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The effects of teaching methods on undergraduates' academic performance : a case of Macao Tertiary Education Research Data System / 教學方法對大學生學習表現的影響 : 以澳門高等教育資料庫為例葛贇 January 2009 (has links)
University of Macau / Faculty of Education
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Publich policy analysis of academic ethics and corruption in higher education with reference to specific universities in Tshwane Metropolitan MunicipalityMokubyane, P. H. January 2015 (has links)
M. Tech. Public Management / The aim of this research is to test different opinions of whether there are instances of unethical and corrupt activities in Academic higher educational institutions in South Africa and to also discover the types of unethical behaviour and corruption taking place if any, in order to come-up with remedial measures. The participants in this research are the academic and administrative personnel. Participants are aware of what is expected of them by management within their different academic higher educational institutions. They can be able to detect instances of unethical and corrupt acts by their colleagues and these will allow them to make a valuable contribution in this research.
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Towards the establishment of an entrepreneurial culture at Eastern Cape Technikon : a strategy within the Department of Electrical EngineeringSitshinga, Mlungisi Martin January 2004 (has links)
Thesis (M.Tech.: Entrepreneurship)-Dept. of Entrepreneurial Studies, Durban Institute of Technology, 2004
viii, 102 leaves / The study examined the perceptions of the Eastern Cape Technikon (ECT) Department of Electrical Engineering (DEE) learners on entrepreneurship education as part of their curriculum, their learning styles and learning approaches. This was important in order for the researcher to devise teaching approaches and materials that would suit their learning styles and approaches. The study was therefore based on the assumption that changing from traditional to innovative learning and teaching approaches would motivate and better prepare learners to become entrepreneurs.
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The implications for educational practice of pedagogical versus andragogical orientations of teacher educators in BotswanaKasozi, Joseph Amooti 01 1900 (has links)
This research investigated the educational orientation of teacher educators in colleges of education in Botswana whether pedagogic or andragogic, and how they influence their educational practice. The methods of investigation were, a literature study of belief systems, andragogy and pedagogy as well as the nature of educational orientation, a survey of the educational orientation of teacher educators in Botswana using a structured Educational Orientation Questionnaire (EOQ) adopted from Hadley (Quam, 1998) and a semi-structured group interview to a stratified random sample of student teachers at two of the colleges of education. The results showed that most teacher educators in colleges of education in Botswana had a pedagogical rather than an andragogical orientation. They predominantly use educator-centred rather student-centred teaching methods. / Educational Studies / M Ed. (Didactics)
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The effect of class size on academic achievement at a selected institution of higher learningBakasa, Leah 12 1900 (has links)
The research design for this study was largely quasi-mixed methods as it focused on survey and phenomenology. The major reason for this study was to explore whether the number of students in any given class has any bearing on their performance and resultant achievement in the mediation of Applied Communicative Skills lectures. The research was largely qualitative, with only the section on student questionnaires being quantitative. The use of research-based practices was also explored. The descriptive findings which are a triangulation of the data gathered from the various instruments of data collection used in the current study pointed towards a conclusion that class size and school factors such as teacher effectiveness can influence student achievement. The present study reflects the need to consider professional development in the area of research-based instructional practices. / Educational Studies / M. Ed. (Didactics)
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Invloed van stres op die akademiese prestasie van die volwassene-leerder : 'n orto-andragogiese studie / The influence of stress on the academic performance of the adult learner : an ortho-andragogic studyLotz, Jan Willem 09 1900 (has links)
Summaries in Afrikaans and English / Text in Afrikaans / Stress is a complex and multi-dimensional phenomenon of which topical significance is
given at present. The aim of this study was to focus on the influence of stress on
academic performance of the young student. First, a comprehensive study of the
literature was undertaken in order to arrive at an understanding of the foregoing. An
overview of the nature, etiology and manifestation of stress, as well as how it is coped
with, is offered. Special attention was devoted to factors that cause the young student
to experience distress.
In addition the way in which the personal actualisation of the young student occurs, was
researched. From the research it appeared that owing to, among other things, the
experiencing of distress and inadequate personal actualisation, some young students are
in a situation involving need, which requires urgent and essential ortho-andragogic
guidance. Consequently, the ortho-andragogic responsibility of rendering aid within the
context of tertiary training was addressed.
