The global population is ageing, and with it has been a growth of mature aged participation in sport. Following this trend, swimming amongst the adult population in South Africa, whether it is for recreation or competitive purposes, has increased. This research reports on the coaching strategies used by one coach who is training Masters swimmers in Johannesburg. It examines whether or not andragogical principles and teaching methods could be applied to an informal swimming coaching context. Qualitative methods were used for data collection, including an interview with the coach, focus group discussions with the swimmers, pool deck observations and video recordings of the training sessions. Results indicated that adult education principles could be applied to an informal swimming coaching context through flexible and accommodating coaching practices, ensuring effective communication between the swimmer and the coach and utilising the community of practice between the swimmers and coaches to ensure effective adult learning.

The provision of Adult Basic Education and Training (ABET) in South Africa has evolved over time to meet the needs of political agendas of the day. Presently, ABET policy aims to redress the inequalities of education created by the apartheid and Bantu Education systems. To this end, government has established policies and frameworks to encourage learning in both formal and informal environments. ABET learners usually have a very specific sociological and historical autobiography. Their needs and responsibilities are different to those of younger learners. So, with this andragogical consideration in mind, I posed the question: “Why are some learners more successful than others in the completion of an ABET course? I conducted a case study at Belmont Publishers1. My primary research participants were company management, the ABET facilitator and the ABET learners. To gather data from these participants, I used qualitative research tools that included: questionnaires; interviews; focus group interviews; group work activities; and observations. My study focussed on the investigation of intrinsic and extrinsic factors that impact ABET success at the Belmont site. The views of the various research participants (the manager; the ABET facilitator and the ABET learners) are presented as either factors that contribute to learner failure at both intrinsic and extrinsic levels or factors that contribute to learner success at either an intrinsic or extrinsic level. 1 Name changed for reasons of confidentiality. From the findings that emerged from the case study of Belmont Publishers, recommendations are made to relevant stakeholders about factors that could potentially enhance ABET learning in South Africa. The study concludes with suggestions of other ABET related issues which could be researched.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-04-24T14:15:38Z No. of bitstreams: 1 JackesTeixeiradeOliveiraDissertacao2017.pdf: 1614047 bytes, checksum: 908bbdd24c472a036c000892eb60174c (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-04-24T14:16:05Z (GMT) No. of bitstreams: 1 JackesTeixeiradeOliveiraDissertacao2017.pdf: 1614047 bytes, checksum: 908bbdd24c472a036c000892eb60174c (MD5) / Made available in DSpace on 2018-04-24T14:16:05Z (GMT). No. of bitstreams: 1 JackesTeixeiradeOliveiraDissertacao2017.pdf: 1614047 bytes, checksum: 908bbdd24c472a036c000892eb60174c (MD5) Previous issue date: 2018-12-12 / Seventy-eight percent of workers in the Brazilian industry have only a High School diploma. Therefore, organizations need to develop in-house educational actions to reach their goals. According to previous studies, face-to-face training has been slowly replaced by distance learning and professionals who work in corporate education do not have the pedagogical training to ensure their proposals are efficient and effective. Thus, the present study mapped key andragogic processes that must considered by these professionals and inquired whether they have been used in distance learning work routine. The results show that the application of andragogy to distance learning educational actions was a challenge to most interviewees. / Setenta e oito por cento dos trabalhadores da ind??stria brasileira possuem a forma????o educacional at?? o Ensino M??dio completo, e desta forma as organiza????es necessitam desenvolver a????es educacionais internas para que os objetivos tra??ados sejam alcan??ados. De acordo com estudos j?? realizados, estas a????es est??o aos poucos sendo substitu??das da modalidade presencial para ?? dist??ncia, e os profissionais que atuam com os processos de Educa????o Corporativa n??o t??m a forma????o pedag??gica necess??ria para garantir a efici??ncia e efic??cia em suas proposi????es. Sendo assim, esta pesquisa mapeou os importantes processos andrag??gicos que devem ser considerados por esses profissionais e pesquisou se estes j?? os utilizam em sua rotina de trabalho no que se refere ?? educa????o a dist??ncia. Os resultados da pesquisa mostram que a aplica????o da andragogia para a????es educacionais EaD ?? um desafio para a maior parte dos entrevistados.