This project study addressed the problem of a decline in retention of students at a local allied health college. The need for allied health professionals is projected to exceed the availability by 2020, so it is important to identify strategies to help allied health students succeed. The purpose of this case study was to explore perceptions of students and faculty about motivating factors and learning strategies that foster successful progression in allied health programs. Ryan and Deci's self-determination theory, focused on the relationship between motivation and success, served as the framework for the study. Research questions addressed intrinsic and extrinsic factors that students and faculty identified as significant in motivating successful completion of core courses. Data collection included information from the college effective plan from the research site and face-to-face audio-recorded interviews with 10 allied health students and 5 faculty. Students were 18 years or older and enrolled in at least 1 core course in an allied health program; faculty taught at least 1 core course with at least 1 year of experience with allied health students. Interview data were analyzed through open coding to identify themes related to motivating student success in core courses. Significant motivating factors included improved quality of life (intrinsic) and a supportive learning environment (extrinsic). Motivating strategies for student success were active involvement in the learning process and hands-on learning. Findings from the study guided development of a 3-day learning community designed to support student success in core allied health courses. Positive social change may be impacted by motivating allied health students to succeed in order to meet the health care needs of clients.

Students' motivation has been identified as a critical factor for meaningful engagement and positive academic achievement in various educational settings. In particular, self-regulation strategies have been identified as important skills in online learning environments. However, applying self-regulation strategies, such as goal setting, strategic planning, and reflect performance takes significant effort. Without motivation, students will not enact these types of strategies. Autonomous self-regulation has been investigated in traditional classroom settings and there is ample empirical evidence of a significant relationship between autonomous self-regulation and engagement and academic achievement. However, such research was limited in online learning environments. The purpose of this study was to investigate the factors that affected students' autonomous or self-determined forms of regulation as defined in self-determination theory (SDT). The study examined the relations between students' self-regulated motivation and four other variables (students' interests in the course, students' perception of their instructor's interaction type, students' technology self-efficacy, and students' perception of the degree to which their online learning environment used constructivist-based pedagogy), and the interactions among these variables in college online courses. In addition, the study examined the relationship between students' autonomous forms of regulation and their engagement, learning achievement, interaction behaviors, and satisfaction in the online course. For students' interaction behaviors, the total number of authored and read messages, the total number of visits to the content page, the total number of visited topics in the content page, and total duration spent in the content page were examined. One hundred forty students in 19 online courses participated in this study. The results of hierarchical linear modeling analyses revealed: (a) Both environmental factors, instructors' autonomy-supportive interaction and learning environments using constructivist-based pedagogy predicted students' autonomous self-regulated motivation (b) Students' autonomous self-regulated motivation predicted students' self-reported engagement, achievement, and satisfaction (c) Two personal factors, interest in the course and technology self-efficacy did not predict students' autonomous self-regulation (d) Students' autonomous self-regulated motivation did not predict any interaction behaviors. The findings from this study are largely congruent with prior theory and research in the fields of academic motivation, self-determination, and online learning, which note that environmental factors, instructors' autonomy-supportive interaction and constructivist-based pedagogy significantly affect students' autonomous self-regulation in online learning environments.

