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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
31

A Case Study: Motivational Attributes of 4-H participants engaged in Robotics

Smith, Mariah Lea 01 January 2013 (has links)
Robotics has gained a great deal of popularity across the United States as a means to engage youth in science, technology, engineering, and math. Understanding what motivates youth and adults to participate in a robotics project is critical to understanding how to engage others. By developing a robotics program built on a proper understanding of the motivational influences, the program can be built on a foundation that addresses these influences. By engaging more youth in the robotics program, they will be able to envision a future for themselves as a high-school or college graduate, in addition to a viable employee with marketable skills in tough economy. The purpose of this research was to evaluate the underlying motivational attributes or factors that influenced 4-H youth, parents, volunteers, and agents to participate in the Mississippi 4-H robotics project. Specifically, this research focuses on two unique counties in Mississippi with very diverse populations. Interviews with participants, observation, and document analysis which took place occurred over the course of a robotics year – October to July. This study sought to identify motivational attributes of participants in the robotics project. Once identified these attributes could be used when developing new program curricula or expanding into new counties in Mississippi. Data analysis revealed that there are many unique motivational factors that influence participants. Among these factors, (1) the desire to build and construct a robot, (2) competition and recognition, (3) desire for future success and security, (4) safe place to participate and build relationships, (5) teamwork, (6) positive role models, and (7) encouragement.
32

Video Games – a Source of Knowledge? - an investigation amongst youths about their thoughts on their video gaming habits

Vintetjärn, Björn January 2008 (has links)
This research is based on the following research question: What are the pupils’ thoughts about their gaming habits and possible learning situations in connection with their gaming? The study is based on literature on the subject and on two interviews with five youths who are between sixteen and seventeen years of age. The conclusions that can be drawn from my research question are:- Learning could take place in different domains and be put into different contexts. Hence, language learnt from playing video games, could be applied on domains outside of the game, i.e. implicit learning in terms of using a foreign language when communicating with other players can become tacit knowledge that the learner can apply on settings outside of the game. Also, social skills learnt from the structure of a game like World of Warcraft can be used in a formal educational setting. As a video game is multimodal in its nature there are benefits from also using other multimodal material in formal education, as many of the pupils are familiar and used to the same sort of text.- There are also problems connected to informal learning. The informants in this study describe how their interest in video games often clashes with their formal education. Another aspect is of course how the quality of the content learnt within an informal setting is being supervised, in contrast to how the formal education works with a trained teacher and a set curriculum that carefully explains how the learning should become available for the learner. Finally, one of the informants explains how his writing skills has become worse because of his informal training of English, since he wants to use smilies and abbreviations in formal text writing.
33

Informal Learning in an Online Book Club: A Qualitative Case Study

Pilcher, Toni E 16 August 2023 (has links) (PDF)
This article examines the online book club called Victober, which is held every October on Youtube and other social media apps. As a qualitive case study, the research uses interviews, observations, and digital documents to explore the interactions and informal learning experiences of four women who participated in Victober 2022. The author identifies five overarching themes that emerged from the data: content creation, community identity, individual identity, rewards, and anticipation. These themes highlight the significance of content creation for YouTube and social media platforms, the sense of community fostered by Victober, the balance between individuality and belonging, the rewards of participation including creative exploration and social satisfaction, and the excitement leading up to the event. The research reveals the informal learning opportunities provided by Victober, including the development of reading and writing skills, exploration of the Victorian era, and the practice of content creation. It also emphasizes the social nature of reading and the role of social media as a venue for literary discussions. The article has implications for the understanding of informal learners in online affinity spaces.
34

Supporting Workplace Learning: Supervisory and Peer Support Effect on Novice Firefighter Informal Learning Engagement

Kauser, Frederick L. 18 May 2017 (has links)
No description available.
35

Varför YouTube? : Fem gymnasieelevers instrumentövande med YouTube som lärare. / Why YouTube?

Lindgren, Björn January 2016 (has links)
Titel: Varför YouTube? Title: Why YouTube? Författare: Björn Lindgren I den här studien har syftet med undersökningen varit att synliggöra varför några elever använder sig av YouTube i sitt lärande av sång och instrumentspel. Undersökningen började med en enkät med elever från ett musikestetiskt gymnasium i årskurs 3. Utifrån enkäten valdes fem frivilliga elever ut till att delta i intervjuer. Genom enkäten kom det fram att alla elever som använder YouTube i syfte att lära sig något på sitt instrument eller i sin sång främst bara lär sig specifika låtar, vilket också bekräftas i intervjuerna. Databearbetningen av intervjuerna visade på resultat som kunde delas in i fem olika kategorier/orsaker till varför elever vänder sig till YouTube, nämligen smidighet, självklarhet, mångfald, låtarna och skola. I resultatet förklaras hur YouTube upplevs som en plats där eleverna med självklarhet och enkelhet kan klicka sig fram till en instruktionsvideo som passar dem. Här lär de sig i sitt eget tempo, när de vill och när de har tid.
36

