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Verrill, Stephen W. "Social Structure and Social Learning in Delinquency: A Test of Akers’ Social Structure-Social Learning Model." [Tampa, Fla] : University of South Florida, 2005. http://purl.fcla.edu/usf/dc/et/SFE0001305.
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Kan, Pak Cho. "Towards a model of organizational learning as social construction in dispersed learning communities." Thesis, Lancaster University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369652.
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Henderson, Janis L. "A Social Justice Framework Design an Optimal Learning Environment Model." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/secfr-conf/2020/schedule/8.
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Optimal learning environments designs that move beyond traditional pedagogical considerations to include Social Justice concepts can be a challenge for educators in academic and practice contexts. The workshop promotes learning environments designs reflective of inclusiveness and members’ psychosocial safety. Inclusiveness reflects sensitivity to learner diversity and promotive of psychosocial safety, a term coined by the workshop facilitator. Psychological safety is operationalized as the offering and receiving of respect despite and because of one’s differences, a knowing uniqueness will be honored as will beliefs and course content understanding. Psychosocial safety flourishes in strengths-based, trauma-informed atmospheres. Additionally addressed are barriers to designing optimal learning environments, including solution strategies.
Experiential Learning Theory informs the workshop; experiential learning devices (e.g., reflexive activities, group discussions) encourage defining and refining workshop skills and strategies. The sensitive and culturally bound nature of social justice suggests use of scaffolding of strategies by educators to aid integration of learning.
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Findling, John C. "Integration of Game-Based Learning into a Social Studies Curriculum Model to Improve Student Performance in the Ohio Social Studies Standards." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1218489507.
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Whitbeck, Barbara Ann. "Strengths in Action: Implementing a Learning Organization Model in a Human Service Setting." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2095.
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Although learning organization theory evolved in corporate settings, literature suggests that the theory has much to offer human service organizations. This dissertation examines the implementation of a modified learning organization model in three small field offices of a publicly-funded vocational rehabilitation organization in the Pacific Northwest, at a time when the organization was negotiating financial cutbacks and organizational changes. The model - known as Strengths in Action - was based on Senge's five learning organization disciplines, and informed by organizational culture theory. In each participating office, all staff worked together to set a goal, make a plan, and achieve the goal.
This dissertation covers the implementation of the modified learning organization model; the factors that facilitated and impeded the model's implementation; the model's impact on participating offices' climate and culture; and the similarities and differences among participating offices. This primarily qualitative study utilized mixed methods: observations, interviews, and an online survey.
Implementation of the model resulted in individual and team learning, better staff communication, more productive teamwork, stronger staff relationships, stronger office/community partner relationships, and improved office morale. This study shows that such a model can be effective in a human service setting, moving workgroups away from a mode of individual workers reactively handling individual cases, and toward a mode of proactive collective problem-solving. It also provides strong evidence that a learning organization model, implemented during a period of resource retrenchment, can produce substantial benefits for small workgroups within human service organizations, even when the model is not disseminated organization-wide.
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Titus, Simone. "Towards a social constructivist game-based learning model: a case of using digital games in sports studies in South Africa." Doctoral thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/23457.
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Until the advent of democracy in 1994, apartheid education in South Africa was segregated along the lines of race and ethnicity, consequently disadvantaging historically Black universities. The implications of an undemocratic system meant that the educational experiences of students from historically disadvantaged education systems might be compromised. The impetus for this study arose from observations that students in a sport studies classroom were not engaging with one another, as they were organising themselves with peers from the same cultural group in classroom. While literature asserts that student engagement is linked to student success, explicit views of cross-cultural engagement fall short in the South African context. This study avers that traces of historically segregated cultures and sub-cultures are evident in a diverse institutional space. As diverse groups of students enter the classroom, it has been observed that they tend to gravitate toward peers from the same cultural groups. While a diverse classroom should create a culturally rich environment for knowledge building, through collaboration and engagement with peers, the diversification in the classroom hindered engagement and interaction, as well as knowledge sharing and cross-cultural student engagement. Knowledge, therefore, is generated and shared in cultural clusters, instead of across cultural clusters. The aim of this study is to develop a social-constructivist game-based learning model, by critically exploring the production and reproduction of cross-cultural interactions, using emerging technologies in sport studies. Game-based learning is regarded as a promising vehicle to facilitate students' active participation and engaged learning. This study, therefore, focused on digital games, wikis and blogs, as tools to transform social practices that impede cross-cultural engagement. Since sport is seen as a vehicle for social change, it may create a space where cross-cultural interactions can take place, thereby promoting social change and cohesion in a sport studies classroom. This study employed a sequential exploratory mixed method approach. The research approach involved the design and development of a digital game, which was then tested during the pilot phase of the project. After verification of the tool by the pilot study participants, data were collected from two cohorts of a sport studies discipline, across two phases of this study. This meant that the digital game functioned optimally without any malfunction. This involved 106 participants from a total population of 171 students. Phase One comprised a digital game-based intervention only. Phase Two comprised a game-based learning intervention, an authentic wiki task and a reflective blog. In order to determine the effect of the intervention on cross-cultural engagement, both quantitative and qualitative data were collected. Quantitative data consisted of validated pre- and post-test questionnaires. Quantitative data was analysed using inferential and descriptive statistics on SPSS v20. A repeated measures ANOVA was conducted on the data. Qualitative data comprised five focus group discussions and 58 reflective blog entries. Qualitative data were captured, coded and analysed using Atlas TI. The findings of the quantitative data reveal that there are distinct group preferences, which are linked to historical legacies of segregation, including socio-geographic containment. Crosscultural interactions are informed by mental traces, based on prior experiences, hindered by alliances. In addition, interaction preferences are linked to cross-cultural engagement. Structures that informed students' understanding of interactions were produced and reproduced as cross-cultural interaction was elevated because of group interaction. This study found that students drew on material resources, such as digital games, wikis and blogs to make sense of their interactions, which resulted in the reproduction and modification of rules (modalities), in order to recursively reproduce their social actions. This study concludes that games, alone, do not facilitate cross-cultural engagement, but need to be augmented with other technology tools, in order to produce and reproduce social practices of cross-cultural engagement in the classroom. This study also offers a theoretical contribution, in the form of a social-constructivist game-based learning model, to address cross-cultural interactions in the classroom.
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Niemi, Jeffrey R. "An examination of cooperative learning models and achievement in middle and secondary level social studies." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/689.
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There is a lack of understanding of different cooperative learning methods and their effects on student achievement in middle and secondary level social studies education. The purpose of this quasi-experimental study was to compare two different cooperative learning models in terms of their effects on student achievement in middle level social studies classes. The research question addressed in this study involved understanding the nature of the relationships between different cooperative learning models, gender, ability level and achievement in social studies students. The two cooperative learning models compared were the structured dyad model, which was effective in studies on reading achievement, and the Jigsaw II model, which was well-suited for social studies students. This quantitative study compared the differences between unit pre-and posttest scores of 6th grade students using repeated-measures t test analysis. The study revealed that the learning using a structured dyad model resulted in significantly higher student achievement scores than learning using the Jigsaw II model. Implications of the study include promoting the use of cooperative learning in classrooms to converting schools into learning communities.
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Munalula-Nkandu, Esther. "The development of a training model for peer learning facilitators in adolescent reproductive health in Zambia." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/17326.
