La lecture numérique prend de plus en plus de place dans l'espace global de la lecture des étudiants. Bien que les premiers systèmes de lecture numérique, communément appelés livres électroniques, datent déjà de plusieurs années, les opinions quant à leur potentiel divergent encore. Une variété de contenus universitaires numériques s’offre aujourd’hui aux étudiants, entraînant par le fait même une multiplication d'usages ainsi qu'une variété de modes de lecture. Les systèmes de lecture numérique font maintenant partie intégrante de l’environnement électronique auquel les étudiants ont accès et méritent d’être étudiés plus en profondeur. Maintes expérimentations ont été menées dans des bibliothèques publiques et dans des bibliothèques universitaires sur les livres électroniques. Des recherches ont été conduites sur leur utilisabilité et sur le degré de satisfaction des lecteurs dans le but d’en améliorer le design. Cependant, très peu d’études ont porté sur les pratiques de lecture proprement dites des universitaires (notamment les étudiants) et sur leurs perceptions de ces nouveaux systèmes de lecture. Notre recherche s’intéresse à ces aspects en étudiant deux systèmes de lecture numérique, une Tablet PC (dispositif nomade) et un système de livres-Web, NetLibrary (interface de lecture intégrée à un navigateur Web). Notre recherche étudie les pratiques de lecture des étudiants sur ces systèmes de lecture numérique. Elle est guidée par trois questions de recherche qui s’articulent autour (1) des stratégies de lecture employées par des étudiants (avant, pendant et après la lecture), (2) des éléments du système de lecture qui influencent (positivement ou négativement) le processus de lecture et (3) des perceptions des étudiants vis-à-vis la technologie du livre électronique et son apport à leur travail universitaire. Pour mener cette recherche, une approche méthodologique mixte a été retenue, utilisant trois modes de collecte de données : un questionnaire, des entrevues semi-structurées avec les étudiants ayant utilisé l’un ou l’autre des systèmes étudiés, et le prélèvement des traces de lecture laissées par les étudiants dans les systèmes, après usage. Les répondants (n=46) étaient des étudiants de l’Université de Montréal, provenant de trois départements (Bibliothéconomie & sciences de l’information, Communication et Linguistique & traduction). Près de la moitié d’entre eux (n=21) ont été interviewés. Parallèlement, les traces de lecture laissées dans les systèmes de lecture par les étudiants (annotations, surlignages, etc.) ont été prélevées et analysées. Les données des entrevues et des réponses aux questions ouvertes du questionnaire ont fait l'objet d'une analyse de contenu et un traitement statistique a été réservé aux données des questions fermées du questionnaire et des traces de lecture. Les résultats obtenus montrent que, d’une façon générale, l’objectif de lecture, la nouveauté du contenu, les habitudes de lecture de l’étudiant de même que les possibilités du système de lecture sont les éléments qui orientent le choix et l’application des stratégies de lecture. Des aides et des obstacles à la lecture ont été identifiés pour chacun des systèmes de lecture étudiés. Les aides consistent en la présence de certains éléments de la métaphore du livre papier dans le système de lecture numérique (notion de page délimitée, pagination, etc.), le dictionnaire intégré au système, et le fait que les systèmes de lecture étudiés facilitent la lecture en diagonale. Pour les obstacles, l’instrumentation de la lecture a rendu l’appropriation du texte par le lecteur difficile. De plus, la lecture numérique (donc « sur écran ») a entraîné un manque de concentration et une fatigue visuelle notamment avec NetLibrary. La Tablet PC, tout comme NetLibrary, a été perçue comme facile à utiliser mais pas toujours confortable, l’inconfort étant davantage manifeste dans NetLibrary. Les étudiants considèrent les deux systèmes de lecture comme des outils pratiques pour le travail universitaire, mais pour des raisons différentes, spécifiques à chaque système. L’évaluation globale de l’expérience de lecture numérique des répondants s’est avérée, dans l’ensemble, positive pour la Tablet PC et plutôt mitigée pour NetLibrary. Cette recherche contribue à