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Trust is an important concept in nursing. Nursing is frequently described as a profession which is built on trusting relationships; hence, to produce competent professional nurses the building of trust and trusting relationships in nursing education is of utmost importance. The purpose of the study was to understand trust and trusting relationships between and among educators and students in the teaching and learning environment. A qualitative approach with a grounded theory design was used to discover the value of trust and trusting relationships and to develop a model for trust in the nursing education environment. All the nursing education institutions offering the R425 nursing programme in the selected province were included. Two nursing education institutions offered the R425 nursing programme in this province, a university and one public multi-campus nursing education institution with three campuses. The target population consisted of educators and students complying with the sampling criteria. Sampling of educators and students was purposive and convenient. The sample size consisted of fourteen students was purposive and convenient. The sample size consisted of fourteen educators and sixty students. In-depth face-to-face interviews were conducted with educators and fourteen focus group interviews were conducted with students. The three stages of Charmaz (2014) were used for the analysis of data, namely initial, focused and theoretical coding until data saturation was evident. Data collection and analysis and the literature review were done concurrently. Three role players were identified to be important in trust in nursing education. The role players are the educator, student and professional nurse. In the study two sets of data, namely the educators’ views and students’ views on trust in nursing education were synthesised. Four themes emerged, namely: namely professional relations, expectations of the role players in nursing education, creating a conducive teaching and learning environment and, finally, outcomes of trust or lack of trust. Ensuing from the findings of the current study, a model for trust in nursing education was developed – an important contribution to the body of knowledge of nursing education. The study throws light on self-trust, trusting relationships among role players, and trust in the teaching and learning environment. Awareness of trust and trusting relationships among the role players results in positive learning experiences, increased self-trust, self-confidence, motivation and better performance in nursing education. Recommendations made have a bearing on developing self-trust and trusting relationships among role players, the implementation of the model for trust in nursing education, and future studies in trust in nursing education / Health Studies / D. Litt. et Phil. (Health Studies)

Throughout life, we continuously accumulate data, information and knowledge. The ability to recall much of this accumulated knowledge commonly deteriorates with time, though some forms part of what is referred to as tacit knowledge. In the context of education, students access and interact with a teacher’s knowledge in order to create their own, and may have their own data, information and knowledge that could be added to teacher’s knowledge for everyone’s benefit. The realization that students can contribute to enhancing personal knowledge is an important cornerstone in developing a mentor (teacher, tutor and facilitator) focused knowledge system. The research presented in this thesis discusses an integrated framework that manages an individual’s personal data, information and knowledge and enables it to be enhanced by others, in the context of a blended teaching and learning environment. Existing related models, structures, systems and current practices are discussed. The core outcomes of this thesis include: • the virtualMe framework that can be utilized when developing Web based teaching and learning systems; • the sniplet content model that can be used as the basis for sharing information and knowledge; • an annotation framework used to manage knowledge acquisition; and • a multimedia object (MMO) model that: o allows for related media artefacts to be intuitively grouped in a logical collection; o includes a meta-data schema that encompasses other metadata structures, and manages context and referencing; and o includes a model allowing component parts to be reaggregated if they are separated. The virtualMe framework provides the ability to retain context while transferring the content from one person to another and from one place to another. The framework retains the content’s original context and then allows the receiver to customise the content and metadata so that the content becomes that person’s knowledge. A mechanism has been created for such contextual transfer of content (context retained by the metadata).