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Thesis (PhD)--University of Stellenbosch, 2006ENGLISH ABSTRACT: Zambia is reported to have high levels of maternal morbidity and mortality due to low contraceptive prevalence rates, over 50% of births not being attended to by skilled persons, and teenage pregnancies. A number of organisations (stakeholders) have invested in the training of adolescent reproductive health peer educators with the aim of empowering them to be role models to their peers in reproductive health, but Zambia does not have a generic and locally developed training programme for peer educators. The purpose of this study was to develop a training programme that would produce competent and more effective peer educators for Zambia. The objectives were to determine the characteristics of the ideal peer educator. Further objectives were to ascertain the factors that contribute to or impair the development of the ideal peer educator, and to determine whether training programmes that were being used were producing ideal peer educators and enhancing healthy lifestyle behaviours. Key stakeholders participated in group interviews were they presented and critiqued their training programmes. Emerging out of this process was a draft training programme, developed by the stakeholders. Focus Group Discussions (FGDs) were held with adolescent peer educators from Lusaka, Kafue, Livingstone and Maheba refugee camp. Data were analysed by triangulating the outcomes of the group interviews (with the stakeholders) with the outcomes of the FGDs and reviewed literature. The FGDs highlighted the characteristics of an ideal peer educator as well as factors that contribute towards his/her competence development. Numerous factors were reported that had a negative impact on the development of an ideal peer educator. The peer educators reported that their training had had a positive effect on their lifestyle behaviours. While they had gained more knowledge on HIV and AIDS, they recommended more training on other health issues. The study found that at community level, peer educators were not being given adequate respect because the concept of voluntary work was not readily accepted and they were regarded as failures in life. Major demotivating factors were the lack of payment of incentives and the fact that peer educators were not certified. Peer educators did not receive sufficient support from programme managers/coordinators to enable them to become more effective at community level. Weaknesses in the way the training programmes were conducted were also discerned. Based on the findings of this study, it is recommended that more life skills’ development be promoted for peer educators. Training should be contextualised for the communities in which the peer educators work. The developed training programme, which should be used as a guide, should be repackaged to suit the profiles (e.g. values) of the different communities. Adolescents and various social sectors (inclusive of indicated stakeholders) ought to be involved in diagnosing community needs so as to influence both peers and communities in a way that would promote adolescent reproductive health. This study also recommends a more informal way of practising peer education, which would produce trainees who would be peer educators and role models in any given setting.
AFRIKAANSE OPSOMMING: Na berig word is die hoë siekte- en sterftesyfers onder moeders in Zambië daaraan te wyte dat voorbehoedmiddels nie algemeen gebruik word nie, dat meer as 50% van geboortes plaasvind sonder die bystand van bekwame persone, en dat daar ‘n hoë voorkoms van tienerswangerskappe is. ‘n Aantal organisasies (belanghebbers) het in die opleiding van adolessent- portuurgroep-opvoeders in reproduktiewe gesondheid belê ten einde hierdie portuurgroep-opvoeders te bemagtig om as rolmodelle in reproduktiewe gesondheid op te tree. Zambië het egter nie ‘n eie generiese, plaaslik-ontwikkelde opleidingsprogram vir portuurgroep-opvoeders nie. Die doel van hierdie studie was om ‘n opleidingsmodel en opleidingsprogram te ontwikkel wat bekwame en meer effektiewe portuurgroep-opvoeders vir Zambië sou kon oplewer. Die doelstellings was om die kenmerke van ‘n ideale portuurgroep-opvoeder te bepaal en om die faktore te identifiseer wat óf tot die ontwikkeling van ‘n ideale portuurgroep-opvoeder bydra óf sy/haar ontwikkeling strem. Daar moes ook vasgestel word of bestaande opleidingsprogramme ideale portuurgroep-opvoeders oplewer en gevolglik gesonde leefstylgedrag bevorder. Die navorser het groeponderhoude gebruik en betekenisvolle belanghebbers genooi om hulle opleidingsprogramme aan te bied, te beoordeel en krities te bespreek. ‘n Konsepopleidingsprogram wat deur die belanghebbers ontwikkel is, het uit hierdie proses ontstaan. Fokusgroepbesprekings (Engels: Focus Group Discussions of FGDs) is met adolessente portuurgroep-opvoeders van Lusaka, Kafue, Livingstone en die Maheba-vlugtelingekamp gehou. Data is ontleed deur die uitkomste van die groeponderhoude (met die deelhebbers) met die uitkomste van die fokusgroepbesprekings en die bespreekte literatuur te trianguleer. Die fokusgroepbesprekings het die soeklig op die kenmerke van die ideale portuurgroepopvoeder asook op die faktore wat tot sy/haar bekwaamheidsontwikkeling bydra, laat val. Talle faktore wat ‘n negatiewe uitwerking op die ontwikkeling van ‘n ideale portuurgroep-opvoeder het, is ook vasgestel. Die portuurgroep-opvoeders het bevestig dat hul opleiding ‘n positiewe invloed op hul lewenstylgedrag gehad het. Terwyl hulle genoem het dat hulle meer kennis oor MIV en VIGS opgedoen het, het hulle aanbeveel dat daar ook meer klem op ander gesondheidskwessies behoort te wees. In hierdie studie is daar bevind dat portuurgroepopvoeders op gemeenskapsvlak nie met voldoende respek behandel word nie. Die begrip van vrywillige werk word nie geredelik aanvaar nie, en die opvoeders word as mislukkings beskou. Faktore wat besonder ontmoedigend inwerk is die gebrek aan ‘n aansporingsloon en die feit dat portuurgroep-opvoeders nie sertifikate ontvang nie. Portuurgroep-opvoeders het ook nie voldoende ondersteuning van programbestuurders/- koördineerders ontvang om hulle in staat te stel om meer effektief op gemeenskapsvlak op te tree nie. Daar is voorts swakhede opgemerk in die wyse waarop die opleidingsprogramme uitgevoer is. Gegrond op die bevindinge van hierdie studie, word daar aanbeveel dat die ontwikkeling van lewensvaardighede tot ‘n groter mate bevorder word. Opleiding behoort gekontekstualiseer te word vir die gemeenskappe waarbinne die opvoeders werk. Die bestaande opleidingsprogram, wat as ‘n riglyn gebruik behoort te word, behoort herstruktureer te word om by die profiele (bv. die waardes) van die verskillende gemeenskappe in te pas. Adolessente en verskillende sosiale sektore (insluitend die aangeduide belanghebbers) behoort betrokke te wees by die bepaling van die gemeenskap se behoeftes ten einde beide portuurgroepe en gemeenskappe so te beïnvloed dat adolessente- reproduktiewe gesondheid bevoordeel sal word. Hierdie studie beveel ook aan dat portuurgroep-opvoeding op ‘n informeler grondslag beoefen behoort te word sodat die kwekelinge uiteindelik in enige gegewe omgewing suksesvolle portuurgroepopvoeders en rolmodelle sal kan wees.
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Nelson, LIsa V. "International Service Learning: Program Elements Linked to Learning Outcomes, and Six Participant Motivation Factors Revealed." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1418671274.
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Milner, Marleen. "An evaluation of the influence of case-method instruction on the reflective thinking of MSW students." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003025.
