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Littérature scientifique sur le sujet « Communication in education – Swaziland – Case studies »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 1 février 2022

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Articles de revues sur le sujet "Communication in education – Swaziland – Case studies"

Moore, Matthew D., et Jerry Daday. « Barriers to human capital development : Case studies in Swaziland, Cameroon and Kenya ». Africa Education Review 7, n^o 2 (octobre 2010) : 283–304. http://dx.doi.org/10.1080/18146627.2010.515418.

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Wanguri, Deloris McGee. « Abbreviated Case Studies in Organizational Communication ». Communication Teacher 19, n^o 4 (octobre 2005) : 126–29. http://dx.doi.org/10.1080/14704620500289108.

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Nordtveit, Bjorn Harald. « Discourses of education, protection, and child labor : case studies of Benin, Namibia and Swaziland ». Discourse : Studies in the Cultural Politics of Education 31, n^o 5 (décembre 2010) : 699–712. http://dx.doi.org/10.1080/01596306.2010.516954.

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Masuku, Micah Bheki, Raufu M. O. et Tijani A. A. « The Use of ICT for Tertiary Education in Agriculture and Research in Swaziland : The Case of University of Swaziland (UNISWA) Students ». Journal of Agricultural Studies 4, n^o 1 (19 septembre 2015) : 1. http://dx.doi.org/10.5296/jas.v4i1.8142.

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The primary goal of universities is to teach, provide community service, and conduct research. Empirical evidence has shown that innovative research can best be conducted with the aid of ICT. This study therefore, examines factors affecting the use of ICT for tertiary education and research for development among UNISWA students in the Faculty of Agriculture. Stratified random sampling technique was employed to select 113 UNISWA undergraduate and postgraduate students from whom data were obtained using structured questionnaires. Descriptive statistics and Tobit regression model were used to analyse the data.The results revealed that the radio and television, audio-graphic, email, computer file transfer and multimedia products were the main ICT facilities available. Accessing research and relevant materials online and the use of ICT in improving efficiency of communication among students and lecturers were ranked high by the respondents. Weak wireless services and unemployment were the greatest challenges to the use of ICT facilities by students. Estimated Tobit regression results revealed that availability, accessibility and necessity for ICT facilities significantly influenced their use for learning and research among the undergraduate students while family size, availability, necessity and proficiency were the main factors affecting the use of ICT facilities among the postgraduate students.In order to encourage the use of ICT among UNISWA students, the study is therefore recommending that (i) The university authorities should make ICT facilities available and accessible to all categories of students, (ii) Departments should incorporate the use of ICT facilities into their curriculum, and (iii) lecturers should give ICT based assignments and use ICT-based teaching methods.

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Long, Shawn D. « “Real-Time” Case Studies in Organizational Communication ». Communication Teacher 19, n^o 4 (octobre 2005) : 103–6. http://dx.doi.org/10.1080/14704620500288985.

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Kikkawa, Toshiko, et Seiji Suzuki. « Localization of Risk Communication Tools : Two Case Studies ». Journal of Disaster Research 8, n^o 1 (1 février 2013) : 90–94. http://dx.doi.org/10.20965/jdr.2013.p0090.

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In this paper, the authors explore some issues related to adjusting risk communication tools to localities in developing countries, i.e., the localization of risk communication tools. We introduce two anecdotal cases using simulation games as tools for risk communication. First, the “Garbage” game (Thiagarajan, 1991) was introduced to participants in order to improve their awareness of second-order social dilemmas caused by waste management. The cheating nature involved in its rules for achieving the goal was refused by some participants for reasons of religious belief in which the cheating of people is prohibited by religious tenets. The second case was froman elementary school for girls in Pakistan, where religious beliefs play an important role in education. In order to implement risk education in developing countries, it is thus important to give considerations to culture, especially to religious beliefs.

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Hanitzsch, Thomas. « Mapping Journalism Culture : A Theoretical Taxonomy and Case Studies from Indonesia ». Asian Journal of Communication 16, n^o 2 (juin 2006) : 169–86. http://dx.doi.org/10.1080/01292980600638835.