Com base em estudos qualitativos e levando em consideração o contexto político, social, educacional e cultural da cidade de São Paulo nas décadas de 1950, 1960,1970 e 1980, esta tese aborda e discute aspectos relevantes da existência do Iadê - Instituto de Arte e Decoração (de 1959 a 1987), notadamente o ensino de projeto em seu Colégio Técnico de Desenho de Comunicação.Pretendemos resgatar historicamente o instituto, sobretudo em suas relações com o campo do design paulistano, com base em relatos de ex-alunos, ex-professores, ex-dirigentes e ex-funcionários e na análise de documentos de arquivos pessoais e institucionais. A abordagem da estrutura pedagógica do Iadê foi estudada no paradigma interpretativista. A pesquisa é organizada em seis partes principais: a primeira concentra-se no contexto cultural, social, industrial e econômico da cidade já estabelecida como grande metrópole; a segunda é voltada para o âmbito educacional, envolvendo os cursos livres, técnicos e superiores existentes no campo das artes visuais, da publicidade, da decoração e da comunicação visual; a terceira destaca a implantação do Instituto de Arte e Decoração, seus fundadores e a estrutura conceitual de seu Curso de Decoração a partir de 1959; a quarta, trata do conceito pedagógico do Colégio Técnico de Desenho de Comunicação em sua trajetória, de 1969 a 1987, e do perfil dos estudantes e professores que ali atuaram; a quinta parte aborda o ensino de projeto aplicado e, por fim, a sexta traz uma reflexão sobre a trajetória cumprida pela instituição, suas conquistas, seu legado e as causas de seu desparecimento prematuro. / Based on qualitive studies and taking the 1950s-1980s political, social, educational and cultural context in São Paulo city into consideration, this doctoral thesis discusses the Iadê - Instituto de Arte e Decoração (1959-1987) relevants aspects, notably the project teaching at its the Technical High School of Communication Design. We intend to rescue historically the Iadê, above all its dealings with the design field in São Paulo, according to former students and past staff (teachers, employees and directors) reports and to analysis of personal and institucional data archives. The approach of Iadê pedagogical structure was studied under the paradigma interpretativist and the the surch was organized under six parts: the first one focuses in cultural, social, industrial and economic context of the São Paulo city already established as a metropolis; the second one is aimed at educational scope involving the free, technical and colleges courses in the visual arts, advertising, decorationg and visual communication fields; the third one underscores the Aidê implantation, its founders and the conceptual estructure of its Decoration Course (1959); the fourth part concerns the Technical High School of Communication pedagogic concept in its trajectory, from 1969 to 1987, and the its past students and teachers profile; the fifith part approaches the teaching of project apllied there; and the last part presentes a reflection about the Aidê trajectory, its achievements, its legacy and the its premature extinction.

This study involved examining differences and similarities between the learning environment perceptions of students attending the Computer Science department and the Management department at an information technology university in Jakarta, Indonesia. In doing so, the study investigated which types of learning environments were most likely to strengthen student outcomes in computer-related courses and identify ways in which the university could enhance the teaching and learning process.The study examined whether relationships exist between students' cognitive and affective outcomes and four productivity factors: the learning environment; the quality of teacher-student interactions; students' aptitude; and students' motivation to select their chosen subject. To measure the four productivity factors, 422 students from 12 classes were asked to respond to four questionnaires that were modified to suit tertiary-level computing students: (1) the What is Happening in this Class? questionnaire (WIHIC) to measure students' perceptions of the learning environment, (2) the Questionnaire on Teacher Interaction (QTI) to measure students' perceptions of the student-teacher interaction; (3) the Test of Logical Thinking (TOLT) to measure the students' aptitude; and (4) a scale that was developed to measure students' motivation towards their course. To measure students' cognitive outcomes, information was retrieved from the university database and, to measure students' attitudes towards their computer-related subjects, four modified scales from the Test of Science Related Attitudes (TOSRA) were used.Each of the instruments was found to be valid and reliable in the Indonesian language for use at the university level in terms of factor structure, internal consistency reliability, and ability to differentiate between the perceptions of students in different classrooms. These instruments ++ / provide a, means by which lecturers can monitor their classroom environments, their lecturer interaction behaviour and their students' logical thinking, motivation and attitudes. Generally, it was found that computer science students perceived the classroom environments more favourably than management students. These findings related to departmental differences at the university level provide insights into how students from different departments perceive the learning environment. Also, the study pointed to departmental differences in students' logical thinking which could influence the types of learning environment that suit students from different departments. Departmental differences in students' perceptions of the lecturer-student interpersonal behaviour suggest that lecturers should take note that the personal relationships which they build and the ways in which they treat students.