enrichir les connaissances sur (1) la lecture numérique, notamment celle du lectorat universitaire étudiant, et (2) l’impact d’un système de lecture sur l’efficacité de la lecture, sur les lecteurs, sur l’atteinte de l’objectif de lecture, et sur les stratégies de lecture utilisées. Outre les limites de l’étude, des pistes pour des recherches futures sont présentées. / Electronic reading is taking an increasing place in the total reading space of students. Although the first e-reading systems, commonly called electronic books or ebooks, have been existing for several years, opinions about their potential still diverge. A great variety of electronic scholarly content is now offered to students, and this involves a multiplication of uses as well as a variety of reading modes. E-reading systems are now an integral part of the electronic environment to which students have access and need to be studied in greater depth. Many experiments have been conducted in public libraries and academic libraries on electronic books. Research was undertaken on their usability and the degree of readers’ satisfaction in order to improve their design. However, few studies have tackled the reading practices of scholars (in particular students) and their perceptions of these new reading systems. Our research focuses on these aspects by studying two different e-reading systems, the Tablet PC (portable device) and a Web-books system, NetLibrary (reading interface integrated into a Web navigator). Our research investigates the reading practices of students on electronic books. It is guided by three research questions : (1) students’ reading strategies (before, during and after reading), (2) elements of the e-reading system which influence (positively or negatively) the reading process, and (3) students’ perceptions of the electronic book technology and its potential contribution to their scholarly work. For this research, a mixed-method approach was chosen, using three modes of data collection : a questionnaire, semi-structured interviews with students having used one e-reading system, and the capture of reading traces (annotations, highlights, etc.) left by students in the systems, after use. Respondents in our study (n=46) were students at the Université de Montréal, from three departments (Library & information sciences, Communications and Linguistics & translation). About half of them (n=21) were interviewed. Furthermore, reading traces left by students in the e-reading systems were analysed. Data from interviews and answers to open questions of the questionnaire were subjected to content analysis, while data from the closed questions of the questionnaire were summarized statistically. Our results show that, generally, the reading goal, the type and structure of the text, student’s reading practices and functionalities of the e-reading system are the elements which determine and orient the choice and use of reading strategies. Helps and barriers for the reading process were identified for each of the two e-reading systems under study. Help mostly consists in elements of the paper book metaphor in the electronic reading environment (delimited page, pagination, etc.), the integrated dictionary, and the fact that ereading systems facilitate text skimming. As for the barriers, reading instrumentation seems to affect text appropriation by the reader. Moreover, the electronic reading (eg. « on screen ») involved lack of concentration and visual tiredness, particularly with NetLibrary. Both the Tablet PC and NetLibrary were considered easy to use, although not always comfortable, discomfort with NetLibrary being more manifest. Students believe that the two e-reading systems are practical tools for their academic work, although for various reasons, specific to each reading system. Overall evaluation of the e-reading experience by respondents was judged positive for the Tablet PC, and somewhat mitigated for NetLibrary. This research contributes to the knowledge on : (1) electronic reading, in particular that of student readers, and (2) the impact of a reading system on reading effectiveness, on readers, on the achievement of a reading goal, and on reading strategies used. In addition to the limits of this study, suggestions for future research are presented.