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Balzotti, Jon, et Derek Hansen. « Playable Case Studies : A New Educational Genre for Technical Writing Instruction ». Technical Communication Quarterly 28, n^o 4 (23 mai 2019) : 407–21. http://dx.doi.org/10.1080/10572252.2019.1613562.

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Browning, Ella R., et Lauren E. Cagle. « Teaching a “Critical Accessibility Case Study” ». Journal of Technical Writing and Communication 47, n^o 4 (12 mai 2016) : 440–63. http://dx.doi.org/10.1177/0047281616646750.

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As technical communication (TC) instructors, it is vital that we continue reimagining our curricula as the field itself is continually reimagined in light of new technologies, genres, workplace practices, and theories—theories such as those from disability studies scholarship. Here, the authors offer an approach to including disability studies in TC curricula through the inclusion of a “critical accessibility case study” (CACS). In explicating the theoretical and practical foundations that support teaching a CACS in TC courses, the authors provide an overview of how TC scholars have productively engaged with disability studies and case studies to question both our curricular content and classroom practices. They offer as an example their “New York City Evacuation CACS,” developed for and taught in TC for Health Sciences courses, which demonstrates that critical disability theory can help us better teach distribution and design of technical information and user-based approaches to TC. The conceptual framework of the CACS functions as a strategy for TC instructors to integrate disability studies and attention to disability and accessibility into TC curricula, meeting both ethical calls to do so as well as practical pedagogical goals.

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Trespalacios, Jesús, et Lida J. Uribe-Flórez. « Case Studies in Instructional Design Education : Students’ Communication Preferences During Online Discussions ». E-Learning and Digital Media 17, n^o 1 (10 septembre 2019) : 21–35. http://dx.doi.org/10.1177/2042753019874149.

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The analysis of case studies is an important constructivist instructional strategy that shows potential for engaging students in asynchronous online discussions. However, little is known about the use of audio-based discussions to promote this type of analysis. Twenty-nine students from two sections enrolled in an online instructional design course participated in the study. Students from both sections had the opportunity to experience different learning activities including online case-based discussion forums using text-based (Moodle) and audio-based (VoiceThread) formats. Data from a course evaluation survey were collected and analyzed based on the diffusion of innovation theory. Results revealed that students considered the case-based discussion as the most relevant learning activity. Additionally, students preferred the text-based format over the audio-based for the discussion of case studies. Reasons for their preferences and implications for research and practice are discussed.

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Thèses sur le sujet "Communication in education – Swaziland – Case studies"

Giblin, Patrick J. « Social media's impact on higher education crisis communication plans ». Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/776.

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Using case study methods, four crises that were reported in the past 36 months were examined to see if university officials modified established crisis communication plans to better respond to messages and rumors on social networking. Two of the crises dealt with safety issues and two were reputational crises designed to discredit the institution. Four communication professionals were also interviewed for their opinions about social networking use during crises. The study concludes that universities should adopt a social networking aspect into crisis communication plans, including preauthorizing specific types of messages to be released during the first few minutes of a crisis without review from higher administrators. A model of this new crisis communication plan is included. Social media use is also recommended during other stages of a crisis to better inform the community of what is happening on a campus.

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Ho, Mei-fun, et 何美芬. « Communication in the mathematics classroom ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958667.

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Wolven, Winifred Ann Reed. « A Qualitative Case Study of Social Technology's Influence on Student Writing ». Thesis, Grand Canyon University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687115.

