La presente investigación “Retos y desafíos en un ambiente blended para el aprendizaje de las matemáticas de los primeros ciclos de estudiantes adultos”, plantea, desarrolla y evalúa los resultados y logros de aplicar una metodología de enseñanza-aprendizaje en un sistema semipresencial, al aprendizaje de las matemáticas en estudiantes adultos. El diseño de investigación es mixto. La población objetivo de la investigación está constituida por los ingresantes al programa de adultos de una universidad particular de Lima-Perú. El investigado para gestionar la intervención en la especialidad de Administración, considera que la población accesible está conformada por estudiantes elegidos aleatoriamente. / The present research "Challenges in a blended environment for the learning of the mathematics of the first cycles of adult students", proposes, develops and evaluates the results and achievements of applying a teaching-learning methodology in a blended system, to learning of mathematics in adult students. The research design is mixed. The target population of the research is constituted by those who enter to the adult program of a private university in Lima-Peru. The researcher to manage the intervention in the specialty of Administration, considers that the accessible population is made up of randomly chosen students.

The aim of this thesis is to find out what is the current situation of patients suffering from pancreatitis. Pancreatitis is a very serious and increasingly widespread illness, thus, it is important to know how to fully and professionally educate patients suffering from this illness. As there is a great lack of information, brochures and seminars, this thesis will make up a brochure informing and educating patients suffering from pancreatitis sufficiently. The thesis is divided into two parts, a theoretical and an empirical one. The theoretical part contains detailed information about pancreas inflammation. Its causes, symptomps, diagnosis and treatment. There is also a sample diet that should be followed, and a description of nursing such types of patients. Further on, terms such as education and andragogy are explained, their methods, forms or motivation. The second, empirical part is dedicated to research. Based on the set goals and research questions, answers are given via qualitative research via semi-structured interviews carried out in Tábor hospital and České Budějovice hospital. The research file consisted of general nurses working in the above-mentioned hospitals, and patients suffering from pancreatitis in either urgent or chronic form. Data was collected from February to March 2018. Having carried out the interviews and their processing into Microsoft Office Word, identificaton data for general nurses was created, as well as for the respondents. Subsequently, data collected via interviews was analysed, categorized, and coded. Data analysis has proven that educating patients suffering from pacreatitis is done insufficiently, nurses lack sufficient educational constructs as well as time devoted to education. Nevertheless, the research has also proven that although the nurses were lacking time, they were happy with the education.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O presente estudo tem por objetivos compilar e analisar percepções sobre o uso de ferramentas web 2.0 no ensino de inglês como língua estrangeira e aliar a análise de atitudes à teoria da Andragogia, que trata do aprendizado de adultos, proposta por Knowles (1973, 1975, 1984, 1990). O assunto parece não contar com estudos coordenados, visto que Thomas (2010) apenas muito recentemente editou um compêndio com trabalhos envolvendo as possíveis aplicações de recursos da web 2.0 no estudo de uma língua estrangeira e as percepções de alunos, embora outros estudos, como os de Rosell-Aguilar (2004), Conole (2008), Kárpáti (2009) e Jarvis e Szymczyk (2010) tenham discutido o assunto isoladamente. Neste trabalho é realizada a compilação das opiniões de alunos adultos e de professores de inglês como língua estrangeira. Como instrumento de coleta de dados optou-se pela utilização de questionários fechados. Tal abordagem possivelmente dá a esta pesquisa um caráter inédito, ao menos no que se refere à coleta de atitudes de alunos adultos e professores brasileiros de um curso de idiomas quanto ao uso de ferramentas web 2.0 no ensino de uma língua estrangeira. A análise dos dados mostrou que aprendizes adultos e professores têm atitudes positivas e estão preparados para a utilização de recursos web 2.0 em sala de aula. Conclui-se, entretanto, que embora a maioria dos participantes desta pesquisa concorde que o uso de tais ferramentas contribui para o ensino de inglês como língua estrangeira, alguns ajustes e procedimentos ainda devem ser implementados para que as ferramentas web 2.0 se tornem não apenas um acessório, mas parte integrante do processo de aquisição do idioma / This study aims to compile and analyse the perceptions of the use of web 2.0 tools in English Language Teaching and associate the analysis of attitude to the Andragogy theory, which deals with how adults learn, advanced by Knowles (1973, 1975, 1984, 1990). This topic does not appear to have a coordination of studies, since Thomas (2010) has only recently edited a handbook with works involving the possible applications of web 2.0 resources in the process of foreign language acquisition and students perceptions, although other works, as those by Rosell-Aguilar (2004), Conole (2008), Kárpáti (2009) and Jarvis & Szymczyk (2010) have discussed the topic isolatedly. This work compiles the opinions of adult learners and teachers of English as a foreign language. Data was collected through closed questionnaires. This approach may provide this research with novelty, at least with as regards the collection of Brazilian adult learners and teachers attitudes towards using web 2.0 in foreign language acquisition in a language school. Data analysis showed adult learners and teachers have positive attitude and are ready to use web 2.0 resources in the language classroom. Nonetheless, albeit most of the participants of this research agree the use of such tools contribute to teaching English as a foreign language, some adjustments and procedures should be implemented so that web 2.0 tools do not become mere accessories, but rather an integral part of the of the language acquisition process