I learned to authentically connect by observing the pedagogues who mentored me. My lived experience with them inspired me to base my pedagogical approach on the constructs of community and engagement that youth dismantled by displaying increasing disengagement, which transferred into disaffected relationships. This reflexive/narrative autoethnography investigates the problematic phenomenon affecting youth: the loss of authentic connectivity. I critically examine my professional journey with pre-digital, digital, and post-digital university students by analysing our common, cultural context, thereby interpreting my behaviour, thoughts, and experiences in relation to them. Hermeneutic phenomenology’s framework deepens the inquiry, as it involves a broader cultural, political, and social understanding to uncover deeper meaning in changing behaviours by reflecting on what is the lived experience of authentic connectivity for youth. My comprehensive research evidences that youth’s technological addiction has influenced rapid brain evolution, and exploded their visual and multimodal skills. Neuroscience has broadly concluded that the new forms of learning technology offers are changing the way the brain processes information. I suggest that youth are experiencing a biological conflict, the brain’s rapid evolution overwhelming more slowly evolving physical responses, effectively interfering with the flow of affective information that requires hemispheric transfer. Neither moving beyond the premise of intelligence as being predominantly brain-based, nor acknowledging the cooperative role our bodily intelligence plays, as the latter is embedded in our lived experience, the greater understanding of the whole of learning, and its ally, authentic connectivity, cannot be achieved. I submit that moving beyond the absoluteness of a purely scientific approach to the brain, and integrating both human and cognitive sciences are key in moving toward a more holistic, autonomous learning pedagogy, so to layer our understanding of the ‘person process’, that which includes whole thinking and whole being. To counter the affective devolution, which is detrimental not only to learning, but to being a well-adjusted person, this paper proposes a foundational shift in teacher training curriculum design by suggesting tools that foster an observational pedagogy, which seeks to teach those navigational skills that support higher-level analytical processes that can counteract the excessive reactions that impede learning, and teaching.

The purpose of this study is to provide a comprehensive description of what a peer helper programme is and to set guidelines for the design and implementation of a peer helping programme for university residence students. In order to achieve these objectives a literature study was firstly conducted to attain a good understanding of the problems that students of tertiary institutions are currently experiencing. The conclusion was made that students are today faced with a lot of frustrations, problems and challenges resulting in a need for care, support and effective help. Secondly the terms "peer helping", "peer helper" and "peer helper programmes" were defined and peer helping was consequently identified as an effective way of addressing the need for help in the student community. This was followed by a description of guidelines for the design and implementation of a peer helper programme for students in university residences. Plomp's general educational design model was used as a point of reference in the setting of these guidelines. An empirical study was done in the form of a case study as it was exercised only at the Potchefstroom Campus of the North-West University. The aims of the empirical research were to determine firstly if there was a real need for the implementation of a peer helper programme among students in university residences; secondly, to look into and examine the guidelines set for the design and implementation of a peer helpers' programme in university residences, and finally to evaluate the efficacy of the training of peer helpers for university residences. Questionnaires, observations and semi structured interviews were used in the empirical study in order to come to the following general conclusions: Students tend to confide in friends when they experience problems of a more serious nature. In other words they share their problems and concerns with people whom they are in a close relationship with. There is a definite need for a peer helpers' programme in university residence environments. Students are willing to take part and make use of such a programme and students want to take the lead in organising and managing such a programme. In order to design and implement a peer helpers' programme successfully in a university residence, the set guidelines for the effective designing and implementation of such a programme should be followed. Finally it is recommended that a peer helpers' programme should be implemented in every residence or on the campus of every university or tertiary institution in South Africa in order to address the growing need for help among students, effectively. Various recommendations for further research were made. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

No description available.