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The purpose of this qualitative case study research was to explore in-depth the research question, "How do texting and Textese influence students' learning of writing in Standard English in composition classes?" Yin's Five-Phase Cycle guided the research and aided in the determination of a qualitative case study research. The literature review identified that no single theory covered the phenomenon, so research was guided by five key theories: Technology Acceptance Model, Transactional Distance Theory, Media Richness Theory, Uses and Gratification Approach, and Threaded Cognition Theory. Participants included college English faculty from Illinois, 25 students enrolled in Composition I classes, and three consecutive semesters of former composition students' e-mails. Semi-structured, one-on-one interviews were held with faculty and member checked. A pilot study was conducted prior to inclusion of the 25 student volunteers completing the student questionnaires, and three consecutive semesters' e-mails from former students were analyzed for frequency data. All qualitative data were coded using MAXQDA+ software and analyzed. Results from data analysis revealed an evolving perception and usage of texting and mobile communication devices among faculty and students, a disconnect between faculty and students concerning use of texting and Textese, and frequency data revealing the influence did not permeate writing as much as previous studies implied. Results indicated most faculty and students had mixed attitudes, leading to implications that faculty needed to incorporate lessons involving texting, code switching, and detail richness into the course pedagogy.

Keywords: Texting, Textese, composition, social media, short message systems, formal/informal writing, Technology Acceptance Model, Media Richness Theory

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Oei, Lily, et 黃文慧. « An action research on improving communication satisfaction among teachers in a local secondary school ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961319.

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Lindahl, Elliot Nils Gunnar. « Media studies in higher education : a case study of the social construction and reception of pedagogic discourse ». Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10021750/.

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This thesis develops a social semiotic analysis of pedagogic communication in a media studies course which the author taught from 1993 until 1997. The author taught the course as part of an undergraduate honours degree about science, culture and communication in a university in the UK. The analysis describes the structuring of pedagogic practice on the level of the curriculum, and within the author's own "Communicating Science" module. The analysis also describes student receptions of pedagogic practice. The research reveals the extent to which pedagogic communication served to sustain the order which the degree was designed to contest: an order based on positivist conceptions of science, science communication, and therein, media theory and practice. The thesis concludes by proposing a theory of instruction which is designed to enable students to acquire the rules of realisation for more critical forms of science communication.

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Wang, L. « '2+1' Chinese business students' methods of case-study group discussion in British university seminars ». Thesis, Coventry University, 2014. http://curve.coventry.ac.uk/open/items/4892c4ef-3f00-4cd0-9f96-3bd0dd656ef6/1.

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The purpose of this study was to investigate how a group of Chinese business students understood the nature and the purpose of the instruction techniques they were exposed to in Britain, and the attitudes the students, Chinese lecturers in China and British lecturers in Britain held towards seminar discussions. The study also investigated how and to what extent students’ prior learning experiences predisposed them to certain attitudes towards seminar discussions. The student participants in this study undertook Part I of their degree programme at a Chinese university for two years before transferring to Britain to study for one year, graduating with a British Bachelors Degree in International Business. Data was gathered from classroom observations, follow-up and exploratory interviews, and a questionnaire survey to discover more about the students’ learning experiences in Part I in China, and from classroom observations, audio-recordings, and follow-up and exploratory interviews to investigate the same group of students’ learning experiences in Part II in Britain. A ranking task and interviews were used to identify the preferences of Chinese students, British lecturers, and Chinese lecturers from China in terms of specific group discussion methods. The study identified three discussion methods used by students in British seminars: these have been termed ‘spiral’, ‘exploratory’ and ‘individual’ methods. The Chinese students tended to use the ‘spiral’ method, repeatedly bringing the discussion back to the question provided by the seminar tutor, whereas the non-Chinese students tended to use the ‘exploratory’ method, reformulating each other’s opinions and building on them by bringing in new information. When discussing within Chinese-only groups, the Chinese students used the ‘individual’ method whereby a group leader took responsibility for the outcomes of the discussion and the other members did not build upon each other’s contributions. Chinese and non-Chinese students sometimes misunderstood each others’ intentions, but were not likely to notice that miscommunication had occurred. The ranking task and the follow-up interviews revealed that the British lecturers preferred the ‘exploratory’ discussion method, whereas Chinese lecturers from China and Chinese students preferred the ‘spiral’ method. The British lecturers were found to adopt a constructivist approach to group discussion tasks, seeing them as a means by which students could obtain professional experience. They treated Business and Management knowledge as divergent and ‘soft’. Chinese lecturers and students, on the other hand, were found to perceive group discussion as a kind of assessment and were keen to find ‘correct’ answers to case study problems, treating Business and Management as convergent and hard disciplines which offered judgements on good practice. The Chinese lecturers in Part I of the programme organised group discussion so that students could exchange answers and check their accuracy, and, perhaps because of this, in Part I the students learnt in an exam-oriented way, strategically dividing up their tasks and working individually on their own task portions in order to find an acceptable answer as quickly as possible. These students were found to continue to employ these strategies during group work after they had transferred to the British component of their degree programme. The study has made a theoretical contribution to knowledge concerning the cultural influences on students’ classroom interactional practices. The findings from the study have implications for the teaching of intercultural business communication, and the enhancement of students’ learning experiences in international business programmes, in business English programmes in China, and whilst learning within groups.

