Nurse educators are the custodians of nursing education and are faced with the task of providing quality nursing education in a way that inspires and enhances learning. The approach to teaching has moved away from the traditional teacher centre approach to a more student centred, active learning approach. Nurse educators are faced with many challenges, such as creating a learning environment that is conducive to a new and diverse generation of students who have different needs, learning styles and expectations. It is therefore important that the nurse educators strive to enhance the overall learning experience by incorporating teaching strategies that engage students as active participants in the learning process. This study followed a quantitative, descriptive, exploratory and contextual research design in order to determine the activities, educational resources and teaching strategies used to facilitate active learning in a private nursing education institution. The target population was comprised of student nurses registered at the private nursing education institution. The data was collected by means of a self-administered questionnaire from 721 participants at learning centres throughout the country. The statistician used Statistica Version 12 to obtain both a descriptive and a statistical summary of the data. Descriptive statistics were used to describe the common features of the data used and the findings were discussed and summarized in tables and graphs. The ethical principles of informed consent, confidentiality and anonymity, beneficence, non-maleficence, veracity and justice have been maintained throughout this study. This study was conducted in one private nursing education institution in South Africa and only focussed on student nurses. The findings were that the greater majority of the students were encouraged to actively participate in the classroom. Students voiced their preference regarding the activities and teaching strategies utilized. There is disparity and inequality regarding the availability of educational media, resources and facilities. A variety of teaching strategies were utilized in the classrooms of the private NEI, but the use of technology based teaching strategies was limited. Information obtained from nurse educators could provide clarity on their use of teaching strategies to facilitate active learning in the classroom or at least highlight gaps in their knowledge that could help to facilitate training for nurse educators. Based on the findings of the study, recommendations for nursing practice, research and nursing education were made. The main recommendations for nursing education include the continuation of active learning activities given by the nurse educators in the classroom. Nurse educators to take cognisance of the students’ preferences and justify their selection of teaching strategies. The private NEI should ensure the availability and accessibility of educational resources, multimedia and facilities that are essential in teaching students to become self-directed, independent practitioners. Opportunities should be made available for nurse educators to attend seminars or workshops on the use of technology-based teaching strategies and undergo training in the utilization of different strategies that can enhance active learning. This could be included as a mandatory module of the nurse educators’ continuous professional development.

Submitted in compliance with the requirements for the Master’s Degree in Business Administration, Durban University of Technology, 2017. / Technology, student diversity, socio-economic factors, student attrition and retention has significantly affected the teaching and learning environment at university. A first-year student’s life is significantly affected by this changing environment and many first-year students at universities experience difficulties adapting to the new environment and being successful in their academic tasks. The aim of this study was to determine the factors affecting the motivation of first-year students in the Department of Construction Management and Quantity Surveying. The study used the quantitative method approach where questionnaires were given to the first-year students and the first-year lecturers (lecturing the first-year students). Questionnaires were administered to 126 first-year students comprising the target population but only 121 completed questionnaires were received. Findings from this study emphasise the need for lecturers to engage in alternate study methods, such as the use of the blackboard and visual aids to assist students. Students need to be adequately informed about the support systems available to them so that they can have a satisfying cultural, social and academic life. There was also a need for better equipped lecturing facilities. The absenteeism of students had a negative impact on the morale of lecturers. Absenteeism has a two-fold effect, in that it disrupts the morale of the lecturer as well as that of the students who attend class. The marketing strategy of both the Department as well as the university needs to be re-visited in terms of recruiting students and in particular the misunderstanding that exists amongst students regarding the different programme offerings. The above issues are critical to ensure a transformative higher education agenda and DUT’s strategic goals of engagement and student centredness. The study recommends that a greater extent of student centredness, student-lecturer engagement and innovative teaching and learning approaches could increase the motivational level of first-year students in the Department. / M

M.Ed. (Didactics) / In this study attention is paid to the use of technical college student evaluators of teaching..Specia! attention is focused on certain factors which influence students in their evaluation of the teaching skills of lecturers. The problem addressed, is the vital role played by vocational training in South Africa as a developing country. In the light of the acute shortage of skilled manpOwer, it is essential that vocational training, as practised at technical colleges, should function optiIllally. Lecturers at technical colleges can play an important role in this resPect and what is needed is a willingness on the part of both lecturers and organisations responsible for vocational training, to optimalise effective teaching and the concomitant successful learning by students. The aim of this study centres round an overview of literature regarding methods of teaching evaluation as applied locally and internationally, the identification of the possible influence of certain factors on the evaluation by students and the e,d:ent 1;0 which these factors apply ~o male and female students of different seniority levels at six technical colleges. In the study of relevant Literature , attention is paid to the aim and function of technical colleges. Certain indicators of effective teaching, as well as teaching evaluation are dealt with and special attention is paid to self evaluation, peer evaluation and evaluation by means of objectives. Evaluation of teaching by students is investigated in depth, together with factors which influence students in" their evaluation of teaching, such as humour, sex of student and lecturer, seniority of students, class siZe, enthusiasm and course content. The research group consists of full-time N4, NS and N6 technical and commercial students at six technical colleges on the witwatersrand and in the Pretoria area. The lecturers teaching these students are evaluated by means of a questionnaire.