Lastly, an empirical investigation of the correlation between distress and particularised
academically oriented issues was launched. Based on the findings and conclusions
arrived at during the course of the study and investigations, recommendations have been
made for future research. / Stres is 'n komplekse en veelvlakkige fenomeen wat in die huidige tydsgewrig van
aktuele belang beskou word. Die doel van die studie is om die fokus te laat val op die
invloed van stres op die akademiese prestasie van die jeugdige student. Ten einde tot
begrip van die voorgaande te kom, is daar in eerste instansie 'n omvattende literatuurstudie
onderneem. 'n Oorsig is gebied ten opsigte van die aard, etiologie, manifestering
en bantering van stres. In die besonder is gelet op faktore wat aanleiding tot
distresbelewing by die jeugdige student gee.
Benewens die voorgaande, is die wyse waarop die persoonsvoltrekking van die jeugdige
student geskied, nagevors. Uit die navorsing het dit geblyk dat sommige jeugdige
studente vanwee onder meer distresbelewing en ontoereikende persoonsvoltrekking, in
'n noodsituasie verkeer, wat orto-andragogiese begeleiding noodsaaklik maak. Gevolglik
is 'n blik op die orto-andragogiese aanspreeklikheid vir hulpverlening binne tersiere
opleidingsverband gewerp.
In laaste instansie is 'n empiriese ondersoek na die korrelasie tussen stres en verbesonderde
akademiesgeorienteerde aangeleenthede geloods. Na aanleiding van die
bevindinge en gevolgtrekkings waartoe daar in die loop van die studie en ondersoek
gekom is, ls aanbevelings vir toekomstige navorsing gedoen. / Teacher Education / D. Ed. (Orthopedagogics)
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Using E-learning to support IT education in a university environment a case study approachTaljaard, Marinda January 2003 (has links)
At the University of Port Elizabeth (UPE), the End User Computing course (EUC) acts as a service course for many departments. This implies that many students are forced by their curricula to register for this course. The ever-increasing numbers in EUC place a considerable load on existing human and physical resources. In lecture groups of 120 –160, students rarely get the attention they need, and the pace at which the content is delivered (too slow or too fast) may also inhibit the learning process. During an initial investigation into E-learning at UPE in 1999, a prototype virtual classroom was developed. There were, however, a number of problems with this prototype. Firstly, it was implemented using a number of different technologies, which made it difficult to extend and maintain. Secondly, it only addressed some aspects of an E-learning environment, which proved insufficient for the EUC course. In the existing EUC course at UPE, the students are already exposed to some E-learning concepts, as a section of their skills training component is handled by using multimedia software in a simulated environment. The objective of this project was to extend the E-learning component further to determine the advantages and disadvantages of using E-learning to support information technology (IT) education in a contact-university environment. This project included a literature search and survey of existing E-learning environments at other universities. This research was used to develop a draft framework for an E-learning environment. The framework was used to select a tool to create an E-learning environment at UPE. An experiment was designed using this E-learning environment to support two IT courses at different year levels. The results of the experiment were analysed using qualitative and quantitative methods to determine the impact of using E-learning to support IT education at UPE. The results of this research show that E-learning can be used to support IT education at UPE. More success, however, was achieved at postgraduate level than at first-year level. Making use of Elearning increased student satisfaction and promoted active learning, while providing benefits like convenience, communication, flexibility and scaffolding. We conclude, therefore, that E-learning can provide a flexible approach to IT education in a university environment in the future.
