The purpose of midwifery nursing education is to prepare midwives who are fully qualified to provide high-quality, evidence-based mother and child health care services. A quantitative descriptive explorative design was used to identify and explore midwifery students’ experiences of clinical teaching at Sovenga Campus, (Limpopo College of Nursing), Limpopo province. Structured questionnaires were used to collect data. The research sample consisted of fifty (50) midwifery students from Sovenga Campus. Ethical principles were adhered to. Validity and reliability were maintained. The findings showed that learning opportunities are being utilised and clinical accompaniment by tutors has improved. The findings indicated that clinical teaching in midwifery units does not include implementation of the maternity guidelines and protocols’ being used .A recommendation was that tutors be included in student orientation and the planning of monthly unit in-service programmes. / Health Studies / M.A. (Nursing Science)

Dissertation / This dissertation proposes a generic methodology for evaluating intelligent tutoring systems (ITSs), and applies it to the evaluation of the SQL-Tutor, an ITS for the database language SQL. An examination of the historical development, theory and architecture of intelligent tutoring systems, as well as the theory, architecture and behaviour of the SQL-Tutor sets the context for this study. The characteristics and criteria for evaluating computer-aided instruction (CAl) systems are considered as a background to an in-depth investigation of the characteristics and criteria appropriate for evaluating ITSs. These criteria are categorised along internal and external dimensions with the internal dimension focusing on the intrinsic features and behavioural aspects of ITSs, and the external dimension focusing on its educational impact. Several issues surrounding the evaluation of ITSs namely, approaches, methods, techniques and principles are examined, and integrated within a framework for assessing the added value of ITS technology for instructional purposes. / Educational Studies / M. Sc. (Information Systems)

This study explores the training of Psychology tutors at the University of South Africa's (UNISA) learning centres with a view to providing a paradigm shift in tutor training and contributing towards new ways of thinking about education and training in South Africa. It furthermore opens up alternative ways of thinking about the process of facilitation in general. Although the study focuses on tutor training within the discipline of Psychology, the outcomes of the study are applicable to tutor training and tutoring in general, and make a valuable contribution in identifying the basic principles underlying tutor training in other disciplines as well. An ecosystemic approach encourages the trainer-trainee system to become aware of how they affect each other's thinking and behaviour. The basic principles underlying the process of facilitation that emerge in the study, therefore apply equally to the training of tutors and the tutoring of learners by others. These principles provide guidelines in terms of the processes involved in tutor development, as well as inform the issues and themes around which the sharing of ideas can be choreographed in the field of tutor training and tutoring. In conclusion, the information generated in the study focuses specifically on student support in the form of face-to-face tutorials in the distance education setting, the form of tertiary education which is most accessible to many historically disadvantaged learners in South Africa today. More generally, it will make a valuable contribution in the current educational context in South Africa, where student support is of the utmost importance in striving for equality in education, and where the focus is on outcomes-based education. / Curriculum and Instructional Studies / D.Litt. et Phil. (Psychology)