Made available in DSpace on 2014-12-17T15:37:20Z (GMT). No. of bitstreams: 1 FredericoHS_DISSERT.pdf: 6771219 bytes, checksum: 3b814401b68cda920c1a4e848373f497 (MD5) Previous issue date: 2014-07-04 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The use of games as educational tools is common, however the effectiveness of games with educational purposes is still poorly known. In this study we evaluated three different low-cost teaching strategies make and play your own board game, just play an educational science game and make a poster to be exposed in the school regarding: (1) science learning; (2) use of deep learning strategies (DLS); and (3) intrinsic motivation. We tested the hypothesis that, in these three parameters evaluated, scores would be higher in the group that made and play their own game, followed respectively by the group that just played a game and the group that made a poster. The research involved 214 fifth-grade students from six elementary schools in Natal/RN. A group of students made and played their own science board game (N = 68), a second group played a science game (N = 75), and a third group made a poster to be exposed at school (N = 71). Our hypothesis was partly empirically supported, since there was no significant difference in science learning and in the use of DLS between the group that made their own game and the group that just played the game; however, both groups had significantly higher scores in science learning and in use of DLS than the group that made the poster. There was no significant difference in the scores of intrinsic motivation among the three experimental groups. Our results indicate that activities related to non-digital games can provide a favorable context for learning in the school environment. We conclude that the use of games for educational purposes (both making a game and just playing a game) is an efficient and viable alternative to teach science in Brazilian public school / A utiliza??o de jogos como ferramenta pedag?gica ? bastante comum, entretanto a efetividade dos jogos com prop?sitos educacionais ainda ? pouco conhecida. Neste estudo, tr?s diferentes estrat?gias de ensino de baixo custo criar o pr?prio jogo de tabuleiro, utilizar um jogo j? existente e confeccionar um cartaz foram avaliadas quanto a: (1) aprendizado de ci?ncias; (2) uso de estrat?gias de aprendizado profundo (EAP); e (3) motiva??o intr?nseca. Testamos a hip?tese de que, nos tr?s par?metros avaliados, os escores seriam maiores no grupo que construiu o pr?prio jogo, seguido, respectivamente, pelo grupo que apenas jogou e pelo que construiu o cartaz. A pesquisa envolveu 214 estudantes do 5? ano do Ensino Fundamental I, de seis escolas p?blicas de Natal/RN. Um grupo de estudantes criou e jogou o pr?prio jogo did?tico (N = 68), um segundo grupo utilizou um jogo j? existente (N = 75), e um terceiro grupo confeccionou um cartaz para ser exposto na escola (N = 71). Nossa hip?tese foi parcialmente apoiada empiricamente, uma vez que n?o houve diferen?a significativa no desempenho e no uso de EAP entre o grupo que criou o pr?prio jogo e o grupo que apenas jogou; entretanto, ambos os grupos tiveram escores significativamente maiores em desempenho em ci?ncias e uso de EAP do que o grupo que confeccionou o cartaz. N?o houve diferen?a significativa nos escores de motiva??o intr?nseca entre os tr?s grupos experimentais. Nossos resultados indicam que atividades relacionadas a jogos n?o digitais podem fornecer um contexto favor?vel ? aprendizagem no ambiente escolar. Conclu?mos que o uso de jogos para fins pedag?gicos (tanto criar o pr?prio jogo como apenas jogar) ? uma alternativa eficiente e vi?vel para o ensino de ci?ncias na escola p?blica brasileira