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Premer, Stefan, and Brenda Nansubuga. "Organisational Learning in Business Model Innovation in the Bottom of Pyramid market : An empirical fieldwork about the market introduction of clean cookstoves in Mozambique." Thesis, Linköpings universitet, Företagsekonomi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-148135.
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There is a need for cleaner technology initiatives into the Bottom of the Pyramid (BoP) market to combat the effects of climate change. The difficulty of these initiatives lies in their business model innovation process, as those organisations struggle in finding adequate strategies to establish their business in the BoP market. The BoP market is characterised as highly uncertain, which makes the operation of businesses challenging. Hereby the thesis aims at answering the question on how organisational learning occurs in business model innovation in the BoP market. Through a case study approach, the thesis intends to understand the requirements to establish a functioning business model by analysing organisational learning under business model innovation within the BoP market. This has been realised through a three week field study in Northern Mozambique, observing the market introduction of a cleantech company operating in this context. Hereby the business model innovation process and the environment of operation was analysed. This research contributes to the current discussion of business model innovation in BoP markets by detecting organisational learning as a useful mechanism and adding relevant insights on how organisational learning occurs in this specific context. Therefore the study opens the discussion on organisational learning in business model innovation in the context of the BoP market by asking for further studies on the topic.
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Hammarström-Lewenhagen, Birgitta. "Den unika möjligheten - en studie av den svenska förskolemodellen 1968-1998." Doctoral thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-95880.
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The Swedish preschool-model interlaces care, nurturing and learning and is organised to solve twin functions; providing children a playbased learning-environment and enabling parents to combine parenthood with work. The model was developed within the social sector then incorporated into the educational system 1998. This shift and the model´s “unique characteristics” praised by OECD formed the point of departure for this study. The aim of the thesis is to describe and analyse the discussions and negotiations shaping the Swedish preschool-model during 1968-1998. The research questions address: discursive themes; actors involved; governmental intentions; claims about the preschool´s task, pedagogical content and the preschool´s institutional identity and relationship to the institutions: social service, school and family. The study utilized abductive textual analysis inspired by discourse analysis and narrative approaches. Main text sources are: official reports, bills, steering documents, the preschool teachers´ periodical 1968 -1998 and a media debate. The results illuminate preschool-teachers´ struggle for a pedagogical identity and the construction of the educareconcept as a flexible and pragmatic solution to several societal interests and values. Governmental intentions concerning equality, emancipation and democratization have had great influence on the process in combination with a recurring theme about a revised preschool pedagogy with a strengthened focus on children´s learning. Political efforts to foster a preschool for all in a future are identified and described as one of the main discursive themes. Different standpoints about earlier school start are analyzed. The overall result is that the framework and core features of the model laid down by the National Commission on Child care still has a great impact on the launched syllabus (Lpfö) in the end of the period as on the curriculum in a broader sense.
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Partin, Michael. "Scalable, Pluggable, and Fault Tolerant Multi-Modal Situational Awareness Data Stream Management Systems." Wright State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=wright1567073723628721.
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Crist, Angela R. "South African Ubuntu Theory in Cross Cultural Community Development Practice: An Autoethnographic Exploration." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1244121998.
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Sjönneby, Maria. "Estetiska lärprocesser som inkluderande resurs i literacypraktiker." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84823.
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Syftet med studien är att undersöka hur estetiska lärprocesser kan bidra till en inkluderande undervisning i elevers utvecklande av literacy. Frågeställningarna berör begreppet estetiska lärprocesser, hur lärare beskriver att estetiska arbetsformer integreras med literacyhändelser och vilka möjligheter lärare ser i sådan undervisning ur ett inkluderande perspektiv. Studiens teoretiska ram utgörs av New Studies Literacy och empirin analyseras utifrån The four Literacy Model, resursmodellen (Freebody & Luuk, 1990). Studien är baserad på intervjuer med semistrukturerade forskningsfrågor. Fem lärare, med olika erfarenhet av estetiska lärprocesser som berättade fritt utifrån frågorna, intervjuades. Det huvudsakliga resultatet av studien synliggör hur elever, i literacyhändelser med estetiska arbetsformer, kan erbjudas praktiker som stödjer de fyra delarna i att utveckla literacy samt de möjligheter lärare ser i undervisning med estetiska lärprocesser, ur ett inkluderande perspektiv.The purpose of the study is to investigate how aesthetic learning processes can contribute to an inclusive teaching in students' development of literacy. The questions concern the concept of aesthetic learning processes, how teachers describe that aesthetic forms of work are integrated with literacy events and what opportunities teachers see in such teaching from an inclusive perspective. The theoretical framework of the study consists of New Studies Literacy and the empirics are analyzed on the basis of The four Literacy Model (Freebody & Luuk, 1990). Five teachers were interviewed. The main result of the study shows how students, in literacy events with aesthetic forms of work, can be offered practice that support the four parts of developing literacy and the opportunities teachers see from an inclusive perspective.
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Eser, Ercan. "Criminality-oriented terrorist learning : an interactive model." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/38811/.
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This thesis, focusing on the reasons beyond immediate terrorist and criminal events, studies ‘how’ and ‘why’ terrorist organizations (TOs) and organized crime groups (OCGs) act, react and evolve. It adopts a ‘criminality oriented approach’ that puts discrete pieces of terrorism under a microscopic examination and explains terrorist learning of criminality: how tacit knowledge required for terror tactics and organized crime is processed and saved in the secret domains of TOs and OCGs and how the knowledge is accessed and learned by other illegal organizations. Using Akers’ social learning theory, it explains that TOs and OCGs influence each other through a hybrid network structure and they learn non-traditional activities that require knowledge, skills and techniques (organized crime for TOs and terrorism for OCGs) through associations. It also argues that the associations among them result in the appropriation of tactics and modus operandi, and that the closer association of the two groups may cause the mutation of both organizations. It develops a dynamic model that explains the relationship between terrorism and organized crime and the mutative behaviours of TOs and OCGs. Depicting the present and future capabilities of TOs and OCGs and possible future forms of both terrorism and organized crime threats, it offers pathways to prevent TOs from learning and to strengthen counterterrorism measures.
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Vargas, Julie Marie. "Modern learning: Quizlet in the social studies classroom." Thesis, Wichita State University, 2011. http://hdl.handle.net/10057/3986.
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This study evaluated the effects of technology on the performance of high school students with learning disabilities in a resource room to increase skills of learning new vocabulary that is linked to standards within reading. The study included participants from four special education classes. The participants in the study were given in a 2-week intervention utilizing an adaptive version of the Frayer Model (direct instruction) or Quizlet (use of computer-aided/technology instruction, an interactive education game) to determine comparative difference of skill level achievement. The context factors included students in the special education program at a high school in an urban city located in a mid-west state. All participants completed a pre/post survey and pre/post vocabulary exams.
Descriptive statistics, using SPSS, provided the methods for analyzing the data. Results showed that both the preference of learning styles by these participants and effectiveness of the computer-aided instruction (Quizlet) yielded better scores over teacher-student direct instruction (Adaptive Frayer Model).Thesis (M.Ed.)--Wichita State University, College of Education, Dept.of Curriculum and Instruction.
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Morgan, Thomas J. H. "Experimental studies of human social learning and its evolution." Thesis, University of St Andrews, 2014. http://hdl.handle.net/10023/4443.
