended items in end-of-semester student evaluations of teaching surveys. Data indicate that participants strive to integrate strategies that promote effective learning despite challenges posed by course environments, although expected gains from these behaviors may not always be maximized. Students and instructors may benefit from a student-focused, collaborative and holistic course planning process that considers interacting fundamental courses as a foundational curriculum within engineering curricula, and that engages instructors as equal partners in the planning process. Student feedback may be infused into the course planning process by productively and meaningfully utilizing students' responses to end-of-semester student evaluations of teaching surveys. Overall, the results of this dissertation highlight the importance of institutional support, collaboration, and integrating student feedback in the quest for facilitating effective educational environments and positive learning experiences in engineering.<br>Doctor of Philosophy
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Belluigi, Dina Zoe. "Evaluation of teaching and courses: reframing traditional understandings and practices." Rhodes University, Centre of Higher Education Research, teaching and Learning (CHERTL), 2015. http://hdl.handle.net/10962/59546.
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This anthology outlines case studies which have emerged from an approach to evaluation which enables individual academics to practice a degree of autonomy in how they determine their own evaluation agendas, methods and approaches. This has enabled individual cases of both rigour and creativity when it comes to the collection of data and generation of feed- back on their teaching and/or courses, particularly in relation to transforming curricula responsively; enabling student voice and increasing student ownership; and creating spaces for practices to be challenged. The purpose of the case studies is pedagogic and to illustrate a range of practices and principles. For the sake of clarity some of the details have been omitted or slightly changed.
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Cornwall, Timothy Brooke, and cornwall@inet co th. "Seminar Leader Effectiveness: Teaching Short Courses in the Thai Business Community." RMIT University. Education, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20070201.162658.
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Research and literature on teaching adults primarily discusses longer courses within the sphere of formal education, that is formal tertiary education and non-formal education (typically work-place or work-related learning). While both these fields provide a rich source of general information, it is difficult to find research texts that specifically deal with teaching adults in a seminar environment, that is, a planned, one-off learning event ranging in length from three hours to two days. While some research has focused on Thai culture in general and the nature of Thai university teaching in particular, very little has been published concerning the teaching of Thai adults, whether in a formal setting such as a university or college, or in a non-formal, work-place or work-related setting. This research reflects an effort to compensate for this pronounced lack of research in teaching adults in a short course environment and the paucity of research on teaching Thai adults. Using a case-study method, fifteen Western or Western-educated Thai trainers in the Thai short-course market were interviewed to determine the characteristics of an effective short-course trainer instructing courses in English. Based on a semi-structured interview format, with questions framed from the literature review, eight key characteristics were determined that reflect the qualities of an effective trainer in the Thai market. Centered on the vital role played by trainers' knowledge of the participants and their culture, the characteristics identified by the research highlight the need to foreground key aspects of participant culture when planning and presenting a short course in the Thai business community. While content expertise and teaching skills remain important, the key to effectiveness lies in acquiring and skillfully applying a knowledge of participants that goes beyond needs analysis to include a generic knowledge of the social norms that identify Thais as a cultural group throughout the training process. The eight characteristics are discussed in detail, and while some aspects of these are consistent with the conventional wisdom discussed in the literature review, most arose from the analyses of comments provided by the interviewees. This discussion leads into a number of recommendations for new trainers in this market and concludes with insights into further areas of study that could prove useful in Thai and other cultures, and for educators involved in short- or long-course events.
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Finley, Lacey. "Undergraduate business students perceptions of teaching presence in online business courses." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32640.
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Doctor of Education<br>Curriculum and Instruction Programs<br>Rosemary S. Talab<br>The purpose of this case study was to explore Teaching Presence in the undergraduate online Business course environment. This study explored the following three Research Questions: 1. How do undergraduate Business students perceive Teaching Presence in online courses? 2. What Teaching Presence components do undergraduate Business students find valuable in online courses? 3. How do exemplary undergraduate online Business course faculty demonstrate Teaching Presence in online instruction?
The population of this study consisted of 20 undergraduate Business students and 3 student-nominated Business faculty. Participants included Business students enrolled in online Business courses. Based on the student interviews, the faculty most often nominated by the students as demonstrating effective methods of Teaching Presence in online Business courses served as faculty participants. Interviews of students and faculty were conducted during the Fall 2015 semester.
There were 101 units identified for Research Question 1, with 46 units for the theme of "Direct Instruction", 36 for the theme of "Discourse Facilitation", and 19 units for the theme of "Design and Organization". The major findings from these research questions were that undergraduate Business students perceived online course Teaching Presence most through Direct Instruction. Students perceived prompting student engagement in discussions and encouraging student participation as important elements of the "Discourse Facilitation" theme. Students perceived good course design methods as being important to Teaching Presence.
There were 245 units identified for Research Question 2, with 93 units for the theme of "Design and Organization", 88 units for "Discourse Facilitation" and 64 units for Direct Instruction". The major findings were that the "Design and Organization" theme was found to be most valuable to undergraduate Business students in the form of designing methods and establishing time parameters. Setting a climate for learning within the "Discourse Facilitation" theme and confirming understanding within the "Direct Instruction" themes were important to students when discussing what Teaching Presence components they found valuable in online Business courses.
There were 81 units identified for Research Question 3, which consisted of faculty interviews focused on how exemplary online Business course faculty demonstrated Teaching Presence. The themes that were found in the faculty interviews were 30 units for the "Design and Organization" theme, 26 units for the "Discourse Facilitation" theme and 25 units for the "Direct Instruction" theme. The major findings were that the "Design and Organization" theme was found to be of the utmost importance to exemplary faculty when discussing the demonstration of Teaching Presence in online Business courses. Within the "Discourse Facilitation" theme, faculty emphasized the importance of drawing in participants and prompting discussion. Confirming understanding was found to be the most important aspect of the "Direct Instruction" theme.
