Thesis (M.A.)--Wheaton College Graduate School, Wheaton, IL, 2002. / Abstract. Includes bibliographical references (leaves 48-50).

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 72-82). Also available in print.

Dissertation (Ed.D.)--The University of North Carolina at Greensboro, 2009. / Directed by Diane Gill; submitted to the Dept. of Exercise and Sport Science. Title from PDF t.p. (viewed May 5, 2010). Includes bibliographical references (p. 84-90).

Thesis (M.A.)--Wheaton College Graduate School, Wheaton, IL, 2002. / Abstract. Includes bibliographical references (leaves 48-50).

Thesis (D. Ed. Min.)--Midwestern Baptist Theological Seminary, 2006. / Abstract. Includes bibliographical references (leaves 128-132).

No description available.

Identifying, examining, and understanding faculty members’ technological knowledge development and the process of technology adoption in higher education is a multifaceted process. Past studies have used Rogers (1995, 2003) diffusion of innovation theoretical framework to delineate the technology adoption process. These studies, however, have frequently reported the influencing factors based on the statistical analysis such as regression analysis-based approach, and have not focused on the emerging process of technology adoptions or the developing process of technological knowledge and pedagogical knowledge. A mixed method study was designed to see how faculty members acquire different technologies and develop technological knowledge that might help them adopt technologies in their classrooms and online using different pedagogies. A sample of STEM teaching faculty members with different ranks, tenure, teaching experience, and varied degree of experience in the use of educational technologies participated in the study. A survey was designed to identify internal and external factors affecting technology adoption and its effective use in different teaching activities. To elaborate survey results, the study also included class observations as well as pre- and post-observation interviews. Online classrooms used by the faculty via Blackboard learning management system, online flipped classrooms, or other websites such as Piazza were also examined for data triangulation. The findings of the study indicate that faculty members are influenced by their own professional motivations and student learning to improve their teaching methods and to enhance student interactions and learning through the use of different educational technologies. The adoption process was identified as spreading over a period of time and it looked at how faculty members’ developed their technological knowledge and pedagogical knowledge. With the recognition of the social, organizational, and professional motivational factors both expert faculty members, university administrators, and technologist could be made aware of the critical components necessary to construct and support a bottom-up or user-centric successful innovation adoption decision process. The bottom-up approach would use expert professors as change agents and educational designers that would encourage exchanges and meaningful dialogues about educational technology adoptions and effective uses of technology with pedagogy within each discipline and department.

INTRODUCTION: Medical school curricula are shifting away from passive traditional lecture styles to a more engaging active learning style. This includes flipped-classroom and problem-based learning. While there is evidence that active learning promotes memory retention, critical thinking and self-directed learning, it is also met with resistance from both educators who lack the time or pedagogical training and students who have grown comfortable with passive lecture-based learning. In 2015, Boston University School of Medicine implemented an active learning online learning module, Softchalk, utilized by first year students in an integrated course, Principles Integrating Science and Medicine. Based on survey analysis, Softchalk was a successful learning tool and was once again used in 2016. Improvements were made to Softchalk for the upcoming 2016 class. These consisted of making the learning modules more condensed, consistent and Softchalk was no longer requiring them to be completed for a grade. OBJECTIVE: Assess and compare 2015 vs. 2016 survey results to gauge the student’s perceived effectiveness of Softchalk. METHODS: A mixed-methods survey analysis study was administered to first year medical students enrolled in the biochemistry course at Boston University School of Medicine (total of 180 matriculates). The survey was a voluntary and anonymous. It consisted of two open-ended free response questions and six Likert Scale questions. RESULTS: Softchalk has been incorporated into the curriculum for two years, 2015 and 2016 and thus student responses were compared. There was a significant difference in both student perception of Softchalk providing a foundation for the course (p= 0.001) and helping the students stay on track (p=0.024). However, there was no significant difference between the 2015 and 2016 cohorts in regards to Softchalk providing more effective questions (p= 0.08) or the use of Softchalk as a teaching tool (p=0.051). In the free-response questions, student responses were compared and showed that Softchalk was much more favorable in 2016 than 2015. CONCLUSION: Perceptions of Softchalk were much more favorable in 2016 in comparison to 2015. This thesis is arguing that the main factor in the increased perception of Softchalk was based on the fact that it was no longer required to complete. In 2015, Softchalk was presented as an optional tool for learning instead of another requirement to complete. Students who utilized Softchalk were more likely to have a favorable outlook because it conducive to their learning style. In addition, Softchalk allows students to develop self-directed learning skills by allowing them to be in control of their learning experience, which becomes increasingly important for the clinical clerkship learning and beyond.