M.Ed. (Computer-Based Education) / Lifelong learning is the process by which individuals consciously acquire formal, non-formal or informal education throughout their life spans for personal development or career advancement (European Commission, 2001:9). It is an important element in facing the challenges of globalisation, competitiveness and employment and is being increasingly recognised by countries such as the United States and those comprising the European Union as a means of helping people to acquire the knowledge, competencies, skills and confidence they need in order to participate fully in society (Kessels& Katus, 2003). Lifelong learning has become such an important process that governmental ministers for lifelong learning have been appointed, such as in Wales (Henry, 2000:24). Many adult learners have difficulty attending lectures due to factors such as distance from the educational institution, work commitments and the set time constraints of lectures. Increasingly, such students cannot afford the time entailed in taking traditional instruction (Quinn, 2001). Formal lifelong learning for these particular learners requires the flexibility of learning at the discretion of the learner in any location, such as at work or in their own homes, and at anytime - it must be time and space independent.

D.Ed. / This thesis is a report of a research project conducted in a Technikon within the higher education sector of South Africa. Teachers in this sector are facing major challenges due to the transformation of higher education, as well as the introduction of an Outcomes-Based Education (OBE) paradigm. Teachers thus need to adapt their teaching practice to include the principles and practices of this educational paradigm and are continuously required to improve their teaching practice to face the aforementioned challenges. This study was aimed at investigating how teachers could be assisted to improve their teaching practice. It primarily aimed at seeking a way to assist lecturers of the Technikon to improve their teaching practice, while it was hoped that I would also improve my own practice. An action research project was conducted during which I was planned, designed and implemented a teaching skills programme. Literature on teaching and learning, with specific emphasis on theories and approaches that support learners' meaningful learning, was reviewed. Furthermore, literature on staff development policies, approaches, practices and the OBE paradigm provided the theoretical foundation for the various phases in the action research project. After conducting a needs analysis to determine the perceived teaching needs of lecturers, all lecturers at the Technikon were invited to attend the teaching skills programme as a staff development initiative. Data of what was experienced, observed and learnt during the process were noted in my research journal. After I had analysed and interpreted the data gained I reflected on the experiences and learning, as well as on the value of the programme. From the research notes I learnt more about the participants, the programme and the process, while I learnt more about myself as a teacher and as a researcher. These reflections informed the findings, namely that insufficient focus is placed on teaching and learning initiatives. Furthermore, it was found that staff development policies did not seem to provide sufficient support for such initiatives. Literature indicated that these findings were not unique to the Technikon, but also seemed to be experienced in other higher education institutions. Based on the above findings it was concluded that teachers could be assisted in improving their teaching practice by focusing on their learners' meaningful learning and by continuously updating their teaching knowledge and skills. It was therefore recommend that staff development policies be revised and that teachers and managers in higher education refocus on the core business of higher education institutions, namely, teaching and learning. Finally, it was recommended that managers, teachers and staff development units accept coresponsibility for improving teaching practice in higher education and work in synergy to achieve this common goal. The co-responsibilities of role-players in academic staff development have been presented diagrammatically within a framework. The importance of all role-players taking their responsibilities is illustrated. The resulting coresponsibility amongst role-players is argued to emphasise the importance of synergy amongst them towards achieving improved practice. I argued that all three role-players needed to collaborate and support one another if they were "to move in the same direction" towards improved teaching practice. The scholarly contribution of this study lies firstly within my living theory, which is a culmination of the learning journey as well as the results thereof. My living theory of teaching practice and that of academic development is culminated into the framework.

