The purpose of this study was to investigate the effects of four learning styles (accommodator, assimilator, converger, and diverger) and two different presentation methods (traditional and computer-based) on knowledge acquisition in a university classroom.

Higher education in Taiwan has been influenced by U.S. and Western practices, and syllabi represent one means to verify this. However, limited research exists in Taiwan on course syllabi and on similarities of syllabi with practices in other countries. In the U.S. as the paradigm shifted from teaching to learning and to the learning-centered context, scholars argued that syllabi should be learning-centered. Given the assumption that higher education in Taiwan is similar to U.S. higher education and the call for a learning-centered context, this qualitative research examined 180 undergraduate syllabi at a public university in Taiwan with a (traditional) syllabus component template and a learning-centered syllabus component template derived from the literature in the U.S. to describe (1) the contents of syllabi, and (2) the extent that syllabi in Taiwan were congruent to U. S. syllabus component templates. Syllabi at this university were highly congruent with the (traditional) syllabus component template and were congruent at the medium level with the learning-centered component template. About 90% of syllabi included 8 of 10 major components. Additional findings included: 70% of faculty were male, and 30% were female; more than 75% of the faculty earned their doctoral degrees from the United States or Europe; gender made no difference on inclusion of major components for both templates; there was no difference in inclusion of components on both templates for faculty who earned their doctoral degrees from the U.S. or Taiwan; a high percentage (80%) of college courses adopted English textbooks published in the U.S.; some differences existed and use of English in the syllabus and on components included in the syllabi. Based on these syllabi, it is evident that syllabi in Taiwan represent course planning and organization congruent to recommended practices in the United States.

The number of high school graduates entering college needing to take developmental math courses is increasing. Gilmer State College (a pseudonym) introduced customized scheduling in which students identified as at risk after scoring low on the math entrance exam are placed in the developmental math course and additional courses that traditionally have a pass rate of 75% or better. The purpose of this study was to examine the difference in passing and retention rates between 1st-time college freshmen who attended Gilmer State College before the customized scheduling and after the customized scheduling was implemented. This study was based on Adelman's theoretical framework of academic momentum because students tend to continue their studies when experiencing initial success. In this causal-comparative study, archival passing and retention rates for students identified as at risk from the previous 5 years were compared to 137 students who took the developmental math as a part of the aforementioned customized schedule in the fall semester of 2017. The chi-square test indicated that there was not enough evidence to support an increase in student passing rates in developmental math courses when taken as part of a customized course schedule (p = 0.054) but did show a statistically significant difference in retention rates (p < 0.001). The results of this study might generate positive social change by providing a framework in which collegiate institutions can help to discover alternative methods of helping at risk students succeed academically.

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No description available.

THESIS submitted in fulfilment of the degree DOCTOR OF EDUCATION in the Faculty of Education and Social Sciences Cape Peninsula University of Technology 2013 / The aim of this research is to present recommendations for knowledge and practice relations between Further Education and Training (FET) colleges and Civil Engineering (CE) workplaces, and to present a work-integrated learning (WIL) model that could assist with the preparation of CE students for the workplace. Recently, FET colleges have been under the spotlight in terms of student preparedness for the CE workplace. Many questions have been posed by students studying at FET colleges and by CE workplace supervisors in respect of whether the current CE curriculum adequately prepares students for the workplace, or whether the curriculum has become obsolete in terms of knowledge and practice relations. The CE industry is of the opinion that students are insufficiently prepared in terms of skills and knowledge. In the light of this uncertainty, I researched the learning taking place at FET colleges and CE workplaces. I examined similarities and differences in the learning environment of the students. The research provides a theoretical overview of Activity Theory (AT) and its principle of contradictions. The lens of AT and its contradictions provide a versatile tool to enquire into various aspects of WIL, taking into account individual and institutional perspectives, as well as changes over time. Activity Theory and its principle of contradictions provide insights into how transformation may occur within Activity Systems (ASs) in a CE context. The study was conducted over a number of years with participants from three ASs, namely, the classroom, workshop/college yard and workplace. During the research, this study proposed a conceptual framework, rooted in AT, and substantiated by empirical evidence, for describing and analysing the learning taking place in the FET college sector and within the CE workplace environment. The analysis focuses on the perceptions of learning taking place in the ASs. Results reveal a knowledge and practice divide, mediated by AS elements of mediating artefacts, object, subject, division of labour, community and rules. Through a particular focus on the contradictions of the elements of an AS which occur, the objective for this study was to determine ‘knowledge and practice relations’. The components of knowledge and practice are extremely isolated, and by bringing the argument and the empirical findings together, the findings propose:  Links between knowledge(‘the classroom’) and practice(‘the workplace’) The surfacing of the disconnect between knowledge and practice between the FET college sector and the CE workplace supports the idea of establishing links between these two sectors. This collaboration could be the turning point in better preparing students for the workplace.  Policy formulation and implementation The need for policy review to enhance the integration of knowledge and practice relations in the sector has become apparent. Colleges are expected to undergo a radical transformation and to make major contributions to policy. However, these institutions are new and fragile, and are based on historically weak predecessors. Much of the reform process is oblivious of the connections between college and workplace. The research has established that both CE industries and FET colleges should ensure that they increase their involvement with and participation in the provision of adequately preparing students for the workplace in the Western Cape Province.