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Gibbons, Laura. « Participatory Edutainment in Practice : A Case Study of Wan Smolbag, Vanuatu ». Thesis, Malmö universitet, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39015.

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Entertainment-Education (EE), or ‘Edutainment’ as it has come to be known, is a prominent discipline and communicative practice, both in international and community development, and is utilised to address social issues and culturally specific norms, some of which may be taboo or harmful. This research sets out to explore the application of edutainment, in particular Theatre for Development (TfD), through an examination of its practice in a Pacific context; namely, a case study of Wan Smolbag Theatre (WSB), a grassroots NGO based in Vanuatu. Using tangible examples of WSB’s theatre work, the interplay between listening, participation, and dialogue will be examined as they bear on WSB’s diverse operations in Vanuatu. It will also be suggested that edutainment and TfD sits at the intersection of communication, culture and development and in fact, requires all three elements in order to be realised. Through its use of edutainment and TfD, WSB’s core strength lies in its sensitivity and responsiveness to both culture as aesthetic activity and as a way of life, enabling a dialogic, participatory approach that provides a stage for subaltern community voices to identify issues, and importantly, solutions to their own problems. The Pacific Region poses a complex landscape for development research and the same applies in the area of communication for development and social change. Due to its vast geographical area but often small population sizes, Pacific-focused research and data can be difficult to source, both of a qualitative and quantitative nature. This study aims to address one such gap, while also attempting to situate this research in the wider historical context of edutainment.

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Yau, Wing-yee, et 邱穎怡. « A study of the qualities of teacher questioning and feedback in the classroom ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B3195621X.

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Kanco, David. « Transmedia education on carbon capture and storage technology : The case of the CO2 degrees challenge ». Thesis, Jönköping University, HLK, Medie- och kommunikationsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-54648.

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The master’s thesis addresses the transmedia education strategies applied in the CO2 degrees challenge, a project by the Global Carbon Capture and Storage Institute (GCCSI), dedicated to educating students about the low-carbon technology carbon capture and storage (CCS). Based on the literature review, the thesis theoretically discusses the public perception of low-carbon technology and carbon capture and storage in connection to transmedia storytelling and education. The thesis is structured upon a qualitative approach and conducts a detailed study of a selected single case. In addition, expert interviews are used to support the in-depth analysis of the case study with the use of the transmedia design analytical and operational model by Gambarato et al. (2020). The analysis provides insights into how this technical process was presented to the educators and students and identifies challenges and opportunities of the transmedia education project in the realm of low-carbon technologies. The results of the study show that the CO2 degrees challenge offered a significant contribution to the knowledge dissemination about the CCS technology among students, helped them to understand current problems, and to discuss real-time solutions. The results also point to the challenge of communicating a scientific and engineering topic with the audience outside of the technological and engineering industry, the complicated structure of the project, and difficulties connected with possible financial interests of the private companies supporting and funding the educational material and the project itself.

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Snow, Janet P. « Information and communication technology driven teaching and learning opportunities in support of environmental education processes : a case of the eno-environment online programme at Treverton Preparatory School, South Africa / ». Thesis, Rhodes University, 2008. http://eprints.ru.ac.za/1623/.

