Zugl.: Tübingen, Univ., Diss.

The purpose of this study was to investigate student satisfaction in hybrid education courses as compared to the traditional face-to-face courses. This was done by focusing on 2 main factors involved in student satisfaction: student-instructor connection and student-faculty connection. Other factors such as the students’ level of technical experience and influence of outside forces such as jobs and families were also studied. Students at one community college in Appalachia were involved in this study. Forty-four students participated in this student. They survey included a Likert-type scale and had additional questions on the student’s prior experience in online and hybrid education as well as two open-ended questions regarding the advantages and disadvantages of online learning. The survey contained 67 questions. Statistical analyses of the data revealed: (1) Students who felt more connected with their instructors were more likely to express satisfaction in their online or hybrid courses. (2) Students who felt more connected with other students were more likely to express satisfaction in their online or hybrid courses. (3) No significance in students’ opinions regarding having an in-person component in their hybrid courses. (4) Students who were more technologically experienced were more likely to express satisfaction with their online or hybrid courses. (5) A significant difference between the mean and students’ overall satisfaction with their hybrid courses showing that overall, students are not satisfied with their experiences. (6) A significant difference from the mean student instructor connectivity score showed that students do not feel connected with their instructors. (7) No significance between the mean and the student-student connectivity score. (8) A significant difference between the mean and the technology score showed that students were not experienced with the technology used in their hybrid courses. (9) A significant difference between the mean score and the students’ opinions of the course design showed that students do not feel that the course design helped them learn.

Univ., Diss.--Hannover, 2001. / Literaturverz. S. 293-309.

No description available.

No description available.

In the United States, there are currently over seven million high school athletes, all of whom are required to take four years of core classes as well as elective classes. Core subject areas consist of math, science, social sciences, and English language arts. Of the four core subject areas, both national and state education committees place emphasis and scrutiny on English language arts. The research within this thesis, conducted in the form of an interview, is meant to explore English language arts teachers' possible attitudes and expectations of their student athletes in concern to their writing abilities. Special emphasis will be placed on secondary English language arts teachers' perceptions of student-athletes' use of the standard conventions of English, such as spelling, punctuation, syntax, and grammar, within their writing. The results of four interviews with secondary English language arts teachers revealed that these secondary English language arts teachers did not hold different perceptions of their student-athletes writing abilities as compared to their non-athlete peers. All four participants revealed that they believe that the student-athletes in their classroom have the same writing abilities as non-athletes, and that being labeled as a student-athlete does not give way to either positive or negative perception of their writing. This exploratory study is beneficial to both student-athletes and English language arts teachers, as it may have the ability to affect change in the way that teachers approach and teach their student-athletes.

No description available.

At the beginning of the 21st century has the nurssing care been undergoing and constantly is undergoing some significant changes. These changes are related to the admission of the Czech Republic into the European Union, where healthcare is transformed and demands for professional training of nurses are increasing. Because of the indispensable position of general nurses in the health care system, it is essential that to create conditions for education to meet all the training requirements. Understanding students' stance in this area can help to plan practical lessons and can also reveal both the strengths and weaknesses of practical training in selected departments. The aim of the diploma thesis was to find out how students of the general nurse field perceive professional practical training in selected departments and which categories they most often mention in their essays. Following the set of objectives, the hypothesis and three research questions were established. For the empirical part of the diploma thesis was used the research method of content analysis of data in which a quantitative and qualitative approach was applied. In terms of quantitative data analysis, the technique of frequency analysis was chosen and, in order to achieve a deeper meaning of the content structure of the text, a qualitative content analysis of the data was used where the valency analysis technique was used. The results of the research show that the practical training significantly influences the nursing staff, the possibility to learn professional skills, the contribution of practical practical training, mentor nurse, patients / clients, communication at the workplace, the possibility of working with documentation and attendance at the visit and the number of students Practice. Other factors that affect student practical training are apprehensions and fear, stress and psychological difficulty of general nurse work, adherence to the principles of barrier nursing care, supervision, and burnout. The diploma thesis can help to improve the quality and planning of practical education in the bachelor study field general nurse and as a valuable feedback for the students. It can also be used as a basis for the elaboration of a specialized article and for further research.

Univ., Diss--Bern, 2006.

The fundamental advancement of information technology has given rise to distance education industry hence it has helped to the popularity of distance education among people. However, for employing innovative and advanced tools universities need financial resources. Reaching to these resources is not easy and accessible. Interaction equivalency theorem can be a good solution for overcoming the financial problems but designers are reluctant to utilize it because they think that education quality will decrease due to lack of teacher interaction. This study demonstrated that students’ perception toward interaction equivalency is positive as long as they have high level of interdependency with other students. Without this level of, students are not motivated in order to continue their courses. This study by providing techno-pedagogical design and IS design theory for support of IE helps e-learning practitioners who want to design an acceptable distance educational system with limited financial resources. / Program: Magisterutbildning i informatik