abstract: In this action research, the need for high schools to embrace a pedagogical shift to teaching 21st century computer and online literacy skills is investigated. This study explored areas of secondary and higher education, technology usage, and online pedagogies, 21st century skill frameworks, and brain function as they pertain to learning and decision-making, with the aim of comprehending the differing high school levels of preparedness for college in regards to 21st century skills. Through literature reviews, a research was designed to further explore the specific areas of a discovered gap in high school students' 21st century skills for college. Pre- and post-unit surveys, in combination with student assignment scores, were complied and examined to reveal a weakness in academic habits and computer literacy skills associated with 21st century learning. The study results support literature review findings of a breach between high school 21st century skill levels and collegiate level necessities. With these findings, it is suggested that instructors become choice architects, giving them the unique ability to nudge high school policy makers and students towards identifying the gaps between the analog and digital worlds of academia, generating more successful students as they transition to university online courses. / Dissertation/Thesis / Masters Thesis Design 2015

Submitted by NEWTON FLÁVIO CORRÊA MOLINA null (newtonfcmolina@gmail.com) on 2016-09-23T19:23:20Z No. of bitstreams: 1 dissertacao FINAL .pdf: 10117284 bytes, checksum: 07e1a7f16cc891c60121406edb647261 (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-09-27T20:37:43Z (GMT) No. of bitstreams: 1 molina_nfc_me_prud.pdf: 10117284 bytes, checksum: 07e1a7f16cc891c60121406edb647261 (MD5) / Made available in DSpace on 2016-09-27T20:37:43Z (GMT). No. of bitstreams: 1 molina_nfc_me_prud.pdf: 10117284 bytes, checksum: 07e1a7f16cc891c60121406edb647261 (MD5) Previous issue date: 2016-08-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O objetivo desta dissertação é relatar o desenvolvimento de um método de ensino de Cinemática para o Ensino Médio. Tal método foi baseado no uso de vários meios como: aulas expositivas, simuladores, robótica educacional, experimentos, leituras e jogos visando, além de desenvolver habilidades e competências destacadas no Exame Nacional do Ensino Médio (ENEM), contemplar os diversos Estilos de Aprendizagem. Semanalmente os alunos do primeiro ano do Ensino Médio participavam de um ciclo de atividades, gerenciadas por um Ambiente Virtual de Aprendizagem (AVA), após uma aula expositiva de 100 minutos. As aulas expositivas aconteceram, necessariamente, dentro do ambiente escolar, porém, as atividades foram realizadas presencialmente e/ou a distância. As atividades que foram realizadas no ambiente escolar contaram com o apoio de uma sala denominada sala Multimeios, com recursos tecnológicos e didáticos, para que os alunos pudessem desenvolver suas atividades individualmente ou em grupos. No AVA os alunos tiveram acesso ás propostas das atividades, exercícios, notas, vídeo-aulas e outros recursos comuns à Educação a Distância (EaD) tais como Fórum, Glossário, Livro Digital, Tarefa e outros. A avaliação do método indicou seu potencial e a necessidade de se desenvolver materiais para outros tópicos da física. Tal avaliação foi feita por meio de pré-testes, pós-testes e um questionário que coletaram informações sobre a reação e a aprendizagem dos alunos. Gerou-se então, um curso de Cinemática para o Ensino Médio com alguns diferenciais: aprendizagem ativa, personalização do ensino e maior aproveitamento do conteúdo apresentado. Este curso foi disponibilizado na internet através do AVA e um link para baixar os arquivos do Google Docs. / The aim of this work is to report the development of a Kinematics teaching method for high school. This method was based on the use of diverse approaches such as lectures, simulations, educational robotics, experiments, readings and games, in order to help students to develop skills and competencies required in the National Secondary Education Examination (ENEM), and to address the different learning styles. Every week, after a lecture of 100 minutes, the first-year students undertook activities proposed in the Virtual Learning Environment (VLE). The lectures took place necessarily in the school environment, while the activities were conducted in person and / or online. The activities that were carried out in the school environment had the support of a Multimedia room with technological and educational resources so that students could perform their activities individually or in groups. Using VLE, students had access to the proposals of activities, exercises, their grades, video lessons and other resources commonly available for Distance Education such as Forum, Glossary, Digital Book, Assignments. The evaluation of the method indicated is potential and the need to develop materials for other Physics topics. This assessment was carried out through pre-tests, post-tests and a questionnaire that collected information about student learning and reactions. Then, it was developed, a high school Kinematics Course with some new features: active learning, personalized education and technology enhanced learning. This course was made available on the institutional VLE and a link to Google Docs files.

