1,720,979 research outputs found
Toward a partnership model for web-based learning
No full textDescribes a partnership approach to developing and implementing a program in management education for the advanced technology sector. The model addresses the business perceived need for university accreditation, and makes use of the university's infrastructures for research, course delivery, and support
Factors influencing adult learning in technology based firms
No full textThe purpose of this study was to examine the impact of applying adult education principles to training in advanced-technology companies. Strengths and weaknesses of the training program's content and delivery are identified using a framework of adult education principles, in an effort to improve program design, curriculum development, and teaching strategies. This research utilized the framework of the principles of adult learning to identify, describe, and understand various aspects of the program in order to maximize the impact of training on technology-based firms. Finally, the study identifies some of the conditions and factors influencing adult learning in a training program developed specifically for managers in technology-based firms, in so far as they might inform and provide useful insights for program planners, implementers, and evaluators of management training in technology-based companies
Communication and learning: How distance learners construct meaning in the computer conferencing environment.
No full textThis study arose out of a concern for the adult learners who choose to study in computer conferencing courses offered via the World Wide Web. The numbers of these adult learners are burgeoning; universities are responding to the demand by placing ever-increasing numbers of courses online. However, this learning environment is a new one for many adult students and instructors. Therefore, the primary purpose of this study was to describe the salient features of communicating and learning in this environment, and to explore the factors which underpin the successful participation of adult learners in computer conferencing courses. Twenty adult learners enrolled in two different computer conferencing courses in two universities located in different provinces in Atlantic Canada participated in this study. As well, the four instructors who delivered these courses were involved in the research study. The design of this qualitative study utilized multiple sources of data. The study entailed in-depth interviews conducted via telephone at two points---once early in the course, and a second time when the course was complete. In addition, information was collected in initial questionnaires and from the transcripts of the courses. A computer-assisted qualitative data analysis program was utilized to assist in the coding of the emerging themes. These emergent themes were incorporated into the protocol for the second set of interviews. Results of the study indicate that the computer conference supported a shift in the roles of learner and instructor, as instructors functioned as facilitators and learners became more self-directed in their learning. However, this shift occurs on a continuum, and is dependent upon how the computer conferencing environment is organized. The potential of group work for supporting a constructivist learning environment in the computer conference emerged. The importance of clear communication, which can be supported by forging personal relationships with classmates in the computer conference also emerged as an essential component of achievement in the computer conference. And finally, the learners in this study expressed a strong sense of academic efficacy. They demonstrated a strong subjective assurance in their ability to succeed at the academic task which they had undertaken
Learning through the arts: An investigation of the experiences of intermediate students as they explore and construct their understandings of language and literature through artistic activities.
No full textNew understandings regarding the nature of intelligence, and recent research demonstrating the importance of the emotional and aesthetic context of learning, suggest that teachers reflect seriously upon the types of learning environments which will optimize the learning potential for their students (Caine & Caine; 1994, 1997; Csikszentmihalyi, 1997; Eisner, 1985/1998a; Gardner, 1993, 1999a, 1999b). My practical experience has led me to believe that the arts can provide an important vehicle through which students can explore their learning. The purpose of this investigation was to gain an understanding of the processes of meaning making in adolescent students as they learned language and literature through artistic activities. Furthermore, it identified changes in participant perceptions of their learning. The voices of the students were central to the findings of the investigation. The inquiry was qualitative in nature and underpinned by a constructivist perspective. The research findings drew on data from students in the teacher/researcher's grade eight language class. Four case studies, two girls and two boys, were also conducted. Information was gathered through interviews, audio and video taping, student journals and field notes. Data analysis utilized both within and cross-case analysis. Findings from this investigation support recent research which suggests that teachers should carefully consider the implications of MI theory, emotional intelligence, and aesthetics when designing classroom experiences for their students (Caine & Caine, 1994, 1997; Eisner, 1993; Gardner, 1999a, 1999b; Goleman, 1995; Langer, 1997; Perkins, 1992; Sylvester, 1994). Using the arts as a vehicle to give students control over the nature and direction of their learning provides a context in which more students will find success more of the time
Understanding the experiences for female national athletes of a team sport in a centralized training camp.