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Human culture is unique in its scope and complexity and is underpinned by the social transmission of information. Successful individuals will use both social and asocial information effectively. Evolutionary theory suggests that social learning should be guided by evolved learning rules that dictate when individuals rely on social information, a literature which I review across Chapters 1 and 2, with the emphasis of chapter 2 being on conformist transmission. In this thesis I present experimental investigations of the existence and adaptive value of several such strategies in both adults (Chapter 3) and young children (Chapter 4). In all cases I find strong evidence for the existence of such biases and show that they act to increase the accuracy of decisions. In particular I show individuals are highly sensitive to even small majorities within a group of demonstrators. The youngest children (age 3) however, show little sensitivity to social information and do not use it effectively. In Chapter 5 I present an investigation into the role of social learning in the evolution of hominin lithic technology. I conclude that even the earliest hominin flaking technology is poorly transmitted through observation alone and so the widespread and longstanding persistence of such tools implies some form of teaching. Furthermore, I conclude that the stable transmission of more complex technologies would likely require teaching, and potentially symbolic communication. I also postulate a co-evolution of stone tools and complex communication and teaching. In Chapter 6 I conclude that the cultural evolutionary approach, focussing on the evolutionary consequences of social information use and treating culture as a system of inheritance partially independent of genes, seems successful in increasing our understanding of the evolution of social learning.
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Conner, Lindsey Norma 1957. "Learning about social and ethical issues in a biology class." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8187.
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Björck, Ulric. "Distributed problem-based learning : studies of a pedagogical model in practice /." Göteborg : Acta Universitatis Gothoburgensis, 2004. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=012950198&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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McKim, Alison. "The Missing Piece: Enactment in Revealing and Redirecting Student Prior KnowledgeCan Enactment Expose Affect, Illuminate Mental Models, and Improve Assessment and Learning?" Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1428067920.
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Walsh-Moorman, Elizabeth A. "Multimodal Composing In Support of Disciplinary Literacy: A Search For Context In ELA and History Classrooms." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1515961727003752.
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Goodspeed, Robert (Robert Charles). "Planning support systems for spatial planning through social learning." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/81739.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2013.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (p. 240-271).
This dissertation examines new professional practices in urban planning that utilize new types of spatial planning support systems (PSS) based on geographic information systems (GIS) software. Through a mixed-methods research design, the dissertation investigates the role of these new technologies in planning workshops, processes, and as metropolitan infrastructures. In particular, PSS are viewed as supporting social learning in spatial planning processes. The study includes cases in Boston, Kansas City, and Austin. The findings indicate high levels of social learning, broadly confirming the collaborative planning theory literature. Participants at planning workshops that incorporated embodied computing interaction designs reported higher levels of two forms of learning drawn from Argyris and Schöns' theory of organizational learning: single and double loop learning. Single loop learning is measured as reported learning. Double loop learning, characterized by deliberation about goals and values, is measured with a novel summative scale. These workshops utilized PSS to contribute indicators to the discussion through the use of paper maps for input and human operators for output. A regression analysis reveals that the PSS contributed to learning by encouraging imagination, engagement, and alignment. Participantsʼ perceived identities as planners, personality characteristics, and frequency of meeting attendance were also related to the learning outcomes. However, less learning was observed at workshops with many detailed maps and limited time for discussion, and exercises lacking PSS feedback. The development of PSS infrastructure is investigated by conducting a qualitative analysis of focus groups of professional planners, and a case where a PSS was planned but not implemented. The dissertation draws on the research literatures on learning, PSS and urban computer models, and planning theory. The research design is influenced by a sociotechnical perspective and design research paradigms from several fields. The dissertation argues social learning is required to achieve many normative goals in planning, such as institutional change and urban sustainability. The relationship between planning processes and outcomes, and implications of information technology trends for PSS and spatial planning are discussed.
by Robert Goodspeed.
Ph.D.
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Marengo, Luigi. "Knowledge, coordination and learning in an adaptive model of the firm." Thesis, University of Sussex, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335486.
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Ma, Mingye. "Studies on social learning and on motivated beliefs : theory and evidence." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31335.
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This thesis contains four chapters presenting theory and empirical evidence for two distinct aspects of human behaviour: social learning and motivated beliefs. I develop a simple theory to revisit the classical social learning models by challenging the assumption of freely available information. My model suggests that when it is costly to acquire information, social learning (herding) is prevalent, and people do not have incentives to acquire private information (e.g. to form their own judgements). Classical information cascade models suggest that although herding is observed, information aggregation is still possible with communication channels (e.g. a survey); however, my model indicates that information aggregation is unattainable because people in the herd do not acquire private information. We then test my model in a laboratory and find that, as predicted, subjects can learn from others successfully. Also, individual heterogeneity exists in: there are herd animals biased against private information, lone wolves who are biased toward it and subjects who behave optimally. In aggregate, there is no overall bias for or against private information. We also document a new cognitive bias involved in processing social information. Individual characteristics, especially the cognitive ability, seems to be a very good indicator of subjects' behaviour. Subjects with higher cognitive scores choose optimal information more frequently and follow information more frequently. Overconfidence can be driven by the consumption motive (e.g. savouring future payoff/self-image) and the instrumental motive (e.g. being optimistic about the outcome of effort for motivation). I develop a simple model incorporating these two motives and suggest that individuals hold a dynamic pattern of overconfidence. Then I conduct an online field experiment with students to test the theory. The experimental findings indicate that students are likely to adopt overconfident beliefs as a commitment device to deal with their self-control problem. However, I do not find evidence for the consumption motive of overconfidence.
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Gao, Jing. "Understanding Asian American Students' Identities and Their Learning in Social Studies." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306859632.
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Kim, Jinhan. "J-model : an open and social ensemble learning architecture for classification." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/7672.
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Ensemble learning is a promising direction of research in machine learning, in which an ensemble classifier gives better predictive and more robust performance for classification problems by combining other learners. Meanwhile agent-based systems provide frameworks to share knowledge from multiple agents in an open context. This thesis combines multi-agent knowledge sharing with ensemble methods to produce a new style of learning system for open environments. We now are surrounded by many smart objects such as wireless sensors, ambient communication devices, mobile medical devices and even information supplied via other humans. When we coordinate smart objects properly, we can produce a form of collective intelligence from their collaboration. Traditional ensemble methods and agent-based systems have complementary advantages and disadvantages in this context. Traditional ensemble methods show better classification performance, while agent-based systems might not guarantee their performance for classification. Traditional ensemble methods work as closed and centralised systems (so they cannot handle classifiers in an open context), while agent-based systems are natural vehicles for classifiers in an open context. We designed an open and social ensemble learning architecture, named J-model, to merge the conflicting benefits of the two research domains. The J-model architecture is based on a service choreography approach for coordinating classifiers. Coordination protocols are defined by interaction models that describe how classifiers will interact with one another in a peer-to-peer manner. The peer ranking algorithm recommends more appropriate classifiers to participate in an interaction model to boost the success rate of results of their interactions. Coordinated participant classifiers who are recommended by the peer ranking algorithm become an ensemble classifier within J-model. We evaluated J-model’s classification performance with 13 UCI machine learning benchmark data sets and a virtual screening problem as a realistic classification problem. J-model showed better performance of accuracy, for 9 benchmark sets out of 13 data sets, than 8 other representative traditional ensemble methods. J-model gave better results of specificity for 7 benchmark sets. In the virtual screening problem, J-model gave better results for 12 out of 16 bioassays than already published results. We defined different interaction models for each specific classification task and the peer ranking algorithm was used across all the interaction models. Our research contributions to knowledge are as follows. First, we showed that service choreography can be an effective ensemble coordination method for classifiers in an open context. Second, we used interaction models that implement task specific coordinations of classifiers to solve a variety of representative classification problems. Third, we designed the peer ranking algorithm which is generally and independently applicable to the task of recommending appropriate member classifiers from a classifier pool based on an open pool of interaction models and classifiers.
