Made available in DSpace on 2016-07-27T13:54:49Z (GMT). No. of bitstreams: 1 TERESA CRISTINA BARBO SIQUEIRA.pdf: 2046058 bytes, checksum: 72e51bf1946adb69dc20bc14162262a1 (MD5) Previous issue date: 2010-08-17 / This study aimed to understand, interpret and analyze the procedure in the education of corporeity/subjectivity of students of Pedagogy and Psychology at a university in Goiânia, who seek in the higher education learning/knowledge for better insertion in the labor market and better living conditions. The importance of this theme - corporeity/subjectivity - is present nowadays due to the fact that it expresses the human needs, once the social, political and economic interests converge to it. In addition, it builds up a series of practices and discourses. Therefore, some issues were investigated: who these social subjects are - students of Pedagogy and Psychology, which concept or concepts of corporeity would be considered in this study, what corporeity/subjectivity these students have, and the changes that occurred in relation to its corporeity/subjectivity in the period they were at university. This research is quantitative and qualitative in nature, as well as dialectic. It involves the phenomenological approach to interpret the perception of oneself, of the other, the experiences of the corporeity and the dialectical and historical materialism to analyze the educated/professionalized self and their social relations. The research had the participation of 10% of the students from the Pedagogy and Psychology courses (142 students). To do so, it was necessary to know how students started the courses and how their initial formation finished. A questionnaire with 21 questions was used in this research, and also subjective and objective interviews that were taped. The questionnaires and interviews focused on the process experienced by certain and concrete individuals. They encompassed the aspects related to the identification of the subject; territoriality; socioeconomic aspects of the student and his/her family, educational aspects involving the choice of the course, the gender; the formation of professional identity; changes occurred since the university entrance such as logic reasoning; forms of behavior; value of the body; how to dress and, finally, the relationship of these aspects with the formation for the work. The Pedagogy students showed that the course has led them to the development of a more organized thinking and a better understanding of the situations proposed by the teacher. However, the difficult working conditions/survival provides a faster formation, even though changes in the way of being after entry into the university were identified as positive. In the Psychology course, specifically in relation to the development of reasoning, the students surveyed reported that first, there was an expansion of world view, then, the thought became more organized, and thirdly, there was the intellectual development. The Psychology students began to perceive themselves with greater responsibility, greater need to study and also freedom of behavior. Based on the results, there is a conclusion that there were changes in corporeity/subjectivity of the students from Pedagogy and Psychology courses. However, such changes were not enough for the students of both courses to understand the education as a process of formation and socially elaborated learning, which is set to contribute in promoting the human person as a subject of social transformation, who transforms and is transformed. A critical reading of the world such as the political-pedagogic making/action that involves the organization of the working class to intervene in the reinvention of the society is still far from the daily practice of such students. / Este estudo teve como objetivo interpretar e analisar o processo contraditório da formação profissional da corporeidade/subjetividade em estudantes dos cursos de Pedagogia e Psicologia em uma das Universidades de Goiânia, que buscam na educação superior educação/conhecimento para melhor inserção no mercado de trabalho e melhores condições de vida. A importância dessa temática - corporeidade/subjetividade - está presente na atualidade por ser o corpo que expressa as necessidades humanas e é para ele que convergem tanto interesses sociais, como políticos e econômicos, assim como é nele que se acumula uma série de práticas e de discursos. Para tal, investigou-se: quem são esses sujeitos sociais alunos (as) do curso de Pedagogia e Psicologia; que conceito ou conceitos de corporeidade seriam considerados