Reconnecting Youth with Community and Environment: Keys to Civic Engagement Education Program Success

Wisneski, Kristin Dominique January 2012 (has links)
In an increasingly complex world, there is a need for youth to address scientific issues both locally and globally. While interest and proficiency in science, technology, engineering, and math (STEM) decline, diverse methods to successfully engage, educate, and empower youth based on informal, learner-centric approaches are being tested. The factors potentially contributing to the success of a technology-supported civic engagement program were documented for 20 after school programs using qualitative methods. Using content analysis, the data was coded and tabulated and key variables were constructed. Univariate regression analysis revealed that four out of seventeen potential predictor variables proved to have a significant relationship with program success. The final multivariate regression model for predicting program success included youth-drivenness and total events (R-squared =0.58, p-value=0.0006), suggesting that encouraging participant ownership of the learning process is important to community and environmental problem awareness and the pursuit of solutions through STEM skills.
37

A good and worthwhile life: The nature and impact of elementary teacher personal learning

Ogden, Holly 19 October 2012 (has links)
This three-phase qualitative study examined the significance of personal learning in the lives of full-time elementary school teachers in Ontario, Canada. The research aimed to provide an awareness of the effects of engaged personal learning on teachers’ in-school practices and on student engagement in school. An online questionnaire was used as the initial exploratory tool. The questionnaire was completed by 87 Ontario elementary teachers, and results were stratified by age, gender, range of learning experiences, and career stage. The questionnaire was used to generate descriptive statistics, identify how elementary teachers pursue personal learning interests across different career stages, and gather open responses, in order to determine how teachers characterize their engagement in personal learning opportunities. Semi-structured interviews were conducted with eleven participants to characterize the teachers’ learning experiences, and to explore their views as to how their learning affected them personally and professionally. Classroom observations ensued with three of the interviewees. The data analysis indicated that the nature of personal learning varies across different career stages, and that such learning occurs most often in an informal setting. It also revealed the significance of learning opportunities that both challenge and extend knowledge in real-life contexts and/or that is social or collaborative in nature. Three themes—connections, self as learner, and vitality—emerged from the reported effects of teachers’ personal learning on their students and their classroom practice. The teachers’ passion for learning was evident in the many ways that they provide meaningful, collaborative, and challenging opportunities for their students in a very supportive and nurturing environment. Through the data collection and analysis, it became clear that some of the most profound learning experiences were not preplanned or intentional in nature, but arose as a result of life. In some cases, the participants did not consider these experiences to be learning—until they began to detail the effects that these experiences had on them, both as individuals and as educators. Suggestions for future research are offered to continue learning from teachers who take part in personal learning, and from the students that they teach. / Thesis (Ph.D, Education) -- Queen's University, 2012-10-19 08:38:23.555
38

Hälsa, välbefinnande och förutsättningar för informellt lärande : En enkätstudie om kvinnor och mäns upplevelser av aktivitetsbaserade kontor / Health, well-being and conditions for informal learning : A questionnaire study about women and man’s experiences of activity-based office