Recommendations for the research setting were in the areas of learning activity clarity, the use of integrated video lectures, enriched student-instructor interaction strategies, and technological tools to identify student comprehension struggles. Recommendations for future research including a study of Teaching Presence in different academic disciplines and in different academic environments, the efficacy of various technologies in enhancing Teaching Presence, and instructor attributes influencing Teaching Presence.
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Martin, Danielle M. "Student Understanding of Groundwater Concepts in Two Undergraduate Geology Courses." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/MartinDM2008.pdf.
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Worley, Cynthia Dawn. "Student Perceptions of Connectedness in Online Courses." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1429.
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Students who obtain college degrees have a higher earning potential and greater likelihood of employment. Although researchers have found that student enrollment and performance in online college courses has increased, attrition has also risen at a higher rate than in face-to-face courses. The problem of declining persistence in online courses at a rural community college in the Southeastern United States was addressed in this study. The community of inquiry framework was used in this qualitative case study to explore perceptions of 10 experienced online learners. The research questions were focused on students' perceptions of the roles of connectedness and student engagement as well as the techniques and strategies used to maintain connectedness. Data were collected through semistructured online audio interviews that were recorded, transcribed, open coded, and analyzed thematically. Findings indicated that students perceived the presence of engaging materials, elevated instructor presence, established social presence, and confirmed learning as promoters of cognitive presence and students' online course persistence. The resulting project consisted of a hybrid workshop series designed to enhance instructors' pedagogical practices to promote engagement and persistence in online courses. The workshop evaluation provided both formative and summative feedback from the workshop participants. The project contributes to social change through the ability of educators and program developers of online courses to garner new knowledge, as well as contributions to the continued viability of the focus institution and long-term economic stability for students.
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Mosack, Victoria Burdsal Charles A. "Student ratings of university teaching similarities and differences in experientially-oriented courses /." Diss., Click here for available full-text of this dissertation, 2006. http://library.wichita.edu/digitallibrary/etd/2006/d009.pdf.
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Thesis (Ph.D.)--Wichita State University, Dept. of Psychology.<br>"July 2006." Title from PDF title page (viewed on October 2, 2006). Thesis adviser: Charles A. Burdsal. Includes bibliographic references (leaves 57-66).
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Fukawa-Connelly, Timothy Patrick. "A tale of two courses; teaching and learning in udergraduate abstract algebra." College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7675.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.<br>Thesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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OLIVEIRA, IZABEL MARIA DE. "TEACHING PROJECT DESIGN FOR UNDERGRADUATE DESIGN COURSES IN BRAZIL: EDUCATIONAL PRACTICE DISCOURSE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=15439@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>Um dos pontos centrais nas discussões sobre a pedagogia do design refere-se
ao ensino de projeto e ao campo de conhecimento relativo ao processo projetual
de configuração de objetos ou sistemas de informações visuais. Historicamente,
o desenvolvimento do projeto tem sido visto como ponto de convergência e de
articulação dos diversos níveis de saberes adquiridos durante o curso, de forma a
conjugar experiências, reflexões, análises e ações práticas. Por conta destes fatores,
assumiria um papel nuclear, estrutural, não só em termos curriculares mas, especialmente,
no sentido pedagógico e cognitivo. Entretanto, o pleno funcionamento do
ensino de projeto com o enfoque de espinha dorsal do curso e motor da formação
do conhecimento específi co em design foi bastante difi cultado no período em que
vigorou o Currículo Mínimo, estabelecido pelo Conselho Federal de Educação em
1987, por conta de sua estrutura pouco flexível. Com o estabelecimento das Novas
Diretrizes Curriculares Nacionais - LDB 9.394/96, as instituições de ensino
ganharam autonomia e flexibilidade para definir as propostas pedagógicas e curriculares
de seus cursos de graduação. Nesse contexto, refl etir sobre as inúmeras
questões que permanecem ou despontam no âmbito do ensino de projeto torna-se
imperativo. Essa tese tem como objetivo traçar um panorama da construção de uma
realidade relativa ao ensino de projeto em design, conforme está sendo vivenciada
em diferentes contextos do país, a partir da identificação e análise de aspectos relevantes
do discurso construído na prática pedagógica de um grupo de professores
de disciplinas de projeto. Utiliza o método de análise de discursos com o intuito de
revelar indicadores daquilo que compõe opiniões, idéias, convicções, conflitos e
questionamentos, entre outros aspectos, gerados pela experiência dos docentes que
fazem parte do grupo selecionado. O detalhamento metodológico observou alguns
princípios básicos do Método de Explicitação do Discurso Subjacente (MEDS)
desenvolvido por Nicolaci-da-Costa. As questões abordadas são discutidas sob a
ótica da experiência educacional, percebendo-a como território politico, como uma
construção social, resultante de um processo histórico. Os pontos centrais relacionam-
se à concepção de conhecimento e de educação, assim como à visão e postura
frente aos paradigmas e modelos pedagógicos.<br>One of the main issues in discussions on design courses focuses on teaching
project design and the field of knowledge encompassing the project design processes
required to confi gure visual information systems or items. Historically, the
development of project design has been viewed as a point of convergence and networking
for various levels of knowledge acquired during the course, underpinning
the conjugation of experiences, refl ections, analyses and practical actions. Due to
these factors, it would take on a structural role, not only with regard to the syllabus
but more specifi cally in the educational and cognitive senses. However, the full
functioning of project design teaching focused on the backbone of the course and
the driver behind the formation of specifi c design knowledge was hampered significantly during the time of the Minimum Syllabus, (introduced by the Federal Education
Council in 1987), due to its somewhat rigid structure. With the establishment
of the New National Syllabus Guidelines in 1996 through Law Nº 9,394, teaching
institutions were endowed with greater autonomy and fl exibility for defi ning educational
proposals and syllabuses for their undergraduate courses. Within this context,
it is imperative to refl ect on the countless issues that still remain or arise within
the project design teaching sphere. This thesis intends to outline an overview of the
construction of the real situation of project design education in design courses as
experienced in a variety of contexts in Brazil, based on the identifi cation and analysis
of important aspects of the discourse built up through the teaching practices of a
group of project design lecturers. It uses the discourse analysis method in order to
disclose indicators refl ecting opinions, ideas, beliefs, confl icts and queries, among
other aspects, generated by the experience of faculty members belonging to the
selected group. The methodological detailing complies with some basic principles
of the Underlying Discourse Unveiling Method developed by Nicolaci-da-Costa.