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Haurin, Ruth Jean. "A model of educational attainment from a social learning theory perspective." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407139812.
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Amaral, John D. (John David). "Environmental studies as a model for integrated learning at the secondary school leve." Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/62922.
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Johnson, Valerie Anne 1950. "A discursive model of gendered social control: The case of battered women." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/289455.
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A model of gendered social control is presented based on the concept of logic statements which undergird the two overarching discourses surrounding the social problem of domestic violence: a social service discourse and a feminist discourse. Two arguments are made. First, there will be a coherence between discourse and the program agendas offered at domestic violence shelters, a coherence between discourse or program agenda and organizational variables, and a coherence between discourse or program agenda and funding sources. The most robust empirical finding supported the coherence between a social service discourse and a program agenda based on the logic statements associated with masculinism, liberal individualism and medicalization. The second argument posits functional relationships among discourse, program agenda, the organizational variables and the funding variables. Social service programs were predicted by social service discourse and by federal monies and feminist programs were predicted by the number of women sheltered; social service discourse was predicted by social service programs and feminist discourse was predicted by the number of women sheltered. These findings suggest that some program agendas put in place by domestic violence shelters may actually contribute to masculinism as a cultural practice.
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Ng, Ka-yun Amanda. "Teaching, learning and assessment of liberal studies in secondary one classes /." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37111905.
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Xu, Yang. "Social Capital, Cognitions, and Firm Innovation: Theoretical Model and Empirical Studies." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/28040.
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Innovation is the central value of economic behavior. In this dissertation research, I attempt to explore the social and cognitive origins of firm innovation through three interrelated studies, by merging several research streams — managerial cognitions, social networks, and innovation, and collecting data through multiple methods — archives and surveys.
First, I proposed a social-cognitive view to study the sources of firm innovation. In the context of firm innovation, top management teams' cognitions or an entrepreneur's cognitions shape the way they use the social structure available to them, while the social structures influence the embedded actors' cognitions and ultimately strategic actions. Managers and entrepreneurs form collaborative partnerships aimed at innovation and competitiveness. During this dynamic social learning process, cognitive differences influence the formation of social capital and its realized benefits. The impact of social capital on innovation cannot be evaluated without understanding the individual cognitive characteristic first.
Next, I tested this theoretical model in two contexts. In the first empirical study, I derived firm-level hypotheses that link the top management team's cognitions, the firm's social capital, and the technological innovations. These hypotheses are tested on a sample of U.S. semiconductor firms in the years 1991-1998. In the second empirical study, I derived similar hypotheses that link entrepreneur's cognitions, social capital and startup's technological innovations. A survey was conducted in both Pennsylvania and Virginia, targeting the entrepreneurial firms in technology industries. The hypotheses were empirically tested on a final sample of 70 U.S. small and medium-sized manufacturers. Two empirical studies supported some of the derived hypotheses and the findings have significant theoretical, empirical, and practical implications. In a diverse social network, actors' knowledge structure tends to be more complex, and more centralized. In addition, these studies indicate that both social capital and cognitive structure play important roles in technological innovation.
By distinguishing between cognitive structures, as well as social capital characteristics, and by investigating their effects on firm innovations, this dissertation extends the literature on organization theory, innovation research, entrepreneurship, and research methodologies. This dissertation research deepens our understanding of firm innovation, and opens a whole line of further research.Ph. D.
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Ismail, Salma. "A poor women's pedagogy' : an exploration of learning in a housing social movement." Doctoral thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/3596.
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Includes bibliographical references (p. 270-284).This study examines the critical role that adult education played in a housing social movement whose membership was mainly poor African women in informal settlements. In this social movement women have combined learning with the struggle to obtain social goods from the state. The study explores the interconnectedness between learning, development and social change. The conceptual framework developed from a feminist critique of popular education was applied in the methodology and yielded insights with regard to the learning of VM women. The feminist critique allowed for an exploration of the contradictions within popular education and people-centred development. In addition it provided a vocabulary to explain the learning and agency of VM women. The conceptual framework allowed me to argue that learning is contextual, and to analyse and understand learning in the micro-context (VM and the life changes and learning of VM women) it is necessary to examine the interaction between the macro-- (political, economic and policy context of South Africa) and micro-contexts. The interaction of these contexts has brought political opportunities to mobilise the agency of poor African women who were seeking solutions to their housing problems.
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Gurer, Melih Derya. "Utilization Of Learning Objects In Social Studies Lesson: Achievement, Attitude And Engagement." Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615348/index.pdf.
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This study aimed to compare 6th grade students who used learning objects and did not use learning objects in their social studies lessons in terms of their academic achievement, attitudes toward the lesson and engagement in the lesson. Further it investigated the teachers&rsquoand students opinions about using learning objects in the instructional process. To achieve the aforementioned aims, both qualitative and quantitative methods were used to collect data throughout the spring semester of 2011-2012 academic year. The participants of this study were 137 students studying at the 6th grade in a public primary school in Bolu. An experimental study was conducted to compare students&rsquo
achievement, their attitudes toward social studies lesson, and their engagement in the social studies lesson with and without using learning objects. Using the survey method, students&rsquo
evaluations of their learning objects were examined. Students were observed in the classroom environment during the experimentation in order to reveal how they used the learning objects. Teachers and students were interviewed to elicit their opinions about using learning objects in the instructional and the learning process. Quantitative data were analyzed using descriptive statistics such as mean and variance, and inferential statistics like paired-samples t-test, independent samples t-test, Mann Whitney U-test, Wilcoxon signed rank test for paired samples test and Spearman&rsquo
s rho test. On the other hand, qualitative data were analyzed through content analysis. The quantitative findings of the study showed that experimental group students&rsquo
scores were significantly higher than those of the control group students in the social studies achievement test, attitude scale and course engagement scale. Students in the experimental group had positively evaluated the learning objects of the study. In addition, positive correlation was identified between the achievement and course engagement, and between the achievement and learning object evaluation scores. The qualitative results of the study indicated that the characteristics and design principles of learning objects influenced the course achievement, attitude and engagement of students. These emerging results and the discussion have some important implications for teachers and instructional designers. The study contributes to a well-grounded understanding of learning objects approach and provides a basis for further empirical studies on learning objects.
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Cunnah, Wendy. "What social model? : disabled students' experience of work-related learning and placements." Thesis, Sheffield Hallam University, 2012. http://shura.shu.ac.uk/19522/.