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O presente estudo tem por objetivos compilar e analisar percepções sobre o uso de ferramentas web 2.0 no ensino de inglês como língua estrangeira e aliar a análise de atitudes à teoria da Andragogia, que trata do aprendizado de adultos, proposta por Knowles (1973, 1975, 1984, 1990). O assunto parece não contar com estudos coordenados, visto que Thomas (2010) apenas muito recentemente editou um compêndio com trabalhos envolvendo as possíveis aplicações de recursos da web 2.0 no estudo de uma língua estrangeira e as percepções de alunos, embora outros estudos, como os de Rosell-Aguilar (2004), Conole (2008), Kárpáti (2009) e Jarvis e Szymczyk (2010) tenham discutido o assunto isoladamente. Neste trabalho é realizada a compilação das opiniões de alunos adultos e de professores de inglês como língua estrangeira. Como instrumento de coleta de dados optou-se pela utilização de questionários fechados. Tal abordagem possivelmente dá a esta pesquisa um caráter inédito, ao menos no que se refere à coleta de atitudes de alunos adultos e professores brasileiros de um curso de idiomas quanto ao uso de ferramentas web 2.0 no ensino de uma língua estrangeira. A análise dos dados mostrou que aprendizes adultos e professores têm atitudes positivas e estão preparados para a utilização de recursos web 2.0 em sala de aula. Conclui-se, entretanto, que embora a maioria dos participantes desta pesquisa concorde que o uso de tais ferramentas contribui para o ensino de inglês como língua estrangeira, alguns ajustes e procedimentos ainda devem ser implementados para que as ferramentas web 2.0 se tornem não apenas um acessório, mas parte integrante do processo de aquisição do idioma / This study aims to compile and analyse the perceptions of the use of web 2.0 tools in English Language Teaching and associate the analysis of attitude to the Andragogy theory, which deals with how adults learn, advanced by Knowles (1973, 1975, 1984, 1990). This topic does not appear to have a coordination of studies, since Thomas (2010) has only recently edited a handbook with works involving the possible applications of web 2.0 resources in the process of foreign language acquisition and students perceptions, although other works, as those by Rosell-Aguilar (2004), Conole (2008), Kárpáti (2009) and Jarvis & Szymczyk (2010) have discussed the topic isolatedly. This work compiles the opinions of adult learners and teachers of English as a foreign language. Data was collected through closed questionnaires. This approach may provide this research with novelty, at least with as regards the collection of Brazilian adult learners and teachers attitudes towards using web 2.0 in foreign language acquisition in a language school. Data analysis showed adult learners and teachers have positive attitude and are ready to use web 2.0 resources in the language classroom. Nonetheless, albeit most of the participants of this research agree the use of such tools contribute to teaching English as a foreign language, some adjustments and procedures should be implemented so that web 2.0 tools do not become mere accessories, but rather an integral part of the of the language acquisition process

Made available in DSpace on 2016-04-29T14:23:41Z (GMT). No. of bitstreams: 1 Mateus Filipe Domingos.pdf: 1191779 bytes, checksum: 63e51f251554afacbc758ca4d8b42abd (MD5) Previous issue date: 2015-12-07 / The research deals about business ERP-SIM game, one IBTA tool, Brazilian Institute of Advanced Technologies, we bring the study of analysis and results of students who played the Business ERP-SIM game as a tool for development and learning promotion for professionals in the corporate world, where the target audience is owned by andragogical mode. We focus our writing instrument (questionnaire) with issues related to Marketing. During the research we seek to bring concepts related to andragogy, meaningful learning of Ausubel. Games in general and gamification, business game, investigating the ways of how does learning the game especially in game companies. Regarding learning theories and approaches, we brought a brief account of Skinner behavioral, social cognitive, historical and socialization Vygotsky, and it is through these approaches that happens to promotion of learning and insertion apprentice in half or corporate group. This has been confirmed by the fact that some corporate executives to encourage their employees to participate in training that accelerate and promote learning with content from various fields of expertise and organizational projects. Currently the business games are used as an aid in learning tool for training in various areas at universities, especially in business administration courses, thus ensuring the future managers a significant baggage to face the real world of business. Theoretically we rely on concepts covered by major authors: Bellan, Gramigna, Sauaia Martinelli, Huizinga, Kirby, Piaget, Karl Kapp, Malcolm Knowles, Moreira, Vygotsky, Ausubel among others, adopting concepts related to learning through the intermediary of the business game. The survey also brings the analysis of some steps taken in the game to promote learning the light of the approaches and theories of Vygotsky / A pesquisa trata acerca de business game ERP-SIM, uma ferramenta do IBTA, Instituto Brasileiro de