Magister Curationis - MCur / Self-directed learning (SDL) has become a focus in the past years due to the increase in the complexity and changes in the nursing profession development. Employing SDL methodologies has been advantageous to the learner nurses, since these methodologies are associated with moderate improvement in the knowledge and effective improvement in the affective and psychomotor domains. Despite the efforts to expose students to SDL, the challenge remains the lack of students‘ commitment to SDL during clinical activities in the skills laboratory. This lack of commitment may result from students‘ perceptions of SDL. Therefore, this study seeks to explore and describe the perceptions of first year learner nurses about self-directed learning activities in a skills laboratory at a school of nursing in the Western Cape. An exploratory descriptive quantitative design was used to answer the research question. All the first year learner nurses (N=336) pursuing a 4-year Bachelor Nursing Degree served as the target population and a sample of 168 respondents was selected by simple random sampling. A self-administered 5-point Likert scale questionnaire with an additional four open-ended questions was used to collect data for the study. Data was analysed by using the Statistical Package for the Social Sciences (SPSS) Version 21 software. Descriptive statistics were used to present frequencies, mean values, standard deviations, and the results were illustrated by means of tables. The Spearman correlation coefficient indicated the correlations between the 4 The findings revealed that most of the respondents positively perceived self-directed learning in the skills laboratory. However, it was also found that learners had challenges in relation to time management during the implementation of self-directed learning.

The number of adult learners entering or returning to institutions of higher education is increasing in general and in relation to the traditional student population, and projections suggest that the trend will continue. As automation and technology impact the labor force, educational access is becoming a national concern and a necessity for more adult learners. Access to higher education impacts minority and economically depressed populations disproportionally and increases the personal and professional success of adult students and the long-term prosperity of their families. Although Composition Studies has a history of recognizing and facilitating student populations as they enter the Academy, adult learners have been overlooked and marginalized within Composition Studies. Through analysis of the foundational disciplinary literature, my research establishes that adult learners played a pivotal role in the development of Composition Studies and argues that Composition Studies can and should play a pivotal role in the success of adult learners in higher education. Locating adult learners in the disciplinary literature and demonstrating their impact on the theories and practices of Composition Studies creates a collective resource of research on which to ground current approaches and from which to launch future research; connecting this literature to the larger literature on adult learners allows Composition to contribute to and benefit from Academy-wide efforts. Stated simply, the goal of this dissertation is to recognize and support adult learners in Composition Studies. Such work is imperative because Composition Studies is continuing to construct adult learners through deficiency narratives and overlook adult learners in the current literature and classroom practices, as evidenced by the research on student-veterans. As a result, I suggest addressing the disciplinary responsibility to adult learners immediately through programmatic responses to the needs of adults in Composition Studies and by using the acknowledgment of their presence to call for institutional resources in support of all adult learners.