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This study explores the impact of the social model of disability on the inclusion of disabled students in higher education and employment contexts. It considers the experiences of disabled students on work-based placements as part of their undergraduate degree in a university setting. It analyses and evaluates the complex interactions that take place as students negotiate these settings. The research arose out of my engagement with disabled students who appeared less included in education and employment than their non-disabled peers, despite the impact of the social model on inclusion and employment policy. I used a case study model in which focus groups and interviews were conducted with sixteen disabled students, four academic tutors, one placement administrator and four placement supervisors over five years between 2006 and 2010. Students were interviewed on more than one occasion over the three years of their study in order to include longitudinal data. Findings suggested that although the social model was evident in the philosophy behind current policies it was not always understood and applied in all contexts by all stakeholders and consequently students had to negotiate a range of diverse experiences when participating in the work-related curriculum in higher education. These experiences were compounded by practical tensions around standards, resources and training which resulted in them having fractured experiences of social model practice. The study discusses the extent to which disabled students, especially those with behaviour related impairment labels, are subject to discriminatory practice and exclusion in university and more particularly in employment settings and how this contributes to an employment disadvantage compared with their non-disabled peers. To this ends the study highlights the importance of strengthening the knowledge and application of the social model in higher education and employment settings.
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Abdullah, Somaya. "Religion and social intervention : towards a model for Islamic counselling and psychotherapy." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/13905.
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Includes bibliographical references.In the field of social and psychological services delivery, counsellors are often confronted with clients whose lifestyles, being and functioning is informed by a particular culture or religious persuasion. Here mainstream theories of intervention may not be appropriate to facilitate maximum client participation in change processes. Different counselling approaches geared towards being client rather than counsellor or organisation specific becomes necessary and need to be developed. Counselling systems should therefore consider cultural paradigms and encourage the notion of diversity in its approaches. This thesis attempts to contribute to this position by examining the role of lslam in counselling and psychotherapy. It argues that Islam as a religious and cultural tradition can and should form part of cross-cultural counselling approaches.
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Murtaza, Naveed. "Perceptions of Students with Learning Disabilities Learning Science: A Narrative Study." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37820.
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While there has been research regarding the effectiveness of teaching strategies to teach science to students with learning disabilities (LD), the viewpoints and experiences of students with learning disabilities using narratives have not received the same attention. This study was conducted to explore the beliefs and feelings of students with learning disabilities about their science learning experiences during their high school years. Vygotsky’s theory on Social Constructivism was used to examine the interaction of cognitive processes such as perceptions and attributions; behavioral features such as social skills and communication difficulties; and, environmental factors such as teaching techniques and peer interactions. These factors are interacting determinants of learning and classroom participation. Due to the social nature of schooling and disability, the social model of disability approach was considered the most efficient way to address this issue of learning of science with learning disabilities.
Eight undergraduate students with LD were interviewed about their experiences of learning science in mainstream science classrooms. Four themes emerged after thematic analysis of the narrative interview data: a) understanding of learning disability; b) finding resources and strategies for learning science with LD; c) overcoming difficulties in learning science with technology; d) learner autonomy and science learning experiences with LD.
The salient feature of these themes showed that the participants had an adequate understanding of their LDs, and the difficulties they faced in learning of science subjects due to their learning disabilities. The stigmatizing experiences of low achievement in science subjects and the initial reaction of some teachers triggered sad and angry feelings, and all the students longed to be more pushed to their higher potential in science learning. Participants then sought help from More Knowledgeable Others (MKO), they used assistive technology and developed their own strategies to overcome difficulties they were facing in learning science. The difficulties in learning of science subjects indicated by the participants have consequences; these difficulties may result in student’s reduced motivation in learning, disengagement from school, leaving school prematurely, and may cause depression in students who drop out of school. These possible consequences and the dissatisfaction expressed by the participants in this study implicate a need to continually assess students with LDs knowledge of, perceptions of, and experiences with their science learning, both in research and actual practice. In turn, this greater consideration of participant’s viewpoints may have a positive influence on the success of high school science education programs and the social-emotional development of students with LD.
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Thambekwayo, Musa A. "Investigating mentoring as a form of social learning for school principals." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20150.
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Thesis (MEd)--Stellenbosch University, 2012.ENGLISH ABSTRACT: Mentoring as a professional development strategy forms an integral part of the Advanced Certificate: School leadership that was introduced in 2007 by the National Education department as an entry qualification in the school principalship. The Advanced Certificate in Education: School Leadership is aimed at capacitating school leaders to address the challenges experienced by school principals. The primary objective of this study was to investigate whether the mentorship component of the course is experienced as a form of social learning by the candidates. To achieve this goal, open-ended questions were prepared and administered during semi-structured interviews with the school principals who have been mentored within the ACE programme. The interviews were conducted to ten (10) participants including principals, deputy principals and heads of departments (school level) within the Gert Sibande District (Mpumalanga Province). The investigation highlighted that principals do indeed experience mentoring as a form of social learning. This was confirmed by the statements given by the interviewed principals that their learning was based on learning from each other through observation and engagement as well as through their mentors. This learning is confirmed by Bandura’s Social Learning Theory (1977) which suggests that learning takes place through observation and positive behaviour of the mentor. Based on the findings, the main recommendations were that mentorship, as social learning, should be extended to all school leaders and ultimately to school educators, that a mentoring unit should be based at each district office, that the selection of mentors should be carried out carefully so that protégés could benefit maximally and that the period of mentoring should go beyond merely being a component of an academic course.
AFRIKAANSE OPSOMMING: Mentorskap as ‘n professionele ontwikkelingstrategie vorm ‘n integrale deel van die Gevorderde Onderwyssertifikaat: Skoolleierskap wat in 2007 deur die Nasionale Onderwysdepartement as ‘n toetree-kwalifikasie vir skoolhoofde ingestel is. Die Gevorderde Onderwyssertifikaat: Skooleierskap is gerig op die kapasitering van skoolleiers om die uitdagings wat die posisie van Skoolhoof meebring aan te spreek. Die primêre doelwit van die studie was om vas te stel of die mentorskapkomponent van die kursus deur kandidate as ‘n vorm van sosiale leer ervaar word. Om die doel te bereik is oopvrae voorberei en geadministreer tydens semi-gestruktureerde onderhoude met skoolhoofde wat as deel van die Gevorderde Sertifikaat: Skoolleierskapkursus gementor is. Die onderhoude is gevoer met tien skoolhoofde, adjunkhoofde en departementshoofde van die Gert Sibande distrik (Mpumalanga). Die ondersoek het aan die lig gebring dat skoolhoofde wel die mentorskapproses as ‘n vorm van sosiale leer ervaar. Hierdie aspek is bevestig deur die respons van skoolleiers dat hulle van mekaar geleer het deur observasie en braadslaging asook deur die modelering van mentors. Diè vorm van leer strook met Bandura se Teorie van Sosiale Leer (2007) wat die idée onderskryf dat leer plaasvind deur observasie en modelering van positiewe gedrag van die mentor. Gebaseer op die bevindinge is die hoof aanbevelings wat in die studie gemaak word dat mentorskap, as sosiale leer, uitgebrei behoort te word na alle skoolleiers en uiteindelik na alle onderwysers, dat ‘n mentorskapeenheid by elke distrik gebaseer behoort te word, dat die keuring van mentors omsigtig moet geskied sodat protégés maksimaal voordeel trek en dat mentorskap verder moet strek as bloot ‘n komponent van ‘n akademiese kursus.
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Taylor, Shaunna. "Case Studies in Learning to Coach Athletes with Disabilities: Lifelong Learning in Four Canadian Parasport Coaches." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32234.