nesse estudo; que corporeidade/subjetividade esses (as) estudantes possuem; e as modificações que ocorreram em relação a sua corporeidade/subjetividade no período que cursaram a universidade. A pesquisa de caráter quanti-qualitativa envolve a abordagem fenomenológica para interpretar a percepção do próprio corpo, do corpo do outro, a vivência da corporeidade e o materialismo histórico dialético para analisar o corpo educado/profissionalizado e a suas relações sociais. Para tanto, contou-se com a participação de 10% de alunos do curso de Psicologia e Pedagogia 142 alunos. Era necessário conhecer como os alunos entravam nos cursos e como terminavam a sua formação inicial. Assim, foram utilizados um questionário com 21 questões objetivas e subjetivas e entrevistas que englobavam aspectos ligados à identificação do sujeito; territorialidade; aspectos socioeconômicos do estudante e família; aspectos da escolha do curso; as questões de gênero; a formação da identidade profissional; mudanças na lógica de raciocínio; formas de comportamento; valorização do corpo; modo de se vestir e a relação desses aspectos com a formação para o trabalho. Os alunos (as) do curso de Pedagogia demonstraram que o curso os tem levado ao desenvolvimento do pensamento mais organizado e entendimento das situações propostas pelo professor, com perspicácia. Entretanto, as difíceis condições de trabalho/sobrevivência propiciam uma formação aligeirada, ainda que mudanças no modo de ser, após a entrada na universidade, fossem apontadas como positivas. No curso de Psicologia, no que se refere ao desenvolvimento do raciocínio, os alunos (as) informaram uma ampliação da visão de mundo em primeiro lugar, depois o pensamento tornou-se mais organizado; e em terceiro lugar houve o desenvolvimento intelectual. Eles (as) constataram que passaram a se perceberem com maior responsabilidade, com necessidade de estudar e liberdade de agir. Com base nos resultados, conclui-se que houve mudanças na corporeidade/subjetividade dos estudantes dos cursos de Pedagogia e Psicologia. Entretanto, tais mudanças foram insuficientes para que os alunos (as) dos dois cursos compreendessem a educação como processo de formação e de aprendizagem socialmente elaborado e destinado a contribuir na promoção da pessoa humana enquanto sujeito da transformação social, que transforma e é transformado. A leitura crítica do mundo, é como um fazer/ação políticopedagógico que envolve a organização da classe popular para intervir na reinvenção da sociedade, ainda está distante da práxis do cotidiano destes alunos (as).

Doctor of Philosophy / Department of Curriculum and Instruction / Rosemary Talab / The purpose of this study was to examine undergraduate business student perceptions of teaching presence in order to scale up online learning to improve access to quality education. This study also responded to Senate Bill 520, calling for the improved online course quality. The data were obtained from 437 undergraduate business students (response rate 79.17%). A non-experimental, cross-sectional survey design was used, incorporating the Teaching Presence Scale and Lukow’s Attitudes Towards the Use of Technology Survey. Teaching Presence was the theoretical framework. Data analysis regarding the participants’ personal characteristics indicated that their perceptions of teaching presence were not influenced by age. A statistically significant difference was found in the participants’ perception of teaching presence by gender (p<.05), as well as instructional design, and course organization. Data analysis regarding participants’ contextual characteristics indicated that perceptions of teaching presence were not influenced by course duration. However, a statistically significant difference was found in the participants’ perception of teaching presence based on class level, p<.05. Significant differences were found in communication, assessment and feedback. Data analysis of technographic characteristics found no statistically significant influence on participants' perception of teaching presence. Recommendations for the research setting were in the areas of learning environment engagement, online teaching pedagogy, online course materials development, communication and feedback, faculty development and student technology resource and support. Future research on perceptions of teaching presence from the instructor’s perspective, student characteristics in terms of race and ethnicity, impact of audio and video feedback, and expansion of the student population to other disciplines were recommended.

