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Measuring student perceptions about the use of a computer programme as a teaching aid in auditing / Nestene BothaBotha, Nestene January 2014 (has links)
Auditing, as a subset of the accounting discipline, is an inherently difficult subject to learn
and teach. There have been various challenges, problems and criticisms regarding
traditional auditing and accounting education. Auditing lecturers therefore have a
responsibility to investigate methods or aids that can assist lecturers in addressing these
challenges, problems and criticisms in order to educate future auditors who have the
knowledge, understanding and skills to function effectively in the workplace. The primary
objective of this study was therefore to evaluate whether the learning and lecturing
difficulties experienced may be addressed effectively through the use of an educational
auditing information technology-based game, which was developed during the course and
as a result of this study. The perceptions of third-year auditing students at North-West
University regarding the use of this game as an educational aid in auditing education were
tested through a questionnaire that was also developed as part of this study. The study
involved dividing the participants into an experimental and control group. The
experimental group played the educational computer game, while the control group
completed the case question from which the educational game was developed. The
students then completed the same questionnaire. The main findings of the study were that
the educational computer game was equal in educational value to the case method, while
factors such as joy, engagement and motivation were rated higher for the computer game
than for the case method. / MCom (Accountancy), North-West University, Potchefstroom Campus, 2014
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Measuring student perceptions about the use of a computer programme as a teaching aid in auditing / Nestene BothaBotha, Nestene January 2014 (has links)
Auditing, as a subset of the accounting discipline, is an inherently difficult subject to learn
and teach. There have been various challenges, problems and criticisms regarding
traditional auditing and accounting education. Auditing lecturers therefore have a
responsibility to investigate methods or aids that can assist lecturers in addressing these
challenges, problems and criticisms in order to educate future auditors who have the
knowledge, understanding and skills to function effectively in the workplace. The primary
objective of this study was therefore to evaluate whether the learning and lecturing
difficulties experienced may be addressed effectively through the use of an educational
auditing information technology-based game, which was developed during the course and
as a result of this study. The perceptions of third-year auditing students at North-West
University regarding the use of this game as an educational aid in auditing education were
tested through a questionnaire that was also developed as part of this study. The study
involved dividing the participants into an experimental and control group. The
experimental group played the educational computer game, while the control group
completed the case question from which the educational game was developed. The
students then completed the same questionnaire. The main findings of the study were that
the educational computer game was equal in educational value to the case method, while
factors such as joy, engagement and motivation were rated higher for the computer game
than for the case method. / MCom (Accountancy), North-West University, Potchefstroom Campus, 2014
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Community engagement at a higher education institution - exploring a theoretical grounding for scholarly-based service-related processSmith-Tolken, Antoinette Rachèlle 12 1900 (has links)
Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010. / Bibliography / ENGLISH ABSTRACT: This dissertation is an interpretive analysis of the meanings and understanding of the
construct 'service' in its relation to scholarly engagement with external non-academic
communities at curricular level. The study links to other studies relating to community
engagement in higher education or focusing on internal service to the university community,
but it is unique in its theorising of service with and in external non-academic communities.
The specific aim of the study was to develop a theoretical framework to view, understand,
analyse and evaluate scholarly-related service activities which represent the community
component of experiential learning pedagogies.
The primary data for the study were generated through unstructured interviews with the four
actor groups participating in such activities, namely module coordinators, students,
community organisation representatives and community members. Their responses were
interpreted, analysed and triangulated through grounded theory methodology.
