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[pt] Este projeto de pesquisa tem como tema a evasão de alunos em cursos de Educação a distância online - EaD online, na modalidade de educação continuada. O objetivo é identificar como o design, uma área tida como interdisciplinar e capaz de transitar por diversos campos do conhecimento, pode contribuir com a criação de estratégias e cursos online que atendam às necessidades dos alunos a fim de buscar formas para reduzir a evasão nesse modelo de curso a distância, em que todo o material é disponibilizado de forma digital e que as atividades podem acontecer de forma assíncrona, com aulas gravadas para que o aluno assista na hora que quiser, e síncrona, com aulas ao vivo com data e hora marcadas. A pesquisa tem cunho descritivo, com abordagem qualitativa, e inclui estudo de casos de cursos online de uma instituição de ensino voltada para a educação continuada de médicos que buscam se aperfeiçoar em Nutrologia. A metodologia proposta para a pesquisa inclui técnicas de entrevistas semiestruturadas para coleta de dados a fim de identificar os motivos da evasão, descrição da experiência de alunos e professores no Ambiente Virtual de Aprendizagem (AVA) e, por meio de propostas de design envolvendo ações que possam ser implementadas, reduzir a taxa de evasão nessa modalidade de ensino. / [en] This research project is a study about how design strategies can contribute to reduce student dropout rates in online continuous education courses. Due to its interdisciplinary nature and ability to navigate among many fields of knowledge, we elaborate on the importance of including a designer in the online strategies and course creation process from its conceptualization. We argue that the designer s role is linked to understanding the pedagogical objectives of the course, the students profiles, and extends to mediating interactions and promoting collaboration among team members to translate concepts and needs from different areas into visual and functional solutions in online courses. The research adopts a descriptive approach with a qualitative focus, incorporating case studies of online courses from an educational institution focused on the continuous education of physicians seeking to specialize in Nutrology. The proposed research methodology includes semi-structured interview techniques for data collection to identify reasons for dropout, describe the experiences of students and teachers in the Virtual Learning Environment (VLE), and, through design, propose actions that can be implemented to reduce the dropout rate in this mode of education.

Syfte Syftet var att genomföra en nationell kartläggning och beskrivning av trauma- och katastrofmedicinska utbildningar för sjuksköterskeutbildningar på grund- och avancerad nivå. Bakgrund Regeringen har gett Socialstyrelsen i uppdrag att göra en systematisk genomgång av traumavården i Sverige och Kunskapscentrum katastrofmedicin Umeå har fått i uppdrag att se över den formella utbildningen i sjuksköterskeutbildningen på grund- och avancerad nivå nationellt. Metod En enkät skickades till samtliga 25 lärosäten som bedriver sjuksköterskeutbildning och till 47 specialistsjuksköterskeprogram med inriktning mot ambulans-, anestesi, intensivvård- eller operationssjukvård. Enkäten bestod av 19 frågor gällande lärosätets trauma- och katastrofmedicinska utbildning. Resultat Alla 25 sjuksköterskeutbildningar och 43 specialistsjuksköterskeprogram svarade på enkäten. Efter analys framkom att trauma- och katastrofmedicinsk utbildning ingår i olika i grad och med varierande innehåll vid de olika lärosätena. Slutsats Utbildningar på grund- och avancerad nivå bör ses över för att kunna säkerställa en nationellt likvärdig och tillräcklig utbildning i trauma- och katastrofmedicinsk vård.   Nyckelord: Trauma, katastrof, kurser, utbildning, sjuksköterskeutbildning / Purpose. The aim was to conduct a national survey and a description of trauma and disaster medical training courses for nurses at the undergraduate and graduate levels.   Background. The government has given the National Board of Health and Welfare an assignment to conduct a systematic review of trauma care in Sweden. The Center for Disaster Medicine at Umeå University has been commissioned to review the formal trauma and disaster education in nursing education at the undergraduate and graduate level nationally. Method. A questionnaire was sent to all 25 universities engaged in nursing education and to 47 specialist nursing programs within the ambulance, anesthesia, intensive care and operating theater nursing care. The questionnaire consisted of 19 questions regarding the university´s trauma and disaster medical training. Results. All 25 nursing and 43 of the specialist nursing programs responded to the survey. The analysis showed that trauma and disaster medical care were provided in various degrees and with various content at the different institutions. Conclusion. Nursing programs at undergraduate and graduate levels should be reviewed further in order to ensure a nationally equivalent and sufficient training in trauma and disaster medical care.   Keywords: Trauma, Disaster, Courses, Training, Nursing education