People-against-the-law is a societal phenomenon that will never disappear, even in societies where law and order are effectively enforced and practised. Political, economic and social conditions contribute to reasons why some people end up in correctional facilities. This study investigated the perceptions of offenders enrolled in education and training programmes offered by three correctional centres in Pretoria. The study adopted a pragmatic qualitative methodology in which the perceptions of the offenders in the educational programmes, and officials were investigated on whether the programmes addressed their personal development and that of their communities. Interviews and observations were used to collect data during tuition activities. Sixty-five (65) males, females, youth offenders, ex-convicts and officials from Correctional Services and non-governmental organisations participated in the study. Bronfenbrenner’s systems and Knowles’ andragogy were used as the theoretical base to understand the dynamics of adult learning in challenging prison environments. The study concluded that educational programmes offered by the Department of Correctional Services must be needs-based and align to employment opportunities, self-esteem and proper rehabilitation of individual offenders. Adult education programmes grounded on andragogic principles and practices should be revisited in correctional centres’ contexts. Thus educational programmes within Correctional Services should not only be mandatory, but teaching and learning activities should be conducted by qualified adult educators, and address the social needs of the adult offenders. / UNISA / ABET and Youth Development

Dans un contexte professionnel en perpétuelle mutation, les salariés ont la nécessité de se former régulièrement, et ce quel que soit leur niveau de formation initial. Nous avons coutume de lire et d’entendre que le taux d’abandon et le taux d’échec des apprenants dans un dispositif de FOAD est supérieur à celui observé dans la formation présentielle. Ces défections ou revers peuvent être la résultante de divers facteurs dont: l'isolement de l'apprenant, un défaut d'ergonomie de l'environnement d’apprentissage (pédagogique, technologique) ou bien le manque d'autonomie de l'apprenant. Pour passer d’un système fondé sur la transmission du savoir (présentiel) à un système fondé sur l’appropriation et la création de connaissances (FOAD), il faut consentir des efforts particuliers, aussi, notre objectif est de découvrir : comment s’y prennent ceux qui vont jusqu’au bout et réussissent leur formation ? Pour répondre à cette question, nous allons investiguer les styles d’apprentissage des apprenants, qui induisent les méthodologies et stratégies d’apprentissage, ainsi que leur dimension auto-formative qui est une composante importante de la FOAD, due à l’éclatement des unités de temps, de lieu, d’action. Ainsi, nous souhaitons découvrir quels sont les styles d’apprentissage des participants d’une part, en essayant de voir quels sont ceux qui éventuellement dominent, et d’autre part, définir quelle est la capacité d’auto-apprentissage des participants dans le processus de formation ouverte et à distance. La FOAD suppose un ancrage fort dans l’humain, notamment les dimensions psycho-affectives et cognitives. Tous les participants ayant réussi leur formation, nous espérons découvrir chez eux des traits individuels, des dominantes ou constantes comportementales qui pourraient peut-être l’expliquer. / In a constantly changing professional environment, employees need to train regularly, regardless of their level of initial training. We usually read and hear that the dropout and failure rate of learners in an open distance learning device is higher than that observed in the classroom training face to face. These defections or setbacks may be the result of various factors including: the isolation of the learner, poor ergonomics of learning environments (educational technology) or the lack of learner autonomy. To move from a system based on knowledge transfer (face to face) to a system based on ownership and knowledge creation (Open Distance Learning), we must make special efforts, however, our goal is to discover how they managed to complete their education and succeed? To answer this question, we will investigate the learning styles of learners, which induce the methodologies and learning strategies and their self-formative dimension that is an important component of distance learning, due to the breakdown of unit’s time, place, and action. Thus, we would discover what are the learning styles of participants on the one hand, trying to see which ones may dominate the other hand, define what is the capacity for self-learning participants in the process of open and distance learning.ODL requires a strong anchoring in the human, including dimensions psycho-emotional and cognitive. All participants who successfully completed their training, we hope to discover in their individual traits, the dominant behavioral or constants that could possibly explain.

