<p> Universities have increased the number of fully or partially online courses they offer to meet students' family, work-life, and academic needs. As a result of this shift, the HyFlex learning paradigm, which provides hybrid and flexible learning options, has gained traction in academia in recent years. The COVID-19 pandemic has altered the standards for academic levels of success in higher education for the foreseeable future. In order to offer a sense of belonging and sustain an equal or greater degree of engagement, instructors have been compelled to try and replicate the rich interaction of face-to-face situations in a virtual context. During the pandemic, the results of studies and surveys revealed a story of student dissatisfaction due to a lack of involvement, participation, sense of community, lack of faculty readiness, and technology concerns. Evidence from the past has supported the fact that synchronous online modality not only facilitates the tasks of a traditional face-to-face learning environment, but also has some distinct advantages over conventional approaches. Students' commitment to stay connected in the learning experience is linked to their sense of belonging to a learning cohort. It is vital to create a learning environment in which students feel a part of a learning community and actively participate in the learning process in order to foster knowledge generation. An Interactive Synchronous HyFlex model, intended to help students feel committed and engaged in their learning community through these uncertain times and beyond, is being explored as part of this research. The approach is studied using a Community of Inquiry (CoI) framework, as communities are a crucial part of effective student-centered learning settings. A convergent parallel mixed methods case study design was used to gain a deeper knowledge of the usefulness of the new HyFlex model under study. Students enrolled in the Interactive Synchronous HyFlex design thinking course during the Fall 2020 semester were the study's participants. The quantitative phase of the study looked into a) the students’ perception of overall teaching, social and cognitive presences in the HyFlex design thinking classroom; and b) if there was any change in students’ perception of community of inquiry based on their mode of participation (face-to-face/remote). The qualitative part of the study looked in-depth at the lived experiences of students in the HyFlex design thinking classrooms throughout the semester. The integration and interpretation of the two phases provides a positive student perspective of the Interactive Synchronous HyFlex model, and it helps to observe how the community of inquiry has played out in HyFlex design thinking classrooms. </p>

Made available in DSpace on 2014-12-17T15:39:04Z (GMT). No. of bitstreams: 1 AndressaMO_DISSERT.pdf: 496864 bytes, checksum: 8aeadc642d4848ec83bc437bd672cdfb (MD5) Previous issue date: 2013-08-23 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The undergraduate courses in Psychology have been historically pointed as defective in aspects related to the critical education and the integration between theory and practice. Hence, the scientific education has been considered a possibility to overcome those lacks. Therefore, this study has investigated the undergraduate education process of Psychology students with PIBIC (Portuguese acronym for Undergraduate Scientific Research Scholarships Institutional Program) scholarships from CNPq (Portuguese acronym Brazilian National Council of Scientific and Technological Development). The scholarship program has been a strategic tool for the undergraduate scientific research. Electronic questionnaires have been sent to all the PIBIC scholarship students of Psychology in Brazil (622; 104 have answered), containing questions about the program developed activities, tutoring and advising, PIBIC evaluation and other ones. The students scientific and academic production has also been investigated through their Lattes (CNPq s Platform in which researchers have their academic r?sum?s). The major part of the participants (70%) has stated that the first motivation to be in the program had been their interest in the research or in the academic career. Furthermore, 60% of the scholarship students has worked as volunteers before receiving PIBIC scholarship. Among the students who have answered the research, 65,4% has reported they are tutored directly by their advisors, and 80% of them attends one or more than one advising meeting every fifteen days. It has been identified that the Psychology scholarship students do not participate in all the research activities and that the proximity with the advisor is related to the accomplishment of tasks which contributes with the student critical and reflexive education. Finally, less than 25% of the students has published scientific articles or book chapters during the scholarship, what XI demonstrates a possible exclusion of them in that phase of the process. In general, the scholarship students evaluate the program positively by revealing that it contributes with their professional and academic education. For those reasons, it is observed PIBIC s potential role for the undergraduate education in order to develop more critical psychologists able to propose innovations and contextualized practices. However, the results obtained in programs like the studied one denounce the disqualification of the provided undergraduate education for the major part of the university students, who do not have a PIBIC scholarship. As a result, it is emphasized that it there should be more investment for improving the quality