This dissertation provides initial empirical evidence for Expectancy Value Theory for Help Sources and generates design recommendations for online courses based on the newfound understanding between theory and student behavior. My high-level research goals are pursued in the context of help seeking in the presence of reputation systems in MOOC discussion forums. Educational technology can be intentionally designed and introduced in such a way as to maintain the benefits of existing technology while reducing negative impact on learning-relevant behaviors. I do this through the lens of student expectancy and values for the help source, and costs of pursuing that help. Within this thesis I present three online survey experiments, one is intended to provide empirical evidence for the connection between Expectancy Value Theory for Help Sources and student help seeking outcomes. The remaining two survey experiments are designed to further investigate the results of a system for help exchange through the lens of Expectancy Value Theory for Help Sources. The first survey supports the existence of beliefs for help sources, although careful design of value manipulations is necessary to isolate value beliefs from expectancy beliefs for the help source. In a field experiment investigating the design of a help exchange system, I explore the connection between common reputation system features and Expectancy Value Theory for Help Sources. This provides support for the theory outside of a controlled laboratory setting. This Quick Helper MOOC Experiment and the supporting Quick Helper Theory Survey Experiment show that voting within a reputation system context decreases the number of peers invited to be helpers possibly through an increase in evaluation anxiety. Help giver badges ca reduce this evaluation anxiety and mitigate the negative impact of voting. I performed a final field experiment in a small private online course to examine these issues in a more naturalistic setting outside of the Quick Helper help exchange system. I explored learning expectancy-emphasizing email prompts and voting in the course discussion forum, and how these manipulations impacted larger, more nuanced dependent variables such as help seeking and learning. Results from this experiment are not as strong as the more tightly controlled survey experiments and Quick Helper MOOC field experiment, but we still see support in the general direction of our original hypotheses. From these experiments I generate a series of design recommendations for instructors of online courses implementing discussion forums: (1) reputation systems can have a positive effect on student engagement in discussion forums, but there may be a negative effect on help seeking and other vulnerable learning-relevant behaviors, (2) The negative impact of evaluation anxiety from voting can be mitigated through the use of either help giver badges or using only upvoting instead of up/downvoting which may reduce evaluation anxiety, and (4) Email prompts with dilute implementation have questionable impact on student contributions in discussion forums.

Thesis (MBA)--Stellenbosch University, 2005. / ENGLISH ABSTRACT: The purpose of this study project was to research different consulting courses with the primary goal to identify a general framework to be used for a consultancy course. This framework will also serve to expand and support the current consultancy course used by the University. The initial goal was to get an understanding of the different skills required of a successful consultant. Secondly, to identify a general framework the consultant can use to understand a business problem, to solve it and to implement the solution successfully. Ultimately this study project was to expand upon these skills and framework to increase the consultant's cumulative knowledge. Resistance and change were focused upon with the goal of giving the consultant a set of skills to lead successfully. The skill of negotiation, identified by several sources as an integral part of consultancy, was also discussed in detail. The framework that has been identified is comprised of information gathering, problem identification and solution, feedback to the client, scope, priorities and estimates and lastly, implementation and engagement. Several sources have been identified to support the consultant in finding further information to ensure successful consultation endeavors. / AFRIKAANSE OPSOMMING: Die doel van hierdie studieprojek was om verskillende konsultasie kursusse te ondersoek met die primêre doel om 'n raamwerk te identifiseer wat gebruik kan word vir 'n konsultasie kursus. Dit sal dan ook dien as uitbreiding en aanvulling tot die huidige konsultasie kursus wat deur die Universiteit aangebied word. Spesifieke doelwitte was om eerstens die vaardighede wat suksesvolle konsultasie vereis, te verstaan. Tweedens was dit om 'n algemene raamwerk te identifiseer wat die konsultant kan toepas om 'n besigheidsprobeem te verstaan, op te los en om die oplossing suksesvol te implementeer. Die verdere doel van hierdie studieprojek was om dan verder uit te brei op daardie vaardighede en raamwerk om die konsultant te ondersteun gedurende projekte. Daar is klem gelê op die proses van verandering en weerstand met die doel om die konsultant te help om dit suksesvol te lei. Die vaardighede van onderhandeling, wat deur verskeie bronne as 'n integrale deel van konsultasie geïdentifiseer is, is ook bespreek. Die raamwerk wat geïdentifiseer is, is om inligting in te samel, probleme te identifiseer en op te los, terugvoer aan die kliënt, omvang, prioriteite en benaderings en laastens implementasie. Verskeie bronne vir selfstudie is ook geïdentifiseer om die konsultant te ondersteun om verdere kennis op doen om konsultasie projekte suksesvol te voltooi.