Research and literature on teaching adults primarily discusses longer courses within the sphere of formal education, that is formal tertiary education and non-formal education (typically work-place or work-related learning). While both these fields provide a rich source of general information, it is difficult to find research texts that specifically deal with teaching adults in a seminar environment, that is, a planned, one-off learning event ranging in length from three hours to two days. While some research has focused on Thai culture in general and the nature of Thai university teaching in particular, very little has been published concerning the teaching of Thai adults, whether in a formal setting such as a university or college, or in a non-formal, work-place or work-related setting. This research reflects an effort to compensate for this pronounced lack of research in teaching adults in a short course environment and the paucity of research on teaching Thai adults. Using a case-study method, fifteen Western or Western-educated Thai trainers in the Thai short-course market were interviewed to determine the characteristics of an effective short-course trainer instructing courses in English. Based on a semi-structured interview format, with questions framed from the literature review, eight key characteristics were determined that reflect the qualities of an effective trainer in the Thai market. Centered on the vital role played by trainers' knowledge of the participants and their culture, the characteristics identified by the research highlight the need to foreground key aspects of participant culture when planning and presenting a short course in the Thai business community. While content expertise and teaching skills remain important, the key to effectiveness lies in acquiring and skillfully applying a knowledge of participants that goes beyond needs analysis to include a generic knowledge of the social norms that identify Thais as a cultural group throughout the training process. The eight characteristics are discussed in detail, and while some aspects of these are consistent with the conventional wisdom discussed in the literature review, most arose from the analyses of comments provided by the interviewees. This discussion leads into a number of recommendations for new trainers in this market and concludes with insights into further areas of study that could prove useful in Thai and other cultures, and for educators involved in short- or long-course events.

This study investigated whether a predictive tool developed by authors in the United States (Konvalina, Stephens and Wileman) could be used with University students in Australia (in particular the Australian Capital Territory) to predict their success in first year University computing courses. It also investigated the effect of demographic and past academic factors in conjunction with, and instead of the predictive test. The study examined differences in performance between male/female students, English as a Second Language (ESL)/non-ESL students and full-time/part-time students. It also examined the effect of all the above factors on the continuing success of students in the course. While significant differences in first-time performance were found between ESL and non- ESL students, no differences were found between the other pairings. No differences were found between any of the groups in the continuing success in the course. The KSW Test, while being an indicator of first year success, was not a strong enough model to be able to be used as a predictive tool. The demographic and previous academic data from students recently at High School, in particular, the Tertiary Entrance Score, level of mathematics studied, and previous computing study, were found to be more useful as an indicator of success in fust year, explaining 53% of the variation in h a 1 unit score. In addition, 67% of the variation in continuing success in their course was also explained by the Tertiary Entrance Score, ASAT verbal and ASAT quantitative scores.

The increasing number of non-English speaking background (NESB) students (from both Australia and overseas) has led to concerns about the appropriateness of English as a Second Language (ESL) courses at upper secondary level as a preparation for tertiary study. These concerns have been voiced at both upper secondary and tertiary levels. It appears that NESB students' English language levels at Year 12 are a critical factor in determining whether or not they will succeed at tertiary study. On the other hand, they at times achieve high levels of competence in mainstream subject areas which are not reflected in their ESL results. Several other factors may also affect NESB students' tertiary success rates e.g. language and cultural background, and length of time in Australia. In addition, the responses of tertiary institutions to such students and their needs may be of importance. This study surveys the backgrounds and success rates of NESB students from an ACT secondary college who moved into tertiary study programs. It investigates their results in their Year 12 Certificates and traces them through three years of tertiary study. In doing so, the study identifies certain factors which appear to impact upon the students' success rates. Results obtained may prove beneficial to ESL service providers at upper secondary level. Furthermore, tertiary institutions may find such an analysis helpful in assisting them to develop appropriate approaches to meet the needs of this particular group of students.