Persson, Lina January 2017 (has links)
Det är viktigt hur kontorsmiljöer utformas så att de kan skapa förutsättningar för lärande, välbefinnande och hälsa på arbetsplatsen. Syftet med aktivitetsbaserade kontor (ABkontor) är att ge de anställda möjligheten att välja den kontorsplats som bäst lämpar sig för den uppgift som ska utföras. Det innebär att ingen har en egen plats att gå till. Även om den här kontorstypen blir alltmer populär finns det begränsat med forskning som undersökt vilken effekt ABkontor har på kommunikation, stöd, hälsa och välbefinnande, särskilt ur ett lärandeperspektiv. Syftet med den här studien var att undersöka om det finns skillnader mellan män och kvinnor i hur de skattar hälsa, välbefinnande och hur nöjda de är med olika förutsättningar för informellt lärande i ABkontor, samt om det finns ett samband mellan förutsättningar för informellt lärande på arbetsplatsen och upplevd hälsa och välbefinnande. Ett frågeformulär skickades ut till 174 arbetare på ett av Trafikverkets kontor och svarsfrekvensen var 53 %. Analyserna visar att det inte fanns någon signifikant skillnad mellan män och kvinnor i hur tillfredsställda de är med de olika förutsättningarna, generellt så skattades tillfredställelse högt. Ett signifikant samband hittades mellan informellt lärande och välbefinnande men inte mellan informellt lärande och hälsa. Vidare forskning behövs för att undersöka om informellt lärande faktiskt äger rum i ABkontor genom att undersöka en större population och en större variation av ABkontor för att reda ut den kausala relationen mellan informellt lärande och välbefinnande. / It is important how office environments get designed so they can promote conditions for learning, well-being and health in the workplace. The purpose of an activity-based office (ABW) is to give the employees a possibility to choose the workplace best suited for the task at hand, implying that no one has their own private office to go to. Although this office environment gets increasingly popular, there is a lack of research demonstrating the effects of ABW:s on communication, collegial support, health and wellbeing, especially from a learning perspective. The aim of this study was to investigate differences in how satisfied women and men are in an ABW with the conditions for informal learning, such as work-related information exchange, cooperation and social support and test whether it is a relation between informal learning at work and self-rated wellbeing and health. A questionnaire was sent out to 174 employees working at the Swedish Transport Administration and the response rate was 53 %. The analyses showed that there is no significant difference between men and women in how satisfied they are with the conditions for informal learning in the ABW, overall both genders gave high ratings on satisfaction. A significant relationship was found between informal learning and well-being but not between informal learning and health. Further research is needed to investigate whether informal learning actually takes place in the activity-based office, using a bigger sample and variety of ABW:s, to clear out if the relation between informal learning and well-being is causal.
39

Informal Learning as Performance: Toward a Hermeneutic Phenomenology of Museum Learning in Second Life

Cool, Kathleen Leni 01 January 2013 (has links)
This study explored how avid users of Second Life (SL) experience and make meaning of informal learning activities in virtual art museums and similar cultural spaces through their avatars. While recent literature has laid the groundwork for studying student engagement and formal learning, the lacuna of research bound by the historical traditions of qualitative research design has done little to ease the skepticism surrounding the value of virtual worlds for learning. Within the context of museological discourse, virtual museum learning experiences have the potential to shift viewing practices as well as how meaning is generated, interpreted, and disseminated. Technical, conceptual, and methodological barriers to studying virtual worlds remain. Another goal of this study was to demonstrate the potential of hermeneutic phenomenology, particularly my conceptualization of virtual hermeneutics, to study virtual worlds. Hermeneutic phenomenology has the potential to make practical understanding of the informal learning process in SL explicit by providing an interpretation of this process. The challenge lies in applying the philosophy behind the methodology to the changing reality of virtual worlds. It is only by studying these experiences in context and situated within virtual spaces that we can expand our understanding of the avatar-mediated informal learning process. Findings from this study show that in-world informal learning experiences can, in fact, be studied on their own terms. Furthermore, rich textural data can not only be extracted from exclusively in-world interaction, but collaborative relationships can also develop with no actual world contact. These experiences and interactions can lead to experiential learning, but also transformational learning where the avatar-identity can affect users' actual world viewing practices and meaning making. It is not so much the technology per se that can affect change, but rather identity exploration, diegesis, and relationship building afforded by the technology. Albeit some learning outcomes were observed, affective outcomes and cognitive strategies, including metacognitive skills, were more frequently described by participants. Due to the complexity of assessing such outcomes and the present obsession with quantitatively measurable outcomes in formal education, it is unlikely that SL can or will be used outside the scope of informal learning in the near future unless formal education undergoes social reform.
40

Možnosti implementace systému uznávání výsledků neformálního vzdělávání a informálního učení v ČR / Possibilities of implementing a system of recognition of non-formal and informal learning in the Czech Republic

Čiháková, Hana January 2008 (has links)
The main actor of lifelong learning (LLL) is a learner. It is important to assess and support their entire learning -- i.e. to value learning -- not only that occurring within formal education system but non-formal and informal learning as well. However, non-formal and informal learning outcomes have been not certified by certificates recognized by society as a whole yet. Moreover, informal learning occurs without curricula and teaching. These are the reasons why it is technically necessary to develop suitable instruments and schemes for recognizing learning outcomes which enable implementation of the LLL system. With regard to implementation of the LLL system in the Czech Republic, there are realized various projects and initiatives, national and sector equivalents of European instruments are created or European instruments for implementation of the European LLL concept are introduced (the National occupations system, the National qualifications framework, a system of recognition non-formal and informal learning outcomes, the Law no. 179/2006, Coll. on recognition of further education outcomes, the European Credit transfer system for Vocational Education and Training). The paper is concerned with opportunities and obstacles in the way of implementation of all the instruments mentioned above into LLL concept of the Czech Republic.

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