A substantive theory consisting of four interrelated processes, through which these activities
take place, was developed culminating in a theoretical framework that integrates the four
processes into one coherent process of cyclical interchange of social commodities. In this
process there is a reciprocation of scholarly service and community service where the latter
represents the service of the community to the university culminating in the interchange of
tangible and intangible products that represent the commodities. The co-creation of useful
contextual knowledge represents the ultimate outcome of this process through an interchange
of tacit, codified and implicit knowledge of professionals and laymen in society. The
theoretical framework provides a better understanding of the difference between the
relationships with external communities and the actual service actions that take place during
scholarly service activities. Within such understanding the framework suggests rethinking of
how service activities are planned and integrated in community engagement at curricular
level. / AFRIKAANSE OPSOMMING: Hierdie proefskrif is 'n interpretatiewe ontleding van die betekenisse en begripsverband van
die konstruk "diens" op 'n kurrikulêre vlak binne die vakkundige interaksie met eksterne nieakademiese
gemeenskappe. Die studie hou verband met ander studies oor
gemeenskapsinteraksie binne die hoër onderwys asook dié wat fokus op interne diens aan die
universiteitsgemeenskap. Die studie is egter uniek ten opsigte van die teoretisering van diens
binne en in samewerking met eksterne nie-akademiese gemeenskappe. Die spesifieke doel
van die studie was om 'n teoretiese raamwerk te ontwikkel waardeur wetenskapsverwante
diensaktiwiteite wat die gemeenskapskomponent van ervaringsleerpedagogië verteenwoordig
beskou, verstaan, geanaliseer en geëvalueer kan word.
Die primêre data vir die studie is versamel deur middel van ongestruktureerde onderhoude
met die vier groepe wat 'n rol speel in kurrikulumverwante gemeenskapsdiensaktiwiteite,
naamlik module koördineerders, studente, verteenwoordigers van gemeenskapsorganisasies
en lede uit die gemeenskap. Hulle antwoorde is met behulp van die metodologie van
gefundeerde teorie geïnterpreteer, ontleed en deur kruistoetsing geverifieer.
'n Selfstandige teorie, bestaande uit vier verwante prosesse waardeur hierdie aktiwiteite
plaasvind, is ontwikkel wat uiteindelik beslag gekry het in 'n teoretiese raamwerk wat op sy
beurt die vier prosesse in een koherente proses van sikliese verwisseling van sosiale
kommoditeite integreer. In hierdie proses is daar ’n duidelike verwantskap tussen vakkundige
diens en gemeenskapsdiens waar laasgenoemde die diens van die gemeenskap aan die
universiteit verteenwoordig. Hierdie verwisselende verwantskap lei tot die uitruiling van
tasbare en nie-tasbare produkte wat die sosiale kommoditeite verteenwoordig. Die
medeskepping van bruikbare kontekstuele kennis verteenwoordig die uiteindelike uitkoms
van die proses waarin basiese kennis, die geskrewe kennis en die inherente aangeleerde
kennis van kundiges en ongeskoolde persone in wisselwerking tree. Die voorgestelde
teoretiese raamwerk verskaf beter insig in die verskil tussen die verhouding met eksterne
gemeenskappe en die werklike diensaksies wat plaasvind gedurende vak-gebaseerde
diensaktiwiteite. Binne sodanige verstaan stel die raamwerk voor dat die manier wat sulke
aktiwiteite beplan word, herbedink behoort te word.