Tecnologias Avançadas, trazendo a análise de estudo e resultados de alunos que jogaram o Business game ERP-SIM como ferramenta para desenvolvimento e promoção da aprendizagem para profissionais no mundo corporativo, onde o público-alvo é pertencente à modalidade andragógica. Focalizamos nosso instrumento escrito (questionário) com questões relacionadas ao Marketing. Durante a pesquisa procuramos trazer conceitos relacionados a andragogia, aprendizagem significativa de Ausubel, games em geral e gamification, business game, investigando as formas de como se dá a aprendizagem no game, especialmente nos jogos de empresas. Em relação às teorias da aprendizagem e às abordagens, trouxemos um breve relato behaviorista de Skinner, sociocognitivo, histórico e socialização de Vygotsky, e é através destas abordagens que acontece a promoção da aprendizagem e a inserção do aprendiz ao meio ou grupo corporativo. Isto tem sido confirmado pelo fato de alguns executivos de empresas incentivarem seus funcionários a participarem de treinamentos que acelerem e promovam a aprendizagem com conteúdos de diversas áreas de atuação e projetos organizacionais. Atualmente, os jogos de negócio são usados como ferramenta de auxílio na aprendizagem em treinamento de diversas áreas em universidades, especialmente nos cursos de administração de empresas, garantindo, assim, aos futuros administradores uma bagagem significativa para enfrentar o mundo real dos negócios.Teoricamente nos embasamos em conceitos abordados pelos principais autores: Bellan, Gramigna, Sauaia, Martinelli, Huizinga, Kirby, Piaget, Karl Kapp, Malcolm Knowles, Moreira, Vygotsky, Ausubel, entre outros, adotando conceitos relacionados a aprendizagem por intermédio do business game. A pesquisa também traz a análise de alguns passos adotados no game para a promoção da aprendizagem à luz das abordagens e teorias de Vygotsky

Made available in DSpace on 2016-04-27T14:30:32Z (GMT). No. of bitstreams: 1 Rejane Leatrice De Marco.pdf: 22732283 bytes, checksum: 0a137855744103ab570b1982d687885c (MD5) Previous issue date: 2010-10-20 / This research investigates the participants' perceptions about the course "Aprender a Empreender" (Learning how to Endeavor) which takes the business administration theme into consideration through different learning resources audiovisual, dynamics, teamwork, exercises, businessmen s declarations regarding the relative aspects of learning satisfaction and facilitation to manage a small business. The methodology used here was the qualitative research, taking comprehension of the facts on the participants perspective into consideration and describing the process to apply the "Aprender a Empreender" course in the management of small businesses. The study was based on the participants data analysis which during their education process in the classroom developed different activities for their knowledge construction, among them the writing of a "letter to a friend", in which they described their perceptions on the course and reported that it granted them a new way to look over their business, helped fix what was learned, enabled them to get back to studies, and that the course is applicable to their lives. 60 (sixty) "letters to a friend" written by people who took part in the "Aprender a Empreender" course in five cities of the state of São Paulo, between January and April in 2010, were analyzed. Regardless the limitations of this research, the results obtained led to the conclusion that the course applied in the presence-required modality, combining procedures experienced and the use of technological resources, it can be regarded as an efficient method to teach adults who need fast and practical orientation to solve their problems. When the participants are interested in the theme and they become motivated to learn, they share experiences with the group, feel valued, learn with each other and with their examples. This facilitates the teaching-learning process / A presente pesquisa investiga as percepções dos participantes do curso "Aprender a Empreender", que aborda o tema gestão de negócios por meio da combinação de diferentes recursos de aprendizagem (audiovisual, dinâmicas e trabalhos em grupos, exercícios de fixação, depoimentos de empresários) quanto aos aspectos relativos à satisfação e facilitação do aprendizado para gerenciar um pequeno negócio. A metodologia utilizada foi a abordagem qualitativa, privilegiando a compreensão dos fatos na perspectiva dos participantes e descrevendo o processo para aplicação do curso "Aprender a Empreender" na gestão de pequenos negócios. O estudo se fundamentou na análise de dados dos participantes, que, durante o seu processo de formação em sala de aula, desenvolveram diferentes atividades para construção do seu conhecimento, entre elas a escrita de uma "carta a um amigo", na qual descreveram suas percepções sobre o curso vivenciado, dizendo que favoreceu um novo olhar para seu negócio, fixou conhecimentos aprendidos, possibilitou a retomada dos estudos, que o curso possui grande aplicabilidade em suas vidas. Foram analisadas 60 (sessenta) "cartas a um amigo" escritas por pessoas que participaram do curso "Aprender a Empreender", em cinco cidades do Estado de São Paulo, entre os meses de janeiro e abril de 2010. Guardadas as limitações do estudo, os resultados obtidos conduziram à conclusão de que o curso aplicado na modalidade presencial, com a combinação de procedimentos vivenciais e o uso de recursos tecnológicos, pode caracterizar-se como método eficiente de ensino para pessoas adultas que necessitam de orientação rápida e prática para a resolução de seus problemas. Quando o tema abordado é de interesse dos participantes e eles se motivam para o aprendizado, compartilham suas experiências com o grupo, sentem-se valorizados, aprendem entre si e com exemplos dos seus pares, facilitando o processo de ensino-aprendizagem