The career counselling services industry is currently being challenged by a unique set of conditions which has resulted in calls for a greater client orientation in the delivery of career services. The current study takes up this challenge by using marketing concepts to explore the relationship between the expectations (desired) people in career transition have of a career counselling service and the perceptions career counselling service providers have of client expectations. In the process, it also examines variables (career transition group membership, career decision-making self-efficacy, age, gender, and previous experience with a career counselling service) that may impact on the expectations people in career transition have of a career counselling service. The study used a three-phased mixed method approach to gather expectation and perception data. In Phase 1, focus group interviews were conducted with participants from three career transition groups - Year 12 students, final year university students, and adults in midcareer transition. A series of one-to-one interviews with three groups of career counsellors (those in schools, tertiary institutions, and private practice) was undertaken in Phase 2. Phase 3 consisted of a questionnaire, which was administered to broader populations of people in career transition and career counsellors. The people in career transition subject group completed a three-part questionnaire consisting of the Expectations About Career Counselling measure (developed by the researcher), the Career Decision-Making Self-Efficacy-Short Form (an existing measure), and demographic questions. Career counsellors completed a two-part questionnaire, which included the Expectations About Career Counselling (EACC) and demographic questions. The people in career transition subject group were asked to respond to the EACC according to what they wanted from a career counselling service. Career counsellors were asked to respond to the same measure as if they were one of their clients attending their first career counselling interview. In the development of the EACC, an existing measure (the Expectations About Counselling-Brief Form; Tinsley, 1982), was modified using career counselling expectation themes derived from the analysis of data collected in Phases 1 and 2. Factor analysis of the data obtained from the EACC identified four clear factors. These factors were named Career Counsellor Responsibility, Client Responsibility, Quality Outcome and Realism. The findings from Phase 3 indicated that people in career transition had high to very high expectations for the EACC subscales Career Counsellor Responsibility and Quality Outcome, moderate expectations for Realism, and moderate to high expectations for Client Responsibility. Significant differences were found based on transition group membership, gender, age, and previous experience with a career counselling service. In addition, it was found that people in career transition had moderate to high career decision-making self-efficacy and that respondents with higher self-efficacy scores also had higher expectations of a career counselling service. The findings also indicated that there was a significant difference or gap between the expectations of people in career transition and the perceptions of career counsellors concerning client expectations of career counselling. Career counsellors perceived that clients were less committed and more unrealistic about the career counselling process and the counsellor's role than was indicated by the results from the people in career transition subject group. Recommendations based on the findings of this research study were made for career counsellors, professional associations, education and training organisations, education institutions and systems and government policy makers. Specifically, the recommendations addressed the importance of acknowledging, clarifying, and managing client expectations, providing interventions to educate people in career transition about the career decision-making process and the role of the career counsellor, and the implementation of processes to promote ongoing professional development in the career counselling services industry.

This study aims at eliciting opinions and beliefs of isiXhosa-speaking students to revealtheir attitudes toward various languages of learning and teaching (LOLT) issues at RhodesUniversity, and to determine the influence of a number of variables (such as age, gender,schooling background, level of study and field of study) on these attitudes. Another aim of the study is to compare the findings of this research to the recent findings on isiXhosaspeaking students’ language attitudes at the University of the Western Cape (Dyers 1999) and the University of Fort Hare (Dalvit 2004). Qualitative and quantitative methods were used: data was gathered using a survey that employed a questionnaire and interviews (individual and focus group). The questionnaire data is analysed through using percentage scores as well as mean values coupled with Chi-square tests, while the interviews are analysed qualitatively to further confirm the results of the quantitative analysis. Results are also compared with other recent surveys at South African universities. The results reveal that respondents had a generally positive attitude toward English as LOLT, based mainly on instrumental motivations. More importantly, there was a positive attitude toward the use of isiXhosa alongside English. The motivations for the use of isiXhosa were both instrumental and integrative in nature. The majority of respondents who supported a bilingual arrangement did not, however, believe that a fully-fledged bilingual policy would be practical, mainly because of the multilingual nature of Rhodes University. They felt, however, that providing English and isiXhosa exam question-papers, bilingual tutor support and isiXhosa definitions of discipline-specific technical terms would facilitate learning. Most of the variables mentioned above had an influence on the relevant language attitudes, often confirming the findings of other studies. For instance, schooling background greatly influenced the language attitudes of respondents. Those from previously advantaged English-only schools showed very positive attitudes toward an English-only policy, while most respondents from formerly disadvantaged DET bilingual schools were favourably disposed toward a bilingual policy of English and isiXhosa at Rhodes University. A comparison of the findings of this study with those of recent findings on isiXhosa students’ language attitudes at other universities reveals that respondents at the University of Fort Hare were most favourable toward a bilingual policy, those at the University of the Western Cape were to some extent favourable toward a bilingual arrangement, while respondents at Rhodes University were least favourable toward a bilingual policy.