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Laat adolessente se identiteitsontwikkelingstatus na 'n gapingsjaarBosman, Cornelia Christina 12 1900 (has links)
Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2009. / AFRIKAANSE OPSOMMING: Duisende jong Suid-Afrikaners vertrek jaarliks op ‘n gapingsjaar (”gap year”) oorsee. ‘n
Populêre siening in die media asook die wyer publiek is dat hierdie gapingsjaar die
ideale tydperk is vir jongmense waar hulle hulleself kan “vind”. ’n Gapingsjaar word tipies
onderneem in laat adolessensie (tussen 18 en 25 jaar). Die idee dat laat adolessente
hulleself moet “vind” sluit aan by die ontwikkelingsteoretici se psigososiale konsep van
identiteitsformasie. Die mees belangrike ontwikkelingstaak tydens laat adolessensie is
die vestiging van ’n koherente identiteit en is ’n redelike mate van identiteitsverwerwing
na afloop van adolessensie kritiek. ’n Belemmerde identiteitsverwerwing kan hul
persoonlike selfstandigheid en outonomie wesenlik inperk. Die vraag het ontstaan of laat
adolessente hulleself wérklik “vind” in ’n gapingsjaar soos die media-ideologie dit
uitbeeld? Tot op hede (nasionaal en internasionaal) kon geen navorsing gevind word
wat verband hou met ʼn gapingsjaar en identiteitsontwikkeling nie. Die doelstelling van
hierdie studie was om die identiteitsontwikkelingstatus van Suid-Afrikaanse laat
adolessente na ’n gapingsjaar te bepaal. Die basiese veronderstelling en populêre
siening dat laat adolessente na afloop van ’n gapingsjaar ’n verworwe status van
identiteitsontwikkeling het, is ondersoek. Om die identiteitstatus te assesseer is 288
Suid-Afrikaanse gapingsjaar laat adolessente genader en ’n kwantitatiewe opname
metode is gebruik. Die gekose instrument vir die identiteitstatus ondersoek is die
Extended Version of Ego Identity Status (EOM-EIS-II). ’n Demografiese vraelys is
geadministreer om beskrywende data verkry en te kyk watter demografiese eienskappe
statisties korreleer met die onderskeie identiteitsontwikkelingstatusse van respondente.
Die gestruktureerde vraelys is via ʼn webtuiste, met pen en papier of telefonies voltooi. In
stryd met die populêre siening en media-ideologie is die bevinding dat die minderheid
respondente (slegs 14.5%) geklassifiseer kon word in die verworwe identiteitstatus na ‘n
gapingsjaar. Die meerderheid val binne die moratorium- en diffusestatus wat beteken
dat hulle nie ‘n binding gemaak het tot ‘n identiteit na hul gapingsjaar nie. Gapingsjaar
adolessente se ouderdom, tyd terug na hul gapingsjaar, die behoort aan ‘n religieuse
groep (tydens hul gapingsjaar) of hul verhoudingstatus (tydens hul gapingsjaar) is eerder
geassosieer met ‘n verworwe identiteitstatus. Vroegtydige en pro-aktiewe terapeutiese
en opvoedkundige ondersteuning tydens hierdie ontvanklike periode, kan bydra tot ’n
groter positiewe identiteitsontwikkeling van jongmense. Hierdie studie kan bydra tot die
kennisbasis vir Suid-Afrikaanse navorsing. / ENGLISH SUMMARY: Thousands of young South-Africans embark every year on a gap year overseas. A
popular notion in the media as well as the wider public is that the gap year is the ideal
period for young people to ‘find themselves”. A gap year is typically undertaken in late
adolescence (age between 18 and 25). The idea that adolescents should ‘find’
themselves relates to developmental theorists’ psychosocial concept of identity
formation. The most important development task during late adolescence is the forming
of a coherent identity and a reasonable amount of identity formation after adolescence is
critical. Impeded identity formation can severely curb their self-dependency and
autonomy. The question is raised whether adolescents really ‘find’ themselves during a
gap year, as the media would have us believe. No research (nationally and
internationally) could be found which relates to the gap year and identity formation. The
aim of this study was to determine the identity development status of late adolescents
having been on gap year. The basic assumption and popular view that adolescents
would have an achieved status of identity formation, is investigated. To assess the
identity status, 288 South-African late adolescents who has taken a gap year was asked
to participate in a quantitative survey. The chosen instrument for the identity status
investigation is the Extended Version of Ego Identity Status (EOM-EIS-II). A
demographic questionnaire was also included to gain descriptive data. The data was
used to test which demographic properties correlate with the respective identity
formation statuses of participants. The structured questionnaire could be completed via
a website, with pen and paper or telephonically. Contrary to the popular notion in the
media and public, the finding is that the minority respondents (only 14.5%) could be
classified in the achieved identity status after the gap year. The majority falls in the
moratorium- and diffused statuses, which means that a binding was not formed with their
identity after their gap years. Rather, demographics like age, time back after gap year,
religious affiliation (during gap year) and relationship status was found to be associated
with an achieved identity status. Early and pro-active therapeutic and educational
support during this receptive period (adolescence), can contribute to better identity
development of young people and this study can therefore contribute to the South-
African research knowledgebase.