Made available in DSpace on 2016-04-27T14:30:45Z (GMT). No. of bitstreams: 1 Glaucia Berton Dagostino.pdf: 768496 bytes, checksum: f20953835c996f7d96fbb0c28d8dda68 (MD5) Previous issue date: 2011-08-23 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The formation of professors for teaching and acting specifically with adults, has a direct relation with the necessity to establish and clarify the way adults learn, which is different from the children process of learning, therefore, to study this subject, it was required to explore the field of Andragogy. Over time, education beyond the school walls, has been employed in various fields of society. In this sense, the term Andragogy began to be adopted regarding the educational processes and education for adults, differing from the pedagogy that concentrates its efforts on issues related to education of children. Given the matters presented, we tried to focus the research on something specific and of greater relevance to the Education sector, since the Andragogy is a subject with few studies in Brazil. We decided then to study, analyze and indicate the importance of the teacher training for professors who work specifically with adults. Thus, the research problem was presented: What is the knowledge necessary to train teachers in andragogical involvement in cases of teaching and learning? It was performed a bibliographic research in order to develop a detailed theoretical work on this subject. The survey instrument used was bibliographic work on the subject studied. After the research, it was concluded that teacher knowledge that professors who work with adults need to have must be based on the categories andragogical identified throughout this study, which are: interaction, planning, adoption of a methodology focused on learning, work with a focus on memory in identity construction of the subject, considering the subjectivity in the process of adult education and discover how students learn through metacognition. According to the bibliography studied and thought about learning the features that stood out the most when dealing with the adult learning are the aspects related to life time experiences, and prior knowledge they bring when they are embedded in a learning environment and that can not be brushed aside by the teacher / A formação de professores para a docência e atuação, especificamente, com adultos possui relação direta com a necessidade de se estabelecer e esclarecer a maneira que os adultos aprendem que é diferente da forma como a aprendizagem da criança acontece. Ao estudar este assunto, entramos no campo da Andragogia. Ao longo do tempo, a educação para além dos muros da escola, foi sendo empregada em diversos campos da sociedade. Neste sentido, o termo Andragogia passou a ser adotado, no que se refere a processos formativos e educacionais para adultos, diferenciando-se da Pedagogia, a qual centra seus esforços nos aspectos relacionados à educação de crianças. Consideradas as indagações apresentadas, procurou-se focar a pesquisa em algo específico e de maior relevância à área da Educação, uma vez que a Andragogia é um assunto pouco estudado no Brasil. Optou-se, então, por estudar, analisar e indicar a importância de uma formação docente para os professores que atuam, especificamente, com adultos. Sendo assim, o problema de pesquisa apresentado foi: Quais os saberes necessários para a formação de professores na atuação em processos andragógicos de ensino e aprendizagem? Como metodologia, realizou-se uma pesquisa bibliográfica, a fim de desenvolver um trabalho teórico aprofundado sobre o assunto. O instrumento de pesquisa adotado foi o levantamento bibliográfico sobre o tema estudado. Após a realização da pesquisa, concluiu-se que os saberes docentes, que os professores, os quais atuam com adultos necessitam, devem basear-se nas categorias andragógicas identificadas ao longo deste estudo. São elas: interação, saber planejar, adoção de metodologia focada na aprendizagem, trabalhar com a memória sob um enfoque na construção identitária do sujeito, considerar a subjetividade no processo de formação de adultos e descobrir como os alunos aprendem, por meio da metacognição. De acordo com a bibliografia estudada sobre a aprendizagem e o pensamento, as características que mais se sobressaíram, quando tratamos da aprendizagem dos adultos, são os aspectos relacionados às experiências de vida que os mesmos têm, as suas vivências e conhecimentos prévios que trazem no momento em que estão inseridos em um ambiente de aprendizagem e que não podem ser deixadas de lado pelo professor