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Academic-Staff Rating Index (ARI) SystemMokole, Thapelo Godwin 06 1900 (has links)
Supervising students at a distance presents numerous social, mental, professional, and individual challenges on the student- supervisor relationship, and on the substance, progress, and conveyance. From the literature review, several tools and technologies are developed to improve academic quality; however, most of these tools and technologies focus on journal articles’ quality rather than student/supervisor relationships. This study aims to develop an academic rating index (ARI) that will show a supervisor’s review by students and provide an interactive forum. The application will serve as an academic supervision teaching-level index that provides an aggregated measure of supervisors’ past and current impact. Thus, the ARI aims to aggregate all academic supervisor ratings and the number of ratings that they received in the entire academic career to complement their citation index. The study will use quantitative coding and programming tools to ensure a good quality system in the development phase. The application and findings of the study contribute to academic service quality. / Operations Management / M. Tech. (Information Technology)
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Le rôle des pratiques des enseignants dans la constitution des savoirs enseignés, dans l'enseignement supérieurPhilippe, Jonathan 10 March 2007 (has links)
L’enjeu de la thèse peut-être situé à partir du domaine qu’on appelle aujourd’hui « pédagogie universitaire ». Dans ce domaine, une préoccupation majeure tient aux difficultés que rencontrent beaucoup d’étudiants, notamment au début des études supérieures. Ainsi, au sein d’une littérature désormais abondante, des recherches s’intéressent à l’origine sociale et au passé scolaire des étudiants, d’autres examinent leur attitude face aux études ou bien leurs stratégies d’apprentissage ou encore les dispositifs didactiques mis en place par les enseignants, etc. L’originalité de ce travail est d’entrer dans ce problème en s’interrogeant sur la nature des savoirs enseignés.<p><p>Le « savoir enseigné » se révèle d’emblée un objet difficile à cerner et même insaisissable :s’agit-il des paroles de l’enseignant, des supports écrits divers auxquels il confronte les étudiants ?Faut-il y inclure ce que les étudiants doivent accomplir par eux-mêmes ?Comment rendre compte de ce qu’il est ?<p>Ce problème conduit à affirmer qu’on ne peut identifier ni même simplement décrire un savoir sans référence à des pratiques. Il s’ensuit une analyse fine et rigoureuse de cette notion de pratique. Si cette notion doit beaucoup aux travaux que Latour et Stengers ont conduits à propos des savoirs et pratiques scientifiques, elle est reconstruite au regard de la spécificité de la pratique enseignante et permet notamment de décrire le processus de réappropriation que la pratique enseignante opère sur des objets et des savoirs qui lui viennent d’autres pratiques. Dès lors, ce que nous appelons couramment « savoir » n’est pas un objet qui aurait une existence propre et indépendante, mais il est toujours pris dans une pratique comme ce qui constitue une réponse pertinente aux contraintes dont elle est constituée. Ainsi le savoir enseigné est le produit d’une construction au sein de la pratique enseignante. On ne peut le concevoir comme un objet qui serait le résultat d’une transmission ou d’un appauvrissement par rapport à un autre objet qui lui préexisterait et qui serait le « savoir savant ».<p>Ces analyses ont un certain nombre d’implications :elles conduisent inévitablement à une ré-interrogation de la notion de transposition didactique. Elles remettent en cause la vieille, mais tenace dichotomie entre théorie et pratique.<p>Elles obligent à penser le savoir comme ce qui s’inscrit dans une pratique et qui est porteur d’enjeux pour ses acteurs.<p><p>Pour appuyer ces considérations, la thèse contient le compte-rendu de l’observation de l’intégralité de huit cours d’enseignement supérieur (pris à l’université, dans l’enseignement supérieur court et dans la formation continue). Il s’agit, dans cette partie empirique, de mettre à l’épreuve les concepts construits et de voir, sur un ensemble d’unités d’enseignement suffisamment ouverts, s’ils sont assez précis pour rendre compte à chaque fois de la spécificité de la pratique enseignante et du savoir enseigné.<p>Ces huit études de cas conduisent à poser un problème didactique fondamental :sachant que l’étudiant ne peut porter intérêt à un cours que s’il fait l’expérience des enjeux auxquels le savoir enseigné peut répondre, comment lui faire partager ces enjeux ?Cette question conduit à un examen critique de la notion de « situation-problème » et à une ouverture des formes possibles de problématisation, mais également à proposer le concept de « dramatisation » pour désigner les infinies manières de faire partager aux étudiants les enjeux d’un savoir.<p><p>Il s’ensuit qu’on ne saurait concevoir de méthode pédagogique ou didactique qui pourrait « s’appliquer » indifféremment à n’importe quel contenu de savoir, puisqu’à la fois la dramatisation d’un savoir ne peut s’envisager indépendamment de ce qu’il est ni indépendamment des pratiques de l’enseignant, et qu’en retour il ne saurait y avoir de savoir enseigné qui préexisterait à la pratique d’enseignement. / Doctorat en sciences de l'éducation / info:eu-repo/semantics/nonPublished
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Student-Ready Critical Care Pedagogy: Empowering Approaches for Struggling StudentsCollins-Warfield, Amy E. 26 August 2022 (has links)
No description available.
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