This thesis deals with the modern development method, heutagogy. Heutagogy can also be described as self-dtermined learning or learning based on inner motivation. The idea of heutagogy was first published by Stewart Hase and Chris Kenyon in 2000. The thesis deals with the current situation in the market of corporate education in the Czech Republic, analyzes the use of heutagogical principles among the suppliers of corporate education in the Czech Republic and defines key barriers that limits use of this approach in the Czech Republic. Therefore qualitative research among the top suppliers of the corporate education was done.

Diploma thesis addresses the issue of the management development and modern methods of development. The aim of this thesis is to analyze the main trends and changes in development in the last decade and identify key needs in this area. Another aim is to compare the needs of the current range of management development on the Czech market and based on international best practice to design new development opportunities. The theoretical part includes current trends and needs in the management development and practical part examines the market situation resting on qualitative research. Based on qualitative research in thesis proposes appropriate solutions for management development according to modern international approaches.

Enhancing antiterrorism force protection (ATFP) training at off-installation sites to allow employees to survive a life threatening situation is a necessity after recent events at such military installations. However, little is known about how service members perceive their current ATFP training experiences and how those experiences impact their self-confidence for responding to a threat. The purpose of this qualitative study was to explore how current training experiences impact confidence levels in learning basic security fundamentals to respond to a threat, as well as possible training changes that might improve confidence levels. This study used social constructivism, andragogy theory, heutagogy, and problem-based learning as the conceptual frameworks. Participants were 15 sailors from 5 off-site locations. Data sources were semistructured interviews. Data were analyzed using provisional and open coding strategies to identify themes of supports and barriers to learning ATFP concepts. Results indicated that existing instruction resulted in sailors engaging in supplemental self-training activities to reach what they believed were strong preparedness levels. They also indicated that instruction that emphasizes authentic adult education practices such as learner-center instruction and hands-on drills under the framework of problem-based learning and heutagogy were necessary to increase self-reported levels of confidence in responding to a threat. This study impacts positive social change by providing guidelines for effective terrorist and threat preparedness instruction, regardless of organization, institution, or location that can be used by administrators to improve their confidence and ability to deal with terrorist actions.

