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An analysis of program implementation and student and faculty perceptions of a learning community model at Florida Gulf Coast UniversityBrunner, Alice Mcleod 01 January 2002 (has links)
This study sought to holistically describe the development and implementation of a pilot learning community program at Florida Gulf Coast University. The study used qualitative and quantitative methodology to examine the purposes and conceptualization of the program, explore the perceptions of student and faculty participants, describe the characteristics of students who chose to participate in the learning community, and determine what effects the program had on student success and retention. Semi-structure interviews were conducted with participating faculty. Data were transcribed and coded using categorical aggregation to organize and report emerging themes. Student focus groups were facilitated in pre-program and post-program sessions to determine expectations and attitudes of student participants. Proxy measures were used from the College Study Inventory, an assessment of student motivational factors to determine selected student characteristics. Measures from student records were analyzed to determine academic success and retention effects. The study resulted in a description of the conceptualization and implementation of the learning community and a review of the purposes and goals of the program. Findings of the study indicated that students who participated in the program had lower high school grades yet were more receptive to academic assistance in college. Student participants gave higher importance to social aspects of the learning community and learning through peer assistance. Themes that emerged from faculty interviews included differences in perceptions regarding faculty student boundaries, student socialization effects, planning and organizational issues, and pedagogical practices regarding the use of cooperative strategies in the classroom. The study provided recommendations for further programming efforts that were based upon the review of the current literature on student development theory, organizational theories, and learning community research.
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Effects of cooperative learning on student learning outcomes and approaches to learning in sixth form geographyLai, Ling-yan, Edith. January 1991 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1991. / Includes bibliographical references (leaf 62-68). Also available in print.
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Headteachers' and teachers' perceptions of the role collegial teams in enhancing continuous instructional improvement: a case study of two high schools in SwazilandMamba, Noah M 21 May 2014 (has links)
This study set out to establish and record headteachers’ and teachers’ perceptions of the
role of collegial teams in enhancing continuous instructional improvement. The concept
collegial teams is based on the collegial model. The model advocates that for
instructional improvement, teachers ought to work together as colleagues. The study
began by investigating whether the participants had the basic understanding of collegial
teams in the first place. It then established whether the teams exist in the selected
schools. It proceeded to find out how these teams operate and whether they play any role
in enhancing continuous instructional improvement. Furthermore, the study solicited
respondents’ perceptions of the obstacles that hinder the operation of the teams. Lastly,
the study made effort to obtain respondents’ recommendations on how best to improve
the operation of the teams.
This study has found that headteachers and teachers perceive collegial teams as playing a
very significant role in enhancing continuous instructional improvement. The degree of
the role was found to hinge on the headteacher’s attitude and support of the teams. These
two elements in turn determined the degree of the teachers’ empowerment by the
headteacher. Empowerment in this study is synonymous with treating teachers as
professionals. Where empowerment prevailed, professional interaction arid collaboration
tended to prevail also. The latter seem to result in the deepening of subject content and
increasing diversification of teaching strategies as teachers work together zmd share ideas.
The ultimate result of teachers’ working as colleagues was noticeable improvement in
students’ performance. However, contextual factors tended to affect some teams
negatively more than others apparently depending on each team’s ‘mastery’ of group
dynamics.
Finally, among others, two key recommendations were made; in school A, working on
the master time- table in order to accommodate peer evaluation was recommended. In
school B, it was recommended that teamwork be built on the good elements of the
teacher assessment form over which teachers have no control.
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The process of learning and teaching in supplemental instruction groups at Rhodes University /Vorster, Jo-Anne Elizabeth. January 1999 (has links)
Thesis (M.A. (Psychology) - Rhodes University, 2000.
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Designing online environments to facilitate classroom management and student collaborative work /Chorost, Michael Murray, January 2000 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 205-233). Available also in a digital version from Dissertation Abstracts.
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Cooperative learning strategies for teaching undergraduate tonal theoryOllen, Joy Elaine 11 1900 (has links)
The purpose of this thesis was to show that cooperative learning strategies are suitable
teaching techniques for the instruction of undergraduate music theory. Literature in music
theory pedagogy has concentrated primarily on content-based teaching issues and offers little
information on the range of teaching techniques available for promoting student learning.
Many instructors may be relying on traditional teaching methods with which they are
familiar-lectures, lecture-demonstrations and teacher-led discussions-to instruct tonal theory
classes and may not be aware of cooperative learning or its potential usefulness as another
instructional strategy.
The body of this thesis is divided into three main sections. The opening section
demonstrates how traditional teaching methods alone fail to meet many learning needs of
students and points to cooperative learning strategies as one alternative method that addresses
these needs. In the next section, cooperative learning is further defined in order to differentiate
it from traditional group work. The third and largest section contains ten sample lesson plans
based on topics central to first- and second-year tonal harmony courses. Each lesson includes
at least one cooperative learning technique and a discussion of why the particular technique was
applied to the topic.