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Assessing Self-Efficacy of Cultural Competence with Lesbian, Gay, and Bisexual Clients: A Comparison of Training Methods with Graduate Social Work StudentsJohnson, Steven D 01 January 2013 (has links)
Graduate social work students are mandated to be cultural competent to work with lesbian, gay, and bisexual (LGB) clients. This exploratory study examined how best to teach graduate social work students to be culturally competent in working with LGB clients by assessing their perceived competence of attitudes, knowledge and skills as well as their demonstrated competence through case vignettes.
The study compared a current pedagogical method of infusing LGB material across the curricula with two types of brief trainings (didactic lecture and experiential) . This mixed methods study utilized a pretest/posttest design to examine the effects of the trainings as well as qualitative responses from the participants. Results offer suggestions as to which pedagogical approach might be most effective in helping social work students gain competence for working with LGB individuals.
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An Undergraduate Theatre History Course Design Utilizing Problem-Based LearningBlackwell, Mary Alice 01 January 2005 (has links)
This thesis was written to provide an alternative teaching model for an undergraduate theatre history class. The course design, utilizing the Problem-Based Learning educational model, aims to create a student-centered, experiential theatre history class. The first section explores the history and evolution of the theatre discipline in academia. These chapters examine the expansion and transformation of the theatre curriculum within the discipline and higher education. The second part examines the history and the methodologies of Problem-Based Learning. Based on the philosophy of educator John Dewey, PBL is considered to be a non-traditional method of teaching and learning that encourages the development of self-directed learning and the acquisition of knowledge through experiential education. The final section describes the actual course design. Included in this section are the educational objectives of the class, examples of problems, assessment methods, and an examination of potential challenges in the design.
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Play [bi-directional arrows] learn: Susan B. Anthony Middle School site as a neighborhood park design / Play and learnHao, Shuang January 1900 (has links)
Master of Landscape Architecture / Department of Landscape Architecture/Regional and Community Planning / Mary Catherine (Katie) Kingery-Page / Neighborhood parks can provide a place for children and teens to satisfy their curiosity and learn about nature. Without an open-space policy or regulation from the city, no park was proposed during the development of the neighborhood adjacent to Susan B. Anthony Middle School in Manhattan, Kansas. People have to cross Highway 113 (Sethchild Road) or Kimball Avenue to the closest parks: Marlatt and Cico. However, neither of them is within walking distance for children and teens in this neighborhood. As a result, families have to build private playgrounds in their own backyards. In addition, technological development makes children and teens prefer staying inside playing video games. Neither private playgrounds nor video games provide interaction with nature or social interaction around nature.
This project considers how the middle school site, which sits on approximately 40 acres, can be designed as a neighborhood park to allow children and teens to have close nature access and experiential learning opportunities. To better understand what users really need, interviews with teachers and questionnaires for students determined their current and preferred future use of the school site. In addition, neighborhood children, who are not in the middle school, were interviewed about their play preferences. Observations of the school site usage during school time and after were recorded for design purposes. Six precedents were examined to compare and understand what works to connect children and young teens to nature.
After analyzing user needs and physical conditions of the site, a neighborhood park design for the site of Susan B. Anthony Middle School was proposed. The proposed design meets both students’ experiential learning needs and the need of neighborhood children and young teens to connect to nature.
Because the 40-acre schoolyard is a nationally recommended size for middle schools, this joint-use schoolyard and park concept can be applied cross the country where needed.