The issues addressed are discussed from the standpoint of educational experience,
perceiving it as a political territory, a social construct that is the outcome of a historical
process. The key points relate to the concepts of knowledge and education,
in addition to vision and stance on teaching paradigms and models.
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Juhlin, Johanna. "Teaching Poetry in Upper Secondary School Courses : A Study in Lesson Design." Thesis, Högskolan i Gävle, Engelska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-27245.
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This study attempts to show benefits with different methods when teaching poetry in Upper Secondary courses, with the aim of proving that by using a certain design of the lesson, it is possible to engage the students in English poetry. A secondary aim was to incorporate and implement the theories on sociocultural learning by Vygotsky into the method used in the study. Finally, the study aimed to question the definitions of what constitutes a poem and the ideas of canonized versus non-canonized material within literature. The method chosen for this study was a mixed methods design, and the study applied a deductive approach where a hypothesis based on previous research and ideas within the field was tested. The design of the study was to perform a focus group interview, followed by observations of four lessons with students at Upper Secondary level, and finally a questionnaire for the students. The results from the study were mainly positive and the questionnaire showed that most of the students appreciated the first part the most, although a few students enjoyed both parts. The combined results showed that the design has an impact when it comes to engagement, and it changed a few of the students views on poetry. The main finding in the study was that students prefer less complex poetry that does not belong to the canon, since most of the students marked the first part as the best one. The results showed therefore that the design has an impact when it comes to engagement.
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Dwyer, Jessica Hewitt. "Just-in-time teaching in undergraduate physics courses: implementation, learning, and perceptions." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/20338.
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Doctor of Philosophy<br>Curriculum and Instruction Programs<br>N. Sanjay Rebello<br>Regardless of discipline, a decades-long battle has ensued within nearly every classroom in higher education: instructors getting students to come to class prepared to learn. In response to this clash between teacher expectations and frequent student neglect, a group of four physics education researchers developed a reformed instructional strategy called Just-in-Time Teaching (JiTT). This dissertation investigates the following three areas: 1) the fidelity with which undergraduate physics instructors implement JiTT, 2) whether student performance predicts student perception of their instructor’s fidelity of JiTT implementation, and 3) whether student perception of their instructor’s fidelity of JiTT implementation correlates with student views of their physics course. A blend of quantitative data (e.g., students grades, inventory scores, and questionnaire responses) are integrated with qualitative data (e.g., individual faculty interviews, student focus group discussions, and classroom observations). This study revealed no statistically significant relationship between instructors who spent time on a predefined JiTT critical component and their designation as a JiTT user or non-user. While JiTT users implemented the pedagogy in accordance with the creators’ intended ideal vision, many also had trouble reconciling personal concerns about their role as a JiTT adopter and the anticipated demand of the innovation. I recommend that this population of faculty members can serve as a JiTT model for other courses, disciplines, and/or institutions. Student performance was not a predictor of student perception instructor fidelity of JiTT implementation. Additionally, the majority of students in this study reported they read their textbook prior to class and that JiTT assignments helped them prepare for in-class learning. I found evidence that exposure to the JiTT strategy may correlate with a more favorable student view of their physics course. Finally, according to students, favorable JiTT implementation occurred when instructors reviewed all questions contained within the JiTT assignment during class and when instructors clearly connected JiTT questions to the textbook reading, lesson discussion, and other assignments. The impact of this work rests in its possibility to set the stage for future education studies on the fidelity of implementation of other research-based instructional strategies in various disciplines and how they affect student performance and perceptions.
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Inderhees, Joan. "Expert Novices: A Qualitative Study of Design Professionals Teaching Design Studio Courses." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1541367126115329.
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Akhtar, Syed A. "Developing predictive analytics to enhance learning and teaching in lab based courses." Thesis, University of Surrey, 2015. http://epubs.surrey.ac.uk/808492/.
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Computer-Aided Design (CAD) is a fundamental engineering course in universities, particularly for mechanical engineering students. It challenges students to bring together theoretical understanding, design and drawing skills. It is most often in the practical lab-based classes that students will seek help, and tutors typically approach the students to answer queries during practice sessions. To monitor students’ progress, tutors move around the classroom and observe the performance of the students. This requirement puts extensive pressure on the teaching staff to ensure students achieve the intended learning outcomes and have a good learning experience. Research to date has primarily focused on the use of interactive teaching content, practice tools and virtual learning environments. Little work has been done to improve CAD teaching using synchronous blended learning in lab-based classroom settings. In this thesis, an interactive CAD teaching system has been designed and developed to enhance the learning experience, and mitigate the pressure on often limited teaching resources. The system provided a two-way communication flow between student and tutor. It enabled tutors to share their computer screens with online students during lectures and then monitor their progress during practice sessions. Students were able to submit their questions or to request help as needed. In response, the teaching team could view and/or take control of the student machine and answer their query online using full duplex voice communication. The student experience of the system was collected using survey forms and focus group interviews. The system also recorded learning related behaviours including student login and logout times, and workstation location. This information was processed to understand their seating preferences and learning groups. It was then mapped on their final scores for application of learning analytics. This study followed three iterative cycles from 2011 to 2013 with first year undergraduate students from the MES department at the University of Surrey. The surveys received an excellent response rate of 70%. Analysis of the surveys and interviews suggested that students felt the system had a positive impact on their learning experience, with more than 50% of students positively expressing their willingness to reuse the system. Analysis of the learning behaviour data showed significant correlation between time spent in the classroom, duration of collaborative learning, seating position and the final learning outcomes. This correlation led to the development of a predictive model using linear regression. The model was integrated into the system to identify students who were potentially at risk of failing and therefore allow tutors to intervene in good time. Technically, the system was successfully deployed with an uptime, in terms of teaching sessions, of 98.3%. The study resulted in a stable interactive CAD teaching system that was used in a blended manner to facilitate face-to-face teaching and identify at-risk students. The study has contributed to our understanding of the value of passive data capture in learning analytics and suggests that this is a direction that warrants further research.