Les compétences à coopérer/collaborer figurent au premier rang des savoirs à développer de nombreux référentiels éducatifs. Dans des sociétés transformées par les usages du numérique, elles portent des promesses d’efficience, d’innovation et de bien-être au travail. Pourtant, ces compétences sont aujourd’hui peu mises en avant dans les organisations professionnelles, et restent absentes des parcours en formation des adultes.À partir de ce constat, cette thèse cherche à identifier les compétences à développer pour travailler plus facilement avec les autres. L’éclairage sur ces capacités d’agir, appelées par convenance « compétences collaboratives », ainsi que les modes opératoires de leur développement en formation sont l’objet de cette étude.L'analyse approfondie d’un contexte de formation hybride est conduite à partir de l’étude de la formation professionnalisante « Animacoop : Animer un projet collaboratif » qui a concerné 200 stagiaires entre 2010 et 2014. Les compétences collaboratives y sont analysées en lien avec les expériences professionnelles et les projets collaboratifs.Inscrite dans une démarche empirique, la méthodologie de recherche articule plusieurs outils de collecte de données (questionnaire, entretiens, observations) et mobilise, du point de vue conceptuel, la théorie de l’activité et la notion du dispositif.Cette recherche propose une modélisation des compétences charnières de l’animation d’un projet collaboratif. Elle analyse ce dispositif comme un écosystème à forte cohérence interne, ouvert au développement, propice à la créativité, qui favorise le développement des compétences collaboratives / The competences to cooperate/collaborate are amongst the first to be developed in many educational frameworks. Within digitized societies, they promise efficiency, innovation, and well-being at work. However, these competences are not put forward in profesionnal organisations, and they are lacking from adult training courses.Based on this observation, this thesis aims at identifying the competences to be developed to work more easily with others. Bringing light on the abilities to act, convienently called “collaborative competences”, and on the way which they can be developed through training are the objects of this study.Thoroughly analysing the context of a hybrid training is carried out based on the study of the profesionnal trainingcourse “Animacoop: animating a collaborative project” which concerned 200 interns from 2010 to 2014. In this study, collaborative competences are analysed in link with profesionnal experiences and collaborative projects.Falling within an empirical approach, the research methodology connects a few data collecting tools (questionaires, interviews, observations) and on a conceptual level mobilises the Activity Theory and the notion of Training System .This research offers a model of key competences to lead a collaborative project. It analyzes the training system as a strong internally coherent ecosystem, open to development, prone to creativity, which favors collaborate competences development.

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The present thesis explores the experience of international students in Sweden with blended learning and the uses of technology during the post-pandemic era. Based on a qualitative design, and semi-structured interviews with six international students, participation and experience in the transition from off-campus learning to on-campus learning has been identified. Challenges and opportunities associated with blended learning and the uses of technology were also discussed during the same period. In addition, students' attitudes towards the use of technology were studied during the same period. Based on the Technology Acceptance Model (TAM) and Active learning theory, the findings were analysed. The results of the study show differences in international students' perspectives on blended learning and the use of technology. Furthermore, the study also shows that students' skills about using technology were developed during the COVID-19 pandemic. According to international students, a new academic strategy regarding curricula and teaching methods, must be developed in order to improve future learning in higher education. Which means that traditional curricula should changes to suites more online and blended learning. In addition, that teachers should use always different teaching methods than they do today.

Digital technology has had an increasing impact on higher education and shifted the way of teaching and learning in a fundamental way. The outbreak of Covid-19 urges higher education to shift from traditional learning to digital learning and this made a big change in the education system and the way education is being delivered to students worldwide. Universities and higher education institutes had to use various digital platforms with numerous capabilities and approaches to facilitate learning. In their shift towards digitalized online platforms, higher education institutions ignored important aspects of digitalization in perspective with student’s learning experience. Therefore, this research is going to implement an exploratory aim to define the features and comprehend how higher education can expand student’s learning experience via digitalization by implementing and maintaining dynamic essential technologies in their system in future to expand student’s learning experience. Our finding shows that digitalization does have an impact on the learning experiences of students, and students are getting more reliable on these technologies and wish to continue their studies in a hybrid manner.