abstract: Throughout the field of corrections in the United States, the prevalent question in regard to reentry preparation of offenders is, “what works?” With a renewed focus on providing meaningful program opportunities for offenders that enable real and sustained changes for reentry success, which has been partially driven by overcrowded prison systems and soaring corrections budgets, the quest has been energized for program models with results that are empirically based. As part of this quest, the Rand Corporation in 2014 (Davis, et al., 2014) published a comprehensive review of correctional education programs based on a meta-analysis of past studies and reported that offenders involved in education programs were significantly more likely to realize success after release from prison than those that were not involved in these programs. In their 2014 final report, the Rand Corporation made recommendations for research efforts at the state and federal levels (Davis et al., 2014). One of their recommendations was to determine what types of instruction and curriculum delivery are most effective in a correctional education setting. Another recommendation was to determine what principles from adult learning are applicable in correctional education. This study was designed to provide data for those two questions. This mixed methods, experimentally-designed study is framed in three research questions that are focused on gaining knowledge of the potential benefit of using trained peer tutors to supplement the instruction in adult basic education classes and General Education Development (GED) classes in a correctional environment. Theoretical applications are grounded in social learning theory and adult learning theories. Quantitative data were collected on academic performance, attendance, and perceived value and interest in education. Qualitative data supplemented and enhanced the quantitative data and provided an excellent insight into the thoughts of the tutors regarding their role in helping others. Statistical significance was found with the aid of the tutors in the adult basic education classes in terms of academic performance, but not with the GED class. Principles of andragogical instruction were examined, discussed, and supported by all students. Expressions of tutor support and help were repeatedly presented as beneficial during interviews. Further questions about attendance were raised. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2019

The aim of this thesis is to find out which areas of further education teachers prefer and which they would use in practice, to compare the relation between the personal choice of the teacher and the necessary reality and to identify teachers' motivation for further education as well as its current conditions. The theoretical part defines the basic concepts and describes the issue of further education of teachers in legislation. It identifies education policy strategies. It compares teacher training in past and present times. It characterizes contemporary forms of teachers' further education and also mentions its problems. In the research part the author examines the preferred areas of further education of teachers at his school in the form of a questionnaire survey, and at the same time compares the situation between the personal choice of the teacher and reality. Semi-structured interviews with teachers identify their motivation and current conditions for further education. The survey could provide feedback to the school management.

Calciphylaxis is a deadly disease seen primarily in patients with end stage renal disease. Literature indicated that improved patient outcomes are seen with routine screenings. Many dialysis providers lack fundamental knowledge that would enable early identification of calciphylaxis in patients with renal disease. The purpose of this project was to design a screening instrument and develop a staff education program that would transform calciphylaxis management by promoting early identification and treatment of the disease. Knowles's theory of andragogy was used as the theoretic framework for the project. Dialysis center staff (n = 26) participated in the education. The number of participants was based on the number of staff working at the partner dialysis site. There were no exclusions as all members of the interdisciplinary team play an important role in calciphylaxis management. Surveys conducted following the education were used to determine whether dialysis staff believed they had acquired the knowledge and skills necessary to identify early signs of calciphylaxis. Descriptive data collected by the surveys indicated 60% of participants were not at all comfortable identifying patients at risk for developing calciphylaxis prior to attending the education presentation. Following the presentation, 68% of participants felt very comfortable identifying at-risk patients, an increase of 82.3%. This project exemplified that calciphylaxis detection is a secondary prevention nursing intervention that has potential for promoting positive social change by improving patient outcomes, reducing mortality rates in the end stage renal disease population, and providing empirical data to inform evidence-based therapies for at-risk patients.