The internship year is of paramount importance in the vocational training of clinical psychologists. This event assists the student in making the transition from trainee to professional. During the internship year intern psychologists undergo various transitions, for example a change in roles and a change in learning style. The motivation for this study arose from the researcher's own experience of the internship year in a psychiatric training hospital. The study aims at investigating other intern clinical psychologists' experience of their internship year. The intention of this study is to present descriptions of these experiences. The research design of this study is qualitative, using a phenomenological approach. A phenomenological approach has been followed to return to the phenomenon internship in an attempt to reach the lived world of the respondents. Emphasis is placed on the respondents' perceptions of their experience of the internship year. An informal, unstructured interview was conducted with each research participant. Audio tape recordings of the interviews were transcribed. On analysis of the protocols, several themes were extracted. Each respondent did not necessarily experience each of the identified themes. The themes are discussed in chapter four and linked to the existing literature. The following themes have been identified: the value of the learning experience, a sense of apprehension, the experience of stress, the importance of support, the importance of supervision and mentorship, a sense of not belonging, a sense of isolation from social contexts, the challenges concerning culture, and a sense of achievement. The researcher hopes to make a contribution towards the understanding of intern clinical psychologists’ experience of the internship year. It is also hoped that through this study, further research in this field will be encouraged. / Dissertation (MA (Clinical Psychology))--University of Pretoria, 2005. / Psychology / unrestricted

The purpose of this study was to investigate the learning experience of Chinese hospitality students in a 4-year program at a U.S. institution in order to bridge the gap between Chinese and American education. This study could challenge traditional education and produce more culturally savvy and diverse graduates, in a field as personal and interactive as Hospitality Management, it could also help American students who want to study, work or teach in China, as they would be knowledgeable of the cultural and educational differences. This study used a qualitative approach. The researcher conducted in-depth, semi-structured interviews with Chinese hospitality students in a 4-year program at a U.S. institution based on the research questions presented regarding the perceived differences in learning experiences of Chinese Hospitality students. Findings of this study could have implications for the hospitality industry and more importantly the way hospitality education is being taught in a 4-year program at a U.S. institution.

The purpose of this study was to explore and describe grade 6 learners’ experiences of experiential learning in the context of the TekkiKids Programme. The TekkiKids Programme followed a constructivist approach to learning and emphasis was placed on a learnercentred approach. Documents that were written by a consultant, who was involved with the TekkiKids Program, were selected as data sources. These documents included: A feedback report to the facilitators regarding the sessions; general field notes of the consultant pertaining to observations made during lessons; notes of individual unstructured interviews; a questionnaire that explored learners’ experiences of TekkiKids; and notes of a focus group discussion. A qualitative, documentary research design was implemented, and the documents were analysed according to guidelines pertaining to a process of inductive analysis. This study found that learners experienced experiential learning as a method of instruction to be but only partially supportive and encouraging. They furthermore experienced a need for more structure pertaining to problem-solving. Multicultural differences and group conflict had a negative influence on their learning experiences. Learners experienced cognitive load distribution as positive . English as the language of instruction was experienced as a barrier to learners from other language groups Copyright / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted

Using content analysis, researchers reviewed literature to identify the meanings attached to and methods used for measuring learner-content interaction in digitally augmented learning experience. Digitally augmented learning experiences are defined in this dissertation as situations where a learner interacts with content delivered using a computer. Examples include online learning using a desktop, laptop, or mobile device, classroom use of a device to interact with content such as a digital textbook, computer simulation, augmented or virtual reality, smart watch or phone, or other similar educational activities. These activities can be delivered directly from a digital device, over a wireless connection, or via the internet. Digitally augmented learning experiences can be web-based, cloud-based, or loaded on a device; streamed or downloaded; fully online, or part of a classroom experience, such as a blended-learning situation. Current discourse surrounding learner-content interaction in digitally augmented learning environments showed themes of label, theory, measurement, types of content, pedagogy, and looking forward. The label theme describes the use of the term as a research variable or other use where no context was given. Theory includes mentions of Moore's transactional distance (1973) or list of interaction types (1989), Anderson's Equivalency Theorem (2003), and other related educational theories. The measurement theme included all mentions of how learner-content interaction was evaluated, measured, or quantified. Types of content included descriptions of specific content learners interacted with, such as textbooks, online text, discussion boards, simulations, assignments, and assessments. Pedagogy included mentions of student learning, knowledge construction, and understanding that did not include mention of a specific learning theory. The looking forward theme includes suggestions for researchers and practitioners surrounding learner-content interaction. This dissertation discusses strengths and weaknesses of current tools used to measure learner-content interaction in digitally augmented learning experiences. Based on the strengths and weaknesses found in current measurement tools an integrated measurement tool was developed and evaluated for content validity.

The present study sets out to explore the impact Swedish upper secondary students' present learning environments have on their motivation to learn English as a second language. More specifically, we aim to investigate student opinions on how their learning situation and their teachers’ approach to leadership and pedagogy affects their motivation in L2 English. The study is performed with the third component of Dörnyei’s (2005) L2 Motivation Self-System, the L2 Learning Experience, as a theoretical point of departure. The L2 Learning Experience emphasizes the motives connected to the immediate learning environment through course-specific, teacher-specific, and group-specific aspects. A quantitative study including four qualitative questions was carried out by a self-report questionnaire to four different Swedish upper secondary schools. The results showed that the students’ learning environment was positive for their motivation across all schools. Moreover, it was found that students seem to consider the teacher’s role to be an important factor in their motivation and learning in L2. A teacher’s mood, spontaneity, and flexibility all seem to be influential aspects of the students’ motivation. This demonstrates the importance of making room for creating meaningful teaching situations and relationships with the students. We conclude that if the motivation was emphasized explicitly in the Swedish curriculum, then teachers would perhaps receive the time and the tools to achieve Skolverket’s goal of stimulating a lifelong desire to learn.