The purpose of this study was to examine the leadership characteristics of respiratory care program directors and determine the relationship between the director's leadership style, effectiveness, faculty satisfaction, extra effort, and program outcomes. Differences between the directors' perceived leadership style and faculties' perception of the directors' leadership style were also examined. Directors' leadership styles were measured by the Multifactor Leadership Questionnaire (MLQ). Director, faculty and program information was measured with a researcher-designed questionnaire. CoARC accredited program directors (n=321) and their full and part-time faculty (n=172) received an e-mail and a web link to obtain demographic information. All participants received an e-mail from Mind Garden, Inc. with a web link to complete the MLQ. Regression analysis and t tests were used to analyze the data. The results found a significant relationship between faculty satisfaction, extra effort, and perceived director effectiveness and each of the predictors transformational, transactional, and passive/avoidant leadership behaviors. There was no relationship between program director leadership style and program outcomes. This study found no difference between the directors' and the faculty's perception of the directors' transformational and transactional leadership behaviors. However, there was a significant difference between the directors' and the faculties' perception of the directors' passive/avoidant behavior. / by Nancy L. Weissman. / Thesis (Ph.D.)--Florida Atlantic University, 2008. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2008. Mode of access: World Wide Web.

This qualitative case study investigated the teaching practices I adopted in a general education course at a Hong Kong community college during the 2013/14 academic year. I took on the active role of participant observer to examine how a combination of Multiple Intelligences (MI) theory and Integrated Thematic Instruction (ITI) supported the goals of general education. Interview protocol with open-ended questions was the instrument to collect the students’ voices about their learning experiences in an MI-inspired general education course. Three research questions were posed. First, how does a course instructor design and teach a general education course at a community college in Hong Kong? Second, how do community college students experience learning in such a course? Third, how do community college students evaluate their learning outcomes in such a course? The interview data clearly revealed that the students’ learning experiences in the MI-inspired general education course included making connections to lived experience; applying the course content to real-life situations; learning to synthesise information, find relationships, think critically and solve problems; and creating knowledge through group projects. The students’ learning experiences corresponded to four dimensions of MI theory in terms of instructional design. These dimensions included designing broad-based knowledge and reality-based curriculum, using multimedia sources as teaching materials, developing cognitive skills in students and empowering students to learn. The interview data reflecting the students’ learning experiences as they relate to pedagogical MI dimensions were examined through my observations of students’ interactions in practice in addition to the students’ written self-reflections on group projects. The results of a college-wide teaching evaluation survey also indicated that the students gave higher ratings to their learning experiences in the MI-inspired general education course. As such, the incorporation of MI theory into ITI was a pedagogical initiative to support the goals of general education and strengthen learning opportunities for community college students with multiple intelligences. In addition, I explored the research implications of MI theory. The findings of this study provide community college policymakers, faculties and administrators with practical advice on curriculum development and the instructional design of general education at community colleges in the Hong Kong context. / 是項質性個案學術研究乃探討一所香港社區學院通識教育課程的教學實踐。