This thesis is a reflection on both the conceptual frameworks and the personal narratives that have shaped the development of the Spirals Programme. The Programme is a participatory drama and creative arts based initiative established in 2000 in Grahamstown, South Africa, to explore issues of identity in the emerging democratic context of South African society - and support both personal and contextual processes of transformation. Working within a poststructuralist and social constructionist paradigm, Spirals works with groups and communities to facilitate and enable experiential links between the drama based and performative nature of identity construction - and the possibilities for transformation and healing provided by participative drama methodologies. The structure of the thesis follows the principles of the Freirian based Action Learning praxis within which Spirals works. It begins with an account of the contextual dynamics and events that gave rise to the development of the Programme, followed by a reflection on the conceptual frameworks regarding both identity construction and participative drama methodologies that informed Spirals' development. These paradigms are then analysed in relation to the articulated experiences of three workshop participants using critical discourse analysis. The thesis concludes with an assessment of the issues emerging from this analysis - the aspects of the Programme that need to be strengthened and sustained, those that need to be changed and possible new strategies that could be developed. / Also known as: Edlmann, Theresa

OSMUNDO, Maria Lidiana Ferreira Uma metodologia para a educação superior baseada no ensino híbrido e na aprendizagem ativa. 2017. 96f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza(CE), 2017. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-10-31T17:21:26Z No. of bitstreams: 1 2017_dlfosmundo.pdf: 1016141 bytes, checksum: 68faa4d35250130ef693d6deaf340e1a (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-10-31T22:09:53Z (GMT) No. of bitstreams: 1 2017_dlfosmundo.pdf: 1016141 bytes, checksum: 68faa4d35250130ef693d6deaf340e1a (MD5) / Made available in DSpace on 2017-10-31T22:09:53Z (GMT). No. of bitstreams: 1 2017_dlfosmundo.pdf: 1016141 bytes, checksum: 68faa4d35250130ef693d6deaf340e1a (MD5) Previous issue date: 2017 / A presente pesquisa tem como objetivo fazer uma análise do ensino de Hidrologia baseada nos conceitos de ensino híbrido e de aprendizagem ativa com o uso de videoaulas. A disciplina de Hidrologia pertence aos cursos de Engenharia Civil e de Engenharia Ambiental da Universidade Federal do Ceará. Para isso, a pesquisa busca identificar, na perspectiva do professor, os conceitos de ensino híbrido, sala de aula invertida, e de aprendizagem ativa presentes nas aulas da disciplina de Hidrologia, bem como avaliar, na perspectiva dos alunos, a proposta metodológica adotada pelo professor. O estudo também investiga o papel das tecnologias e das mídias digitais para o desenvolvimento da metodologia aplicada. No que se refere aos instrumentos de coleta, foram utilizados questionários on-line, entrevistas, observações das aulas e diário de campo. Nos procedimentos metodológicos, optou-se por uma abordagem qualitativa com o emprego do estudo de caso. Para análise dos dados, foram utilizados elementos da teoria de Strauss e Corbin (2008). Os resultados estão apresentados em três categorias: 1) Prática docente baseada no ensino híbrido e na aprendizagem ativa; 2) Avaliação discente sobre a metodologia aplicada; e 3) A influência da tecnologia e das mídias digitais na disciplina. Os resultados indicam que a metodologia aplicada pelo docente em Hidrologia carrega elementos do ensino híbrido e da aprendizagem ativa, o que favoreceu a satisfação do professor e a motivação e o engajamento dos alunos com os conteúdos curriculares, elevando o nível das discussões em sala e das avaliações na disciplina. Ademais, foi observado que esta ação provocou em outros docentes e em outras instituições o interesse pelas teorias que permeiam a proposta empregada em Hidrologia. A pesquisa se diferencia dos demais estudos ao relacionar a utilização de vídeo com um contexto de educação presencial no ensino superior para favorecer o entendimento sobre tendências de uso das tecnologias digitais de informação e comunicação na educação. Com isso, percebe-se as potencialidades do uso de materiais audiovisuais e confirma-se que esta utilização pode auxiliar o professor em sua estratégia de ensino e proporcionar aos alunos uma variedade de atividades que favorecem o aprendizado.