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Exploring the idea of an Outdoor Primary School : - from the perspective of West European Outdoor Education ProfessionalsDrexler, Stina January 2019 (has links)
As past research has found benefits of outdoor education and the current global society is facing a decline in access to beneficial natural spaces due to urbanization (Keniger, Gaston, Irvine & Fuller 2013), the aim of this master thesis research project was to explore the idea of an Outdoor Primary School, a way to provide children the access to beneficial natural spaces. In order to explore this idea, Professional Outdoor Educators (n= 61) were interviewed and asked to fill out a survey about the following aspects: outdoor and indoor spaces, learning activities, curriculum and challenges related to an Outdoor Primary School. There was a wide range of results showing that an Outdoor Primary School is a way to incorporate beneficial ways of learning, such as project-based learning, experience-based and practical learning, social learning, play and student-centered learning in formal schooling. Including learning content and activities that can aid children’s development such as food, animals and sustainability is also possible in an Outdoor Primary School as shown below. Furthermore, an Outdoor Primary School is an institution that can be equipped with beneficial learning environments, such as natural environments, a vast space, spaces for cooking, growing food and keeping animals, quiet zones, play zones and opportunities for creating, building and crafts. These results go in line with previous research about Outdoor Education and related fields, suggesting that an Outdoor Primary School both holds challenges but also is a possible model to bring together many beneficial ways of learning that are already being practiced today.
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Historians of 19th Baseball: Exploring Their Experiences Regarding Their AvocationUnknown Date (has links)
The following document offers a qualitative case study in the field of adult and
community education from an educational leadership perspective using baseball as an
adult learning tool. Relevant existing theories (adult education, lifelong learning, adult
learners, and certain leadership practices) for successful facilitation of historical baseball
research were examined. The study focused on a purposeful sample population upon
which a pilot study was conducted, revealing the experiences of adult self-directed
learners who produce the seminal work in their field as an avocation. The findings of this
study included, but are not limited to, the passionate approach the study group members
have for their subject matter, their love of learning, and the self-directedness of nonformally
trained research historians using baseball as an adult learning tool. The findings
also revealed the group members belief in the academic worthiness of baseball history,
and their willingness to share their work with others to advance the field. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection
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Talking in Circles: A Mixed Methods Study of School-wide Restorative Practices in Two Urban Middle SchoolsUnknown Date (has links)
This mixed methods, multisite case study examined the relational ecology of two urban middle schools that had adopted school-wide restorative practices (SWRPs) and the changes that occurred as a result of the reform initiative. The study was conducted in two Title I middle schools in the Oakland Unified School District in California. A positive relational ecology existed in these two urban middle schools, and this ecology was built on the interacting and interrelated themes of relational trust, being heard, a relational-based, student-centered culture, and a commitment to the principles of social justice. The positive relational ecology created a strong foundation upon which change could occur at the organizational, individual, and pedagogical levels. Various structures within the schools, including circles, instructional leadership teams, student councils, and peer mediation, created space for teachers and students to be heard and empowered, which subsequently facilitated change and growth for many administrators, teachers, and students. High turnover, lack of initial and ongoing training, and the development of quasi- or non-restorative processes jeopardized program fidelity. Findings revealed that in these restorative schools, relational ecology and change were inseparable, and that they moved and influenced each other. A positive relational ecology created an environment that enabled leaders and staff to feel safe as they embarked upon the journey of change. Changes in the ways that members of the school communities related to each other on a daily basis provided additional motivation to continue the change effort, and these changes then strengthened the relational ecologies. Findings of this study are significant and have implications for schools and school districts, policy makers, and teacher and leader education programs. Future research should include longitudinal, mixed methods studies that assess the school culture before and after implementing SWRPs, as well as experimental or quasi-experimental designs that compare restorative and non-restorative schools. Such studies may provide more empirical evidence that links healthy relational ecologies to student achievement, less teacher turnover, decreased conflict, and healthier communities, thereby strengthening the case for rejecting punitive and discriminatory zero tolerance school discipline policies and adopting restorative justice in education instead. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection
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