Além do aprendizado de conhecimentos básicos e técnicos, promover competência social e habilidades interpessoais de universitários da área da Saúde torna-se fundamental para o desenvolvimento de relações saudáveis e produtivas no contexto acadêmico e na linha do cuidado. O campo das Habilidades Sociais, uma área da Psicologia, tem fornecido fundamentação desde a metodologia de avaliação de repertório social, até programas de Treinamento de Habilidades Sociais (THS) em contextos educacionais. Atualmente, é crescente o interesse em pesquisas qualitativas na Saúde por englobar o universo de significados, motivos, crenças, valores e atitudes, correspondendo a um espaço mais profundo das relações humanas. Objetivos: Investigar do ponto de vista qualitativo o programa de THS com universitários, oferecido pela disciplina de Psicologia III no Curso de Fonoaudiologia; descrever as potencialidades e dificuldades do repertório de HS conforme a autopercepção dos universitários; identificar os ganhos percebidos pelos universitários ao longo do programa de THS; analisar a relação entre o THS com o autoconhecimento nas relações interpessoais e na relação profissional-paciente. Metodologia: Participaram desta pesquisa 22 universitários, com faixa etária entre 19 e 21 anos de ambos os sexos, que cursavam o segundo ano do Curso de Fonoaudiologia de uma Instituição de Ensino Superior do interior paulista. Empregaram-se abordagem qualitativa e análise de conteúdo dos relatos produzidos pelos universitários no 1o, 8o e 15o encontros do THS e das sínteses (8o e 15o). Resultados: Foram identificadas três temas para análise: \"A importância do conhecimento teórico/técnico para a formação do fonoaudiólogo\", \"A importância do THS no contexto acadêmico e para a prática clínica\" e \"Avaliação dos universitários sobre os efeitos do THS\". No que se refere ao conhecimento teórico/técnico, os relatos apontaram a importância de que este seja desenvolvido de maneira contínua, valorizando as metodologias ativas empregadas. Quanto ao treinamento, os participantes descreveram maior prevalência de potencialidades e dificuldades das habilidades assertivas nos relacionamentos interpessoais do contexto acadêmico. Também foi apontada maior dificuldade de empatia com colegas e na comunicação com professores. No contexto profissional, as dificuldades permearam a ansiedade de falar em público e ser assertivo ao trabalhar em grupo. Quanto aos ganhos identificados, prevaleceu a assertividade com os dois interlocutores envolvidos nesta pesquisa; porém, todas as habilidades sociais tiveram resultados considerados positivos nos dois contextos, destacando a comunicação empática com paciente como facilitadora do processo terapêutico. O THS foi avaliado positivamente, pois permitiu a identificação de potencialidades, dificuldades e ganhos no repertório de HS no contexto acadêmico, sendo apontado como uma forma de preparação para a prática clínica, promovendo o autoconhecimento, o desenvolvimento de comportamentos socialmente habilidosos e a generalização para outros contextos. Conclusão: A inserção do THS na formação profissional de universitários na Fonoaudiologia mostrou-se bastante promissora ao ampliar o repertório de habilidades e competências para além do conhecimento teórico/técnico, tendo o autoconhecimento papel central neste processo, culminando com mudanças de comportamento na vida pessoal e profissional. Salienta-se a relevância do THS em cursos de graduação na área da Saúde, pelo contexto da relação profissional-paciente. / Beyond learning of basic and technical knowledges, promote social competence and interpersonal abilities of undergraduate students from health area becomes fundamental to the development of healthy and productive relationship in the academic context and in the direction of care. The Social Skills (SS) field, an Psychology area, has provided grounds from assessment methodology of social repertoire, even the Social Skills Training programs (SST) in educational contexts. Currently, It is increasing the interest in qualitative research in Health encompassing the universe of meanings, reasons, beliefs, values and attitudes, corresponding to a deeper area of human relationships. Objectives: Investigating from the qualitative point of view of the SST program with university students, offered by the Psychology (III) discipline in the speech therapy course; describe the potentialities and difficulties of the SS repertoire according to the self-perception of the university students; identify the perceived gains from the university students throughout the SST program; analyze the relationship between the SST with the self-knowledge in interpersonal relations and professional-patient relationship. Methods: 22 undergraduate students participated this research, aged between 19 and 21 years of both genders, who attended the second year of Speech-Language Pathology course from an undergraduation school of São Paulo State. Were applied qualitative approach and content analysis from the reports produced by the undergraduate students on the 1st, 8th and 15th SST meetings and the summaries (8th and 15th). Results: Three themes have been identified for analysis: \"The importance of theoretical/technical knowledge for the Speech-Language Pathologist training\", \"the importance of the SST in the academic context and for clinical practice\" and \"Evaluation of university students about the effects of the SST\". As regards the theoretical/technical knowledge, the reports showed the importance that this is developed continuously, valuing the employed active methodologies. As for the training, the participants have described increased prevalence of potentialities and difficulties of assertive abilities in interpersonal relationships in the academic context. It was also pointed greater difficulty of empathy with colleagues and communicating with professors. In the professional context, the difficulties permeated the anxiety of public speaking and be assertive when working in a group. As to the identified gains, prevailed the assertiveness with the two parties involved in this research; however, all the social abilities had positive considered results in two contexts, highlighting the empathetic communication with patient as a facilitator of the therapeutic process. The SST was evaluated positively, because it allowed the identification of potentialities, difficulties and gains in the SA repertoire at the academic context, being appointed as a form of preparation for clinical practice, promoting the self-knowledge, the development of socially skillful behaviors and the generalization to other contexts. Conclusion: the insertion of the SST on vocational training of university students in speech-language pathology showed promising to expand the abilities repertoire and competencies in addition to the theoretical/technical knowledge, having the self-knowledge central role in this process, culminating with behavioral changes in personal and professional life. Emphasises the relevance of the SST in undergraduate courses in the Health area, in the context of the professional-patient relationship.