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Sheehy, Brittany N. "Support Received from the Dissertation Advisor and the Graduate Student Success of Doctoral Students Majoring in the Sciences." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7937.
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This quantitative study utilized surveys to explore how science doctoral students receive support from their dissertation advisors and its relationship to graduate student success outcomes. The survey was distributed to active doctoral students majoring in the sciences at one large, public, Southeastern University. Within examining how the support science doctoral students receives relates to graduate student success outcomes, the study also examined additional factors that could influence graduate student success such as the participant size of the laboratory group, experience with undergraduate research, and time in program.
Findings revealed that on average science doctoral students report receiving more psychosocial support than career support. Students who reported higher levels of satisfaction with their laboratory group and those who had female advisors, were more likely to report receiving higher levels of psychosocial support. Also, students who reported higher levels of satisfaction with their laboratory group and having a female advisor, were more likely to report receiving higher levels of career support. Those students who had been the program longer, reported receiving less career support. This was also true for identification. The longer students were in the program, the less likely they would report identifying or wanting to emulate their advisor.
There was a statistically significant relationship between overall level of satisfaction with the advisor relationship and receiving career and psychosocial support. There was also a significant relationship between reporting high levels of satisfaction with the advisor relationship and reporting high levels of satisfaction with the laboratory group. Lastly, there was significance found between students reporting identifying with the advisor and expressing high levels of satisfaction with the advisor relationship. No statistically significant relationship was found between the levels of support received and number of academic benchmarks or scholarly works. There was also no statistically significant relationship found between levels of support or graduate student success outcomes with the number of participants in a laboratory group.
The study results indicated science doctoral students who have been the most successful at meeting graduate student success outcomes receive more psychosocial support from their advisors than career support. However, the more science students felt that their advisor was assisting them with career support, the more satisfaction they experienced with the overall advisor relationship. Advisors from other disciplines can look to increase the amounts of career support they provide to their students. Time in program was the only significant predictor of number of academic benchmarks met for science doctoral students. This needs to be explored in other disciplines given that most students in the sciences are only in the program for five to six years. The variable, scholarly works, was found to have two significant predictors, which were experience with undergraduate research and having had started the dissertation project. Undergraduate advisors and program directors from all disciplines should look to encourage their students who are interested in pursuing doctoral education to engage in undergraduate research as it will help them to progress more successfully through a graduate program. Doctoral advisors and program directors from all disciplines should look to create a curriculum that encourages students to start their research project as early as possible.
The level of satisfaction with the laboratory group was a significant predictor to the satisfaction with the advisor relationship, to receiving more career and psychosocial support, and to identifying the advisor more. Therefore, more research is needed regarding the influence of the laboratory group and graduate student success outcomes in the sciences. Overall, the results of the study provide insight as to how other disciplines and programs may improve their student success outcome rates by understanding some mechanisms that are contributing to the success of science doctoral students.
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Poe-Greskamp, Marlene. "Pedagogical issues in online nursing graduate courses." CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1560836.
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One of the core issues in distance education has been the adequacy of assessment of student experiences and the interaction between faculty and students. This challenge has become even greater with the increase in the numbers of online courses in nursing. Distance education programs that are delivered totally online have many advantages and some disadvantages. Masters level nursing students are choosing online programs for convenience, flexibility, and quality.
The purpose of this study was two-fold: to describe Masters nursing students’ perceptions of online courses between 2005 and 2009, as expressed through word data in a web evaluation survey; and to analyze the student perceptions of the online learning environment for trends and themes. The questions of this investigation were the following:
1. What perceptions do Masters nursing students have of their online courses (2005-2009) as expressed through word data in a web evaluation survey?
2. What recommendations can be made for continuous improvement and best practices in programming and evaluation methods based on student perceptions.
This research utilized Constructivist Theory as a theoretical model. There were 1625 student comments and 903 suggestions that were analyzed for themes and placed in categories. A qualitative analysis approach was utilized to create categories and look for trends in the data. There were six categories gleaned from the comments and six more that were found as a result of reviewing the suggestions that were made for future course offerings. The researcher found that there was some overlap between the categories of the comments and those of the suggestions.
The perception of the students regarding their online course experience in the graduate nursing program was very positive. The flexibility and independence that the online environment offered was appreciated. Blackboard was viewed very positively and students felt that it was easy to use. Students enjoyed the interaction with peers and with faculty and felt it was a valuable learning experience. Recommendations were identified, based on the findings related to the use of technology, recruitment and retention of faculty, and teaching strategies and learning styles.<br>Access to thesis permanently restricted to Ball State community only<br>Department of Educational Studies
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Odell, Jessica L. "Student Understanding of Conservation of Energy and Mass in Introductory University Science Courses." Fogler Library, University of Maine, 2005. http://www.library.umaine.edu/theses/pdf/OdellJL2005.pdf.
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Nji, Tima Richard Anthony. "Cameroon's Anglophone and Francophone second cycle physics courses : towards a common approach." Thesis, University of Reading, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294854.
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Molose, Vivian Innotantia. "Materials in flexible learning teacher education courses in environmental education : an evaluative case study." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003555.