Made available in DSpace on 2016-04-27T14:32:02Z (GMT). No. of bitstreams: 1 Ednilson Aparecido Guioti.pdf: 2932260 bytes, checksum: f5542b363b2ff37963b16176c7fec414 (MD5) Previous issue date: 2007-08-29 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The aim of the research was to analyze the current trends in the development of E-Learning at undergraduate level in the Brazilian context and, in a complementary way the situation in the Spanish context more specifically in Barcelona. The study started from a discussion and analysis of the concept of E-Learning based on the definitions of various authors in order to come to a consensual conceptual what proved to be quite difficult. The initial interest in the development of the on line tutor in E-Learning was minimized as it came to understanding the need for a whole view of the reality in terms of the practices developed in E-Learning and of their development process especially in Brazil. The research question was defined in the following terms: What are the present situation and the main E-Learning trends in Brazil and in Spain? How are the teaching institutions working with E-Learning in the university context, including the development of such professionals who act in the respective contexts? It was proceeded the data colleting of the Brazilian as well as the Spanish situation in the search for information allowing to measure the presence of E-Learning in the universities as well as its limits and possibilities. The statistical data was relevant in order to inform that there are many similarities between both researched contexts and in some cases it was noticed that in the Spanish context there are some new trends which soon may be reproduced in Brazil. Therefore it is necessary and urgent a greater attention by those responsible for E-Learning politics in order to avoid reproducing here the same mistakes found in other realities / Pretendeu-se com esta pesquisa analisar as tendências atuais no desenvolvimento de EAD no ensino superior no contexto brasileiro e, de forma complementar, tendo como contra-ponto, a situação no contexto espanhol, mais especialmente em Barcelona. O estudo partiu da discussão e análise do conceito de Educação a Distância tomando por base definições de vários autores, com o objetivo de se chegar a uma concepção consensual, o que se mostrou razoavelmente difícil. O interesse inicial pela formação do professor-tutor na educação a distância foi minimizado na medida em que se compreendeu a necessidade de ter uma visão de conjunto da realidade em termos das práticas desenvolvidas em EAD e do seu processo de desenvolvimento especialmente no Brasil. A questão de pesquisa foi definida nos seguintes termos: Qual a situação atual e as tendências predominantes do ensino a distância no Brasil e na Espanha? Como as instituições de ensino superior estão trabalhando a EAD no contexto universitário, inclusive a formação desses profissionais que atuam nos respectivos contextos? Procedeu-se, então ao levantamento de dados tanto da situação brasileira quanto espanhola na busca de informações que permitissem dimensionar a presença de EAD nas IES, os seus limites e possibilidades. Os dados estatísticos foram relevantes para informar que existem muitas similaridades entre os dois contextos pesquisados e, em alguns casos, observamos que no contexto espanhol já existem algumas novas tendências que em breve poderão ser reproduzidas aqui no Brasil. Por esse motivo, é necessário e urgente uma atenção maior por parte dos responsáveis pelas políticas de EAD para não reproduzirmos aqui os mesmos erros cometidos em outras realidades

Information and communication technology (ICT) has dominated our lives and the way we learn in such a way that, without it, our way of life becomes obsolete. This study explored challenges experienced by tutors in facilitating teaching and learning through the use of videoconference (VC) technology in an open and distance learning (ODL) environment. These challenges are exacerbated by the fact that most tutors, although highly qualified, do not have teaching methodologies with their qualifications at the time of their employment as tutors. It is believed that if these challenges could be given attention, VC technology would serve as an effective facilitation tool for bridging the distance in teaching and learning. Based on qualitative research approach, this study followed a qualitative phenomenological research design. Qualitative data was collected from individual semi-structured interviews with specific VC tutors; tutorial observations based on tutorials offered in the VC environment; and focus group interviews with students who attended tutorials through VC technology. Informed by the Community of inquiry (CoI) theory, the study answered the following main research question: “What are the experiences of tutors in applying instructional methodologies during VC tutorials?” The findings indicate lack of skills and reluctance in applying various active facilitation methods by VC tutors, insufficient technology training intervention by the ODL institution under study, technical challenges of VC technology in teaching and learning, and lack of monitoring systems during VC discussions. The findings further featured various factors that contribute to tutors’ ability in promoting interactivity during VC tutorials. In conclusion, this study clearly indicates that instructional methodologies used in VC tutorials cannot contribute to a meaningful teaching and learning, and thus make interactivity absent throughout VC sessions. Based on these findings, and suggestions for further research, the study therefore recommends acceleration in tutor training on exploitation and integration of VC technology with various suitable teaching methodologies. / Curriculum and Instructional Studies / M. Ed. (Didactics)

This study explores trainees' experiences of power dynamics within a ritualised training context, with reference to the three major aspects of the study: training, ritual and power. The psychotherapeutic training took place at Agape, a community-based counselling service in Mamelodi, whose theoretical approach to training included a mixture of postmodern, ecosystemic and African traditions. A substantial literature survey examines the major concepts and issues related to the research subject, such as psychotherapeutic training approaches, the philosophies and theories that may inform training procedures, ritual practices in psychotherapy, and organisational and power aspects of psychotherapeutic training. The research process was executed using the qualitative, interpretive research methodology. A sample of six of the trainees who had completed their training at this placement was interviewed, and two of the trainers. The researcher's reflections on her own training experiences are woven into the material. Using the interview technique and through asking a series of open-ended questions, the researcher obtained an account of the subjective, sacralised training interactions at Agape. Themes were identified that had emerged during the interview process. In brief, the themes referred to trainees' theoretical and practical experiences in the training placement, how they made sense of the sacralised therapeutic experiences, and comments on their relationship with trainers and fellow trainees. The most common theme that emerged was that of power. The end product of this study portrays the trainees' understandings of power within a sacralised psychotherapeutic context and their responses to this. This study makes explicit the links between ritualisation and power within an evaluative psychotherapeutic training context, and the consequences of this for training. / Psychology / M.A. (Clinical Psychology)