Instructors of tonal harmony who are looking for additional teaching strategies that actively
involve the learners should consider using cooperative learning. The sample lesson plans
offered in this thesis illustrate how these techniques may be used either briefly in conjunction
with more traditional methods or on their own in more extensive activities. Variety within
cooperative learning strategies has also been demonstrated by providing techniques ranging
from simple, user-friendly ideas for the inexperienced, to more complex and challenging
activities requiring higher levels of experience and collaborative skills. A selected bibliography
is included to assist readers in becoming familiar with some of the resources available to those
who use cooperative groups for instruction.
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Expanding the understanding of self-directed learning : community action and innovative workplacesTaylor, Rosemary 11 1900 (has links)
Much confusion surrounds the term 'self-directed learning', which presently describes a process, a
goal, a teaching technique, and an outcome of that teaching. As a process, the literature
concentrates mainly on how individuals learn, with little reference to groups that can be as selfdirected
as individuals. The purposes of this study were: (a) to reduce conceptual confusion by
creating a typology distinguishing different processes of self-directed learning; (b) to explore the
phenomenon of group self-directed learning; and (c) to illustrate the effect of environment on
learning, and the complex learning dynamics in group settings.
This project arose somewhat differently from typical doctoral research. Data from two unrelated
field studies conducted for other purposes, completed before this thesis work began, each
illustrated self-directed groups learning informally in the contexts of community action and
innovative small workplaces. A subsequent review of the literature indicated a lack of attention to
this form of group learning, and the field studies were then re-analyzed from this perspective.
As a result of the literature review and data re-analysis (1) a typology emerged from the literature
review that divides the process of self-directed learning into three forms, each of which is context
sensitive but between which learners can continually move back and forth; (2) it appears that the
term 'autodidactic' can apply to specific groups which are both self-organized and self-directed in
their learning efforts; and (3) that the term 'autodidaxy' as presently defined is as conceptually
confusing as the term 'self-directed learning'. This confusion is reduced by the typology proposed
by this thesis. Minor findings indicate two continuing problems. The first is reluctance by some to
accord non-credentialed learning the value it deserves, and the second is the difficulty often
encountered in transferring knowledge from the site of learning to the site of application. This
study concludes that 'informalizing' some formal curricula, and encouraging self-directed learning
at all levels and in all contexts, may provide some of the tools necessary for living and learning in
the twenty-first century.
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Introducing group work as a teaching method in Business Administration I at the Durban university of Technology : an action research case study.Zondi, Cynthia Khethiwe. January 2006 (has links)
In this thesis I explore the effect of introducing group work as one of the methods of
teaching and learning in Business Administration I at the Durban University of
Technology. Introducing group work was also an attempt to satisfy the needs of the
workplace and at the same time incorporate the critical cross-field outcomes in the
teaching of this particular subject. I explore the benefits and problems of using group
work in higher education.
The study was conducted at the Durban University of Technology Riverside Campus
with a sample of Business Administration I students, Business Administration III students
as well as three lecturers in the Department of Office Management and Technology who
lecture at the Durban Campus. The research involved the implementation and the
reflections of exposing students to group work over the two cycles. The study was
developed with the aim of using more innovative teaching methods than just lecturing.
Learners were engaged in the group work project which involved searching for
information as a group, doing group presentations, evaluating the presentations and
reflecting on the whole process. After analysis of data collected, the process was revised
and implemented again with another group of students in the second cycle followed by
analysis of long term implications of group work. An exploration of the lecturers'
perceptions of using group work as a teaching method was also done. Data was gathered
from observations, questionnaires, focus group interviews and analysis of students' test
results.
Results indicated that despite some problems associated with this method, there is scope
for considering a variety of approaches to teaching of the subject Business
Administration I, and group work can be one of the methods used. The findings showed
that staff and students held positive perceptions on group work, and there were
similarities in the benefits of using group work in education as identified by students,
lecturers and the literature. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.
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Developing a workbook for a cooperative learning project : a critical exploration of the extent to which an English I cooperative learning project based on communication language teaching principles is compatible with the pedagogy of access proposed by the Multiliteracies Project.Sanders, Nicole Joy. January 2000 (has links)
This research report encompasses the development and implementation of a cooperative learning project over four cycles of action research. The context for this research is eleven business communication classes, primarily comprised of Black South African adult learners using English as an additional language. The project was developed in response to national recurriculation for Outcomes Based Education and Curriculum 2005, integrating aspects of the old English syllabus in a meaningful series of business communication activities that gave
learners opportunities to interact with and visit local companies. Learners engaged in the project in groups and compiled various written responses, correspondence and reports in group portfolios. The project culminated in a group business presentation where the whole class learned about the company visited and peer groups joined the lecturer in the summative assessment process. The project aimed to empower students in a number of ways, using
techniques such as peer-mediation, code-switching, genre-teaching and textual scaffolding. A study guide was produced in the second cycle of action research. The study guide was revised for the third and fourth cycles in response to reflections on student feedback and using Technikon Natal and the South African Institute for Distance Education (SAIDE) criteria. Data was collected using student reports and assignments, questionnaires and journals.
Analysis of the data and the study guides was reflexive and guided further implementations. A fifth cycle is anticipated where the multiliteracies pedagogy will be applied to the activities of the project and the study guide will be transformed into an interactive learner workbook accordingly. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 2000.
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Literature review and discussion of learning communities in higher educationSplichal, Kristina M. January 2007 (has links) (PDF)
Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.
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