The flipped classroom method is a popular way to use technology to assist with the delivery of educational experiences. Yet there is insufficient information regarding student opinions or outcomes about the flipped classroom method within physical therapy. The purpose of this case report was to describe student opinions and outcomes of the flipped classroom teaching and traditional lecture/lab methods of teaching within musculoskeletal physical therapy. Thirty-six (36) first-year physical therapy students enrolled at a regional physical therapy program completed an anonymous internet-based survey regarding their impressions of traditional and flipped classroom teaching methods. Flipped classroom and traditional teaching methods were both used within the same musculoskeletal course. The survey was created to aid in planning subsequent courses and asked questions about student's preferred teaching method (flipped, traditional, or both equal) across a variety of categories. Student exams scores, using the same question bank, were compared to the year prior as a quantitative outcome measure. Twenty-nine (29) students (81%) completed the survey. Generally, students preferred the flipped classroom. Compared to the previous year, test scores for all content areas were similar (± 4%) except cervical spine which was improved (>10%). When asked outright, 28/29 students preferred the flipped teaching method. Student opinions indicate the flipped classroom is preferable to traditional methods yet objective outcomes appear similar. Physical therapy educators seeking ways to improve the student experience using technology in the classroom may consider utilizing the flipped classroom method.

As the move to increase availability of composition courses in the online environment continues, it is important to understand the ways in which composition instructors have taken on the challenges associated with moving their teaching online and how they modify, or re-mediate, their pedagogy for the this new teaching and learning environment. This study takes on the task of examining re-mediation as it occurs in the pedagogical practices used by instructors to facilitate peer review activities in hybrid, first-year composition courses. At the same time, it is important to understand the varying factors that may influence the degree to which instructors re-mediate their pedagogy for this hybrid environment. This study also uncovers four factors that appeared to influence the degree to which the instructors re-mediated their pedagogical practices over the course of the semester in which this study was conducted. Results from this study will contribute to the field by serving as a guide to instructors and administrators who will teach and design hybrid composition courses or curricula in the future.

The purpose of this dissertation was to understand and compare the effect of training non-native English Speaking (NNES) learners (N = 480) in two distinct learning environments, (i) traditional face-to-face and (ii) online synchronous hybrid learning (SHL). In the traditional training mode, NNES learners (n = 360) were trained by NNES voice and accent (VANC) trainers in a physical, face-to-face setting. In the second, CAPT+SHL training mode, the NNES learners were trained by NNES VANC trainers with the help of a native-English computer-assisted pronunciation training (CAPT) tool in an online SHL environment. Factor analysis, higher-order factor analysis, hierarchical cluster analysis, and multidimensional scaling yielded a reliable scale, Eddie's Voice Test (EVT). Multiple regression yielded a predictive model between NNES pronunciation and their performance. In addition, the CAPT+SHL training mode produced higher scores on pronunciation and performance than the traditional training mode, suggesting a combination of NES and NNES VANC instructors are more effective in training NNES learners than NNES instructors by themselves. The case study (n = 3) on VANC trainers' perception of CAPT and SHL yielded three themes: (1) challenges with synchronous hybrid learning (sub-themes include physical challenges, social challenges, and cognitive challenges); (2) computer-assisted pronunciation training (CAPT) impact on non-native-English-speaking (NNES) learner pronunciation (sub-themes include self-paced pronunciation learning and pronunciation benchmarking; and (3). SHL as an equitable learning environment.

Graduation rates in colleges and universities have not kept up with the increase in enrollment. Lack of mathematics competence is a factor that impairs students from completing higher education studies. This problem is even more pervasive in minority groups. The existing body of research on mathematics education have not favored emerging minority populations in terms of addressing their needs for academic program completion across mode of instruction. The study analyzed the relationship between type of instruction and the factors underlying students’ attitudes toward mathematics. Further, this study examined the effect of factors underlying the constructs of teacher’s effect and self-efficacy as well as gender and mode of instruction on factors underlying attitudes of students to learn mathematics. Data were collected from a sample of 390 students enrolled in College Algebra delivered in face-to-face and hybrid learning at a minority-serving college, using three well established instruments. A one-way MANOVA and Path Analyses were used to analyze the data. There were significant differences in the level of importance students attributed to learning mathematics for their life in terms of mode of instruction. Those students who learned mathematics in the hybrid setting believed that learning and mastering mathematics would become an advantageous factor for their life. Beliefs of encouragement from the teacher and mathematics capability to solve procedural problems predicted judgments of satisfaction for being enrolled in College Algebra, as well as judgments of the importance students attributed to learning mathematics for their life. Mode of instruction was also a significant predictor of importance. Mathematics apprehension was significantly predicted by discouragement. Perceptions with respect to performing mathematics problems that required applying several procedures was significantly predicted by the combined effect of judgments of encouragement and discouragement from the teacher. Perceptions of being encouraged from the teacher predicted beliefs to perform critical thinking problems in mathematics.