The purpose of this study was to examine some of the interrelationships between innovation in nursing education, professional attitudes and wastage from nursing. Five groups of students who participated in innovative nurse education courses in A.C.T. hospitals in the 1970's were surveyed by a self administered questionnaire which gathered biographical data as well as attitudinal information. Their responses were compared with those of students who had undertaken a traditional nursing course at an A.C.T. hospital in the same period. The findings of this study suggested that the instrument used may provide a better measure of satisfaction with nursing than of professional attitudes. One of the unexpected findings from the survey which suggested the need for further study was that many of those who had undertaken further nursing study indicating apparent commitment to continuing education in a chosen career would not encourage others to enter nursing. Another was that those who indicated greater career choice commitment may in fact be those who felt unable to obtain alternative employment. It was found that innovation in hospital based nurse education courses attracted different people and produced graduates with different attitudes to professional issues,who followed different career pathways compared to graduates of traditional nurse education courses. Innovative courses appear to have attracted older and better qualified entrants and to have increased the likelihood of graduates being promoted. Respondents from the innovative courses showed increased interest in continuing education and Professional Association activity than their control group colleagues. They were more frustated with the traditional role of the nurse as the selfless, dedicated worker and were less commited to their career choice, overall these findings perhaps indicated a level of dissatisfaction with nursing higher in the innovative course graduates than in the control group. These findings may support Brief's contention (1976) that expectations raised during the educational process, if not fulfilled, will lead to wastage. wastage from nursing was intimately linked with dissatisfaction with work conditions in nursing. Those who had permanently left nursing had more frequently left for work related reasons and undertaken non-nursing study than those who had left and returned or who had never left. Those who left for work related reasons were less likley to return and less likely to choose nursing again if given the chance than those who left for other reasons. Findings about the institutionalisation of innovation in nursing education were difficult to identify with certainty, since time lapse alone could explain many of the findings. Attitudes to the Professional Association were more favourabe in respondents from the later intakes into the innovative courses than from the earlier. Given the recent increases in industrial activity in nursing, this finding is consistent with time lapse. Later intakes also demonstrated greater commitment to continuing education than earlier. This too can probably be explained by the greater availability of such facilities in more recent times. In a period of shortages of nurses prepared to work in the health care facilities of Australia, and of changes in the educational preparation of nurses, the findings of this study relating to attitudes and wastage should be used as the basis for future workforce planning.

In 1976, following the recommendations of the Campbell Report, school-based course development and assessment replaced the New South Wales Higher School Certificate courses and public examinations. Under the auspices of the A.C.T. Schools Authority, the A.C.T. Accrediting Agency took control of administering the new system. Nine years after the system was introduced, the benefits of the new system were very clear in the area of English curriculum at Years 11 and 12 level. To a considerable degree, the hopes of the Campbell Report have been fulfilled in terms of providing students with greater freedom of choice and flexibility in the selection of options in an English course composed of a number of term or term equivalent units. Assessment instruments have become much more wide-ranging. Teacher/student relationships have become less authoritarian. Teaching strategies and learning approaches have generally made students more active participants in the learning process. The field study drew heavily on English course documents in the senior secondary colleges, presenting an overview of the workings of the English curriculum. Because courses are being continually reaccredited, it was necessary to set the curriculum overview at a particular time, in 1984. As the A.C.T. is a small education system in Australian terms, it was possible to gain some concept of the whole picture, although 428 term units is not an inconsiderable number. The field study, because of its significant data base, poses more questions than it answers. It does, to a degree, present "what is", or rather "what was" in the 1984 English curriculum at Years 11 and 12 level in A.C.T. colleges. And it points directions for further research.

The Instructional Media Centre at the Canberra College of Advanced Education has been developed in the belief that teaching and learning are performing arts - particularly when they take place together - and that they are greatly enhanced by an understanding, and appropriate use, of the media. This Centre was established to provide media services to the whole College, and to teach media courses in its School of Teacher Education. Its development entailed the procurement of equipment, the employment of staff, the organization of administrative procedures, the devising of courses, the production of materials, and later the design of a building to house the operation. In the absence of any comprehensive, coherent and cogent theory this development was essentially pragmatic. Factors such as the availability of money and material resources determined its lower limits; the skills and beliefs of the people involved its upper limits. Designing, producing and delivering media materials, teaching, and evaluating the outcomes of those activities are however susceptible to theoretical examination, if not completely to prediction and control. Media producers, managers, teachers and students require an artistry that goes beyond theoretical insight and technical competence. Traditional theoretical frameworks have not adequately encompassed this quality. The study examines the development of this Centre and the complex of factors which have influenced it, in the light of the available theories. It pays particular attention to the ways in which theory informs practice in each of the Centre's areas of activity, and also to the personal preferences and attitudes of the people involved. Educational media is seen as a field governed more by convention than by formula. Its unpredictable and uncontrollable aspects are seen as signs of its artistry. And artists have ultimately to be left to their own devices and their own genius. Perhaps the most important outcome of the study is that it translates some knowledge from someone's head to a more objective and accessible form of record.