此研究個案涵蓋了研究者在有關的「多元智能」(Multiple Intelligences)啟迪下的通識教育的教學設計與教學策略。 研究者扮演成積極參予觀察者，來檢視「多元智能」和「主題教學法」(Integrated Thematic Instruction)兩者之間的組合如何實踐和通識教育有關的各樣教育目標。 此研究個案於2013至2014學年期間，在有關的一所香港社區學院內進行。訪問形式是採用開放式問題，務使收集學生在這「多元智能」通識教育科目的學習體驗。 此研究針對以下三個問題﹕一) 課程導師如何在該香港社區學院設計及教授通識教育課程? 二) 該社區學院的學生在堂上有何學習經驗? 三) 學生如何衡量該課程的學習成果? 訪問數據資料顯示，學生在「多元智能」的學習體驗中，包括﹕緊扣日常生活、學以致用、融會貫通、學會批判思考、解決疑難和在小組工作中均學有所用。 明顯地，學生們的學習經驗對應了在「多元智能」理論的教學設計中的四個層面，即廣泛知識和建基現實的課程、多媒體教材、培養認知技巧和促使學生學習。 學院的教學評分結果顯示，學生能於「多元智能」啟迪下的通識教育學習中的得益，評分較前高。研究發現「多元智能」和「主題教學支援」的組合能清晰帶出通識教育的教學目標。此學術研究可為有關政策決策者和大學學系的策劃人提供實用兼可行的參照。 此外，此研究也同時為日後學者於有關「多元智能」教育理論和實踐在社區學院的研究和探究，提供了寶貴的資料和啟示。 / Kong, Siu Ping. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 135-146). / Abstracts also in Chinese; appendix 2 includes Chinese. / Title from PDF title page (viewed on 09, September, 2016). / Detailed summary in vernacular field only.

Thesis (MCur)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: The 21st century teaching environment is unique in its diversity, and challenges academic staff to create a teaching environment that is conducive to all current learners. Various teaching methods are available and affordable, but technology remains an essential investment for the future of higher education institutions. The goal of the study was to evaluate the perceptions of student nurses regarding the effectiveness of the teaching methods which they experienced at a nursing college in the Western Cape Province. The objectives included an evaluation of the effectiveness of teaching methods as perceived and experienced by students of: - The traditional (green/whiteboard) lecture - Group activity - Self-activity - The use of technology such as PowerPoint presentations and video clips. An explorative descriptive research design was applied with a quantitative approach. The target population (N=1238) consisted of nursing students following the programme leading to registration as a professional nurse. Stratified random sampling was used to select the sample of participants (n=267). Data was collected personally by the researcher with a self-administered questionnaire which consisted of predominantly closed questions. Ethics approval to conduct this study was obtained from Stellenbosch University including permission from all other relevant parties. Reliability and validity of the study were assured through a pilot study, consultation with experts in nursing, education and statistics. The reliability of the questions were tested using the Cronbach alpha coefficient test which varied between .89 and .94. The data was analysed with the support of a statistician and was expressed as frequencies in tables and histograms. Descriptive statistics and post-hoc analyses including tests for statistical associations were performed. Results include a significant difference in generation X participants and the green/whiteboard teaching methods (Spearman p-value = 0.02) and their preference of the traditional lecture as a teaching method (Spearman p-value = <0.01). The perceived effectiveness of the teaching methods on student performance varied between very helpful and not helpful. Only (n = 49/19%) of participants experienced the traditional lecture as being very helpful on their general academic performance, in comparison to the effect of group work (n = 69/26%) and self-activity (n = 102/39%). Furthermore, no significant results were obtained between the participants and the perceived effect of the teaching methods. Open-ended questions showed that participants regarded the teaching strategies as boring and ancient and that much of the unhappiness expressed stems from the difference in the needs of millennials and the lack of change and obstinacy existing amongst academics. Recommendations include an increase in the use of technology, a blended approach to teaching, the re-training of academic staff, measures in counteracting a boring classroom environment, orientation