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Livres sur le sujet "Communication in education – Swaziland – Case studies"

Akinkugbe, Oluyele. The Swaziland case study on education financing experiences, and budgetary reforms in Africa : Final report. Mbabane, Swaziland : Council for the Development of Social Science Research in Africa, 1999.

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Communication and student socialization. Norwood, N.J : Ablex Pub. Corp., 1990.

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G, Gillingham Mark, dir. Internet communication in six classrooms : Conversations across time, space, and culture. Mahwah, N.J : Lawrence Erlbaum Associates, 1996.

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Heyworth, Frank. The organisation of innovation in language education : A set of case studies. [Strasbourg] : European Centre for Modern Languages, Council of Europe Publishing, 2003.

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Heyworth, Frank. The organisation of innovation in language education : A set of case studies. Strasbourg : European Centre for Modern Languages, 2003.

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Serrano, Javier. Eso si, pa' que ! : Hacia una teoría de la práctica pedagógica en educación popular. Bogotá, D.E., Colombia : CINEP, Centro de Investigación y Educación Popular, 1990.

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Serpell, Robert. The significance of schooling : Life-journeys in an African society. Cambridge : Cambridge University Press, 1993.

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Wiener Studie 2010 : Zur nonverbalen Kommunikation am Beispiel des Deutschunterrichts. Baltmannsweiler : Schneider Verlag Hohengehren, 2011.

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Nind, Melanie. Access to communication : Developing the basics of communication with people with severe learning difficulties through intensive interaction. London : D. Fulton, 1994.

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Rossi, Elisa. La mediazione in classi multiculturali : Analisi di interventi di promozione della partecipazione e del dialogo. Acireale : Bonanno, 2012.

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Chapitres de livres sur le sujet "Communication in education – Swaziland – Case studies"

Barker, Kriss, et Fatou Jah. « Entertainment-Education in Radio : Three Case Studies from Africa ». Dans Handbook of Communication for Development and Social Change, 1343–53. Singapore : Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2014-3_68.

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Barker, Kriss, et Fatou Jah. « Entertainment-Education in Radio : Three Case Studies from Africa ». Dans Handbook of Communication for Development and Social Change, 1–11. Singapore : Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7035-8_68-1.

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Manzira, Francis Mungofa, et Willard Munyoka. « Collaborative Postgraduate Studies in Higher Education : A Case Study of South Africa ». Dans IFIP Advances in Information and Communication Technology, 134–48. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-74310-3_16.

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Keane, William F. « The Victorian State Computer Education Committee’s Seeding Pair In-Service Program : Two Case Studies ». Dans IFIP Advances in Information and Communication Technology, 310–23. Berlin, Heidelberg : Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-55119-2_21.

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Coman, Alexandru, Alexandru Cîtea et Sabin C. Buraga. « Towards Open Source/Data in the Context of Higher Education : Pragmatic Case Studies Deployed in Romania ». Dans IFIP Advances in Information and Communication Technology, 184–91. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39225-7_15.

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Chauhan, Jagdish, V. K. Gautam et P. N. Mishra. « ‘To Study Information, Education, and Communication (IEC) Campaign as a Tool to Spread Awareness in Understanding the Support of 3R Concept for Waste Minimization in Indore City as the Cleanest City of India’ ». Dans Solid Waste Policies and Strategies : Issues, Challenges and Case Studies, 7–25. Singapore : Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1543-9_2.

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Barabasch, Antje, et Anna Keller. « Individualizing Workplace Learning with Digital Technologies ». Dans Digital Transformation of Learning Organizations, 115–30. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-55878-9_7.