Dissertation / This dissertation proposes a generic methodology for evaluating intelligent tutoring systems (ITSs), and applies it to the evaluation of the SQL-Tutor, an ITS for the database language SQL. An examination of the historical development, theory and architecture of intelligent tutoring systems, as well as the theory, architecture and behaviour of the SQL-Tutor sets the context for this study. The characteristics and criteria for evaluating computer-aided instruction (CAl) systems are considered as a background to an in-depth investigation of the characteristics and criteria appropriate for evaluating ITSs. These criteria are categorised along internal and external dimensions with the internal dimension focusing on the intrinsic features and behavioural aspects of ITSs, and the external dimension focusing on its educational impact. Several issues surrounding the evaluation of ITSs namely, approaches, methods, techniques and principles are examined, and integrated within a framework for assessing the added value of ITS technology for instructional purposes. / Educational Studies / M. Sc. (Information Systems)

This study explores the training of Psychology tutors at the University of South Africa's (UNISA) learning centres with a view to providing a paradigm shift in tutor training and contributing towards new ways of thinking about education and training in South Africa. It furthermore opens up alternative ways of thinking about the process of facilitation in general. Although the study focuses on tutor training within the discipline of Psychology, the outcomes of the study are applicable to tutor training and tutoring in general, and make a valuable contribution in identifying the basic principles underlying tutor training in other disciplines as well. An ecosystemic approach encourages the trainer-trainee system to become aware of how they affect each other's thinking and behaviour. The basic principles underlying the process of facilitation that emerge in the study, therefore apply equally to the training of tutors and the tutoring of learners by others. These principles provide guidelines in terms of the processes involved in tutor development, as well as inform the issues and themes around which the sharing of ideas can be choreographed in the field of tutor training and tutoring. In conclusion, the information generated in the study focuses specifically on student support in the form of face-to-face tutorials in the distance education setting, the form of tertiary education which is most accessible to many historically disadvantaged learners in South Africa today. More generally, it will make a valuable contribution in the current educational context in South Africa, where student support is of the utmost importance in striving for equality in education, and where the focus is on outcomes-based education. / Curriculum and Instructional Studies / D.Litt. et Phil. (Psychology)