for neophyte academics and students, workload perception of students and class size. In conclusion should recommendations be implemented a complete transformation of the college under study will result. It may force the education institution to move out of complacency, to a more vigorous and dynamic education environment that enables them to emerge as an Higher Education Institution (HEI) of good standing. / AFRIKAANSE OPSOMMING: Die een-en-twintigste-eeuse onderwysomgewing is uniek wat betref diversiteit en daag akademiese personeel uit om teenswoordig ’n onderwysomgewing te skep wat bevorderlik is vir alle leerders. Verskeie onderwysmetodes is beskikbaar en bekostigbaar, maar tegnologie bly ’n noodsaaklike belegging vir die toekoms van hoër onderwysinstansies. Die doel van hierdie studie was om die effektiwiteit van die gebruik van onderwysmetodes wat waargeneem en ondervind word deur studentverpleegkundiges by ’n spesifieke Verpleegkollege in die Wes-Kaap, te evalueer. Die doelwitte sluit in die evaluering aangaande die effektiwiteit soos waargeneem en ondervind deur studente van die volgende onderwysmetodes: - Die tradisionele groen/witbord lesing - Groepaktiwiteit - Selfaktiwiteit - Die gebruik van tegnologie soos PowerPoint-aanbiedings en video-insetsels. ’n Ondersoekende, beskrywende navorsingsontwerp met ’n kwantitatiewe benadering is toegepas. Die teikengroep is (n=1238) wat uit verpleegstudente bestaan wat die program vir die van ’n geregistreerde professionele verpleegster volg. ’n Gestratifieerde ewekansige steekproef is gebruik om die deelnemers (n=267) te selekteer. Data is self deur die navorser ingesamel deur gebruik te maak van ’n selfgeadministreerde vraelys wat hoofsaklik uit geslote vrae bestaan het. Etiese goedkeuring om die studie na te vors, is verkry van die Universtiteit van Stellenbosch, asook die van al die betrokke partye. Betroubaarheid en geldigheid van die studie is verseker deur ’n loodsondersoek, sowel as raadpleging met deskundiges op die gebied van Verpleging, Opvoedkunde en Statistiek. Die betroubaaarheid van die vrae is getoets deur gebruik te maak van die Cronbach-alpha koëffisiënt toets wat tussen .89 en .94 gevarieer het. Die data is geanaliseer met die ondersteuning van ’n statistikus en word voorgestel as frekwensies in tabelle en histogramme. Beskrywende statistieke en post-hoc analises, insluitende toetse vir statistiese assossiasies, is uitgevoer. Resultate sluit in ’n beduidende verskil in generasie x-deelnemers en die groen- of witbord onderwysmetodes (Spearman p-waarde = 0.02) en hul voorkeur vir die tradisionele lesing as ’n onderrigmetode (Spearman p-aarde >0.01). Die effektiwiteit van die onderwysmetodes op studenteprestasies wat waargeneem is, varieer tussen baie waardevol en van geen waarde nie. Slegs (n=49/19%) van die deelnemers het die tradisionele lesing as baie waardevol vir hul algemene akademiese prestasie ervaar, in vergelyking met die effek van groepwerk (n=69/26%) en self-aktiwiteit (n=102/39%). Vervolgens, is geen beduidende resultate verkry tussen die deelnemers en die effek van die onderrigmetodes wat waargeneem is nie. Ope vrae bewys dat deelnemers die onderwysstrategieë as vervelig en verouderd beskou en dat baie van die ongelukkigheid wat deurgevoer is, voortspruit uit die verskil in die behoeftes van die milleniums en die gebrek aan geneentheid, asook halsstarrigheid by akademici om te verander. Aanbevelings sluit in ’n toename in die gebruik van tegnologie, ’n saamgestelde benadering tot onderrig, die heropleiding van akademiese personeel, maatstawwe om ’n vervelige klaskameratmosfeer teen te werk, oriëntering vir neofiet akademici en studente se persepsie van werklading en klasgrootte. Ten slotte, indien aanbevelings geïmplementeer word, sal ’n volslae transformasie van die kollege onder die soeklig, plaasvind. Dit mag die opvoedkundige instansie forseer om te beweeg vanuit ’n toestand van gemaksugtigheid na ’n meer ondernemende en dinamiese onderrigomgewing wat in staat sal wees om as ’n Hoër Onderwysinstansie van formaat te funksioneer.