abstract: Libraries provide a needed third place for students to engage with their peers and faculty, both academically and socially. Staff behavior, knowledge, and skills in providing an accessible and inclusive environment are key to helping students with disabilities feel that they belong in the libraries. This makes training in disability and accessibility awareness a necessary component of the overall program for the library. This study assessed a locally-developed, online training program for staff of all levels that was intended to improve staff knowledge and skills in disability etiquette, library services and spaces that support people with disabilities, and the policies that govern this work. The program used the four-part Deines-Jones (1999) model for its content and the core principles of andragogy for its instructional design. Assessment focused on changes in beliefs and knowledge using an adapted standardized scale, and evidence for learning from responses to training program questions, focus group discussions, and survey responses. Further development of the training program was informed by the principles of andragogy. Participants in the training program improved their scores in the knowledge domain but had no change in their beliefs domain. Learning was most evident in spaces where it engaged with previous knowledge and supportive customer service approaches. Participants identified and, in several cases, independently pursued new questions that were prompted by the training program. On the whole, participants found the training to be supportive and engaging, with minor changes to structure and focus recommended for the next iteration. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2019

The diploma thesis is theoretically empirical and deals with the current topic of motivation and barriers to further education of teachers at secondary schools in the Czech Republic. The author chose this topic, because it considers the topic to be important and included in the list of priority objectives of the Ministry of Education, which has long sought to increase professionalism and improve the working conditions of the teachers. In the first chapter there is a definition of the teaching profession according to professional literature, including the specifics of a secondary school teacher. It also focues on further education in the context of lifelong learning, especially in relation to further education of teachers. The main part of the chapter deals with the motivation of pedagogical staff for further education. The theoretical part ends with a chapter devoted to the career and professional development of teachers. The aim of the diploma thesis is to analyze the possibilities of further professional education of pedagogical staff, to find out the main motives for participation in further education and reveal possible barriers and explore the benefits and possible usability of further education in pedagogical practice. The starting point of the diploma thesis are general theories of further...

This thesis is organized in three different parts. In the first part Ericsson’s methods fordeveloping and deploying the existing knowledge are analyzed. In the second part we analyzethe competence build-up for consultants within a technical domain that is constantly evolving.The third part is an evaluation, on an overview level, of a new organizational concept thatEricsson launched. The concept is a way to globally manage knowledge and competencewithin different technical domains. The concept is called Global Competence Center.The method applied was interviews, as a first step to learn about the subject and also forourselves to get to know the organization in which we conducted our research. Interviewswere also used in order to answer our research questions. The employees gave their view onwhat makes learning more efficient. Examples are hands-on, reality based and problemoriented tasks. This was combined with studies of literature and our own experiences oflearning.Our study shows that a combination of different methods for developing and deployingknowledge and building competence seems to be most suitable. This is based on theinterviewees’ experiences and the principles of a theory about adult learning called andragogy.From the interviews, we also received suggestions about work improvements for theconsultants’ work roles. A competence program was developed for the building ofcompetence amongst consultants. The program uses case studies and mentorship as two of themethods, which both apply to the theory of andragogy. / Den här rapporten är uppdelad i tre olika delar. I den första delen analyseras Ericssonsmetoder för att utveckla och sprida existerande kunskap. I den andra delen analyserar vikompetensuppbyggnaden för konsulter inom en teknisk domän som ständigt förändras. Dentredje delen är en utvärdering, på en översiktlig nivå, av ett nytt organisatoriskt koncept somEricsson har startat. Konceptet är ett sätt att hantera kunskap och kompetens inom olikatekniska domäner. Konceptet kallas för Global Competence Center.Metoden vi använde var intervjuer, som ett första steg för att lära oss ämnet men också för attlära oss organisationen som vi utförde vår studie i. Intervjuer användes också för att kunnabesvara våra frågeställningar. De anställda gav sin syn på vad som gör lärande mer effektivt.Exempel är hands-on, verklighetsbaserade och problembaserade uppgifter. Arbetetkombinerades med litteraturstudier och våra egna erfarenheter av lärande.Vår studie visar att en kombination av olika metoder, för att utveckla och sprida kunskap ochbygga kompetens, verkar vara mest lämplig. Detta är baserat på de intervjuades erfarenheteroch principerna av en teori om vuxnas lärande, kallad andragogik. Från intervjuerna fick viockså förslag på förbättringar för konsulternas arbetsroller. Ett kompetensprogramutvecklades för att bygga kompetens bland konsulter. Programmet använder case-studier ochmentorskap som två av metoderna, vilka båda drar nytta av hur teorierna om andragogiktillämpas.