Thesis (Ed. D.)--University of Houston, 1997. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [149]-160).

Thesis (Ph. D.)--University of Wisconsin--Madison, 2003. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 156-182).

Thesis (Ph. D.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 7, 2007) Includes bibliographical references.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Jan. 15, 2009). PDF text: viii, 170 p. : ill. (some col.) ; 3 Mb. UMI publication number: AAT 3315880. Includes bibliographical references. Also available in microfilm and microfiche formats.

O uso de ambientes virtuais de aprendizagem propÃe uma adequaÃÃo das metodologias de ensino e tem se tornado cada vez mais comum no Brasil nos Ãltimos anos. O objetivo desta pesquisa foi avaliar o Ambiente Virtual de Aprendizagem SOLAR no ensino de graduaÃÃo em Odontologia da UFC na percepÃÃo dos alunos. Fizeram parte do estudo 94 alunos egressos das disciplinas de Metodologia CientÃfica aplicada à Odontologia I (1 semestre), SaÃde Coletiva II (6 semestre), Odontologia Legal (7 semestre), ofertadas no perÃodo de 2012.1. Foi utilizado como instrumento de coleta de dados um questionÃrio semiestruturado, dividido em blocos temÃticos e aplicado por um Ãnico pesquisador, cujas informaÃÃes foram organizadas em um banco de dados no Epi Info e analisadas no programa estatÃstico Stata 11. A pesquisa foi aprovada pelo Comità de Ãtica em Pesquisa da UFC pelo protocolo N 44/12. Constatou-se que 42,4% dos alunos jà haviam realizado outros cursos na modalidade presencial, enquanto que apenas 2,1% afirmaram ter realizado cursos na modalidade semipresencial. Aproximadamente 98% dos entrevistados relataram que foi na graduaÃÃo em Odontologia sua primeira experiÃncia com disciplinas semipresenciais, especificamente com a utilizaÃÃo do SOLAR e 89,3% dos alunos afirmaram que o SOLAR favoreceu o processo de ensino-aprendizagem. à possÃvel afirmar, tambÃm, que 98,9% dos estudantes analisados possuem computador para realizar as atividades das disciplinas nesta modalidade, entretanto, aproximadamente 64% afirmaram que esse computador nÃo à de uso individual. O fÃrum foi considerado a ferramenta de interaÃÃo mais utilizada pelos alunos nas disciplinas semipresenciais e as ferramentas digitais que mais contribuÃram no processo de aprendizagem foram os textos de apoio com 41,5%, seguido do fÃrum de discussÃo com 31,9% e o portfÃlio com 19,1%. O uso do SOLAR na graduaÃÃo, em disciplinas semipresenciais, trouxe benefÃcios ao processo de ensino-aprendizagem, pois facilitou a construÃÃo do conhecimento atravÃs das ferramentas de interaÃÃo e comunicaÃÃo, contribuindo no desenvolvimento da autonomia do aluno. / The use of virtual learning environments proposes an adaptation of educational methodologies and has become increasingly common recently in Brazil. The objective of this research was to evaluate the Virtual Learning Environment SOLAR program according to the perception of the graduate students of the Dentistry course at UFC â Federal University of CearÃ. The participants were 94 students egress in the disciplines of Scientific Methodology applied to Dentistry I (1st semester), Public Health II (6th semester), Forensic Dentistry (7th semester), offered in the period 2012.1. A questionnaire was used as an instrument of data collection, whose information was organized in a database in Epi Info and analyzed using Stata 11. The study was approved by the Ethics in Research Protocol N  44/12. It was found that 42.4% of the students took courses in attendance, while only 2.1% said they had done courses in blended. Approximately 98% of respondents reported that was their first undergraduate dental experience with semipresential disciplines, specifically with the use of SOLAR and 89,3% of students stated that the SOLAR favored the teaching-learning process. Also it can be argued that 98.9% of students have studied computer to carry out the activities of the subjects in this mode, however approximately 64% stated that this computer is not for individual use. The forum was considered the interaction tool most used by students in the semi presential disciplines and digital tools that contributed most in the learning process were the handouts with 41.5%, followed by the discussion forum with 31.9% and the portfolio with 19.1%. Using the SOLAR graduation program, the semi presential disciplines brought benefits to the teaching and learning process, because as facilitated the construction of knowledge through the tools of interaction and communication, contributing in the development of learner autonomy.

Thesis (Ph.D.)--University of Central Florida, 2009. / Adviser: Pamela McCauley-Bush. Includes bibliographical references (p. 112-118).