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AbstractVocational education and training (VET) at Swiss enterprises includes the work with various digital technologies. They ease administration of work hours, work tasks, evaluations or log book remarks; they support communication with peers, co-workers and trainers; and they come in handy for idea development and creative work. Overarching trends in terms of changing learning cultures in apprenticeship training, such as individualization, flexibilization, self-organized learning, project work or coaching, support the introduction of these technologies and also benefit from them. Based on three in-depth case studies, results on the usage and impact of digital technologies will be presented. This chapter addresses the following research questions: Which digital tools are used in workplace training? What are potential benefits and extended justifications for the use of digital tools? How are modern learning cultures impacting the use of digital tools? We will outline how and where digital technologies are used at the workplace in apprenticeship training, why management has introduced them and how apprentices and their trainers benefit from it. Based on our findings, we will draw conclusions about how learning cultures are influencing the use of technologies and vice versa how the introduction of these technologies shapes innovative learning cultures in VET.

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« Education or Promotion ? » Dans Communication Case Studies for Health Care Professionals. New York, NY : Springer Publishing Company, 2014. http://dx.doi.org/10.1891/9780826125187.0024.

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Díaz, Juan Carlos, Sara Aguilar-Barrientos et Heiko Marc Schmidt. « Multilingual Education for International Business ». Dans Advances in Linguistics and Communication Studies, 207–31. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6992-3.ch009.

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Education for future international business (IB) practitioners must be linked to a clear multilingual and multicultural approach. In this chapter, the authors present a case of study of the setup, aspects, and implementations of an IB undergraduate program carried out mostly in a foreign language (English). The program here presented also requires students to acquire a third language, and thus has become the first IB program of its kind in Colombia. The consequences, challenges, and opportunities derived from this multilingual approach to business education are then discussed in this chapter. Through data collected from the study program, it is possible to draw attention to the link between linguistic skills and academic performance, which leads to a short overview of the cognitive correlates to multilingualism and the learning process aspects associated with the use of a foreign language in the classroom. Finally, the authors draft some recommendations for educators and professionals designing IB study programs with a multilingual approach.

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Sankar, Chetan, et Howard Clayton. « An Evaluation of Use of Multimedia Case Studies to Improve an Introduction to Information Technology Course ». Dans Advancing Education with Information Communication Technologies, 218–30. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-468-0.ch018.

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For college graduates to be successful in today’s global economy there has been an increasing demand for them to possess business knowledge as well as technical knowledge. To meet the demand, curriculum designers have sought to integrate new technologies, applications, data, and business functions into classrooms so that non-information technology (IT) majors can realize the benefits of IT. This paper discusses the results of research conducted on the use of multimedia case studies to address the curriculum designers’ challenge. The authors have found that students, who are taught using multimedia case studies, perceived a comparatively greater improvement in their higher-order cognitive skills, ease of learning, team working skills, attitude toward information technology, and self-efficacy. This suggests a need for further research into adopting such instructional materials for teaching non-IT majors and for developing other innovative instructional materials.

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Actes de conférences sur le sujet "Communication in education – Swaziland – Case studies"

Andersen, Kristinn, Gudrun Geirsdottir, Saemundur E. Thorsteinsson, Helgi Thorbergsson et Karl S. Gudmundsson. « Engineering Education Case Studies : Engaging Students in Blended Learning ». Dans 2018 IEEE International Professional Communication Conference (ProComm). IEEE, 2018. http://dx.doi.org/10.1109/procomm.2018.00047.

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Suing, Abel, Patricio Barrazueta et Geovanna Salazar. « ACCREDITATION OF STUDIES IN SOCIAL COMMUNICATION BY THE CLAEP. CASE OF UNIVERSIDAD TECNICA PARTICULAR DE LOJA ». Dans International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1056.

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Suing, Abel, Lilia Carpio et Patricio Barrazueta. « PRACTICAL SKILLS IN DISTANCE STUDIES OF THE COMMUNICATION DEGREE. CASE OF THE UNIVERSIDAD TÉCNICA PARTICULAR DE LOJA ». Dans 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1977.

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Al Qur’an, Hussam A. Darwish. « The Role of Talent and Skill in Visual Communication Design Education/Practice : Three Case Studies from Jordan ». Dans International Conference on Arts and Humanities. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/23572744.2019.6106.

