Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 173-179). Also available on the Internet.

Thesis (M. Ed.), Memorial University of Newfoundland, 1998. / Restricted until November 2000. Bibliography: leaves p. 79-82.

Thesis (M.Ed.)--Memorial University of Newfoundland, 1999. / Leaves 75-93 numbered in reverse order. Bibliography: leaves 93-89 [sic].

Thesis (Ph. D.)--University of Alabama at Birmingham, 2006. / Description based on contents viewed Jan. 25, 2007; title from title screen. Includes bibliographical references (p. 121-132).

According to the Council on Higher Education (CHE, 2011:78) the term Work Integrated Learning (WIL) refers to an educational approach that aligns academic and workplace practices for the mutual benefit of students and workplaces. The CHE (2011:4) further describes WIL as an approach to career-focussed education that includes classroom-based and workplace-based forms of learning that are appropriate for the professional qualifications. WIL forms part of many training programmes for professions across the globe and is considered an important aspect of preparing the trainee or student to integrate theoretical learning into the clinical environment in which he or she will be building his or her career. WIL is considered crucial for the development of professional attributes and competencies needed to perform duties within the chosen profession once the trainee is qualified. Health care professions across the world employ WIL in clinical areas as an integral part of their curricula and nursing specifically is one of the health care professions that utilise a large component of WIL for clinical development of the student nurses. In South Africa, student nurses are currently placed in a variety of clinical settings in order to obtain the required and regulated clinical experience that work integrated learning should offer them. However, anecdotal evidence indicated that student nurses from the various Nursing Education Institutions in Nelson Mandela Bay experienced difficulty in finding adequate opportunities to develop their newly acquired skills when in the clinical areas and reported great difficulties in achieving their WIL outcomes. The aim of this study was to explore and describe the student nurses’ experiences of work integrated learning in various clinical areas in the Nelson Mandela Bay. This study followed a qualitative, exploratory, descriptive and contextual design with two phases. Thirty-five student nurses in their third and fourth-year were purposely sampled. In phase one data was collected using two steps, where the first step comprised using naïve sketches. During the second step interviews were done by means of focus groups using semi-structured questions and responsive interviewing. Data was transcribed verbatim and analysed thematically using Tesch’s method of analysis. In phase two recommendations for nurse educators to optimise WIL were formulated. The following three themes and related sub-themes emerged from the analysis: 1) Student nurses experienced a multitude of challenges in the clinical placement areas (CPA) and at the nursing education institution (NEI) that negatively impact on their morale and hinder WIL, namely lack of resources, unsupportive learning environments, a lack of belonging and workplace violence. 2) Positive experiences resulted in motivated and enthusiastic students, namely being inspired by role models, enhanced learning when support was offered and personal growth. 3) Students offered recommendations for enabling their WIL, namely adequate mentoring and clinical support, adequate financial support related to WIL and adjusting the nursing programmes to better incorporate the students’ needs. Relevant literature and recommendations offered by the student nurses were used to formulate recommendations with action steps for nurse educators to optimise work integrated learning of student nurses.

This thesis makes a general survey of work experience and considers specifically the role of the Texas public high school teacher in the work experience program.

Thesis (Ed.D.) -- Teachers College, Columbia University, 1991. / Typescript; issued also on microfilm. Sponsor: William Yakowicz. Dissertation Committee: Jack D. Mezirow. Includes bibliographical references: (leaves 169-191).

"The purpose of this study is to analyze the Diversified Cooperative Training Program at Jefferson High School as to its methods in meeting the needs of students to better serve themselves and the community. Chapter I will describe the concepts of the Diversified Cooperative Training Program. Chapter II will describe the Diversified Cooperative Training Program at Jefferson High School in Tampa, Florida, followed by a summary"--Introduction. / Typescript. / "August, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Includes bibliographical references (leaves 33-34).

The main purpose of the study is to describe the developmental story of one of the larger university cooperative education programs in the United States to provide the evidence of outcomes and to utilize selected elements of the program in other colleges and universities. The study utilizes historical methodology with a descriptive approach to investigate and analyze the program's establishment, its development of staffing, organization, students, employers, funding, and its evaluation by using primary and secondary sources, annual reports, federal grant request proposals, evaluation reports, and the on-campus newspaper. The information for this study was also gathered through personal interviews with previous and present staff members of the program. The study shows that the program was established in the dean of students' office, but in order to get more support from the faculty, the program was moved to the academic affairs office. As a result of the academic support by the faculty, the program expanded. The findings show that the federal grant, Title VIII, contributed significantly to the initiation and growth of the program. The investigator observes that the director's leadership and the staff members' commitment to the program were two of the most important factors in the continued growth of the program. Strong commitment by the chief executive officer of the institution has also been a strong factor in the continuous growth of the program. The study indicates that close affiliation with professional organizations has benefited the program by influencing the development of quality and effective, diverse employers. The results show that the cooperative program significantly aided the students, institutions, and employers annually by placing approximately 1,200 students in their major-related working places.

With the application of work-based learning theory and cultural historical activity theory (CHAT) via qualitative research methods, this study considered the reported learning experiences of a group of multidisciplinary practitioners who employed the edX platform in the delivery of massive open online courses (MOOC) for Latin America and the Caribbean (LAC). This exploratory case study focused on a pioneering MOOC program, established in 2014 at the Hemispheric Development Fund (fictional organization name) for offering professional development opportunities to the LAC region. Using interviews, observation, and document analysis, it identified the kinds of knowledge, skills, or behaviors, as well as the multidisciplinary collaborations and organizational conditions that participants considered critical for the successful performance of their work activities. The study included 20 participants, divided evenly among 4 subject matter experts, 4 instructional designers, 4 media producers, 4 platform technicians, and 4 administrative assistants. The study was based on the premise that improving our understanding of the work activities and related learning experiences among participants may benefit the training of future practitioners and organizations interested in the multidisciplinary design of edX MOOCs for LAC and, thus, may contribute to the improved adoption of the edX MOOC platform for developing regions. Through the iterative modeling and analysis of activity systems, as well as illuminating the significant incidents and systemic tensions reported by participants as potential triggers for their learning, four key findings emerged: 1) The totality of participants described experiences of work-based learning as they engaged in activities of value production during the MOOC design cycle; 2) Developing practical knowledge in the preparation and administration of educational resources or learning activities, and mastering effective communication skills enabled participants to excel in the performance of their work activities; 3) The need for improving organizational processes was cited as the most essential contextual condition impacting participants’ work performance; and 4) A majority of participants expected future learning pressures at work in response to constant changes with the technological tools they employ for doing their jobs.