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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
141

The dynamics of active learning as a strategy in a private Higher Education Institution

Beyleveld, Mia January 2017 (has links)
In South Africa, the Department of Education (DOE) via its South African Qualifications Authority (SAQA) mandates lecturers particularly at higher education level to deliver students that should be able to think critically and solve problems by the end of their undergraduate journey at any Higher Education Institution (HEI), whether public or private. HEIs have each taken their own approach on how to develop these competencies in their undergraduate students. This qualitative inductive case study focuses on understanding how eleven lecturers teaching at a private HEI in Midrand South Africa facilitate Active Learning in their classes, how they measure the success of Active Learning strategies and the support they have available to them by using semi-structured interviews and class observation data. Some of the findings highlight that these lecturers know exactly what Active Learning is even though most have never been officially trained. Six groups of different Active Learning strategies were identified including different questioning techniques, engagement via reading, engagement via writing, hands-on activities, use of technology and interaction with peers. Even though lecturers believed in Active Learning, evidence substantiating the effectiveness of their teaching methodology was mostly subjective. It was also found that lecturers had more support requirements than current support available and that the majority of current support was in the form of the immediate lecturer community. / Thesis (PhD)--University of Pretoria, 2017. / Science, Mathematics and Technology Education / PhD / Unrestricted
142

Storytelling in the Accounting Classroom

Freeman, Michelle, Burkette, Gary 01 January 2019 (has links)
Under what conditions and in what situations is the telling of personal history and other stories an effective teaching tool?Storytelling has been used by many of the greatest teachers throughout history. Plato, Jesus and Gandi, used stories, parables and personal histories to educate students (Zabel 1991). In fact, storytelling has been referred to as the foundation of the teaching profession (Abrahamson 1998). In recent years, the use of storytelling has received attention from academic researchers and has been studied in several academic disciplines. It has been suggested that the use of storytelling in higher education settings increases student performance and recollection (Bryant & Harris 2011). However, few students have considered the potential for the use of storytelling in the accounting classroom.This archival research seeks to describe the value of storytelling as a pedagogical tool across academic disciplines, review the literature regarding the use of storytelling in other academic disciplines in higher education, synthesize the findings of existing research and describe the uses, benefits and difficulties with using storytelling in various accountancy classes across the curriculum, and suggest possible uses for storytelling in accountancy classes.
143

Ethics Education: The Impact of Ethics Training Engagement on Unethical Decision-Making in the Workplace

Singer, Stanley, Jr. 01 June 2020 (has links)
No description available.
144

Promoting Clinical Judgment Development in Undergraduate Clinical Nursing Education

Calcagni, Laura 05 April 2022 (has links)
No description available.
145

Active learning under the Bernstein condition for general losses

Shayestehmanesh, Hamid 31 August 2020 (has links)
We study online active learning under the Bernstein condition for bounded general losses and offer a solution for online variance estimation. Our suggested algorithm is based on IWAL (Importance Weighted Active Learning) which utilizes the online variance estimation technique to shrink the hypothesis set. For our algorithm, we provide a fallback guarantee and prove that in the case that R(f*) is small, it will converge faster than passive learning, where R(f*) is the risk of the best hypothesis in the hypothesis class. Finally, in the special case of zero-one loss exponential improvement is achieved in label complexity over passive learning. / Graduate
146

Mixing the Emic and Etic Perspectives: A Study Exploring Development of Fixed-Answer Questions to Measure In-Service Teachers' Technological Pedagogical Content Knowledge

Robertshaw, Brooke 01 December 2013 (has links)
Using a sequential mixed-method methodology, this dissertation study set out to understand the emic and etic perspectives of the knowledge encompassed in the technological pedagogical content knowledge (TPACK) framework and to develop fixed answer questions based on that knowledge. While there have been many studies examining ways to measure TPACK in in-service and pre-service teachers, very few have addressed measuring TPACK using fixed-answer questions. Through the use of the mixed-methods, a snapshot of the emic (inside) and etic (outside) perspectives on the TPACK framework was obtained. This study used a focus group with in-service teachers (emic perspective) and interviews with teacher educators (etic perspective) to understand the kind of knowledge attributed to the TPACK framework. Six themes were derived from the focus group and interviews, from which fixed-answer questions were developed. Those six themes included such issues as access to technology, the use of technology for solid teaching and learning purposes, and passive versus active learning when using technology. Following best practices, the eleven questions included a scenario that gave context to the questions asked and the answers provided. In-service teachers reviewed the items to assure that the language and context were appropriate to classroom practice. Four experts on the TPACK framework reviewed the items for face validity. Across the experts six of the eleven items were rated as valid. Although only the experts saw a small number of items as valid, this study indicates that this kind of measurement for the TPACK framework may be possible.
147

