Thesis (Ph.D.(Curriculum Studies))--University of Pretoria, 2008. / Includes bibliographical references.

Univ., Diss.--Bielefeld, 2000. / Literaturverz. S. [250] - 266.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 210-217). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 210-217). Also available on the Internet.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Cooperative learning is one of the main medicines in education: the student takes an active role in their own learning process. Methodological issues are very important within university, since the development project of the European Higher Education Area proposes very profound changes in the educational paradigm, changes in the role of teachers and students inside and outside the classroom. To give force to this argument, the implementation of Cooperative Learning Questionnaire Arellano, Navarro and Sosa (2007) was taken to 692 students enrolled in first grade of primary education in 2010-2011. The sample coincides with the universe of freshmen in the Bachelor of Primary Education, comprising 87% of women with a mean age of 19 years, which yielded an index of 0.83 for internal consistency of the instrument. The results point to the importance of strengthening cooperative learning in university classrooms, given that there are few occasions when they can put into play. / El aprendizaje cooperativo se plantea como una de las principales medicinas de la educación: el estudiante adopta un papel activo en su proceso de aprendizaje. La cuestión metodológica es trascendental dentro de la universidad: el proyecto de construcción del Espacio Europeo de Educación Superior plantea cambios profundos en el paradigma docente, debiendo cambiar los roles del profesor y del alumno, dentro y fuera del aula. Para reforzar este argumento, se procedió a la aplicación del Cuestionario de Aprendizaje Cooperativo de Arellano, Navarro y Sosa (2007) a los 692 estudiantes matriculados en primero de Grado de Educación Primaria1 en el curso 2010/2011. La muestra coincidió con el universo de los estudiantes de primer año en el Grado de Educación Primaria, constituida por un 87% de mujeres y con una edad media de 19 años, lo cual permitió obtener un índice de consistencia interna de 0.83 para el instrumento. Los resultados recalcaron la importancia de potenciar el aprendizaje cooperativo en las aulas universitarias, teniendo en cuenta que son pocas las ocasiones en las que puede ponerse en juego.

Thesis (Ph.D.)--University of Wollongong, 2008. / Typescript. Includes bibliographical references: p. 289-323.

El aprendizaje cooperativo se plantea como una de las principales medicinas de la educación: el estudiante adopta un papel activo en su proceso de aprendizaje. La cuestión metodológica es trascendental dentro de la universidad: el proyecto de construcción del Espacio Europeo de Educación Superior plantea cambios profundos en el paradigma docente, debiendo cambiar los roles del profesor y del alumno, dentro y fuera del aula. Para reforzar este argumento, se procedió a la aplicación del Cuestionario de Aprendizaje Cooperativo de Arellano, Navarro y Sosa (2007) a los 692 estudiantes matriculados en primero de Grado de Educación Primaria1 en el curso 2010/2011. La muestra coincidió con el universo de los estudiantes de primer año en el Grado de Educación Primaria, constituida por un 87% de mujeres y con una edad media de 19 años, lo cual permitió obtener un índice de consistencia interna de 0.83 para el instrumento. Los resultados recalcaron la importancia de potenciar el aprendizaje cooperativo en las aulas universitarias, teniendo en cuenta que son pocas las ocasiones en las que puede ponerse en juego. / Revisión por pares / Cooperative learning is one of the main medicines in education: the student takes an active role in their own learning process. Methodological issues are very important within university, since the development project of the European Higher Education Area proposes very profound changes in the educational paradigm, changes in the role of teachers and students inside and outside the classroom. To give force to this argument, the implementation of Cooperative Learning Questionnaire Arellano, Navarro and Sosa (2007) was taken to 692 students enrolled in first grade of primary education in 2010-2011. The sample coincides with the universe of freshmen in the Bachelor of Primary Education, comprising 87% of women with a mean age of 19 years, which yielded an index of 0.83 for internal consistency of the instrument. The results point to the importance of strengthening cooperative learning in university classrooms, given that there are few occasions when they can put into play.

Thesis submitted for the degree Master of Education in the Faculty of Education and Social Science at the Cape Peninsula University of Technology 2014 / ‘Underpreparedness’ of students entering higher education is an issue that many academic institutions in South Africa are currently addressing. These students, who are referred to as ‘underprepared’, are more often than not black students. They are seen as disadvantaged, lacking the skills, knowledge and/or language proficiency to navigate their way to success in higher education. This study seeks to identify students’ understanding of the behaviours they should display in higher education and how this clashes with the expectations of academics. It examines how students try to engage with the institutional discourse and how they try to identify a ‘sense of being’. Qualitative research was used through the administration of essays that students were expected to write, as well as individual face-to-face interviews. The essays and interviews tried to gauge how students perceived themselves as Nature Conservation students. Lecturers were also interviewed so that a comparison could be made between what students perceive and the expectations of academics in higher education. Various themes were identified through the analysis of the student essays and interviews, by using an inductive approach. Through the development of these themes, the gap could be identified between students and lecturers.