of the undergraduate education itself and not only for programs which are available for few students / A gradua??o em Psicologia tem sido, historicamente, apontada como deficit?ria em aspectos relacionados ? forma??o cr?tica e integra??o entre teoria e pr?tica. Nesse sentido, a forma??o cient?fica ? indicada como uma possibilidade para suprir essas lacunas. Dessa forma, este trabalho investigou como acontece a forma??o dos alunos de Psicologia bolsistas do PIBIC/CNPq, iniciativa estrat?gica para a forma??o inicial em pesquisa na gradua??o. Foram enviados question?rios eletr?nicos para todos os bolsistas em Psicologia do Brasil (622, 104 responderam), com quest?es sobre atividades desenvolvidas, orienta??o, avalia??o sobre o programa, entre outras. Investigou-se tamb?m a produ??o acad?mico-cient?fica, por meio de consulta aos curr?culos Lattes dos respondentes. A maioria dos participantes (70%) afirmou que a principal motiva??o para entrar no programa foi o interesse na pesquisa ou na carreira acad?mica. 60% dos bolsistas exerceram atividade como volunt?rios antes de serem contemplados com a bolsa. Dos respondentes, 65,4% s?o de fato acompanhados diretamente pelo orientador e 80% t?m orienta??es uma ou mais vezes a cada 15 dias. Identificou-se que os bolsistas de Psicologia n?o participam de todas as atividades da pesquisa e que a proximidade com o orientador est? relacionada ? realiza??o de tarefas que favorecem a forma??o cr?tico-reflexiva do aluno. Por fim, menos de 25% dos alunos publicaram artigos ou cap?tulos de livros, demonstrando poss?vel exclus?o do aluno dessa fase. No geral, os bolsistas avaliam positivamente o programa, acreditando que esse contribui para sua forma??o acad?mica e profissional. Diante disso, assinala-se o potencial do PIBIC para a forma??o de psic?logos mais cr?ticos e capazes de propor inova??es e pr?ticas contextualizadas. Contudo, resultados obtidos em programas como esse denunciam a desqualifica??o da forma??o que a maior parte dos alunos, n?o bolsistas, recebem. IX Assim, ressalta-se que deve haver maior investimento para melhoria do ensino de gradua??o e n?o apenas para programas que atingem poucos alunos

The thesis is a theorethical study with the main theme of teachers' education. It is divided into five chapters. The first chapter describes world trends in the area of teachers' education which are being adopted in the Czech Republic. Next three chapters are focused on the education of each teachers' group - preprimary, primary, secondary school. Each of these chapters includes the historic context of teachers' education and the content of their education. Today's conception of school education is considered as the key faktor which should be reflected in present teachers' education. The fifth chapter contains the perspectives of future development of teachers' education.

Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2017-06-01T19:36:11Z No. of bitstreams: 2 Tese - Larissa Arbués Carneiro - 2015.pdf: 3820507 bytes, checksum: 0f762ae4665951ba02f99c87f0605f72 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-06-02T11:06:36Z (GMT) No. of bitstreams: 2 Tese - Larissa Arbués Carneiro - 2015.pdf: 3820507 bytes, checksum: 0f762ae4665951ba02f99c87f0605f72 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-06-02T11:06:36Z (GMT). No. of bitstreams: 2 Tese - Larissa Arbués Carneiro - 2015.pdf: 3820507 bytes, checksum: 0f762ae4665951ba02f99c87f0605f72 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2015-03-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Especially from 2001 onwards, with the new National Curriculum Guidelines (DCN), Brazilian government has invested in stocks for the reorientation of training of health professionals according to the needs of the population and the Unified Health System (SUS). That same year, was established the mental health care reorientation in Brazil by Law n. 10,216 and since then, there was the expansion and diversification of care network in the area. With the social evidence of the drugs phenomenon and the advent of the Integrated Plan to Combat Crack and Other Drugs (PIECD) was amplified the need for training of personnel with appropriate profile for alcohol and other drugs (AD) care. The Education Program from Working for Health/Mental Health (PET-Saúde Mental) was established by the Interministerial n.6/2010. The purpose of this doctoral thesis was to analyze the development of PET-Saúde Mental partnership between the Federal University of Goiás (UFG) and the Municipal Health Department of Goiânia (SMS), occurred between 2011 and 2012. Participated in the research: professors and students from eight undergraduate courses at UFG and four psychosocial care network services of SMS servers. Data were collected from three sources: 1) documents; 2) questionnaires; 3) individual interviews. The documents supported the characterization of PET-Saúde Mental and questionnaires raised the profile of the group, and was answered by 82.5% of program participants. The interviews attended ten students, seven professional health services and four professors. Data were analyzed from Senses Interpretation Method and the analytical matrix model was considered reading substrate of results and organization of the thesis, it proposes three dimensions nucleation categories: macro, micro and molecular. Emerged eight categories derived from analysis: political-pedagogical orientation, work processes, management, networking, mobilization/visibility, care, beliefs/prejudices/stigma and production of affections. The findings and discussion of the research are presented in three parts: in chapter Results and in two articles