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The study aimed at researching the role of materials in flexible learning teacher education courses, specifically looking at the Eastern Cape Teacher Course as a case study. The research aimed at exploring how courses and materials were developed, selected, used and adapted or redeveloped so as to support the course orientation and the intended outcomes. I did this with the hope that my research might inform the process of improving the role of course materials in flexible learning teacher education courses. I did a naturalistic enquiry within which I interviewed 39 participants (teachers and teacher educators) and two course co-ordinators. I also analysed documents such as the course materials, nine participants' journals and seven of their assignments. The observation notes compiled during the early days of the course were not used as a main source of data but as support to data sources mentioned above. Questionnaires were handed out to all the course participants, i.e. course co-ordinators, tutors and student participants. The questionnaires were intended as a means for pre interview and post interview reflection for interviewees. Through this research, I have learnt a lot about the role of materials in professional development courses, including the importance of mediation of materials and their overt use during course sessions, the importance of providing and encouraging a culture of reading through time allocation during contact sessions, through discussions on materials, and also through providing orientating comm~nts on materials rather than just handing them out to participants. Readings that are more focussed do better to motivate participants to interact with them.
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Bowers, David Matthew. "Impact of Mathematics Courses for Prospective Teachers on their Mathematical Knowledge for Teaching." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460973988.
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Marburger, Rodney Ging. "An Innovated Teaching Technique for Occupation Investigation." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc503932/.
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This study enhances student acceptance of career investigation and contains extensive lesson plans for each day of the school year, plus one copy of each handout to be duplicated. The classroom is run as a business where students work for the instructor and are paid by check at the end of each week. Money is deposited on account and used to purchase course grades. The more money the student earns, the higher grade he can purchase. The findings show that students learn more about careers. Students became aware that the higher paying career fields required more schooling and/or training, resulting in changed attitudes about school. They were able to see how the relationship of the learning process could determine their future.
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Kraus, Pamela Ann. "Promoting active learning in lecture-based courses : demonstrations, tutorials, and interactive tutorial lectures /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9714.
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Houseworth, Lessie McNabb. "Extended Instruction in Business Courses to Enhance Student Achievement in Math." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/412.
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Poor achievement on standardized math tests negatively impacts high school graduation rates. The purpose of this quantitative study was to investigate if math instruction in business classes could improve student achievement in math. As supported by constructivist theory, the students in this study were encouraged to use prior knowledge and experiences to make new connections between math concepts and business applications. The key research question examined if there was a significant increase in the standardized mathematics test scores of students enrolled in business classes with extended mathematics instruction compared to the standardized test scores of students not enrolled in business classes with extended mathematics instruction. The 2-sample t-test was used to compare the scores of 42 students in the treatment group to the scores of 47 students in the control group. Based on the findings, there was not a significant difference in the scores of the treatment and control groups. Recommendations for future research included redesigning the treatment to involve additional areas of mathematics instruction as well as extending the number of weeks for the treatment. This study may effect social change by informing teachers and administrators at the local site of the need to examine the effects of incorporating math into other content areas and recommending continued research in this area. The additional exposure, practice, and learning opportunities in math may help high school students achieve in mathematics and ultimately improve graduation rates.
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Novotny, James A. "A study of introductory power mechanics courses in the state of Indiana." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/486517.
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The purpose of this study was to determine what knowledge of energy systems the students currently enrolled in Introductory Power Mechanics courses in the public high schools of Indiana possess, where they acquired such knowledge, and what the instructors' emphases in the course were.Two questionnaires were used in this study. The first, a thirty-item questionnaire, was utilized to determine what the students know about energy systems and where they learned what they know. The second one was a nineteen-item questionnaire to determine the instructors' course emphases.The null hypotheses were tested using a one way analysis of variance and a Scheffe Test. The .050 level of significance was used as the critical probability level for rejecting the hypotheses.
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Ikiz, Ali. "A Case Study of Instructor and Student Perceptions of Two Online Mathematics Courses." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1172164963.
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McIntyre, Zachary Scott. "An Analysis of Variable Misconceptions before and after Various Collegiate Level Mathematics Courses." Fogler Library, University of Maine, 2007. http://www.library.umaine.edu/theses/pdf/McIntyreZS2007.pdf.
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Hall, Wendy K. "Assessment of college elementary methods courses on two dimensions confidence and lesson assessment /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1990. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1990.<br>Abstract precedes thesis as [3] preliminary leaves. Typescript. Source: Masters Abstracts International, Volume: 45-06, page: 2770. Includes bibliographical references (leaves 41-42).
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Nooriafshar, Mehryar. "Balancing the Use of Technology and Traditional Approaches in Teaching Mathematics within Business Courses." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80771.
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Technologies associated with modern computing are being commonly used in education. Over the past few years, the usage has increased considerably. This increase is also attributed to the availability of more improved technology products and services at much lower costs.
As a result, many successful educational multimedia products have been developed which have made significant contributions to learning and teaching mathematics at various levels. However, it is not always clear what exactly the position of technology in education is. In
other words, to what extent does the technology-aided means of learning enhance learning and add value to the conventional materials? How are they supposed to supersede or excel
the learning effectiveness of traditional methods of teaching? This paper explores the possibilities of utilizing the latest technologies such as Virtual Reality (VR) environments and Tablet PCs in conjunction with the traditional approaches and concepts in creating a balanced and more effective learning and teaching conditions. It also
demonstrates how the creation of a situation where ‘one cannot see the wood for the trees’ can be avoided by striking the right balance.
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Haraldsson, Kim. "The Poetic Classroom : Teaching Poetry in English Language Courses in Swedish Upper Secondary Schools." Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-15732.