Thesis (MPhil)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: Change characterises life in the early twenty first century and higher education is no exception. Higher education in South Africa is currently in a considerable state of flux which ultimately is actualised at institutional level. It is academic staff who encounter these changes first hand. Technikon lecturers, in particular, are faced with additional challenges not faced by their university counterparts - they have been called upon to change from a primarily vocational to an academic alignment as a result of technikons being given the right to award degrees. This study conducts a cross sectional survey of academic staff at the Port Elizabeth Technikon to identify their academic workload, with particular reference to their research function. It also seeks to establish whether lecturers consider themselves to be adequately prepared for their research function. A review of the literature reveals that lecturers in higher education are involved in a wide variety of activities, the main ones being teaching, research, service, and scholarship. The literature review also shows that in overseas institutions with missions similar to the technikons, lecturers experienced changes to their workload as a result of the restructuring of higher education. The empirical study shows that academic staff at the Port Elizabeth Technikon have much in common with their international peers in terms of the changes and pressures that have been experienced. The work reality for lecturers at the named institution includes all the traditional elements associated with being academic: teaching, research, service and scholarship. Although research is a new function, this has been positively embraced by most staff and that in most cases lecturers consider themselves to be adequately prepared for this function. The empirical study also shows that more than one third of the respondents do not support the institutional vision of becoming "the first choice technological university of South Africa". Further, the study shows that, in common with other studies, staff were of the opinion that the institution undervalues teaching and that research attracts more recognition and rewards. Finally, it shows that significant numbers of staff work in excess of 50 hours per week and carry teaching loads that are greater than the institutional guidelines. Recommendations are made on the basis of these findings and a further avenue of research is suggested. / AFRIKAANSE OPSOMMING: Verandering is 'n kenmerk van die lewe in die vroee een-en-twintigste eeu en hoer onderwys is geen uitsondering nie. Hoer onderwys in Suid-Afrika ervaar tans 'n besonderse toe stand van veranderlikheid, maar dit is uiteindelik op onderwysinrigtingvlak wat did tot verwerkliking kom. Dit is akademiese personeel wat hierdie veranderings eerstehands ondervind. In die besonder word Technikonpersoneel gekonfronteer met uitdagings waaraan hulle universiteitsewekniee nie blootgestel word nie - daar word van hulle vereis om van 'n primere beroeps-orientering oor te skakel na 'n akademiese ingesteldheid as gevolg van die feit dat technikons die mandaat verkry het om grade toe te ken. Hierdie studie het 'n opname onder akademiese personeel aan die Port Elizabethse Technikon gedoen om vas te stel wat die personeel se akademiese werkslading is, met besondere verwysing na hulle navorsingsfunksie. Die ondersoek poog ook om vas te stel of lektore van mening is dat hulle genoegsaam voorberei is vir hulle navorsingsfunksie. 'n Literatuuroorsig toon dat lektore in hoer onderwys betrokke is by 'n bree verskeidenheid aktiwiteite, waarvan die belangrikste onderrig, navorsing, dienslewering en vakkundigheid (scholarship) is. Die literatuurstudie toon ook dat in ander lande aan inrigtings met soortgelyke doelstellings as die technikons, lektore veranderings in hulle werksladings ondervind het as gevolg van die herstrukturering van hoer onderwys wat teen die einde van die twintigste eeu plaasgevind het. Die empiriese studie toon dat akademiese personeel aan die Port Elizabethse Technikon met betrekking tot die veranderings en druk wat ondervind word veel in gemeen het met hulle intemasionale ewekniee, Die realiteit in die werkplek vir lektore by genoemde inrigting sluit al die tradisionele elemente in wat verband hou met die akademie: onderrig, navorsing, diens en vakkundigheid (scholarship). Alhoewel navorsing 'n nuwe funksie is, is dit deur die meerderheid personeel positief aanvaar en in die meeste gevalle is lektore van mening dat hulle vir hierdie funksie voldoende voorberei is. Die empiriese studie toon ook dat meer as een derde van die respondente nie die institusionele visie om "die eerste-keuse tegnologiese universiteit van Suid-Afrika te wees" ondersteun rue. Voorts toon die studie soos ook in ander studies, dat personeel van mening was dat die inrigting onderrig geringskat en dat meer erkenning en belonings aan navorsing gegee word. Laastens toon dit dat 'n beduidende aantal personeellede meer as 50 uur per week werk- en onderrigladings dra wat meer is as die riglyne van die inrigting. Op grond van hierdie bevindings word aanbevelings gemaak en 'n verdere navorsingsrigting voorgestel.