We investigated the hypermediatic integration of free information and communication technology in study activities, mediated by Free Virtual Teaching and Learning Environment, more specifically Moodle, in a course at the Federal University of Santa Maria. Our goal was to identify the advances and challenges of this integration in teaching and learning mediated by Moodle, in order to bring contributions to the educational process. Thus, we use the concept of educational action research, which involved a retrospective movement (questioning and reflective understanding of practice) and prospective (planning of new actions guided by the results already shown). In this work, we have also taken the methodological guidance of three matrices: Problem-Dialog Matrix (PDM), Thematic-Organizing Matrix (TOM) and Thematic-Analytical Matrix (TAM), which were organized respectively in three stages of spiral-cycles: thematic concern, organization and analysis. Study activities, dialog applied to problem-searching, educational hypermedia and cognitive flexibility were concepts that guided the development of hypermediatic study activities. Then, we conclude that the study activities organized in hypermediatic mode, mediated by Moodle, from a socio-constructivist, problem-dialog and Cognitive Flexibility Theory perspective, present a great scholar potential for the critical appropriation of scientific knowledge in relation to different contexts of reality. / Investigamos a integração hipermidiática das Tecnologias da Informação e da Comunicação livres nas atividades de estudo, mediadas por Ambiente Virtual de Ensino-Aprendizagem Livre, mais especificamente pelo Moodle, em um curso presencial da Universidade Federal de Santa Maria. Nosso objetivo foi detectar quais avanços e desafios dessa integração no ensino-aprendizagem mediado pelo Moodle, a fim de trazer contribuições para o processo educacional. Para isso, empregamos a concepção de trabalho de pesquisa denominada investigação-ação educacional, o que envolveu um movimento retrospectivo (problematização e compreensão reflexiva da prática) e prospectivo (planejamento de novas ações orientado pelos resultados já evidenciados). Nesse trabalho, também adotamos a orientação metodológica de três matrizes: Matriz Dialógico-Problematizadora (MDP), Matriz Temático-Organizadora (MTO), e Matriz Temático-Analítica (MTA), que foram organizadas respectivamente em três etapas dos ciclos-espiralados: preocupação temática, organização e análise. Os conceitos atividades de estudo, diálogoproblematizador, hipermídia educacional e flexibilidade cognitiva guiaram o desenvolvimento das atividades de estudo hipermidiática. Ao final desse percurso investigativo, concluímos que as atividades de estudo organizadas de modo hipermidiático e dialógico-problematizador, mediadas pelo Moodle, na perspectiva sócio-construtivista e da Teoria da Flexibilidade Cognitiva, apresentam grande potencial escolar para a apropriação crítica do conhecimento científico face aos diversos contextos da realidade.

Many factors are present in the teaching and learning environment that could influence students’ motivation positively or negatively. This study explores and describes the factors influencing motivation of nursing students in order to identify student support strategies to enhance motivation in the teaching and learning environment. A qualitative, exploratory, descriptive design was used. The accessible population was all final-year students registered for the certificate leading to enrolment as a nurse (R.2175) and studying at two campuses of a selected private Nursing Education Institution (NEI) in Gauteng province. The sample selection was non-probability, convenient sampling. Data was collected by means of semi-structured focus group interviews. The three main themes that emerged from the collected data were factors related to interpersonal relationships, factors related to the teaching and learning milieu and factors related to self-worth. Recommendations for student support in nursing education, student support in practice and for future research were made. / Verskeie faktore bestaan in die leeromgewing wat motivering van studente positief sowel as negatief beïnvloed. Hierdie studie ondersoek en beskryf die faktore wat die motivering van verpleegstudente beïnvloed om sodoende studentondersteuning-strategieë te identifiseer wat motivering in die leeromgewing sal bevorder. Die navorser het kwalitatiewe navorsing gebruik. Die toeganklike populasie was al die finale jaar studente geregistreer vir die kursus wat lei tot inskrywing as verpleegkundige (R.2175) en aan twee kampusse van ‘n geselekteerde privaatverpleegskool in die Gauteng provinsie studeer. Die nie-waarskynlikheids-, gerieflikheidsteekproeftegniek is gebruik. Semi-gestruktureerde fokusgroeponderhoude is gebruik om data in te samel. Die drie hooftemas wat navore gekom het uit die ingesamelde data was faktore geassosieer met interpersoonlike verhoudings, faktore geassosieer met die leeromgewing en faktore geassosieer met selfwaarde. Aanbevelings vir studentondersteuning in verpleegonderrig, studentondersteuning in praktyk en vir verdere navorsing is gemaak. / Ho na le dintlha tse ngata tse teng tikolohong ya dithuto tse ka bang le kgahlamelo e itseng ho baithuti ka tsela e ntle kapa e bosula. Diphuputso tsena di hlakisa dintlha tse ka bang le kabelo morolong wa baithui ba booki e le hore ho tle ho hlauwe meralo ya tshehetso e tlang ho matlafatsa tikoloho ya dithuto. Ho sebedisitswe mokgwa o nang le boleng, o batsi o hlakileng. Batho bao ho entsweng diphuputso tsena ho bona, e ne e le baithuti ba selemo sa ho qetela ba ingodiseditseng setifikeiti sa ho ya ithutela booki, ba ithutelang dikhemphaseng tse pedi tsa lekala la poraefete la Nursing Education Institution, profensing ya Gauteng. Mokgwa o sebedisitsweng wa ho kgetha, o ne o sa fane ka sephetho se hlakileng, se bobebe. Ho ilwe ha bokelletswa lesedi ka tsela ya dihlopha tse hlonngweng dipotso. Dihlooho (mokotaba) tse tharo tse ka sehlohong tse hlahellang leseding lena le bokelleditsweng, e bile dintlha tse amanang le dikamano tsa batho, dintlha tse amanang le tikoloho ya dithuto le dintlha tse amanang le boitshepo ya motho. Ho entswe dikgothalletso tsa tshehetso ya baithuti thutong ya booki, tshehetso ya baithuti kwetlisong le bakeng sa diphuputso tsa nako e tlang. / Health Studies / M. P. H. (Health Studies)