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This study aims at shedding some light on teachers’ attitudes and views on poetry as a part of English language studies. More specifically, it intends to explore whether there is support for the generally preconceived idea that poetry’s role in today’s language studies has diminished. This essay presents previous research regarding the development of poetry teaching in classrooms and the importance of reading poetry. Thereafter it includes a smaller qualitative survey, which was sent out to teachers in Swedish upper secondary schools, on their views concerning poetry and its incorporation in their courses, as well as reasons behind their choices. Although the study did not receive enough answers to warrant general conclusions on how teachers in Halland view poetry, the results do show tendencies toward a view of poetry as being strenuous to work with due to students’ resistance and negative attitudes. Moreover, that poetry is one area of English language studies that the majority of teachers view as less important. Furthermore, the results reveal that a teacher’s personal interest in poetry, or lack of interest, affects the amount of time and focus placed on poetry in the classrooms.
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Henshall, Amanda Louise. "Talking books : teachers on teaching texts by women on A Level English literature courses." Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288979.
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Millar, Mark William. "Transformative effects of technology in learning and teaching in first year university science courses." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/7923.
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The first part of this study describes the synthesis of a research framework (known as the Transformation Framework) via the analysis of existing literature on technology-related transformation in learning and teaching. The Framework identified five Foundations that were desirable for any implementation of technology in an educational setting and also described three broad types of transformation that might be expected to occur (Institutional, Material and Behavioural). The remainder of the thesis contains a description of the application of the Framework to three science courses in the College of Science and Engineering at a large Scottish university at a point in time when they were attempting to initiate some transformation in learning and teaching, at least in part through the introduction of new technologies. The Framework was used to construct a series of specific interview questions that were designed to illuminate each possible area of transformation. Interviews were then conducted with the Undergraduate Deans who were responsible for the overall initiative of which these courses formed a part and the organisers of each of the three courses (Courses A, B and C). The interview questions were then used to construct an online survey that was used to poll the lecturers and teaching assistants involved in the delivery of each course. Finally, anonymised course marks were obtained for the three courses covering the years before, during and after the innovations were introduced. Using the Framework as a reference, the data sources were then analysed, primarily using NVivo (qualitative data) and SPSS (quantitative data), in order to identify where there may have been transformation perceived or observed, and the evidence supporting the existence of any such transformation was evaluated. Any identified transformations were then analysed further to ascertain any specific contribution that technology may have had to such change. The results provided broad support for the notion that the transformations that may occur are highly context-dependent, and are often influenced by the Foundations that are in place at the time. Course A could be described as “innovation-ready” and as such there was evidence to suggest that the technologies used had several Institutional, Material and Behavioural transformative effects. Course B was more cautious and perhaps less prepared, and yet some Institutional, Material and Behavioural transformations were observed, largely in those areas that were well attended at the Foundation stage. The Course C implementation was done at short notice, and hence with little preparation and as such was very low-key and only limited Material and Behavioural transformations were evident as a result. The research as described above highlights the fact that transformation is far more likely to occur if the proper Foundations have been put in place first, and the technology forms part of an implementation that is well thought-out by the organisers, well supported by the powers-that-be and well accepted by all those who will engage with it. The Framework itself has proved to be a useful and robust guide for this kind of study and it should have value in many different contexts in the future. Applications include not only the evaluation of existing implementations of technology in the classroom but also the planning and preparation of such implementations, informing both the design of a particular course and the choice of technology to achieve specific results.
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SÃtiro, CharmÃnia Freitas de. "Teaching in training courses degree in pedagogy of public universities CearÃ: concepts and possibilities." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=10926.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior<br>Recent studies nationwide in the area of teacher training point to the fragility of the Curriculum as a field of knowledge of pedagogy, considered in designing technical and instrumental. In this context, our research aims to integrate such studies to understand the context of this discipline in CearÃ. We aim to understand the general characteristics Didactic discipline has assumed in the course of Pedagogy of public universities in the state, knowing the teachers and the design of which is registered in their teaching plans. We ask: What teachers teach didactics? What proposals and content of their teaching plans? What is the methodological approach applied by these professionals? Characteristics that this discipline has taken? What are the challenges you face? What is the Curriculum on pedagogical? To answer these questions we conducted a qualitative study in the UFC (Federal University of CearÃ), UECE (State University of CearÃ), URCA (University Cariri Regional) and UVA (University Vale do AcaraÃ). We use as instruments of data collection semistructured interviews with teachers Didactic Pedagogy course these institutions, programs and documentary analysis of the discipline, as well as a bibliographic research didactics. The research revealed that the discipline teaching in public universities of Cearà is crafted in a multidimensional way, in a dialectical relationship between society, education, Education and the School of Basic Education. Also revealed the possibilities of pedagogical innovation present in research practices and action-reflection Teachers Teaching.<br>Estudos realizados recentemente em Ãmbito nacional na Ãrea de formaÃÃo de professores apontam para a fragilidade da DidÃtica como campo de conhecimento da Pedagogia, concebida numa concepÃÃo tÃcnica e instrumental. Nesse contexto, nossa pesquisa pretende se integrar a tais estudos para compreender o contexto dessa disciplina no CearÃ. Temos como objetivo geral compreender que caracterÃsticas a disciplina DidÃtica vem assumindo no curso de Pedagogia das universidades pÃblicas do estado, conhecendo sobre a concepÃÃo dos professores e o que à registrado em seus planos de ensino. Indagamos: O quà os professores de DidÃtica ensinam? Quais as propostas e conteÃdos dos seus planos de ensino? Qual a abordagem metodolÃgica aplicada por estes profissionais? Que caracterÃsticas essa disciplina vem assumindo? Quais os desafios que enfrentam? O que à a DidÃtica na Ãrea pedagÃgica? Para responder tais questionamentos realizamos uma pesquisa qualitativa na UFC (Universidade Federal do CearÃ), UECE (Universidade Estadual do CearÃ), URCA (Universidade Regional do Cariri) e UVA (Universidade Estadual Vale do AcaraÃ). Utilizamos como instrumentos de coleta de dados, entrevistas semiestruturadas com os professores de DidÃtica do curso de Pedagogia dessas instituiÃÃes, e anÃlise documental dos programas da referida disciplina, alÃm de um estudo bibliogrÃfico de pesquisadores da Ãrea de DidÃtica. A pesquisa revelou que a disciplina DidÃtica nas universidades pÃblicas do Cearà à trabalhada de forma multidimensional, numa relaÃÃo dialÃtica entre a sociedade, a educaÃÃo, a Pedagogia e a Escola da EducaÃÃo BÃsica. Revelou tambÃm as possibilidades de inovaÃÃo pedagÃgica presentes nas prÃticas de pesquisa e aÃÃo-reflexÃo dos professores de DidÃtica.