The current research aimed to identify the main factors that affect students’ performance in web-based courses in a university in Jordan. In order to achieve this goal the current research design employed a mixed methods approach in that it embraced an exploratory approach in the first phase and moved to an explanatory approach in the second phase. The exploratory phase consisted of conducting four group interviews with students enrolled in web-based courses at the Accounting Department at the Faculty of Economics and Administrative Sciences and one group interview with Accounting instructors. While the explanatory phase employed a quantitative method (questionnaire) to examine the study’s proposed models. Astin’s Input-Environment-Outcomes (I-E-O) guided the current study’s framework to investigate factors that may influence student performance in web-based courses. Input variables were computer experience, student attitude toward web-based learning, self-efficacy, motivation, and prior performance. Environmental variables included student perceptions of the interaction of instructors; use of technology; and participation in the online learning environment. Data was gathered from a survey of 461 undergraduate students enrolled in two web-based accounting courses at the Hashemite University in Jordan. The most important contribution of the current study is that it conducted the analysis in the context of a developing country (Jordan). Therefore, this study will fill the gap in the literature regarding the effect of using web-based learning on student performance in Jordan and will provide the basis for further research in developing countries on student performance in web-based learning. The study also adds to collective knowledge of the effects of e-learning by adding a case study set in a new context to the existing range of studies. In doing so it broadens the scope of research on e-learning effectiveness. The results indicated that the study’s model was valid and fit the data and it was reasonable to test the model in terms of path significance. The study explained 73% of the variance in student performance, but only 3% of the variation in change in performance was explained. The findings of the current research revealed that input variables (particularly prior performance and student attitudes toward web-based learning) were the most significant, direct input factors affecting student performance. In addition, it was found that environmental variables (particularly student participation in web-based courses and student perceptions of the interaction of their instructors) also had a significant direct effect on student performance. These findings underline that it is not the technology used in the learning process that makes a difference in student performance in web-based learning, but it is instructor interactivity and the pedagogy used in teaching the Accounting courses at the Hashemite University. This is not to say that technology is unimportant or that it can be ignored. However, the functionality, usability and reliability of e-learning technology have rapidly improved to the point where questions of how it is deployed and exploited become more important than what it is capable of doing.

Student Success continues to be a topic of great interest in the Higher Education Literature. Fifty percent of those students who enter a four-year institution actually graduate and 25 % of first year students do not persist into their second year in college. First-year success courses and peer mentoring along with other programming strategies have been developed to improve retention and success for college students during their first-year of college. This study explored how college students from nine different institutions defined college student success. In addition, students from these institutions were surveyed to find out how and if first-year success courses and/or peer mentoring contribute to college student success. Follow-up interviews allowed for a deeper understanding of how first-year success courses and peer mentoring contribute to college student success. The study found a new comprehensive definition for college student success. Also, first-year success courses and peer mentoring do have positive relationships with college student success however, they also have some shortcomings that were identified in this study.