that pursued know the reaction of the participants to the PET-Saúde Mental, the first article focusing on the micro scale (institutional) and the second focused on the dimension molecular, the experiences lived. The analysis indicates that the development of the program converged to actions planned in the project, consistent with existing policies and guidelines of reorientation training for the area of health and psychosocial care network for AD. There are indications that the program was an educational experience mediated by care, over which the production of positive affect and (re)significance of negative imagery about AD context. In this subjective production movement that stands out is the transforming power of the breaks and micro-revolutions occurring in the education and health work everyday. Such as resonances, the program led to changes in ways of thinking and making the everyday teaching and services, inserted and strengthened the agenda of psychosocial care at the university and the education services, promoted learning about the practice of mental health care, articulated interprofessional clinic with the ethical-political-affective training and contributed to the AD network in the city. The process weaknesses and linked institutions were related to modes of organization of these institutions, which influence the implementation of programs such as PET-Saúde. The sustainability of the actions of reorientation of the care model and training is linked to movements that occur in the macro and micro levels. Raises the need to support strategies and institutional analysis and the expansion of forms of participation in the spaces of the teaching-service, in order to stimulate the role of local actors and the return to care as a pillar of the health sector category. / Especialmente a partir de 2001, com a instituição das Diretrizes Curriculares Nacionais (DCN), o governo brasileiro tem investido em ações para a reorientação da formação dos profissionais de saúde conforme as necessidades da população e do Sistema Único de Saúde (SUS). Nesse mesmo ano foi estabelecida a reorientação da atenção em saúde mental no Brasil pela Lei n. 10.216 e, desde então, houve a expansão e diversificação de rede de cuidados na área. Com a evidência social do fenômeno das drogas e o advento do Plano Integrado de Enfrentamento ao Crack e outras Drogas (PIECD) ampliou-se a necessidade de formação de pessoal com perfil adequado para o cuidado em álcool e outras drogas (AD). O Programa de Educação pelo Trabalho para Saúde/Saúde Mental (PET-Saúde Mental) foi instituído nesse contexto pela Portaria Interministerial n. 6 /2010. Nesta tese de doutorado, o objetivo foi analisar o desenvolvimento do PET-Saúde Mental da parceria Universidade Federal de Goiás (UFG) e Secretaria Municipal de Saúde de Goiânia (SMS). O programa ocorreu entre 2011 e 2012 e participaram professores e estudantes oriundos de oito cursos de graduação da UFG e servidores de quatro serviços da rede de atenção psicossocial da SMS. Os dados foram coletados a partir de três fontes: 1) documental; 2) questionários; 3) entrevistas individuais. Os documentos subsidiaram a caracterização do PET-Saúde Mental e os questionários levantaram o perfil do grupo, sendo respondido por 82,5% dos participantes do programa. Nas entrevistas participaram dez discentes, sete profissionais dos serviços de saúde e quatro docentes. Os dados foram analisados pelo Método de Interpretação de Sentidos e considerou-se como substrato de leitura dos resultados e de organização da tese o modelo de Matriz Analítica que delimita três dimensões nucleadoras de categorias: macro, micro e molecular. Emergiram oito categorias: orientação político-pedagógica, processos de trabalho, gestão, redes, mobilização/visibilidade, cuidado, crenças/ preconceitos/ estigmas e produção de afetos. Os achados e discussão da pesquisa foram distribuídos em três partes: no capítulo Resultados e em dois artigos que interessavam conhecer os sentidos atribuídos pelos participantes ao PET-Saúde Mental, o primeiro com foco na dimensão micro (institucional) e o segundo focado na dimensão molecular, das experiências vivenciadas. As análises indicam que o programa convergeu para as políticas e orientações existentes de reorientação da formação para a área da saúde e da rede de atenção psicossocial para AD. Há indicações que o programa foi uma experiência educativa mediada pelo cuidado, atravessada pela produção de afetos positivos e de (re)significação do imaginário negativo sobre o contexto AD. Nesse movimento de produção subjetiva, é que se destaca a potência transformadora e micro-revoluções que se dão no cotidiano do ensino e do trabalho em saúde. Como ressonâncias, o programa provocou mudanças nos modos de fazer-pensar o cotidiano do ensino e dos serviços, fortaleceu a pauta da atenção psicossocial na universidade e a da educação nos serviços, mobilizou desejos, promoveu aprendizados sobre o cuidado em saúde mental, articulou a clínica interprofissional com a formação ético-política-afetiva e contribuiu na tessitura da rede AD no município. As fragilidades do processo relacionaram-se aos modos de organização institucional, que influenciam na execução de programas como o PET-Saúde. A sustentabilidade das ações de reorientação do modelo de atenção e de formação está vinculada aos movimentos que se dão macro e micropoliticamente. Levanta-se a necessidade de estratégias de apoio e análise institucional e a ampliação das formas de participação nos espaços de articulação ensino-serviço, de modo a estimular o protagonismo dos atores locais e o retorno do cuidado como categoria constituiva do setor saúde.