This study locates the Blackboard Learning Management System as a Technology Enhanced Learning tool within the bounds of the discipline of eLearning and aimed to interrogate the use of Blackboard for the purposes of teaching, learning and assessment in large classes. It is evident from the literature reviewed that changes in both Higher Education in the South Africa with regards to policy and legislation in addition to international shifts towards increased access and participation in a fast paced, ever-evolving knowledge-based economy, providing the context for this work. The theoretical framework for this study is not unidimensional due to the fact that the educational field of eLearning as an area of specialisation draws on a multitude of theories in terms of their utility value for instructional design of courses utilising Information and Communications Technology as a mode of delivery. This study was conducted within the bounds of an interpretivist paradigm as the researcher sought to focus on the use of Blackboard and the experiences of the lecturers and students involved in the implementation thereof. The research design for this study took the form of a case study and a multiple case method was employed. The researcher collected data through personal interviews conducted with participating lecturers, while student data was collected by means of a qualitative survey which was conducted through the Blackboard Learning Management System. The data was analyzed by means of a thematic analysis, consistent with the interpretive paradigm chosen for this study. The findings of this study revealed that Blackboard was utilised effectively in order to facilitate communication, access to course resources and promoted more efficient assessment processes. The implementation was however not without challenges many of which were systemic and focused on the lack of resources available to the students. The implications of using Blackboard for teaching and assessment of large classes include the use of the Learning Management System as part of a multimodal method of course delivery in an effort to reach the multitude of registered students both conceptually as well as electronically. The recommendations arising from this study include consideration on the part of the faculty for a unified approach in the use of Blackboard for communication as well as deployment of resources. Additionally, this study may form the foundation of further studies in this field, with a focus on the active engagement and training of lecturers in order to integrate traditional teaching methods with blended learning opportunities.

This study investigated the use of interactive information technology in teaching at the University of British Columbia in early 1997, the factors influencing it, and the changes in the University associated with it. The use of interactive information technology in on- campus and distance education at UBC is largely limited to E-mail, World Wide Web, and to a lesser extent, CD-ROM. It seems to be a relatively recent development, the number of users of technology in teaching increasing only since 1994. Four factors in the broader external context are driving the use of interactive information technology in teaching at the University. These are: (1) demands on higher education for greater and more flexible access, as well as for technologically literate graduates, (2) the tight fiscal context in which the University operates, (3) the culture of information technology in Canadian and British Columbian society, (4) government policies on access, funding, and the use of technology in teaching. Within the University itself are two kinds of influence: actions by the university leadership and the changing attitudes of faculty. The leadership has put in place enabling initiatives in six areas: (1) infrastructure, (2) equipment, (3) internet access, (4) funding, (5) faculty development, (6) university publications. The attitude of faculty members towards the use of the technology in teaching is generally positive. This is different from what was found in earlier studies (Black, 1992). Given strong external pressures for the adoption of interactive information technology in teaching, given the existence of enabling structures and mechanisms from the university leadership, and given a marked increase in the favourableness of faculty attitudes, the question arises, why so little use seems to be made of the technology? A number of hindering factors emerge: (1) perceived or experienced pedagogical limitations of technology, (2) lack of time needed to learn or use the technology, (3) lack of professional reward for teaching by means of the technology, (4) lack of appropriate skills, and (5) lack of resources and equipment. There seem also to be three key organizational weaknesses in the technology-integration approach of the University. These are, (a) lack of coordination of the various initiatives, (b) a neglect of the motivational needs of faculty members, and (c) the assigning of technology responsibility to units that do not have academic policy-making authority. Despite the modest use of interactive technology, there are indications that the prospects for the use of interactive information technology at the University for both on-campus and distance teaching are strong. The study shows that the University of British Columbia generally manifests features and tendencies typical of trends in the development of contemporary universities, such as increasing acceptance of interactive information technology in teaching, increasing responsiveness to societal imperatives, growing government influence, and institutional restructuring. A number of implications for policy and for research arising from the study are discussed. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

This study examined the degree to which University of North Texas (UNT) instructors involved in Web-based instruction are implementing teaching strategies as identified in Chickering and Gamson's (1987) model, seven principles for good practice in undergraduate education. In addition, the study examined training received by instructors in developing and delivering a Web-based course and the relationships between their training and reported use of the teaching strategies in the seven principles. The study also examined the relationship between the number of Web-based courses taught and the use of the teaching strategies. Seventy-two surveys were distributed, with a return rate of 90.3%. Results of the first three research questions were as follows: (a) Self-taught (49%) and UNT Center for Distributed Learning (CDL) (31%) were the most frequently used types of training in preparation for teaching a Web-based course, whereas peer taught (17%) and conferences/workshops (3%) were the least used; (b) the average number of Web-based courses taught by the instructors was M = 8.26; and (c) the most frequently used principles were "Gives prompt feedback" and "Communicates high expectations." UNT CDL assists faculty with the development and delivery of online courses, offering a series of training courses to better prepare faculty to use Web-CT. The relationship between the training received and the instructors' reported use of the teaching strategies was examined using correlations and a MANOVA analysis. The correlations resulted in both positive and negative relationships between the four types of training and three of the principles. The MANOVA procedure found significant differences between self taught instructors and instructors that received most of their training through the CDL in relation to the principle "Respects diverse talents and ways of learning." The final research question examined the relationship between the number of courses taught and instructors' reported use of the teaching strategies, revealing that a positive correlation existed between the number of courses taught and four of the seven principles.