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Castillo, Hernán, Richard Moscoso, José Luis Phan, and Jorge Quiroz. "The Impact of Teaching the Concepts of Force and Motion in General Physics Courses." En Blanco y Negro, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/117019.
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This article focuses on the results of a research about teaching General Physics concepts to college students, and stresses the relevance of evaluating this kind of knowledge. Between 2009 and 2011, 4,535 students from the Pontifical Catholic University of Perú went through an evaluation process using the Force Concept Inventory test. The data results showed no significant improvement in the students’ learning process after having learned the concepts of force and motion, matters included in Physics 1 and Physics 2. The hardest concept to learn was Newton’s second law. Furthermore, a relevant amount of the students evaluated found no relation between learning these concepts and passing the courses.<br>Este artículo sintetiza el análisis de los resultados de un estudio acerca de la enseñanza de conceptos de Física en alumnos universitarios y la utilidad de evaluar este tipo de conocimientos. Entre los años 2009 y 2011, 4535 alumnos de la Universidad Católica han sido evaluados con la prueba Force Concept Inventory (FCI) a. Los resultados indican que los conocimientos de fuerza y movimiento se implantan entre los cursos de Física 1 y Física 2, y no se encuentra una mejora significativa después. El concepto con mayor dificultad de aprendizaje es la segunda ley de Newton. Además, existe un importante número de alumnos para los cuales no hay relación entre la ganancia de conceptos y la aprobación del curso.
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Olsson, Birgitta. "Teaching Materials within Program Specific Courses Promoting Integration with English at Upper Secondary School." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-12235.
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Papoulias, Lambe Bobby. "Determining the dominant learning style of millennial students enrolled in online business courses to help instructors apply the appropriate teaching methodology in online courses." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10131798.
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<p> A student’s ability to achieve his or her goal in an online course depends on the quality of the material presented by the instructor, and the motivational aspect of the student before committing to an online course. However, neither of these can be reached to their maximum if the dominant learning styles of students are not uncovered prior to enrolling in an online course. With the quick expansion of online learning in higher education, proper protocol has not been taken in order to help millennials reach their full potential, by allowing instructors to help identify methods to communicate with the students through an online platform. To maximize the impact of these two aspects, the dominant learning styles of millennials must be uncovered. The purpose of this quantitative study was to examine the dominant learning styles of millennials enrolled in an online business course, on order to provide instructors with insight of how to present course material to students in an online platform. The population consisted of 37 millennials enrolled in three separate online business courses at a California State University. Data were collected using one research instrument, the Building Excellence (BE) Learning Style Survey, consisting of approximately 120 questions. The survey instrument was used to measure the dominant learning styles of the participants among 28 different elements among six categories (perceptual, psychological, environmental, physiological, emotional, and sociological). The study looked into the perceptual category to reveal a strong necessity of millennials preferring to learn material by having it presented using visual images, and/or visual text. By improving the method of instruction in an online business course to incorporate with these learning styles, instructors can maximize their ability to teach students.</p>
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Ganivet, Fernando J. "Development of a New Student Evaluation Instrument of Instructor Effectiveness in Online Courses." FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/382.
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The purpose of this study was to (a) develop an evaluation instrument capable of rating students' perceptions of the instructional quality of an online course and the instructor’s performance, and (b) validate the proposed instrument with a study conducted at a major public university. The instrument was based upon the Seven Principles of Good Practice for Undergraduate Education (Chickering & Gamson, 1987). The study examined four specific questions.
1. Is the underlying factor structure of the new instrument consistent with Chickering and Gamson's Seven Principles?
2. Is the factor structure of the new instrument invariant for male and female students?
3. Are the scores on the new instrument related students’ expected grades?
4. Are the scores on the new instrument related to the students' perceived course workload?
The instrument was designed to measure students’ levels of satisfaction with their instruction, and also gathered information concerning the students’ sex, the expected grade in the course, and the students’ perceptions of the amount of work required by the course. A cluster sample consisting of an array of online courses across the disciplines yielded a total 297 students who responded to the online survey. The students for each course selected were asked to rate their instructors with the newly developed instrument.
Question 1 was answered using exploratory factor analysis, and yielded a factor structure similar to the Seven Principles.
Question 2 was answered by separately factor-analyzing the responses of male and female students and comparing the factor structures. The resulting factor structures for men and women were different. However, 14 items could be realigned under five factors that paralleled some of the Seven Principles. When the scores of only those 14 items were entered in two principal components factor analyses using only men and only women, respectively and restricting the factor structure to five factors, the factor structures were the same for men and women.
A weak positive relationship between students’ expected grades and their scores on the instrument was found (Question 3). There was no relationship between students’ perceived workloads for the course and their scores on the instrument (Question 4).
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Aseery, Ahmad Yahya F. "A Qualitative Approach to Explore Teaching Methods Used to Teach Religious Courses in Saudi Arabia." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1594340402077666.
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Geilman, Douglas J. "Experiences of Instructors Using Ready-to-Teach, Fixed-Content Online Courses." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7052.