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Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-08-24T14:02:54Z No. of bitstreams: 1 Adriana Soeiro Pino.pdf: 6156261 bytes, checksum: 0d473585460f48776e7f8414e16e586b (MD5) / Made available in DSpace on 2017-08-24T14:02:54Z (GMT). No. of bitstreams: 1 Adriana Soeiro Pino.pdf: 6156261 bytes, checksum: 0d473585460f48776e7f8414e16e586b (MD5) Previous issue date: 2017-06-20 / The Distance Education Courses have grown in Brazil for several reasons, among them: lower costs, flexibility of schedules, quality of technological resources. Nowadays, with the high unemployment rates in Brazil in 2016-2017, and the need for continued formation and aca-demic education to maintain or to get a job, they make the University degree courses, espe-cially those that offered in the distance modalities, a great option for busy citizens and for people who needs flexible schedules to study. It is clear that the costs of this type of educa-tion are lower, because students don’t have transportation costs, nor a classroom at Universi-ties, so educational Institutions investing less in building infrastructure and virtual student can study at home. In this context, the growth of the distance modality is impressive, but we still have many challenges ahead, since many students of this modality are not “digital natives” and they tend to give up the courses because of technological problems and adjustment on the pedagogical model. According to data from the latest EAD Census BR 2015, there are 5,048,912 students enrolled in the modality, that is 1,180,296 more students registered than in 2014. The dropout rates are also high, they are ranging from 26% to 50%, however, Distance Education is already part of the educational context of the 21st century and this modality has recently been contributing to some of its strategies and digital tools iin face-to-face teaching, since the profile of students has also changed rapidly and, in the near future, they will be more familiar with technological devices, and with interactive activities,that will provide the inte-gration of modalities: blended learning. In time of changes, the institutional challenges are many: pedagogical, technological and even in the adjustment of business model. This study investigated the pedagogical approach and the structure of digital courses, tutor´s models and the impact of regulatory changes for the sector. The purpose of this study is to analyze two undergraduate courses: one from a private univer-sity and another from a public college institution, in order to of current legislation, identifying their respective methodologies and strategies, which guided the structuring of their courses, in order to Analyze the theoretical bases that support the diverse and varied practices in the area. Also check what tools are available in their Learning Management System – LMS and how they help the learning process in this new millennium. / Los cursos superiores de la modalidad por distancia han crecido en Brasil por diversas razones, entre ellas: costos más bajos, flexibilidad de los horarios y calidad de los recursos tecnológi-cos. Actualmente, con el alto índice de desempleo en Brasil y la necesidad de capacitación continuada y formación académica, para el mantenimiento del empleo y la vuelta al mercado de trabajo, hacen de los cursos de graduación ofrecidos en las modalidades por distancia una óptima opción, para aquellos demasiado Ocupados y también para los dispuestos a gastar me-nos.En este contexto, es visible el crecimiento de esa modalidad por distancia y los números impresionan, todavía tenemos muchos desafíos por delante, ya que los estudiantes no son na-tivos digitales y tienden a evadirse ante los diversos problemas de orden tecnológico y ajuste al modelo pedagógico . En acuerdo con los datos del último censo EAD, en el año 2015, hay 5.048.912 de los alumnos matriculados en esa modalidad, es decir, 1.180.296 estudiantes re-gistrados, más que en 2014.Los índices de evasión también son altos: varían de 26% hasta 50%, sin embargo, la Educación por Distancia ya hace parte del contexto educativo del siglo XXI y recientemente, ven contribuyendo con algunas de sus estrategias y herramientas digita-les en la enseñanza presencial, ya que el perfil de los estudiantes también se ha modificado rápidamente y en el futuro próximo, esos presentarán una mayor familiaridad con los disposi-tivos tecnológicos, así como la preferencia por las actividades interactivas, favoreciendo la integración de las modalidades. Ante este escenario de cambios, los retos Institucionales son muchos: pedagógicos, tecnológicos y hasta en el ajuste de modelo de negocios. Esta tesis tiene como objetivo investigar las propuestas pedagógicas y tendencias para la estructuración de los cursos de contenido digital, modelos de tutoría e impactos de los cambios en la reglamentaci-ón para el sector. El objeto de este estudio está orientado al análisis de los cursos de gradua-ción: uno de Institución particular de enseñanza y otro de pública, bajo la luz de la legislación vigente, identificando sus respectivas metodologías y estrategias, que orientaron la estructura-ción de sus cursos, a fin de analizar las bases teóricas que sostienen a las diversas y variadas prácticas en el área. Comprobar, también, qué herramientas están disponibles en sus respecti-vos Ambientes Virtuales de Aprendizaje – AVA- y como ellas auxilian el aprendizaje de este nuevo milenio. / Os cursos superiores da modalidade a distância têm crescido no Brasil por diversas razões, dentre elas: custos mais baixos, flexibilidade de horários, qualidade dos recursos tecnológicos. Atualmente, com o alto índice de desemprego no Brasil, ocasionadas em parte pelos escânda-los políticos de 2016 e 2017, e a necessidade de capacitação continuada e formação acadêmi-ca, para manutenção do emprego ou retorno ao mercado de trabalho, fazem dos cursos de gra-duação ofertados nas modalidades a distância uma ótima opção, para aqueles demasiadamente ocupados e também para os dispostos a gastar menos. Neste contexto, é notório o crescimento da modalidade a distância e os números impressionam, mas temos ainda muitos desafios pela frente, já que muitos estudantes desta modalidade não são nativos digitais e tendem a evadir diante dos diversos problemas de ordem tecnológica e ajuste ao modelo pedagógico. De acor-do com os dados do último Censo EAD. BR 2015, existem 5.048.912 alunos matriculados na modalidade, ou seja, 1.180.296 estudantes registrados a mais do que em 2014. Os índices de evasão também são altos: variam de 26% a 50%, no entanto, a Educação a Distância já faz parte do contexto educacional do século XXI e esta modalidade, recentemente, vem contribu-indo com algumas de suas estratégias e ferramentas digitais no ensino presencial, uma vez que o perfil dos estudantes também têm se modificado rapidamente e, num futuro próximo, estes apresentarão maior familiaridade com os dispositivos tecnológicos, bem como preferência pe-las atividades interativas, favorecendo a integração das modalidades. Diante deste cenário de mudanças, os desafios Institucionais são muitos: pedagógicos, tecnológicos e até no ajuste de modelo de negócio. Esta tese tem como objetivo levantar as propostas pedagógicas e tendên-cias para a estruturação cursos, de conteúdo digital, modelos de tutoria e impactos das mu-danças na regulamentação para o setor. O objeto deste estudo está voltado à análise de dois cursos de graduação: um de Instituição particular de ensino e outro de pública, sob a luz da legislação vigente, identificando suas respectivas metodologias e estratégias, que orientaram a estruturação de seus cursos, a fim de analisar as bases teóricas que sustentam as diversas e variadas práticas na área. Verificar, também, que ferramentas estão disponíveis nos seus res-pectivos Ambientes Virtuais de Aprendizagem – AVAs e como elas auxiliam a aprendizagem deste novo milênio.

This study was conceptualised within a social-constructivist ontological orientation and, further, uses an interpretive epistemological lens to extract information from the participants who are coming from different life worlds. This thesis, Effective assessment in open distance and e-learning: using the Signature Courses at the University of South Africa as a model for future practice, investigated how emerging information communication technologies (ICTs) can be used to transform, enhance and influence student assessment practices in Open Distance and e-Learning (ODeL) contexts. The ultimate objective of the study was to establish assessment guidelines for effective student assessment in distance education using technology as an enabler. To achieve the objectives of this study, a mixed methods research methodology was adopted in which Unisa lecturers’ and first-year students’ experiences, perceptions, attitudes, and beliefs regarding the use of ICT as a tool to enhance and influence student assessment were sought. Despite some limitations, the study was able to reveal that technology has the potential to influence student-lecturer, and student-peer interaction thereby bridging the isolation gap that normally exists between them. Further, these potential benefits also include the identification of teaching strengths and weaknesses, the indication of areas where instructional change or modification is needed, and the application of more effective means of interacting with students. A key function of this study, therefore, is to help the lecturers involved in higher learning assessment to use technology effectively and efficiently to enhance assessment practices as a means of maintaining both the academic standards and enhancing the quality of the student learning experience. In addition, the study has shown that technology has the potential to enhance and influence student learning and motivation. Furthermore, this study made theoretical and practical contributions to the literature on information communication technology implementation on lecturers’ and students’ pedagogical and technological readiness to online learning and assessment in open distance and e-learning. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)