This mixed methods research design, which was modelled on the constructivist view of schooling, sets out to investigate the effect of developing mathematical problem solving skills of grade 8 learners on their performance and achievement in mathematics. To develop the mathematical problem solving skills of the experimental group, a problem-centred teaching and learning environment was created in which problem posing and solving were the key didactic mathematical activity. The effect of the intervention programme on the experimental group was compared with the control group by assessing learners’ problem solving processes, mathematical problem solving skills, reasoning and cognitive processes, performance and achievement in mathematics. Data were obtained through questionnaires, a mathematical problem solving skills inventory, direct participant observation and questioning, semi-structured interviews, learner journals, mathematical tasks, written work, pre- and post- multiple-choice and word-problem tests. Data analysis was largely done through descriptive analysis and the findings assisted the researcher to make recommendations and suggest areas that could require possible further research. / Mathematics Education / M. Ed. (Mathematical Education)

This mixed methods research design, which was modelled on the constructivist view of schooling, sets out to investigate the effect of developing mathematical problem solving skills of grade 8 learners on their performance and achievement in mathematics. To develop the mathematical problem solving skills of the experimental group, a problem-centred teaching and learning environment was created in which problem posing and solving were the key didactic mathematical activity. The effect of the intervention programme on the experimental group was compared with the control group by assessing learners’ problem solving processes, mathematical problem solving skills, reasoning and cognitive processes, performance and achievement in mathematics. Data were obtained through questionnaires, a mathematical problem solving skills inventory, direct participant observation and questioning, semi-structured interviews, learner journals, mathematical tasks, written work, pre- and post- multiple-choice and word-problem tests. Data analysis was largely done through descriptive analysis and the findings assisted the researcher to make recommendations and suggest areas that could require possible further research. / Mathematics Education / M. Ed. (Mathematical Education)

Ziel dieses Beitrages ist es, aufzuzeigen und an einem Beispielszenario exemplarisch darzustellen, wie mit Hilfe von an Hochschulen verfügbaren Standardtechnologien flexible kooperative und kollaborative Lehr- und Lernumgebungen je nach Bedarf und Möglichkeiten generiert und in Anwendungsszenarien mit vielen verschiedenen Lehr- und Lernprinzipien, Lehrmethoden, Lehrtechniken sowie Lehrressourcen eingesetzt werden können. Gleichzeitig soll mit den Möglichkeiten solcher Netzwerke auf die neuen Anforderungen der Arbeitswelt, den veränderten gesellschaftlichen und technischen Rahmen- bzw. Lehr- und Studierbedingungen reagiert und Mehrwerte generiert werden können. Zur Verdeutlichung des Ansatzes soll ein Anwendungsszenario aus der Ausbildung von Landschaftsarchitekten (Semesterprojekt „Landschaftsplanerische Studie“ sowie „Objekt- und Ausführungsplanung“) vorgestellt werden. Dieses Szenario kann auf andere Planungs- und Anwendungsdisziplinen der Ingenieurdisziplinen und vor allem dem Bau- und Anlagewesen übertragen werden. [... aus Punkt 1]