Philosophiae Doctor - PhD / Many teaching and learning practices in higher education, including social work education in South Africa, tend to be characterised by a transmission mode of instruction, whereby knowledge moves from the expert educator to the student. This study investigates the extent to which an authentic learning framework can be used to improve the teaching of meso practice in social work to a class of 80 second-year students at the University of the Witwatersrand, South Africa. A modified version of educational design-based research, was deployed which created a set of guidelines to inform future research and course design. Design-based research includes an iterative process, however, and the four-phased modified version of design-based research used in this study deploys just one roll-out of a redesigned course on meso practice, using the elements of authentic learning (Herrington, Reeves & Oliver, 2010). Phase 1 consisted of a review of the literature on meso practice education and the authentic learning framework. Phase 2 involved an analysis of practical problems identified by six educators and four field instruction supervisors, based on the way they teach and supervise students in the area of meso practice intervention. In Phase 3 the course was implemented and evaluated qualitatively and quantitatively by the student participants and four field instruction supervisors. Phase 4 consisted of a reflection on the entire process, to produce design guidelines using the elements of authentic learning and the inclusion of affect in course design. Mixed-methods research was undertaken, incorporating primarily qualitative data with quantitative data from a survey conducted with the students. Findings from this study have led to an augmented list of authentic learning elements, which includes the use of affect in meso practice and the development of guidelines for educators which have the potential to be relevant and applicable in other courses, contexts and disciplines. / NRF / Pillay, R. (2017). Crafting a meso practice course using elements of authentic learning for undergraduate social work students in South Africa. PhD thesis. University of the Western Cape

Magister Educationis - MEd / The main aim of the study was to investigate change of programmes of study at University of the Western Cape (UWC). This involved examining the extent, nature and possible range of factors which shape change of programmes. The factors influencing choice to study at UWC and choice of programmes formed the background for understanding the link between choice and change of programmes. The study focused on first-time entering undergraduates in selected faculties: Arts, Economics and Management Sciences (EMS) and Community and Health Sciences (CHS). The progression “pathways†of these students were tracked from first year of enrolment in 2001 to 2004. The findings of the longitudinal data showed that the percentage of students who changed their programmes in the Faculty of Arts and in CHS was very minimal. In total 5% changed their programmes in CHS in three-year programmes while in four-year programmes only 2% changed their programmes. In the Faculty of Arts in three-year and four-year programmes change of programmes ranged from 6% to 10%. The significant change of programmes of study happened in EMS which also had the highest enrolments. In total 18% of the students changed their programmes. It appeared from the statistical data that failure and academic exclusion could be associated with change of programmes of study. Other factors such as financial problems, poor grouping of courses, exploring and changing to preferred programmes as well came out from the interviews as major influences of change of programmes. / South Africa

Universities are losing expected tuition revenues due to attrition of international undergraduate students. The purpose of this multiple case study was to explore strategies that university leaders use to increase tuition fee revenues from international undergraduate students. The participants in this study were 3 former leaders of the European division of Laureate International Universities, a global university group with university locations in the United Kingdom, Germany, France, Spain, Portugal, Italy, and Cyprus. The conceptual framework of this study was institutional theory as part of the change management of universities. Data collection included semistructured interviews of 3 former leaders of the European division of Laureate International Universities and a review of background and demographic information. Data analysis revealed 5 themes: business strategies, leadership, politics and governmental practice, social mobility, and attrition. These themes aligned with the institutional theory and change management conceptual framework. Recommendations for action include further research in the application of university business models to adopt or enhance a process for retaining international undergraduate students. The results of this study may contribute to social change by indicating how universities can be financially sustainable by providing international students access to an international education. University leaders may implement some of my recommendations and suggested strategies to avoid losing expected tuition revenues due to attrition of international undergraduate students. International undergraduate students may enroll in better prepared universities and therefore, succeed in completing and graduating from their selected studies.