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The complex human process of sport coaching is a dynamic and evolving practice that develops over a long period of time. Coaches learn from a number of different situations and their past experiences influence what they choose to pay attention to and learn from (Werthner & Trudel, 2009). This dissertation explores the lifelong learning process through a collective case study involving four coaches for athletes with a physical disability. The theoretical framework that guides this study is Jarvis’ (2006, 2007, 2009) comprehensive view on human learning, including his concept of lifelong learning, and key concepts such as biography, experience and disjuncture, and types of learning. Jarvis' psychosocial perspective on human learning is a useful lens for a closer examination of how coaches develop over a lifetime and how they change and continue the process of becoming through new experiences, which they gain, more often than not, within a social context. The work of Moon (1999, 2004) and her metaphor of a network view of learning is a complementary framework for examining learning through reflective practice. Moon's generic view of learning (1999) illustrates how a network of knowledge, feelings and emotions make up one’s "cognitive structure" and suggests that this structure plays an important role in the learning process as it guides what we choose to pay attention to and what we choose to learn. A thematic analysis (Braun & Clarke, 2006) was used to extract themes and examples from three in-depth interviews with each coach, observation of the coach in their coaching contexts, as well as interviews with key collaborators in their coaching practice. The transcripts were member checked to increase trustworthiness. Three articles comprise the results section and the main points in this dissertation are as follows: (a) a case study of one exemplary parasport coach and how he learned through a wide variety of life experiences, such as pragmatic problem solving, education, and building relationships; (b) the four coaches who engaged in social learning through meaningful interactions with a variety of key collaborators who contributed to their learning and coaching practice; and (c) the four coaches who used reflection to learn and to build their coaching practices within the unique context of the parasport world. These findings contribute to the emerging body of literature on coaches for athletes with disabilities by adding to our understanding of how coaches’ life experiences and biographies determine what kinds of learning opportunities they each found meaningful; the importance of the social context in learning to coach athletes with disabilities; and the role and importance of reflection in understanding the interconnections of learning from life experiences, particularly in the unique and developing parasport setting. The study will also aid coach educators in understanding the role and importance of past learning experiences and the social context in coach learning.
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Kjällander, Susanne. "Designs for Learning in an Extended Digital Environment : Case Studies of Social Interaction in the Social Science Classroom." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-55309.
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This thesis studies designs for learning in the extended digital interface in the Social Science classroom. The aim is to describe and analyse how pupils interact, make meaning and learn while deploying digital learning resources. Together with the thesis a multimodal design theoretical perspective on learning has developed: Designs for Learning. Here learning is understood as multimodal transformative processes of sign-making activities where teachers and pupils are viewed as didactic designers. A model called Learning Design Sequence has been developed and serves as a tool for data collection and analysis. Video observation material from five ICT-advanced schools with pupils aged 6-17 was multimodally transcribed and analysed. In conclusion the thesis, among other things, indicates that: - Social Science acquires informal features and pupils are independently designing their own digital Social Science material. - Pupils’ interactions are significantly multimodal and the digital learning resource becomes a third element in interaction. Pupils are constantly active and very responsive to each others’ representations. They cooperate as if learning in the extended interface is a collective responsibility. - Pupils’ learning is also significantly multimodal. Being digital natives, they engage in colours, sounds and images to represent some of their learning. - Learning represented in modes other than text and speech becomes invisible and disappears in the digital divide. - Pupils are simultaneously designing parallel paths of learning. One path represents the formalised education which is the path initiated, promoted and assessed by the teacher. The other path is guided by pupils’ interests and by affordances in the digital interface. This represents the extended learning that goes on below the surface. The thesis ends with a discussion about didactic complexities in The Online Learning Paradigm.At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Accepted. Paper 5: Submitted.
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Kothawade, Rohan Dilip. "Wine quality prediction model using machine learning techniques." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-20009.
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The quality of a wine is important for the consumers as well as the wine industry. The traditional (expert) way of measuring wine quality is time-consuming. Nowadays, machine learning models are important tools to replace human tasks. In this case, there are several features to predict the wine quality but the entire features will not be relevant for better prediction. So, our thesis work is focusing on what wine features are important to get the promising result. For the purposeof classification model and evaluation of the relevant features, we used three algorithms namely support vector machine (SVM), naïve Bayes (NB), and artificial neural network (ANN). In this study, we used two wine quality datasets red wine and white wine. To evaluate the feature importance we used the Pearson coefficient correlation and performance measurement matrices such as accuracy, recall, precision, and f1 score for comparison of the machine learning algorithm. A grid search algorithm was applied to improve the model accuracy. Finally, we achieved the artificial neural network (ANN) algorithm has better prediction results than the Support Vector Machine (SVM) algorithm and the Naïve Bayes (NB) algorithm for both red wine and white wine datasets.
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Daley, Jeffrey Donald. "Effects of modeling cognitive learning strategies to middle school students studying social studies content /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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Toland, Catherine K. "Implementing Proficiency-Based Learning: Perspectives Of Three Vermont High School Social Studies Teachers." ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/673.
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ABSTRACT
The passage of Act 77 in June 2013 and the Educational Quality Standards passed in April 2014 are significantly changing the way education is being conceptualized in Vermont. These two policy mandates called for all Vermont high schools to shift to proficiency-based learning (PBL), also known as standards-based, competency-based or mastery-based learning, by 2020. Yet scant research exists on how to implement PBL. This qualitative study addresses this need by examining the perspectives of three exemplary high school social studies teachers who were early adopters of proficiency- based instruction and learning in their classrooms. The research centered on questions about the teachers' perspectives on the curricular, instructional, and assessment shifts accompanying and supporting the implementation of PBL. The theoretical framework that informed this study was constructivist theory and the notion that knowledge is socially constructed through the learner's interaction with the world (Brooks & Brooks, 1999). The study focused on teachers' perspectives on and understandings of these shifts in order to capture innovative tools, strategies, and instructional approaches they developed as they implemented PBL. The findings may inform the thinking of social studies educators, administrators, policy makers, students, and other stakeholders interested in implementing PBL.
The major findings that emerged in this study included several key components the teachers identified as vital to PBL implementation in a classroom including the need to: 1) identify key skills and concepts required to meet proficiencies, 2) use targeted and ongoing feedback with learners, 3) enact a curricular design that situates proficiencies in authentic experiences that provide multiple opportunities for practice, 4) support the emergence of new structures in high schools such as larger chunks of time with students, high school teaming, and flexible grouping of students, and 5) teach students explicitly about the learning process.
The study also identified several broader policy considerations related to the implementation of PBL including a need for: 1) targeted professional development, 2) restructured school schedules to accommodate collaborative learning conversations among educators, administrators, and students, 3) collaboratively designed (including student voice) learning proficiencies that create a coherent experience from grades 9 to 12 (Fullan, 2016), and 4) redesigned preservice teacher training so that newly credentialed teachers are prepared to teach in proficiency-based centered learning environments.
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Hess, Diana. "Discussing controversial public issues in secondary social studies classrooms : learning from skilled teachers /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7549.
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Holm, Margaret. "Project-Centered Instruction, Content Learning, and Group Work in Middle School Social Studies." Thesis, Rivier University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10190081.
