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Perspectives on learning and information in flexible learning environments /Littler, Craig George. January 2004 (has links)
Thesis (M.A.)--University of Technology, Sydney, 2004. / Bibliography: 165-181.
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Perspectives on Learning and Information in Flexible Learning EnvironmentsJanuary 2004 (has links)
This study explores the perspectives of teachers and learners in flexible learning environments in relation to information and learning, and the implications of these perspectives for the design of effective library and information services. It adopted a case study methodology to investigate three flexible learning academic subjects offered at the University of Wollongong in Autumn Semester (March to June) 2000. Using a contextual and document review, teacher and student questionnaires, and in-depth interviews, data were gathered on participant perspectives on the following key areas of research interest: concepts of flexible learning; the flexible learning environment; the role of the teacher; the role of the learner; methods of communication; concepts of information; methods of presenting information; using information resources and services; the role of the librarian; concepts of learning; the learning process; and the relationships between information, learning and knowledge. Interview data were analysed using the constant comparative method to identify conceptual categories and higher-level themes within individual cases as well as collectively across all three cases. The main conclusions of the study were that: (1) the ways in which information and learning are conceived are central to understanding information use as part of the learning process; (2) there are a number of identifiable processes or phases involved in using information to learn; (3) the integration of information resources and communication mechanisms is a major benefit of the online learning environment; and (4) the design of the flexible learning environment influences student approaches to learning and the use of information and learning resources. The implications of the study conclusions for library and information services include the need for librarians to develop an understanding of the relationship between information and learning; the need to encourage active engagement with information, qualitative/deep approaches to learning, and critical and interpretative thinking; the need to integrate library resources, services and communication systems into online learning environments; and the need for librarians to develop their roles as collaborative partners with teachers, as guides and facilitators of student learning, as designers of information environments, and as advocates for the incorporation of information resources and services into flexible learning environments. Suggestions for further research include ongoing studies on information conceptualisation and use within flexible learning environments, and a larger scale phenomenographic study of conceptions of information.
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Principal facilitator behaviour in curriculum implementationWarren, Stan, n/a January 1991 (has links)
In the past ten years the emergence of studies in the area of
effective schools has focused a good deal of attention on the
role adopted by principals in the process of change. Few can
deny the importance of this role in the development and
implementation of new/changing curriculum statements. This
is especially noticeable in schools that are part of a large
'centralised' system.
This study is concerned with the role adopted by four
principals in schools in Wollongong N.S.W. where a new
syllabus in Writing K-6 was being implemented. It examined
the implementation activities used and then focused
specifically on the role adopted by the principal in that
process.1
To enable the success or otherwise of the implementation
activities to be identified, the C-BAM techniques developed by
Hall, Hord et al were modified and used. The role adopted by
each of the four principals was then considered in an effort to
identify the contribution it made to the implementation
activities.
The findings suggest that the principal does play a significant
role in Curriculum Implementation and that he/she needs
additional skills and understandings to enable the process used
to be successful. It is recommended that the C-BAM techniques
would be one useful tool that principals could use.
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Perspectives on Learning and Information in Flexible Learning EnvironmentsJanuary 2004 (has links)
This study explores the perspectives of teachers and learners in flexible learning environments in relation to information and learning, and the implications of these perspectives for the design of effective library and information services. It adopted a case study methodology to investigate three flexible learning academic subjects offered at the University of Wollongong in Autumn Semester (March to June) 2000. Using a contextual and document review, teacher and student questionnaires, and in-depth interviews, data were gathered on participant perspectives on the following key areas of research interest: concepts of flexible learning; the flexible learning environment; the role of the teacher; the role of the learner; methods of communication; concepts of information; methods of presenting information; using information resources and services; the role of the librarian; concepts of learning; the learning process; and the relationships between information, learning and knowledge. Interview data were analysed using the constant comparative method to identify conceptual categories and higher-level themes within individual cases as well as collectively across all three cases. The main conclusions of the study were that: (1) the ways in which information and learning are conceived are central to understanding information use as part of the learning process; (2) there are a number of identifiable processes or phases involved in using information to learn; (3) the integration of information resources and communication mechanisms is a major benefit of the online learning environment; and (4) the design of the flexible learning environment influences student approaches to learning and the use of information and learning resources. The implications of the study conclusions for library and information services include the need for librarians to develop an understanding of the relationship between information and learning; the need to encourage active engagement with information, qualitative/deep approaches to learning, and critical and interpretative thinking; the need to integrate library resources, services and communication systems into online learning environments; and the need for librarians to develop their roles as collaborative partners with teachers, as guides and facilitators of student learning, as designers of information environments, and as advocates for the incorporation of information resources and services into flexible learning environments. Suggestions for further research include ongoing studies on information conceptualisation and use within flexible learning environments, and a larger scale phenomenographic study of conceptions of information.
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Factors influencing retention rates in secondary schools within the Wollongong regionRepetylo, Anna H., n/a January 1993 (has links)
Throughout the 1980s, there was a trend in Australia towards increased
participation rates in post-compulsory education. This study examines factors that
influence Year 12 retention rates in four Government secondary schools within the
Wollongong Sub-Region. Factors that were thought to influence students to continue
to Year 12 and sit for the New South Wales Higher School Certificate Examination
included those related to Gender, Socio-economic (relating to occupation of parents,
government financial assistance, and language background), Educational and Career.
The study involved surveying over 400 Year 10 students in four schools by
questionnaires. These schools were chosen for their geographical location and to
include two schools with a history of high retention rates and two schools with low
retention rates.
The questions in the survey were incorporated with a larger survey conducted
in 1989 by the Faculty of Education at the University of Wollongong under the coordination
of Dr. Noeline Kyle ("Everyone expects you to know; A report on careers
advice and industry attitudes towards female students in non-traditional study and
work in the Illawarra", 1990). The questionnaire was piloted in 1988 and after
seeking recommendations from students, teachers and the NSW Department of School
Education Research Group, the survey was administered in 1989.
The study used descriptive research methodology, and Chi-square analysis
was used to establish significance levels in the data.
With regard to gender, the data clearly demonstrated that female students were
more inclined than male students to stay on to Year 12, and have positive reasons for
their decision.
Concerning Socio-Economic factors, the results of this study showed that
students whose parents have a professional background are more likely to stay on to
Year 12. In addition, the achievement of the Higher School Certificate as a preIV
requisite for further study was a strong motivating factor for students staying on to
Year 12. However, students in receipt of Austudy did not appear to relate in a
statistically significant manner with any of the factors that influence the student to stay
on to Year 12. As well, no statistical inference could be drawn from intention to sit for
the HSC and the language most used at home by parents.
With regard to educational factors, the responses from each of the four schools
surveyed showed a high percentage (82 to 85%) of students intending to stay on to
Year 12 and sit for the HSC examination. None of these schools had an appreciably
higher proportion of students intending to sit the HSC exam. However, it was found
that students from one particular school were more likely to undertake further study
and students from this school had a high percentage of both parents with a
professional occupation than any other school.
The findings relating to career factors showed that students who have a
professional career in mind are more likely to proceed to Year 12. It was also found
that students who had school work experience in a professional occupation were more
likely to proceed to Year 12.
The study relates the survey findings to the research literature in Australia, and
also includes a discussion of the limitations of the survey.
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