Submitted by Johnny Rodrigues (johnnyrodrigues@ufcg.edu.br) on 2018-10-10T15:59:08Z No. of bitstreams: 1 LUCÉLIA NÁRJERA DE ARAÚJO - DISSERTAÇÃO PPGH 2013..pdf: 2054381 bytes, checksum: 803544b6f76d6efd717b1409e3b1843e (MD5) / Made available in DSpace on 2018-10-10T15:59:08Z (GMT). No. of bitstreams: 1 LUCÉLIA NÁRJERA DE ARAÚJO - DISSERTAÇÃO PPGH 2013..pdf: 2054381 bytes, checksum: 803544b6f76d6efd717b1409e3b1843e (MD5) Previous issue date: 2013-04-29 / Neste trabalho analisamos as transformações socioculturais vivenciadas pelos estudantes da FAFI e UFPI em Teresina entre os anos de 1964 a 1975. O recorte temporal foi assim delimitando porque nesse período o Brasil estava vivenciando uma efervescência cultural e ao mesmo tempo um cenário político conturbado marcado pela ditadura militar, que favoreceu a emergência de uma militância estudantil no meio universitário. Desta forma problematizamos como a juventude universitária de Teresina experimentou esses anos e recepcionou novos saberes, práticas, valores e comportamentos diante do discurso disciplinar da ditadura militar e das mudanças culturais que emergiram no período. Para tanto fizemos uma análise da configuração do ensino superior em Teresina. Em seguida, analisamos as táticas de resistência empreendidas pelos jovens para contestar as estratégias dos militares e, por fim como os jovens se conectaram com as novidades que circulavam no Brasil. Metodologicamente utilizamos as fontes hemerográficas pesquisadas no Arquivo Público do Piauí, Arquivo do Jornal O Dia, Arquivo da Cúria Metropolitana. Usamos os jornais O Dia, O Estado e O Dominical, empregamos ainda a metodologia da história oral, coletamos entrevistas de sujeitos que estudaram na FAFI, visando perceber como eles significam sua vivência e experiência desse período. O trabalho está ambientado na História Cultural, tendo como aporte teórico-metodológico Michel de Certeau sua concepção de táticas e estratégias, Roger Chartier a noção de recepção, Halbwachs para pensarmos a questão da memória coletiva. Através desta pesquisa foi possível visualizar as especificidades da militância universitária em Teresina, as lutas e táticas empreendidas pelos estudantes para contestar a ordem estabelecida e os comportamentos juvenis configurados a partir da recepção das mudanças culturais vivenciadas no Brasil. / In this study we analyzed the socio-cultural transformations experienced by students at FAFI and UFPI in Teresina between the years 1964 and 1975. The time frame was thus outlining because in this period Brazil was experiencing a cultural effervescence and, at the same time, a troubled political scenario marked by the military dictatorship that favored the emergence of a student militancy at the universities. Thus it was discussed how the college youth in Teresina experienced these years and welcomed new knowledge, practices, values and behaviors before the disciplinary discourse of military dictatorship and the cultural changes that emerged in the period. Therefore we analyzed the configuration of higher education in Teresina. Then we analyzed the tactics of resistance undertaken by young people to challenge the strategies of the military and ultimately how young people have connected with the news circulating in Brazil. Methodologically we used sources surveyed in the Public Archives of Piaui, O Dia Newspaper Archive, Cúria Metropolitana Archive. We used the newspapers O Dia, O Estado and O Dominical, and also used the methodology of oral history, collected interviews from people who studied at FAFI, aiming to understand how they signify their living and experience of that period. The work is set in the Cultural History, with the theoretical and methodological contribution of Michel de Certeau with his conception of tactics and strategies, Roger Chartier’s notion of reception, and Halbwachs to think through the issue of collective memory. Through this research it was able to see the specifics of the university militancy in Teresina, the struggles and tactics undertaken by students to challenge the established order and the juvenile behavior configured from receipt of the cultural changes experienced in Brazil.