No description available.

<p>This research investigated the influence and relationship of two cognitive diversity frameworks on student design team knowledge integration capabilities and team contribution among seventy-five (75) student teams in Purdue’s Tech 120: Design Thinking in Technology course. </p> <p> </p> <p>When in cognitively diverse teams, students do not effectively integrate the knowledge available to them. Past research results in this area have further demonstrated that students tend to get worse at collaboration as the cognitive differences emerge and are exposed over time. The costs of this lack of collaboration and assimilation of knowledge assets are significant, such as diminished creativity, coordination, and other team performance measures. The purpose of this study then, was to provide student design teams with models or frameworks for visualizing and understanding the cognitive diversity available to them in their team and test the impact these frameworks have on various measures of team effectiveness: knowledge integration, psychological safety, and individual contribution. </p> <p> </p> <p>Cognitive diversity frameworks in question have been used successfully in various industry and organizational settings. The first, is the FourSight Thinking Profile™. This framework is used to understand one’s creative problem-solving preferences and how those preferences (high, neutral, and low) impact group dynamics. The second, is the AEM-Cube®. This framework draws on several theoretical foundations to assess an individua’s patterns of thinking and responses to change. Both the FourSight Thinking Profile™ and the AEM-Cube® have shown to help teams in industry settings collaborate (DeCusatis, 2008; Reynolds & Lewis, 2017), but their use in educational settings to solve the knowledge integration and team contribution problem in student teams is untested. </p> <p> </p> <p>The nearly 470 students in Purdue’s TECH 120 course were organized into teams ranging from 3-5 members by their instructors, thus creating a total of 129 teams. The researcher then divided the 129 teams into two fairly equal treatment groups. Each treatment group was given one of two cognitive diversity assessments (FourSight or AEM-Cube) to complete individually, time to review the results, and then asked to create a team charter or contract where students discussed cognitive strengths and weaknesses and how they planned to manage those assets and deficiencies as they worked on a 4-week long design thinking project. Only 75 teams completed all steps of the treatment (either FourSight or AEM-Cube) and thus were the focus of analysis. </p> <p> </p> <p>The major conclusions of this study are that while neither the FourSight or AEM-Cube frameworks for cognitive diversity were more effective in raising student knowledge integration capability or overall team contribution, these frameworks did not negatively impact the student experience; high levels of psychological safety were maintained among both more homogeneous teams and those that were more heterogeneous; and higher levels of knowledge integration capabilities and team contribution were achieved by students in varying degrees of diversity of creative problem-solving preferences and strategic agility. While the reason(s) for such high scores for knowledge integration capability, team member contribution, and psychological safety are unknown, the students reported that the processes by which these teams integrated their knowledge assets and solicited the contribution of their team members was both positive and effective. </p> <p> </p> <p>Further research into the effectiveness of the treatment, the influence of demographic diversities on team functions, and the experience of the 54 student teams that did not complete the treatment are needed to elucidate and understand the findings of this study. </p>