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This quasi-experimental study compared academic learning in project-centered instruction with group projects, project-centered instruction with individual projects, and teacher-led instruction. A repeated measures pre and posttest design was used to measure the change in Social Studies content learning in sixth grade students for three different instructional units taught with each of the three teaching approaches. ANOVA was used to compare pre and posttest scores. All three teaching approaches were compared, and the two project-centered conditions were compared to identify possible learning differences related to cooperative learning. Students in the group project condition demonstrated the greatest gains in content learning. Students in the individual project condition demonstrated the smallest gains from pre to posttest. The results of this study suggest that for most students the opportunity to engage in discourse about content through group work, or via teacher talk and class discussion enhances academic learning to a greater degree than individual study and research for middle school students.
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Smyth, Lillian. "Putting the student in context : a social and normative model of learning approaches and their outcomes." Phd thesis, 2014. http://hdl.handle.net/1885/155918.
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The focus of the current thesis is on developing and extending research on the role for social identification in the determination of learning approaches in tertiary students and the consequent outcomes. The social identity approach literature (Tajfel & Turner, 1986; Turner, Hogg, Oakes, Reicher, & Wetherell, 1987) has practical and theoretical advances to offer here, in the form of a clear and practically applicable model of social influence. We apply this model of social influence processes to the tertiary education context across a variety of courses and disciplines, to explore how social influence might be embedded in the process of learning. This process of student learning in a tertiary context has been characterised (Biggs, 1989) as comprising three stages ("the 3 Ps"): Presage, Process and Product. The current thesis builds on this model in two ways. First, by taking into account the explicitly social nature of the learning process, exploring the normative and identity processes that have influence on learning. Second, we develop the original model by exploring explicit links between aspects of the presage (student attributes and aspects of the learning environment), differing processes (learning approaches) and several products of interest. A series of six studies explores social influence processes and normative processes over time in an educational context. Study 1 is undertaken in a PBL-based context, replicating a cross-lagged longitudinal model of social identity in education (Platow, Mavor, & Grace, 2013) wherein discipline-related social identification and deep learning approaches are in a dynamic, reciprocal relationship. Findings mirror the original paper and suggest the inclusion of a normative element in the model. Study 2 expands on this model, including perceived norms and both learning approaches. Both the cross-lagged model and a model drawing on the theory of planned behaviour, are tested. Findings indicate the value of including a normative component in the model and that deep learning behaviours are associated with higher grades. Study 3 then takes this model into a more traditional learning context and tests it across courses, disciplines and year-groups, while also accounting for personal and contextual influences. Findings indicate that discipline social identification, perceived norms and their interaction have influence on learning approaches, above and beyond presage factors. Study 4 accounts more explicitly for discipline variations and tests the identity-based normative-influence, using a clustered SEM model. Findings indicate that both deep and surface learning approaches are subject to identity-based normative influence and demonstrate impacts on several outcomes. Studies 5 and 6 draw these threads together, testing models in a dataset comprising both cross-sectional and longitudinal data. Overall, findings suggest that the ways in which students approach learning, evaluations of the course, intentions to continue and grades are all influenced by their social identification and the norms they perceive, as well as alignment between the two. These findings can inform ways in which tertiary courses are taught, such that the inclusion of activities to foster discipline identification and deep learning norms could positively influence student adoption of deep learning approaches, and, ultimately, academic outcomes.
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Huang, Huei-Ying, and 黃慧瑛. "Use the Contract Learning Model Improving Self-directed Learning Readiness of Elementary School Students：the case of Social Studies on sixth grade." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/hd6d3r.
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碩士萬能科技大學
經營管理研究所在職專班
102
Domestic primary education should be more diverse teaching model to cope with the trend of social challenges. "Self-directed learning" and "learning contract" while emphasizing the autonomy of individual students, teachers and two-way interactive attention, even based on student-centered teaching methods, to foster independent learning ability of students to cope with the social pluralism and fast development. As domestic contract research study elementary education in a very limited, so the concept of primary school students study, combined with self-directed learning, to understand the feasibility study contract in the actual teaching, analyzing interactive teaching and learning, more in-depth explore the use of contract law to enhance the learning of elementary school students the effectiveness of self-directed learning readiness, and also for elementary school students to explore the attitudes and opinions of learning contract. In this study, the use of contract learning in instructional design of the social sphere, not only in line with the contract to enhance students' learning in the spirit of self-directed learning readiness, learning readiness should also comply with the fifth and sixth grade students, therefore, can be used as a reference for future educators of examples. The study found little to enhance the learning contract sixth-grade students' self-directed learning tend to have a significant effect. Overall, the students' learning contract evaluation is positive, the contract before learning to help students start learning, mastery learning subject content, an overview of the learning content, to understand their own efforts, and inspire students a sense of responsibility, encourage students to proper planning Time to reflect on the learning progress, the initiative to solve problems and to seek learning resources for students in learning more about their interests, and derive a sense of accomplishment, become confident and lifelong continuing to learn.
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Lawrence, Karen. "Developing an innovated flexible clinical education model : enhancing student learning." Thesis, 2014. https://vuir.vu.edu.au/25839/.
Full textAbstract:
The purpose of this study was to enhance the clinical experience of undergraduate nursing students through an investigation into a Flexible Clinical Education Model offered at Victoria University.
Clinical education is a vital component of the undergraduate nursing curriculum that provides students with the opportunity to develop the knowledge, attitudes and skills needed to function effectively as a qualified nurse. Despite the commitment of universities to produce competent graduates, there is continued debate regarding models of clinical education that provide best practice in the clinical learning environment.
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"An examination of cooperative learning models and achievement in middle and secondary level social studies." WALDEN UNIVERSITY, 2010. http://pqdtopen.proquest.com/#viewpdf?dispub=3366992.
Full text
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Wilson, Graeme Austin. "A work-integrated learning mentorship model for nature conservation at an open distance learning university in South Africa." Diss., 2019. http://hdl.handle.net/10500/25748.
Full textAbstract:
In this dissertation of limited scope, the phenomenon of providing effective workintegrated
learning mentorship to nature conservation undergraduate students is
explored, specifically to determine if mobile technology can be offered as an
alternative or supplementary mentoring strategy for an Open Distance Learning
university.
Mentoring of work-integrated learning undergraduate students is an integral
component of the Nature Conservation Diploma offered by the University of South
Africa. The prerequisite mentoring of students is not consistent across all required
sector-based placements and this could be construed as being unjust and
discriminatory. This possible negative perception has motivated this investigation into
work-integrated learning mentorship approaches within the Nature Conservation
Diploma. This exploratory case study provides insights into and lays a foundation for
the development of a supplementary mentorship provision strategy, for students who
find it difficult to secure mentorship opportunities.
Applying a social learning and integration perspective, three cohorts of undergraduate
nature conservation work-integrated learning students participated in this study. This
qualitative exploratory case study focused on the interaction and subsequent results
achieved by students, through engaging with one of three different mentorship
methods available to students at the University of South Africa. The three methods
were: face-to-face mentoring by an academic, digital mentoring provided by means of
a mobile phone application and sector-based mentoring. The latter method represents
the current mentorship provision status quo for all nature conservation work-integrated
learning diploma students.
The findings reveal that the three mentoring methods are effective in supporting workintegrated
learning students. The students indicated their preference for mentorship
provided by the University of South Africa, over that of the sector-based mentors. No
significant difference between the two university-provided methods of mentorship was
found. This study recommends that the University continue with its development of the
digital mentor option, to function as a fully functioning supplementary mentor.Curriculum and Instructional Studies
M. Ed. (Open and Distance Learning)