Although access to South African universities has increased, academic persistence among undergraduate students remains low. Three cross-sectional studies were conducted to investigate the underlying psychosocial and social identity factors that influence academic persistence among undergraduate students at a South African university. Studies 1, 2, and 3 demonstrated that academic adjustment, academic motivation and identification with the academic department are prominent factors in predicting academic persistence. Studies 1 and 2 supported the hypothesis that students who highly identified with the university/academic department were more likely to adjust to the university environment and to be academically motivated and academically persistent. Study 3 confirmed that students who highly identified with the academic department were more likely to adjust to the university environment and to persist academically. The studies also revealed that the relationship between identification with the university/academic department and academic persistence via academic adjustment and academic motivation was conditional on whether students were from historically underrepresented or overrepresented racial groups (Studies 1 and 2) and whether students were first-generation or continuing-generation students (Study 3). These results underscore the importance of psychosocial and social identity factors on academic persistence among undergraduate students. / Psychology / D. Phil (Psychology)

Objetivo: Determinar la asociación entre la satisfacción del paciente y la motivación académica del estudiante de odontología de pregrado en un centro universitario de salud de una universidad privada de Lima. Materiales y Métodos: El estudio fue transversal. La muestra estuvo conformada por 65 estudiantes de pregrado de Odontología, y 195 pacientes que acudieron por primera vez al centro de salud. (260 personas en total). El cuestionario SERVQUAL evaluó la satisfacción del paciente, y fue entregado en dos momentos: antes y después de la consulta odontológica. El EMA (escala de motivación académica) midió la motivación del estudiante, y fue entregada en una sesión para su llenado. Para la asociación de las variables principales (motivación académica y satisfacción) se realizó una regresión de Poisson con varianza robusta y se reportaron prevalencias crudas y ajustadas con todas las variables incluidas en el estudio, con un IC [95%]. Resultados: Se encontró un 62.05% (121) de pacientes satisfechos; y la mayoría de los estudiantes presentaron una motivación extrínseca alta con 76,92% (50). Se observó que los estudiantes con la motivación anteriormente mencionada tuvieron la mayor cantidad de pacientes satisfechos con un 77.50% (97). Sin embargo, no se encontró relación entre las variables. Conclusión: La mayoría de los pacientes estuvieron satisfechos con el servicio a pesar de que la mayoría de los estudiantes no se sentía motivado. No se encontró que la motivación académica esté asociada a la satisfacción del paciente. / Objective: To determine the association between patient satisfaction and academic motivation of the undergraduate dentistry student in a university health center of a private university in Lima. Methods: The study was cross-sectional. The sample consisted of 65 undergraduate dentistry students and 195 patients who attended the health center for the first time. (260 people in total). The SERVQUAL questionnaire evaluated patient satisfaction and was delivered in two moments: before and after the dental visit. The EMA (Academic Motivation Scale) measured student motivation and was delivered in one session to be filled out. For the association of the main variables (academic motivation and satisfaction), a Poisson regression with robust variance was performed and crude and adjusted prevalence were reported with all the variables included in the study, with a CI [95%]. Results: 62.05% (121) of satisfied patients were found; and most of the students presented high extrinsic motivation with 76.92% (50). It was observed that students with the aforementioned motivation had the highest number of satisfied patients with 77.50% (97). However, no relationship was found between the variables. Conclusion: Most of the patients were satisfied with the service even though the majority of the students did not feel motivated. Academic motivation was not found to be associated with patient satisfaction. / Tesis

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