La simulation clinique peut causer un sentiment d’anxiété chez les participants, pouvant affecter, entre autres, leur capacité à intégrer des apprentissages. Des stratégies efficaces, mais non suffisantes, sont utilisées durant le prébriefing par les formateurs afin de diminuer ce sentiment d’anxiété. Une stratégie intéressante, mais peu étudiée dans un contexte de simulation clinique est la visualisation de type répétition mentale. Le but de ce mémoire était d’évaluer, auprès d’étudiants en sciences infirmières, l’effet d’une intervention de répétition mentale sur le sentiment d’anxiété et sur la perception de la performance en contexte de simulation clinique. La théorie de moyenne portée sur la simulation de la NLN/Jeffries et al. (2015) et les facteurs identifiés dans les écrits comme pouvant causer un sentiment d’anxiété ont encadré cette étude. L’intervention, d’une durée de 30 minutes, consistait en quatre étapes adaptées de la méthode d’Ignacio et al. (2016) : introduction à la répétition mentale, activité d’orientation interactive en ligne, activité de relaxation et activité de répétition mentale guidée. L’intervention a été proposée en prébriefing d’une simulation clinique en soins critiques auprès de 121 étudiants en sciences infirmières. Post-intervention, un questionnaire anonyme et autoadministré a été rempli par des participants sur une base volontaire (n=45 ; taux de réponse de 37 %). Les réponses ont été analysées selon l’approche inductive de Elo et Kyngäs (2008). Les résultats de l’analyse ont permis d’identifier trois catégories : effets positifs et négatifs sur le sentiment d’anxiété et sur la perception de la performance, et facteurs ayant diminué l’efficacité de l’intervention. / Clinical simulation can elicit a feeling of anxiety to participants. This feeling can have negative impacts on the capacity to retain knowledge, among others. Even though most educator-driven strategies used in prebriefing seem effective, they can be insufficient to mitigate the feeling of anxiety for some participants. Mental rehearsal is a strategy that has not been studied much in a nursing clinical simulation. The aim of this memoir was to evaluate the effects of a mental rehearsal intervention on the feeling of anxiety and on the perception of performance of undergraduate nursing students in a context of clinical simulation. The mid-range simulation theory by NLN/ Jeffries et al. (2015) and the factors identified in the literature as contributors to a feeling of anxiety in a simulation were the framework for this study. The 30 minutes intervention consisted of four phases, adapted from the method proposed by Ignacio et al. (2016): an introduction to mental rehearsal, an interactive online activity, a relaxation activity, and a guided mental rehearsal activity. The intervention was offered to 121 undergraduate nursing students during the prebriefing of a clinical simulation in critical care. After the intervention, an anonymous self-administered survey has been completed by participants on a voluntary basis (n=45; 37 % answering rate). The data analysis process followed the inductive approach proposed by Elo et Kyngäs (2008). Three categories were identified as results of the analysis: positive and negative effects on the perception of anxiety and performance, and factors that decreased the effectiveness of the intervention.

The following study investigates Swedish university students’ views on online education during the Covid-19 pandemic, with a focus on the students who are enrolled in the English language teacher education program and programs with a substantial English subject component. With the outbreak of SARS-COV-2 in late 2019, universities all around the world including Sweden shifted to online teaching. Such a transition to emergency online teaching fueled discussions on the effectiveness of online education, and students’ views and opinions on the subject, therefore need to be investigated. Against this background, a mixed-methods study was carried out using a survey and interviews with university students. The findings show that participants have a divided opinion when it comes to their views on online teaching, especially when it comes to social interaction, motivation, group work, and technical aspects of teaching. However, participants seem to largely agree that the ability to improve their language learning skills turned out to be one of the biggest obstacles during the pandemic. Overall, the participating students had different ways of adapting to and dealing with this new learning environment. Based on the findings from the study, it can be argued that online teaching requires a great deal of self-discipline, and willingness to adapt to a changing learning environment.