The term technology indicates the process where knowledge, skills and resources are applied to identify human problems and needs and to solve it through analysis, planning, manufacturing, implementation and evaluation. Technology education of the learner is important because it becomes necessary for all people to become technological literate to be able to solve problems, to understand and use technology responsibly and to show appreciation for the interaction between man, technology and the environment. Technology is a relative new learning area that was implemented in the curriculum of the Intermediate and Senior phase. The problem is that educators, who received training before the implementation of this learning area, are not specifically trained for this learning area. These educators are specialized in other subject disciplines than the one needed for the teaching of technology. It is important for educators to have adequate subject knowledge and skills, as well as subject specific pedagogical knowledge and skills to teach the subject effectively. Qualified educators can be retrained in a new subject field by attending in-service training courses. In-service training in the South-African school system is currently uncoordinated. is done in an ad-hoc way and is not regarded as part of the professional development of educators. It is especially short courses that show shortcomings with regard to the needs of the educators, time available and form of training. Educators who do attend in-service courses experienced problems to implement the new knowledge and skills in the school situation, due to a lack of support. The need for a comprehensive short course model based on the specific needs of learning area technology teachers was identified. A situation analyses where learning area technology subject advisors as well as the learning area technology teachers were involved, were done, after which a model was presented. The model is based on four variables, namely context, process, strategy and structure, and content. These four variables determine the further development of the model and influence the outcomes, design, implementation, evaluation and closing. Central to the model is the reflection that is integrated with each phase of the model. Through critical reflection problems in each phase can be identified in time after which the necessary adaptations could be made. This will contribute in making sure that training is still done according to the specific participants needs and that it is done as effectively as possible. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2006.

Often academic departments have little knowledge about the course content that is presented by similar departments at other universities. This study aims to investigate the economics curricula offered by South African universities in order to contribute to the quality and content of the economics courses. International best practices with regard to the structure and content of, as well as the logistics behind an economics curriculum are identified, and the economics curricula offered by South African universities are compared to these international best practices. This study is attempted through gathering of available open source information as well as conducting a survey study to determine the status quo situation with regard to various issues relating to the economics curricula offered at South African universities. In terms of the structure of an economics curriculum, a benchmark tree structure is drawn from international best practices. To compare the structure of the economics curricula offered by the South African universities included in this study to international best practices, a tree structure of each university's curriculum is drafted in the same format as the benchmark tree structure. These tree structures are used to determine how each university's curriculum complies to international best practices. The textbooks that are used in a course are thought to be an indication of the content of that course. Therefore, the textbooks that are used by the different universities in each course are indicated in this study. With regard to the logistical aspects of an economics curriculum, e.g. student/lecturer ratios, the actual situation at most universities differs substantially from international best practices. International best practices suggest class sizes of no more than 25 students. Student-lecturer ratios in economics courses offered by South African universities are far remote from this. / Thesis (M.Com. (International Commerce))--North-West University, Potchefstroom Campus, 2007.

A spatial hedonic model was constructed for a lakefront golf course community in South Carolina. Geographic information system (GIS) analysis classified 589 vacant lots into eight different view categories including golf course, mountain, and lake views. The OLS results confirm a hierarchy in the pricing of views with premiums ranging from 42% to 54% for golf course views, 94% to 133% for lake views, and 131 %to 305% for lakefront lots. Spatial variables including the slope of a lot, length of shoreline, and proximity to the lakeside village were also found to be statistically significant variables influencing the value of the property. Other spatial variables were found to be statistically insignificant including view aspect and length of golf course frontage. Tests for spatial autocorrelation were conducted for the 589 properties utilizing spatial lag and spatial error models. Both spatial models were statistically superior compared to the original OLS model. The diagnostic tools indicate that the modeling of the spatial errors using a maximum likelihood framework produces a statistically significant model that improves goodness-of-fit indicators compared to an alternative spatial lag model. These results confirm the importance of modeling spatial errors. The period of study, from 2000 to 2010, was a decade of turbulence in the real estate market on Lake Keowee. The empirical evidence indicates the emergence of a speculative bubble that reached its crescendo in 2005/2006 with median real estate prices doubling in a five year period. This study examines the role of launch marketing tactics as a price amplifier by creating an urgency to buy in response to a systematic increase in property prices and simultaneously limiting supply by restricting lot sales to 30% of reservations. Finally, the study illustrates that the construction of golf courses is no panacea to the problems confronting today's residential real estate developers. The results suggest that communities based on waterfront properties may have greater potential price growth in strong markets and resiliency in weak markets. Further research is warranted to understand the changing role of golf courses in the 21st century.