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While research on entrepreneurship education increased along with the number of programs, little is known about whether students value certain components of entrepreneurship education differently based on their career choice. In this thesis, we want to close this gap by investigating whether there is a difference in the perception of the learning experience among graduates of an entrepreneurship program who chose employment versus those who became business owners. Using comparative analysis, we examined a survey among 93 alumni of the master’s program in entrepreneurship at Uppsala University between 2014 and 2022. Our findings indicate that the program is applicable regardless of the career chosen. However, the level of applicability varies throughout different course concepts and theories. We also noted differences in where the alumni put emphasis and found that contextual factors might influence the effectiveness of entrepreneurship programs. This research contributes to understanding the applicability of entrepreneurship education programs depending on career preferences and gives insights into the relevance and effectiveness of such programs. This study provides relevant implications for universities offering entrepreneurship education and future students considering them based on their career preferences.

This phenomenographic study examines how imagining a future self as an English speaker and extramural English habits interact and affect the desire to learn English and engagement in the English classroom. The study was carried out in northern Sweden, and used a purposive sample of 23 pupils in the fifth and sixth grade of Swedish compulsory school. Mixed-methods data collection was used which included a questionnaire, an interview, and two linguistic portraits. Findings from this study indicate that in a Swedish compulsory school context young pupils are capable of imagining possible future English selves, and that these imagined future selves are dependent on the pupils’ dreams and aspirations or a view of English as a useful global language. Additionally, while these imagined future English selves are a reason for the pupils to learn English and indirectly affect their desire to learn English, they fail to explain the pupils’ engagement in English class with but a few exceptions.

Study abroad has received much attention as an effective educational practice in today’s globalized world, and a wide range of skills, attitudes, and knowledge has been recognized as potential learning outcomes resulting from it. Accordingly, in the context of higher education, international students’ learning experiences have been understood in terms of measurable outcomes. Outcome-oriented understanding, however, has put international students’ learning experiences into a binary category of successful or failed learning experiences, based on whether they learned what they were supposed to learn during study abroad. This study takes a critical stance that binary understanding of student learning during study abroad fails to grasp the uniqueness and complexity of each international student’s learning experiences and aims to go beyond binaries to provide a more nuanced understanding of them. Through autobiographical narrative interviews, five students’ narratives about their learning experiences during study abroad were collected. The five students were graduate students studying in Sweden, which represent an under-researched group in the previous literature. Their narratives were comparatively analyzed using thematic narrative analysis, from the perspective of existential learning theory. The results demonstrated the uniqueness of the five international students’ learning experiences, by showing that they experienced existential learning with different dimensions of their existence and in different settings, including formal and informal settings. The results also highlighted the complexity of their learning processes, where each student sought to learn in a way in which the new values, beliefs, or knowledge that they encountered could be consistently integrated into their own biographies. This study shed new light on international students’ learning experiences, highlighting the uniqueness and complexity of them from the perspective of existential learning theory.

The collection and the use of data on the internet with e-learning purposes are tasks made by many people every day, because of their role as teachers or students. The web provides several data sources with relevant information that could be used in educational environments, but the information is widely distributed, or poorly structured. Also, resources on the web are diverse, sometimes with high quality, but sometimes not. These situations involve a difficult search of e-learning resources, and therefore a lot of time invested, because the search process – typing, reasoning, selecting, using resources, bookmarking, and so forth - is completely executed by humans, despite that some of them can be executed by computers. Linked data provides designed practices for organizing, and for discovering information using the processing power of computers. At the same time, the community of linked data provides data sets that are already connected, and this information could be consumed by people anytime as resources with e-learning purposesThe current article presents the findings of a master thesis that address the linked data techniques and also the techniques used by students when searching e-learning resources, using internet. The resources used by the students, as well as the sources preferred, will be comparing with the current resources offered by the linked data community. Likewise, the strategies and techniques selected by the students will be taken into account, in order to establish the basic requirements of an e-learning collaborative environment prototype.The outline of the thesis is:Chapter 2 discusses the research methodology as well as the constructing and administering the research survey in which the current thesis based the requirements elicitation. Chapter 3 lays the groundwork for the rest of the thesis by presenting the principles and terminology of linked data, as well as related work about the internet in education, availability of e-learning resources, and surveys about the use of the internet in e-learning resources searchingChapter 4 presents the investigation of the methods used by student for exploring and discovering e-learning resources through the data analysis and interpretation of the survey. Chapter 5 Introduces to the prototype design. It includes the prototype idea, the requirements specification using the data analysis of the survey, and the architecture of the e-learning collaborative environment using the assumptions reached in the literature review and the dereferencable URIs found in the linked open data cloud diagram. The design of components in the environment will be addressed in terms of UML diagrams. Chapter 6 Validates the requirements of the prototype.Chapter 7 Tackles conclusions of the master thesis project in order to find incomes for further research in the area. This chapter also shows the contributions e-learning world evaluation is based on the benefits indentified by using this approach and gives indications of what future work can be done to improve the results. The findings address the decision-making process for designing a new era of e-learning environments that enhance the selection of e-learning resources, taking into account the technology available, and the information around the World Wide Web.