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Wang, Yue, et Fan Yang. « Case Analysis of Cross-cultural Communication Film The Origin of Female Personality in "The Color Purple" ». Dans Proceedings of the 2nd International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2019). Paris, France : Atlantis Press, 2019. http://dx.doi.org/10.2991/cesses-19.2019.181.

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Hosseini, Zahra, et Sirkku Kotilainen. « THE ROLE OF COMMUNICATION AS THE DRIVE FOR IMMIGRATION : A CASE STUDY IN FINLAND ». Dans International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end083.

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Recently many studies have remarked migration issues. Thus, in countries such as Finland, having a governmental strategy for increasing the number of migrants, especially educated immigrants or encouraging international students to stay, is highly important. While Finland is recognized as the happiest country, it would be arguable why it is not included in the list of top destination countries for immigration. The literature shows communication is one of the most issues for immigrants and international students, particularly those from Asian countries. Therefore, this study aims to understand how technology-based communication such as the use of social media influences international students' decision to immigrate. Respectively, 23 Iranian tertiary-level students were interviewed as the case of the study. Uses and Gratification theory was employed to investigate the role of media usage among the participants. The findings showed that although there is high desire among the participants to immigrate to Finland, the difficulty and unpopularity of the Finnish language and culture of distance in Finland reduces the motivation to emigrate and made the participants feel being the outsider in the university and society. The use of communication media has facilitated university admissions and communication with family, friends, compatriots and other international students, but has not been able to connect them to Finnish society. While educated immigrants in every country are human resources, the results of this study draw our attention to explore different aspects of communication, identifying motivating factors and reducing frustration among international students for immigration. These results emphasize on the development of strategies and tools for harnessing the potential of media and technology to connect international students as future educated immigrants in the host community.

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Partridge, Helen, et Gillian Hallam. « Technology and the Human Dimension : Using Web-Based Technology to Develop and Record Generic Capabilities. A Library and Information Studies Case Study ». Dans 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2659.

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The Queensland University of Technology (QUT) is committed to ensuring that its students are not only discipline savvy but also skilled in generic capabilities. To facilitate the development of generic capabilities within its educational programs QUT has supported a project, which involved the creation of a web based tool known as the Student Capability Profile (SCP). The SCP aims to be a dynamic and flexible vehicle for documenting individual student’s personal development and growth within the broad spectrum of workplace skills. The SCP will be an invaluable tool, especially in the recruitment process, as it will allow students to inform potential employers of their achievement and growth within generic capabilities. This paper will explore a case study of how the system is being used in teaching generic capabilities such as teamwork and communication skills within library and information studies. The paper discusses the practical implications of using technology to facilitate student development of generic capabilities and how it impacts on the teaching and learning process.

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Murphy, Kylie, Tracey Parnell, Rodney Pope, Clarissa Hughes, Marguerite Bramble, Jess Biles, Simone OConnor, Michael Curtin, Lisa Speedie et Evan Plowman. « Improving Evidence-Based Practice education in healthcare courses : A Participatory Action Research multiple-case study ». Dans Fifth International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9152.

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This paper synthesises the results of three participatory action research (PAR) studies undertaken to improve the integration of evidence-based practice (EBP) education in three undergraduate health courses at one Australian university: Bachelor of Nursing, Bachelor of Occupational Therapy, and Bachelor of Physiotherapy. The PAR process with interested academics uncovered a range of EBP education strengths and weaknesses in the three courses. Common themes were evident, which are likely to be applicable in other similar courses. Identified weaknesses included a lack of explicit teaching about the meaning, principles, steps, and importance of EBP, partly stemming from a lack of shared understanding. A relative lack of emphasis on certain EBP steps was also noted, particularly the first step of ‘asking’ questions. A lack of communication with workplace learning (WPL) supervisors about how to facilitate EBP was also noted, raising concerns about variable EBP-education quality across WPL settings. Opportunities for improvement were identified by academics in each course, across multiple subjects and year levels. In our experience, PAR has been a highly constructive approach to EBP curriculum improvement. We encourage consideration of a PAR approach for addressing similarly complex curriculum challenges.