Orientador: Maria Carolina de Azevedo Ferreira de Souza / Dissertação (mestrado profissional) - Universidade Estadual de Campinas, Faculdade de Engenharia Mecanica / Made available in DSpace on 2018-08-04T01:55:54Z (GMT). No. of bitstreams: 1 Tovolli_EmiliaMariaGaspar_M.pdf: 9323304 bytes, checksum: c5257431fd050c758811860270a62c22 (MD5) Previous issue date: 2004 / Resumo: Este trabalho tem como objetivo identificar os fatores envolvidos no processo de busca de um padrão de qualidade em serviços e os limites de ações nesse sentido, quando desenvolvidas sem a base de uma ampla estratégia organizacional. Mais especificamente, por meio da descrição e análise dos esforços empreendidos na Faculdade de Ciências e Letras da Unesp - Campus de Araraquara, para elevação do nível de desempenho de seus servidores, procurou-se identificar a presença de fatores que interferiram na obtenção de um padrão de qualidade, a partir de um referencial teórico que abrange os conceitos de qualidade e as estratégias organizacionais de administração de serviços. Foi pesquisado o conjunto de ações implementadas com o objetivo de promover o desenvolvimento dos servidores, que incluiu a aplicação de um sistema de avaliação de desempenho, além de uma programação especificamente voltada à qualificação profissional. Os resultados da pesquisa podem ser sintetizados num conjunto de aspectos positivos e negativos. No primeiro, os registros das avaliações de diferentes áreas da instituição e do órgão local de recursos humanos, demonstram uma movimentação dos servidores direcionada à qualificação profissional, iniciativas de melhoria na organização do trabalho, entre outros. Os aspectos negativos referem-se a pouca orientação para o usuário na busca de um padrão de qualidade, indefinição do padrão de qualidade desejado, questões culturais que embora identificadas não foram objeto de uma intervenção objetiva e outros fatores relacionados à ausência de uma política de recursos humanos, que se configuram como espaços vazios sob a perspectiva de um sistema de administração de serviços. Finalizando foram apresentadas algumas sugestões visando contribuir com a Faculdade de Ciências e Letras na formulação de um sistema de administração de serviços que abranja o permanente desenvolvimento profissional de seu corpo técnico-administrativo, com vistas à obtenção de um padrão de qualidade / Abstract: The present work has as main goal to identify the factors involved in the process of searching for a quality standard in services and the limits of action in this sense, while developed without the basis of a wide organization strategy. More specifically, by means of description and analysis of undertaken efforts at "Faculdade de Ciências e Letras da UNESP - Campus de Araraquara" to improve the performance level of its servants, we tried to identify the presence of factors that interfere to obtain a quality pattern from a theoretical reference that involves the concepts of quality and organizational strategies on service administration. A research was made in the range of implemented actions focused on promoting the development of servants that included the application of an evaluation system performance, besides a programme specifically designed to professional qualification. The research results can be synthesized in a group of positive and negative aspects. In the first case, the evaluation data from the different areas in the institution and the local organ of human resources showed a servant's turnover directed to professional qualification and an initiative organization refinement of work organization, among other factors. The negative aspects refer to poor orientation to users in search of a quality standard, indefinition of a desired quality standard, cultural questions that, however identified, weren't the goal of an objective intervention and other factors related to lack of human resources politics, that are displayed as empty spaces on the perspective of a system. At last, an outlook of some suggestions were presented to contribute to the "Faculdade de Ciências e Letras" in the formulation of a service administration system that range the permanent professional development of its technical-administrative personnel, due to obtain a quality standard / Mestrado / Gestão da Qualidade Total / Mestre Profissional em Engenharia Mecanica

Prior to the Covid-19 pandemic, online learning was a contested issue within higher education. Advocates of online higher education saw it as a way to make college more accessible and affordable and bring high-quality education to those who might not be able to attend in-person classes. However, many faculty were skeptical or reluctant to teach online and in particular expressed concerns about increased workload, inferior learning outcomes, cheating, and losing connection with students. When the pandemic began, some argued that it would accelerate the acceptance of online teaching by faculty, while others argued the pandemic would reveal the weaknesses and limitations of online teaching. Overall, this study shows more support for the former than the latter. A plurality (49.3%) of faculty surveyed report that following the pivot to emergency remote teaching they have a more positive view of online education while 27.5% report no change and only 22.9% have a more negative view. Further, 55.1% report that they are more likely to want to teach online when their campus reopens. However, many faculty who expressed a more favorable view of online education also expressed reservations, for example that certain courses do not work well online or that certain students do not do well online. The concerns cited in the pre-pandemic literature including cheating, lack of connection and engagement, and increased workload for faculty all surfaced in this study. These are complex and challenging issues that can never be fully solved but should not be ignored if online higher education is to reach its full potential. / Educational Psychology