Text in English / Anyone using the Internet is likely to use Facebook and anyone using Facebook is likely to use it just about every day. The prevalent uses of the Internet and related technologies is a sign-showing that they have become a part of human life. On any student’s academic side of life, the use of social media (taking Facebook as a case) has become commonplace, but their influences over the academic engagement and performance of students requires deeper understanding. In Africa, the need for studies on the interplay between social media and education is growing. This study focuses on the influence of Facebook on the academic performance of undergraduate social sciences students using three federal Universities in Nigeria, West Africa as research sites. The study shows that Facebook use did not significantly influence the academic performance of the surveyed students at these universities and that its use can, however, be harnessed for augmenting student academic performance and for advancing education in general. / Sociology / M.A. (Sociology)

The main purpose of this study was to examine the use of mobile phones by Generation Y students in the city of Johannesburg in order to increase understanding of this segment's consumer behaviour. Generation Y is an important market segment in that it is making more independent purchase-related decisions and has a large amount of disposable income. The primary data for this study is based on focus group interviews and a quantitative study of a sample of 200 Generation Y tertiary students. Some of the findings are as follows: * Generation Y's use of mobile phones: Generation Y respondents have owned a mobile phone for between three to five years; the majority own Nokia mobile phones, are on prepaid packages and are not big spenders on airtime; furthermore, SMS is seen as the most cost-effective way to communicate. * Competition in the mobile phone market: The perceptions of this segment are that Vodacom is the "cool" operator, MTN is the most "expensive" network operator and Cell C is "cheap and youthful". * Mobile phone brand awareness: Nokia was the most cited brand of mobile phone and was found to be the first choice of many of the respondents. Samsung was reported as the second most cited brand with Motorola, Siemens and Sony Ericsson following. The results have implications for network providers, handset manufacturers and marketers alike as they will ultimately improve these stakeholder's chances of marketing effectively to this dynamic youth market. / Business Management / M. Comm. (Business Management)

Many students have difficulty of learning abstract and complex topic in chemistry. This study investigated how students develop their understanding of abstract and complex topics of chemistry with the aid of visualizing tools: animation, simulation and video. A particular focus of this investigation was to assess to what extent the uses of pedagogy based technology (PBT) is effective in learning chemistry. The combined effect of animation, simulation and video clips enable learning by doing and provide opportunity to explore the abstract and complex lessons of chemistry. The research was conducted with sequential embedded mixed research (quasi experimental and Explanatory) case study design. The experiment was carried out with second year chemistry students include 90(14 female and 76 male) students, 12 male chemistry lecturers and the college heads. The students were constituted 45 Control group and 45 Treatment groups. The groups were non-equivalent (convenient samples), suggesting that randomization was not possible as the students were in intact classes. To apply animation, simulation and video in supporting student-centered learning activities of electrochemistry for second year students flash and micro media player were used. The treatment group was trained for two weeks how to operate and use animation, simulation and video software. Pre and Post tests were administrated to the target groups. The effectiveness of PBT was also evaluated by administrating separate Schedule containing open and closed ended questions. The comments and ratings obtained from the learners‟ and lecturer insights provided the basis for the learning impact of the study. The result obtained from the vi experiment and responses of the schedule shows that PBT improves the performance of students. Therefore, to make the abstract and complex concepts of chemistry easy and clear Electrochemistry learning should be supported by animation simulation and video. An extended study may help to understand the multi sensory benefit of Pedagogy-Based-Technology. Thus, a possible extension to this study should cover a variety of universities and should aim at evaluating its effectiveness in various context and subjects‟. / Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education (Chemistry Education))