Thesis (Ed. D.)--Illinois State University, 1990. / Title from title page screen, viewed November 23, 2005. Dissertation Committee: Richard C. Youngs (chair), Walter D. Pierce, Elmer A. Lemke, Larry D. Kennedy. Includes bibliographical references (leaves 69-76) and abstract. Also available in print.

Thesis (Ph. D.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.

Thesis (Ph. D.)--University of Toronto, 2005.

M.Cur. (Nursing Education) / Humour, as an instructional approach is used to facilitate learning and it has been found to have immeasurable benefits to nursing education (Ulloth, 2003b; Chabeli, 2008). However, the use of humour is a challenging activity, especially in nursing education, owing to the profession’s serious nature. Previous studies recommended continued exploration of the teaching and learning situations in order to improve the way nursing education students are educated. Despite the studies conducted about the use of humour to facilitate learning, there is still an absence of guidelines to assist nurse educators to use and integrate humour into the teaching content to enhance the learning of learner nurses at a nursing education institution in Gauteng. The purpose and objective of this study was to explore and describe the experiences of learner nurses regarding the effects of humour in facilitating learning in order to describe the guidelines to facilitate learning through humour at a nursing education institution in Gauteng. A qualitative, explorative, descriptive and phenomenological research design that is contextual in nature was employed (Burns & Grove, 2009:54; Mouton, 1996:102– 107). A non-probability purposive sampling method was used to select participants. The study was conducted into two phases. Phase one consisted of the exploration and description of the experiences of learner nurses with regard to the effect of humour in facilitating learning, through focus group interviews. Phase two of the study consisted of a conceptualization of the findings and a description of guidelines to facilitate learning through humour at a nursing education institution in Gauteng. Tesch’s qualitative open coding method of data analysis (in Creswell, 2012:244 - 245) was used to analyse the data obtained. Trustworthiness was ensured in accordance with Lincoln and Guba (1985:316-327). Ethical considerations were observed using DENOSA’s ethical standards (DENOSA, 1998:7). The three main categories that emerged from the data were positive effects of humour, negative effects of humour, and the effects of an absence of humour. These main categories and sub-categories in conjunction with their related themes were conceptualized and supported by the relevant literature.

Thesis (M.A.)--Western Kentucky University, 2008. / Includes bibliographical references (leaves 80-83).

No description available.

No description available.

Teachers of English to speakers of other languages have often incorporated humor in the curriculum, yet a recent computer search revealed that there were no empirical studies which have shown that curricular humor enhances English language learning. The three specific questions of the thesis are: does the use of curricular humor 1) improve memory/recall, 2) improve over-all English proficiency, and 3) result in the subjects' having more positive attitudes towards Americans, and if so, does a more positive attitude correlate with improved memory/proficiency?

xiii, 79 p. A print copy of this title is available through the UO Libraries. Search the library catalog for the location and call number. / The role of humor among teachers in schools has not received much research attention. The purpose of this study was to explore teachers' perceptions of the uses and effects of humor in the naturalistic setting of an elementary school. A qualitative exploratory case study was conducted. Twenty participants from one school completed a survey on uses and effects of humor, and a focus group was conducted with five of the survey participants. Results were transcribed and coded using the constant comparative coding methods, and themes were developed and compared to the scant prior research findings on the topic. Findings identified a group of teachers who used humor mostly to provide stress relief for themselves and each other and to alleviate some of the stresses associated with teaching young children. Participants also reported the use of humor in sharing stories and events that occurred in the school workplace. Findings also included consistent perceived positive effects from the use of humor in building collegial relationships, in providing rejuvenation, and in preventing burn-out. Teachers reported using humor in positive and productive ways and enjoying positive and productive results. Overall, study participants were in strong agreement in regards to uses and effects of humor in their school workplace. As this was an exploratory study, further research is needed in additional school settings to explore reliability in regards to uses and effects of humor in other schools and with other mixes of teachers. As the scant previous research has shown a correlation between positive collegial relationships and good school climate and improved student learning, it would also be beneficial to conduct additional studies on the role of humor among staff in regards to student achievement. / Adviser: Diane M. Dunlap

This study seeks to explore, using an interpretivist phenomenological approach, how humor may impact rapport, engagement, and motivation in graduate online learning environments. Through detailed qualitative analysis of semi-structured interviews, direct observation, and demographic survey data, emergent themes were identified that support the use of appropriate humor to create a positive online environment in which learning can take place. Evidence indicates that humor, when used purposefully and appropriately, is a valuable tool for promoting rapport and engagement amongst course members through community-building and enhanced interpersonal connections. The results of this study reveal the importance of finding common ground and shared experiences to improve the overall social and communicative culture of an online course. The results also support the idea that online instructors should make a great effort in connecting with students in online courses and must make a greater effort to appropriately engage in their online courses. Appropriate recommendations are made for practical application of humor to support pedagogy, as well as recommendations for future research on humor in educational environments.