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Lembeck, Martin, et Otto Petrovic. « D-Move : A sociotechnical environment to provide experience- based learning to digital natives ». Dans HEAd'16 - International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2854.

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Digital natives grew up in the world of digital media and live in it. They have different learning styles, call for other teaching methods, and are using different means of communication in their learning processes. In this paper the D-Move learning environment is presented and evaluated. It offers digital natives an experienced-based learning environment and is perceived by the learners as superior to traditional learning based on case studies with regard to activation, satisfaction with the learning process, and satisfaction with the learning environment. At the same time D-Move is used as a research environment to better understand disruptive innovations in the world of digital. The underlying assumption is that a better understanding of already existing differences between digital natives and their parent generation will bring insights into future large scale transformation processes. The main two components of D-Move are a module to support Delphi studies with online and offline components as well as a module to capture, annotate and structure real world experiences to support the Delphi contributions.

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M. Abu-Samaha, Ala, et Rima Shishakly. « Assessment of School Information System Utilization in the UAE Primary Schools ». Dans InSITE 2008 : Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3260.

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This paper presents an assessment of School Information Systems (SIS) Utilization in the United Arab Emirates’ (UAE) primary schools through a holistic descriptive approach that involves explaining, studying and analyzing the current technical status of the schools’ SIS. To do so, the researchers used a series of case studies (documents analysis, questionnaires and interviews) of a number of primary schools representing the educational zones of the UAE to acquire an understanding of SIS level of utilization. According to the research results, the majority of primary schools have computerized their administrative activities at different levels via the Ministry of Education’s suggested system or individually procured systems. Though, the use of Information and Communication Technologies, including SIS, is in its initial stage despite the adopted strategy by the UAE government to accelerate the effective utilization of educational management and automation technologies in the educational institutions and the Ministry of Education itself.

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Rapports d'organisations sur le sujet "Communication in education – Swaziland – Case studies"

van den Boogaard, Vanessa, Wilson Prichard, Rachel Beach et Fariya Mohiuddin. Strengthening Tax-Accountability Links : Fiscal Transparency and Taxpayer Engagement in Ghana and Sierra Leone. Institute of Development Studies, novembre 2020. http://dx.doi.org/10.19088/ictd.2020.002.

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There is increasingly strong evidence that taxation can contribute to expanded government responsiveness and accountability. However, such positive connections are not guaranteed. Rather, they are shaped by the political and economic context and specific policies adopted by governments and civil society actors. Without an environment that enables tax bargaining, there is a risk that taxation will amount to little more than forceful extraction. We consider how such enabling environments may be fostered through two mixed methods case studies of tax transparency and taxpayer engagement in Sierra Leone and Ghana. We highlight two key sets of findings. First, tax transparency is only meaningful if it is accessible and easily understood by taxpayers and relates to their everyday experiences and priorities. In particular, we find that taxpayers do not just want basic information about tax obligations or aggregate revenue collected, but information about how much revenue should have been collected and how revenues were spent. At the same time, taxpayers do not want information to be shared with them through a one-way form of communication, but rather want to have spaces for dialogue and interaction with tax and government officials, including through public meetings and radio call-in programmes. Second, strategies to encourage taxpayer engagement are more likely to be effective where forums for engagement are perceived by taxpayers to be safe, secure, and sincere means through which to engage with government officials. This has been most successful where governments have visibly demonstrated responsiveness to citizen concerns, even on a small scale, while partnering with civil society to foster trust, dialogue and expanded knowledge. These findings have significant implications for how governments design taxpayer education and engagement programmes and how civil society actors and development partners can support more equitable and accountable tax systems. Our findings provide concrete lessons for how governments can ensure that information shared with taxpayers is meaningful and accessible. Moreover, we show that civil society actors can play important roles as translators of tax information, enablers of public forums and dialogues around tax issues, and trainers of taxpayers, supporting greater tax literacy and sustained citizen engagement.

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