Made available in DSpace on 2014-07-29T16:10:41Z (GMT). No. of bitstreams: 1 Dissertacao da Angela Noleto.pdf: 1394406 bytes, checksum: 78b96ac722c8c4d286c31f9705d94db8 (MD5) Previous issue date: 2009-08-20 / This study entitled Formation along a line: Distance Education Tutors in the Tocantins State is the result of an analysis undertaken as part of the Master in Education program linked to the line of research: Teacher formation and professionalization at the Universidade Federal de Goiás Education Faculty. The aim of the study was to discuss and understand who these subjects called tutors are, working in the formation of pedagogues in the distance education modality in the Tocantins State. It starts from the principle that the relationships established between education, work and technology, especially those which occurred in the final decades of the 20th and beginning of the 21st centuries, have produced changes in all sectors of society. This is especially so in the field of policy on the formation of educational personnel and in order to do so mass certification has been encouraged as well as the ample expansion of distance education as a modality for providing undergraduate Higher Education Courses. The theoretical references used were those of Castells (2001), Ianni (1999, 2000), Antunes (1992, 2003), Barreto (2001, 2003, 2008), Belloni (2001), Chauí (1999, 2001) Frigotto (2003, 2007) Kenski (2007, 2008), Kuenzer (1999, 2007), Marx and Engels (1983), Marcuse (1973), and others. The research infers the recovery of historical aspects which consolidate the restructuring of the capitalist mode of production and the understanding that an information society is coming about, supported by technological advances and their application mainly in the fields of the economics, communication, politics, education and labor. For this reason, an empirical research with a qualitative approach was undertaken. It was understood as a case study in which semi-structured interviews were used as a means to collect data. Questionnaires were applied and observation and documental analysis was undertaken. Classroom assistants working in the municipality of Araguaína, Tocantins, and doing tutorial work in the teleclassrooms of the Pedagogy Course offered in partnership by the Fundação Universidade do Tocantins ( UNITINS) and the EADCON company; students regularly enrolled in the 3rd and 5th periods of the Pedagogy Course during the first semester of 2008 and the administrative coordinator of the Course all these participated in the research as subjects. The results would point to the fact that the subjects carry out a function which does not characterize them as tutors; it shows that the model of Distance Education being undertaken there does not correspond to the model proposed in the documentation; the precariousness, the poor objective working conditions and the depreciation of the professionals directly involved in the formation of future teachers, reaffirm the process of social disparagement and proletarianization of the work of teaching in the issue of distance education. The results also draw attention to the social function of education and the university between education, work and information and communication technologies in which new educational actors, in this case, the tutors, suggest studies which would lead to a reflection on the relationship between formation and the work of teaching in distance education. / O presente estudo, intitulado A formação por fio: o tutor na EAD no Estado do Tocantins é resultado da investigação empreendida nos estudos de Mestrado em Educação ligada à Linha de Pesquisa: Formação e profissionalização docente, da Faculdade de Educação da Universidade Federal de Goiás. Este estudo tem por objetivo discutir e compreender quem são esses sujeitos denominados de tutor que atuam na formação de pedagogos na modalidade a distância no estado do Tocantins. Parte-se do princípio de que as relações estabelecidas entre educação, trabalho e tecnologias, em especial as ocorridas nas últimas décadas do século XX e início do século XXI, demonstram mudanças em todos os setores da sociedade, sobretudo, no campo de políticas voltadas para a formação de profissionais para a educação e que toma para tal intento o incentivo à certificação em massa e a ampla expansão da educação a distância como modalidade para a realização de cursos de formação inicial superior. Utilizou-se dos referenciais teóricos de Castells (2001), Ianni (1999, 2000), Antunes (1992, 2003), Barreto (2001, 2003, 2008), Belloni (2001), Chauí (1999, 2001) Frigotto (2003, 2007) Kenski (2007, 2008), Kuenzer (1999, 2007), Marx e Engels (1983), Marcuse (1973), entre outros. A pesquisa implica a recuperação de aspectos históricos que consolidam a reestruturação do modo de produção capitalista e o entendimento de que está em curso a sociedade informacional , cujo amparo se dá nos avanços tecnológicos e sua aplicação principalmente nos campos da economia, comunicação, política, educação e trabalho. Para tanto, foi realizada uma pesquisa empírica, com abordagem qualitativa e compreendida como estudo de caso, em que se fizeram uso de instrumentos de coleta de dados como entrevistas semi-estruturadas, aplicação de questionários, observações e análise documental. Como sujeitos envolvidos na pesquisa participaram: os assistentes de sala, que atuam no município de Araguaína, Estado do Tocantins e que realizam trabalho de tutoria nas telesalas do curso de Pedagogia oferecida na parceria entre Fundação Universidade do Tocantins (UNITINS) e empresa EADCON; alunos regularmente matriculados nos 3º e 5º períodos do curso de Pedagogia no primeiro semestre do ano de 2008 e o coordenador administrativo do curso. Os resultados encontrados apontam para o fato de que os sujeitos pesquisados desempenham uma função que não os caracteriza como tal, ou seja, como tutores; demonstram que o modelo de EaD ali posto em desenvolvimento não corresponde ao modelo proposto nos documentos; a precariazação, as más condições objetivas de trabalho e desvalorização dos profissionais que atuam diretamente na formação de futuros professores, reafirma o processo de desvalorização social e proletarização do trabalho docente, em se tratando de educação a distância. Chama atenção, a respeito da função social da educação e da universidade entre educação, trabalho e tecnologias da informação e comunicação, em que novos atores educacionais, no caso, os tutores, sugerem estudos que conduzam à reflexão entre formação e trabalho docente em educação a distância.

The purpose of midwifery nursing education is to prepare midwives who are fully qualified to provide high-quality, evidence-based mother and child health care services. A quantitative descriptive explorative design was used to identify and explore midwifery students’ experiences of clinical teaching at Sovenga Campus, (Limpopo College of Nursing), Limpopo province. Structured questionnaires were used to collect data. The research sample consisted of fifty (50) midwifery students from Sovenga Campus. Ethical principles were adhered to. Validity and reliability were maintained. The findings showed that learning opportunities are being utilised and clinical accompaniment by tutors has improved. The findings indicated that clinical teaching in midwifery units does not include implementation of the maternity guidelines and protocols’ being used .A recommendation was that tutors be included in student orientation and the planning of monthly unit in-service programmes. / Health Studies / M.A. (Nursing Science)