A dispensação é um serviço farmacêutico importante para a promoção do uso correto dos medicamentos, prevenção de agravos à saúde e alcance de resultados satisfatórios da farmacoterapia. Entretanto, para que essa prática seja realizada adequadamente, é necessário que o farmacêutico esteja devidamente capacitado e possua conhecimento sobre fisiopatologia, terapêutica e legislação sanitária para subsidiar a relação com o paciente e com outros profissionais da saúde. Apesar disso, uma pesquisa revelou que 78,6% dos farmacêuticos não possuem conhecimento satisfatório para a realização da dispensação e mais da metade dos profissionais apontam a falta de tempo e recursos como obstáculo para a participação em cursos de capacitação presenciais. Buscando, então, intervir sobre os resultados da pesquisa citada, o presente estudo teve como objetivo avaliar a efetividade de um curso à distância na capacitação de farmacêuticos para a prática da dispensação de medicamentos. O estudo do tipo experimental teve como população farmacêuticos comunitários de todo o país. Desenvolveu-se um curso de capacitação na plataforma Moodle, no qual foi abordada a dispensação de medicamentos no tratamento das doenças crônicas não transmissíveis mais prevalentes no Brasil (hipertensão arterial sistêmica, diabetes mellitus, dislipidemias e asma). Um questionário foi elaborado e validado para mensurar o conhecimento dos participantes em dois momentos distintos: antes (baseline) e após (endpoint) o curso. Além disso, foram avaliados: i) a satisfação dos participantes em relação ao modelo de capacitação proposto, por meio de um questionário específico; ii) a prática da dispensação pelos farmacêuticos de Ribeirão Preto - SP selecionados para participar do curso, por meio da técnica do paciente simulado. Os resultados indicam que o curso foi efetivo na capacitação dos profissionais (p < 0,05), embora não tenha sido percebido no endpoint um melhor desempenho em relação à prática da dispensação entre os farmacêuticos que participaram da avaliação pelo paciente simulado. Apesar disso, os profissionais se mostraram satisfeitos com relação ao curso. Como conclusão, verificou-se que um curso à distância é efetivo para capacitar farmacêuticos em relação à dispensação de medicamentos, mas também permitiu atestar que essa estratégia não é suficiente para tornar satisfatória a realização do serviço. Atividades práticas que desenvolvam a performance e as condutas dos profissionais devem ser exploradas ao longo da capacitação. Todavia, o farmacêutico precisa também assumir posturas mais adequadas durante a dispensação, não permitindo que as pressões de mercado interfiram sobre a qualidade do seu serviço. / The dispensing drugs is an important pharmaceutical service to promote the rational use of drugs and so it is possible to prevent health problems and achieve satisfactory results of pharmacotherapy. However, for this practice to be properly carried out, it is necessary that the pharmacist is properly trained and have knowledge about pathophysiology, treatments and health legislation to support the relationship with the patient and other health professionals. Nevertheless, a survey revealed that 78.6% of pharmacists do not have adequate knowledge to perform the dispensing drugs and more than half of these professionals point that the lack of time and resources as a barrier to participation in classroom training courses. So we seek to intervene on the results of the cited survey by this study that aimed to evaluate the effectiveness of a distance learning course in the training of pharmacists to the practice of dispensing drugs. This is a clinical trial and the study population wer community pharmacists across the country. A training course was developed in Moodle, which was addressed to dispensing drugs in the treatment of the most prevalent chronic noncommunicable in Brazil (hypertension, diabetes mellitus, dyslipidemia and asthma). A questionnaire was developed and validated to measure the knowledge of the participants at two different times: before (baseline) and after (endpoint) the course. In addition, we also evaluated: i) the satisfaction of participants in relation to the proposed training model through a specific questionnaire; ii) the practice of dispensing drugs by pharmacists of Ribeirão Preto - SP selected to attend the course, through mistery shopper technique. The results indicate that the course was effective in professional training (p <0.05), although it was not realized in endpoint better performance in the practice of dispensing pharmacists who participated in the evaluation by the mistery shopper. Nevertheless, the professionals were satisfied with the course. In conclusion, it was found that a distance course is effective to enable pharmacists in relation to the dispensing drugs, but also allowed certify that this strategy is not sufficient to render satisfactory service realization. Practical activities to develop the performance and behavior of professionals should be explored along the training. However, the pharmacist must also take more appropriate positions during the dispensation and not allow market pressures to interfere on the quality of their service.

Doctor of Philosophy / Department of Special Education, Counseling and Student Affairs / Doris W. Carroll / On-campus college students are enrolling in online courses at a greater rate than ever before for a variety of reasons, from needing a more flexible schedule for work to keeping their degree progress on track when on-campus sections fill before they can enroll to utilizing a modern modality for coursework. In order for online courses to help students successfully meet learning outcomes, the courses need to be well-designed for all students, including on-campus students who may be more comfortable in on-campus classrooms and less skilled in how to learn and engage academically in online courses. The purpose of this case study was to explore the experiences of multiple participants who all participated in an online communications course, either as students earning on-campus degrees at the same institution, as teaching assistants, or as the faculty member at a mid-sized land grant institution in the midwestern United States. The participants were selected with both criterion- and purposeful-based sampling. The participants’ experiences were viewed using the theoretical framework of symbolic interactionism. Individuals’ worlds are made of objects that may be physical, social, or abstract. The objects in this study are the elements within an online communications course; the participants shared about the elements that they perceived as most engaging. The data collected from this study is useful in building more engagement into courses that have high on-campus student enrollments, which the literature indicates will continue to grow. Participants specifically shared the importance of course organization, strategic course relationships, and relevancy of content in creating the necessary engagement that helps students learn to not just endure but to embrace the subjects they are studying online.

Thesis (Ph. D.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Feb. 29, 2008). Directed by David F. Ayers, Sam Miller; submitted to the School of Education. Includes bibliographical references (p. 229-256).

Thesis (M.S.)--University of Missouri--Rolla, 2007. / Vita. The entire thesis text is included in file. Title from title screen of thesis/dissertation PDF file (viewed November 27, 2007) Includes bibliographical references.