Interactive learning laboratories of complex models in undergraduate biomechanics

Geneau, Dan 04 January 2022 (has links)
Undergraduate biomechanics is classically viewed as one of the most difficult courses included in kinesiology programs, often leading to poor student performance and attitudes. By adjusting the interactions students have with course material, it may be possible to positively impact student outcomes. Past work has shown that interactive learning episodes can positively impact student attitudes toward difficult course content, as well as improve student performance variables (Catena & Carbonneau, n.d.; Moreno & Mayer, 2007; Pandy, Petrosino, Austin, & Barr, 2004; Zhang, Zhou, Briggs, & Nunamaker, 2005). In the present study, I investigated the effectiveness of interactive, exploratory based learning episodes in undergraduate biomechanics laboratory sessions. Episodes consisted of a brief introduction of the laboratory topic, which was consistent across groups, followed immediately by a pre- laboratory assessment. Students then completed the laboratory, which either included exploration in interactive computer applications or still images of the applications displaying the necessary information for completion. Intervention sessions utilized custom interactive computer applications where students were prompted to explore course concepts centered around reciprocal relationships between variables specific to each laboratory topic. Student performance was collected and assessed for Work Loop Muscle Mechanics and EMG signal processing laboratory topics at two independent instances. For both learning topics, intervention and control groups both, improved their scores between pre- and post-laboratory assessments indicating learning. In the post-laboratory testing, the intervention group significantly outperformed the control group on the most challenging assessment question (P = 0.005). Adversely, the intervention group achieved significantly lower scores for the simplest signal processing questionnaire item (P <0.001). Although the present study contained mixed results, it supports the utilization of exploratory based learning episodes on typically challenging topics with abstract concepts. Further investigation is needed in order to explore the chronic learning effects of such instructional methods. / Graduate
148

What They Take Out of the Classroom: Values, Compassion, and Lessons That Last

Adkins, Angela M. 25 August 2020 (has links)
No description available.
149

The effectiveness of using translanguaging in collaborative learning to enhance reading comprehension in first year university students

Hungwe, Vimbai January 2019 (has links)
Thesis (Ph.D. (Applied English Language)) -- University of Limpopo, 2019 / Refer to document
150

The Use of Social Media Tools in the Classroom: Perceptions among Community College Students

Dinkins, Shivochie L 04 May 2018 (has links)
The purpose of this study was to explore the community college students’ perceptions on the use and effects of social media and social networking sites as well as any differences in perceptions based on students’ demographic characteristics. A community college in the state of Mississippi was chosen for this study. This community college is a comprehensive educational institution, accredited by the Commission on Colleges of the Southern Association of Colleges and Schools. The population for this study was currently enrolled freshman and sophomore students at one of the multiple locations. The respondents in this study were gathered by using a convenience sampling of students enrolled in academic core courses and electives or career and technical programs of study during the spring 2018 semester. The instrument that used for data collection in this study was a modified version of the Social Media Updates Survey (Pew Research Center, 2016). This study was quantitative in design, and a descriptive research methodology was used to conduct the study. The results revealed that students 25 years and older had significantly different social media habits than the students in the other age groups. Female students used social media more often than male students. More females than males used social media to interact with family. The data revealed that students mostly used mobile devices/tables to access social media and social networking sites. More students from academic programs accessed social media using desktops and laptops. More students from career technical education accessed social media using mobile devices. The most preferred social media websites were Facebook, YouTube, Instagram and SnapChat. Of the 201 respondents 41.3% agreed to social networking sites help them academically in getting educational materials for assignments or projects in class and 48.8% agreed that social networking sites are an effective tool for e-learning. 45.8% disagree to social media sites having positively affected their GPA. When asked the question, Social media networking sites have been effective in enhancing my active learning skills, 41.3% disagreed.

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