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Online instruction is now the prevalent tool for distance learning. Understanding the adaptable role of the instructor in online distance education is pivotal in the work of comprehending its affordances and limitations. Although there are some commonalities between all forms of online teaching, experiences instructors have may vary depending upon the structure of the online course. The ready-to-teach, fixed-content format merited further study because of the degree to which it unbundles or disaggregates traditional instructor responsibilities by removing the work of determining what to teach and how to teach it. This qualitative multiple case study examined the instructional experiences of adjunct online instructors who adapted to a limited teaching role that excluded selecting online course content or developing course design. Study findings revealed that instructor perceptions of ready-to-teach courses varied according to the nature of the subject being taught and personal preferences. Findings also demonstrated that instructors applied previous teaching experiences to the situation when possible but learned new skills that reflected the modified instructional environment as well. Despite varying degrees of contentment or discontentment with the limitations regarding course content, most instructors found the motivation to continue in their employment with their sponsoring institution. This study provided perspectives on the phenomenon of instructional unbundling in higher education, in which roles that traditionally belonged to a single educator are distributed among many individuals for the purpose of greater efficiency or use of expertise.
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Kwok, Yeung Kwai-ming Hily, and 郭楊桂明. "A study of the adaptation of authentic materials for civil service English courses." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956464.
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Heitzer, Julia Gail-Hinckley. "A descriptive analysis of patient education courses in undergraduate and graduate health education programs." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1294246.
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The problem of the study was to determine the status of patient education courses offered by undergraduate and graduate health education programs in the United States, and what was being taught in these courses.Two original data collection instruments were created. The first was a demographic tool used to collect data from colleges and universities (n = 120) during May/June 2004, and the second was a 59-item checklist used to conduct the content analysis of patient education course syllabi. It was found that only 9.2% of institutions that responded offered patient education courses, none of the syllabi included all 59 checklist items, there does not appear to be a statistically significant relationship between program accreditation/approval and the offering of a patient education course, and there does not appear to be a statistically significant relationship between programs that prepare students for the CHES examination and the offering of a patient education course.<br>Department of Physiology and Health Science
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Birch, Megan Leigh. "(Dis)placing and (e)race-ing (dis)courses thinking about multiculturalisms and becoming teachers /." Diss., Connect to online resource - MSU authorized users, 2008.
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Thesis (Ph.D.)--Michigan State University. Dept. of Curriculum, Teaching, and Educational Policy, 2008.<br>Title from PDF t.p. (viewed on Sept. 10, 2009) Includes bibliographic references (p. 176-188). Also issued in print.
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Paterson, Karina. "Good practice for formative assessment and feedback in statistics courses." Connect to e-thesis, 2008. http://theses.gla.ac.uk/623/.
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Thesis (MSc(R)) - University of Glasgow, 2008.<br>MSc(R) thesis submitted to the Faculty of Information and Mathematical Sciences, Department of Statistics, University of Glasgow, 2008. Includes bibliographical references. Print version als available.
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Low, Koon Huat. "Investigation and application of recent web-based technologies to the teaching of electrical engineering courses/." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2000. http://handle.dtic.mil/100.2/ADA378543.
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Thesis (M.S. in Electrical Engineering) Naval Postgraduate School, March 2000.<br>Thesis advisor(s): Butler, Jon T. "March 2000." Includes bibliographical references (p. 61-62). Also available online.
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Slapak-Barski, Judith. "Faculty and Student Perceptions of Teaching Presence in Distance Education Courses: A Mixed Methods Examination." Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/120.
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This applied dissertation was designed to provide deeper insight to current knowledge about establishing teaching presence (TP) in online courses. Distance education environments are considered more convenient than traditional learning environments, as they provide more opportunities for learning that occurs in various settings. In distance education environments, effective learning should focus on the interaction between e-learning technologies and educational practice in higher education. Online courses are typically devoid of the visual cues and interaction of the traditional classroom. Online learners may experience an isolation effect as a result of learning in the perceived absence of their peers and instructor. Feelings of isolation experienced by distant students are grounded in Moore’s transactional distance (TD) theory. The concept of distance in online education does not refer simply to geographic or temporal separation, but also to the pedagogical space between students and instructors. In Moore’s TD theory, as the amount of dialogue increases, TD decreases. Establishing TP in online education can minimize the isolation effect and reduce TD in many ways.
The purpose of this study was to describe and compare student and faculty perceptions of TP in synchronous and asynchronous distance education courses at the college or university level. A mixed-method methodology was employed using a scale measuring TP for the quantitative strand and student and faculty focus groups for the qualitative strand.
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Lee, Yu-Hsia, and 李玉霞. "Study on designing and teaching vernacular courses." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/56302721085371268108.
Full textAbstract:
碩士<br>國立屏東科技大學<br>熱帶農業暨國際合作系所<br>97<br>The contents of abstract in this thesis:
This study investigated designing and teaching vernacular courses and their implementation by using medical plants in Taitung area as the teaching materials. The objective of this study was to evaluate the effectiveness of cognitive learning of students’ hometown geography and enhancing teachers’ specialty by introducing medical plants that are common in daily life and putting them into practical learning strategies.
Participants of this study were third-grade students of an elementary school, and Taitung Applied Botanical Garden was the study field. This study proceeded discussion and analysis of students’ learning effectiveness by introducing the planning of thematic experiencing teaching curricula, depth interviewing, and establishing learning process files including pre-learning, and post-learning questionnaires, activity learning sheets, assessment after learning, sheets of parents’ opinions, and so on.
Results of this study showed that hometown education integrated with medicinal plants could significantly transform students’ cognitive learning in hometown geography. It also made students more vigorously participate in supporting and favoring hometown industrial activities. Furthermore, it could vastly improve the students’ recognition of medical plants and concepts of environmental ecology. In general, the students’ cognition, sentiment, and techniques were positively enhanced. As for teachers, in addition to enhancing knowledge, the teachers’ specialty and teaching arts were also significantly elevated. Developing hometown education curricula by using folk plants as distinguishing features can make the objectives of hometown education more effective.