No full textThe purpose of the current study was to describe how eight female national athletes of one team sport experienced the activity of a six-week centralized training camp. Specifically, the following research questions guided the study: (a) what was the process of the experience for each of these athletes and what strategies do they use to progress through the centralized camp; (b) how did the athletes experience the various contexts of their lives during the centralized camp and what strategies did they use to progress through them; and (c) how did athletes come to understand and take into account their experience? What did athletes learn from the experience? This inquiry was guided by a social constructivist perspective informed by feminist theory in sport. The eight participants were interviewed using an in-depth phenomenological approach. Each participant was taken through a series of three in-depth 90-minute interviews and asked to describe her experience at the six week centralized training camp. Analysis occurred on two levels---individual profiles and shared experiences. The findings are discussed in terms of the research questions. With respect to process of the experience and the strategies employed to progress through the camp, social and organizational factors played a fundamental role in the experience of the participants. Moreover, the coping strategies selected by the participants' were related to their cognitive appraisal of the person-environment relationship. With respect to the various contexts of their lives and the strategies employed, the participants approached the centralized training camp by taking steps to minimize the distractions from their outside world before attending the camp. Further, during the camp, participants had limited contact with individuals outside the camp environment, followed routines and activities, and sought social support from teammates to maintain and achieve their desired focus while in camp. Finally, with respect to the meaning of the experience and the lessons arising, the participants highlighted numerous issues of both a positive and negative nature. The camp meant opportunities for personal growth; mastery experiences; feelings of anger, disappointment, and failure; and questions of continued involvement in the sport. In addition, participants stressed the meaning of the centralized training camp experience with respect to the opportunities to interact and share experiences with others and develop positive friendships and memories. The findings are also discussed in terms of initiatives for educating national team athletes, coaches and organizations on preparation for, and implementation of, centralized training camps. (Abstract shortened by UMI.
Designing Digital Video to Support Learner Outcomes: A Study in an Online Learning Resource for Healthcare Professionals and Students
No full textInstructors are incorporating video into their blended and web-based courses at an ever increasing rate. Thus the need for research in this area is required to understand how to design, utilize, and incorporate video most effectively as a pedagogical tool. This study explored how the design and implementation of digital video resources in an online educational environment affected learning outcomes. Forty-five health professionals and students evaluated the digital videos incorporated into ePhysicianHealth.com. Three types of digital video genre were examined in this study: modeling/demonstrations, personal stories/commentaries, and content expert narratives. The findings suggested that the majority of the participants found that the digital videos to be a valuable addition to ePhysicianHealth.com, as they made the learning environment more authentic, memorable, realistic, varied, and accommodating to different learning styles.
Key Words: eLearning; online learning; video; healthcare education; physician wellness; disruptive behaviour; emerging technologie
Understanding the experiences for female national athletes of a team sport in a centralized training camp.
No full textThe purpose of the current study was to describe how eight female national athletes of one team sport experienced the activity of a six-week centralized training camp. Specifically, the following research questions guided the study: (a) what was the process of the experience for each of these athletes and what strategies do they use to progress through the centralized camp; (b) how did the athletes experience the various contexts of their lives during the centralized camp and what strategies did they use to progress through them; and (c) how did athletes come to understand and take into account their experience? What did athletes learn from the experience? This inquiry was guided by a social constructivist perspective informed by feminist theory in sport. The eight participants were interviewed using an in-depth phenomenological approach. Each participant was taken through a series of three in-depth 90-minute interviews and asked to describe her experience at the six week centralized training camp. Analysis occurred on two levels---individual profiles and shared experiences. The findings are discussed in terms of the research questions. With respect to process of the experience and the strategies employed to progress through the camp, social and organizational factors played a fundamental role in the experience of the participants. Moreover, the coping strategies selected by the participants' were related to their cognitive appraisal of the person-environment relationship. With respect to the various contexts of their lives and the strategies employed, the participants approached the centralized training camp by taking steps to minimize the distractions from their outside world before attending the camp. Further, during the camp, participants had limited contact with individuals outside the camp environment, followed routines and activities, and sought social support from teammates to maintain and achieve their desired focus while in camp. Finally, with respect to the meaning of the experience and the lessons arising, the participants highlighted numerous issues of both a positive and negative nature. The camp meant opportunities for personal growth; mastery experiences; feelings of anger, disappointment, and failure; and questions of continued involvement in the sport. In addition, participants stressed the meaning of the centralized training camp experience with respect to the opportunities to interact and share experiences with others and develop positive friendships and memories. The findings are also discussed in terms of initiatives for educating national team athletes, coaches and organizations on preparation for, and implementation of, centralized training camps. (Abstract shortened by UMI.
Communication and learning: How distance learners construct meaning in the computer conferencing environment.
No full textThis study arose out of a concern for the adult learners who choose to study in computer conferencing courses offered via the World Wide Web. The numbers of these adult learners are burgeoning; universities are responding to the demand by placing ever-increasing numbers of courses online. However, this learning environment is a new one for many adult students and instructors. Therefore, the primary purpose of this study was to describe the salient features of communicating and learning in this environment, and to explore the factors which underpin the successful participation of adult learners in computer conferencing courses. Twenty adult learners enrolled in two different computer conferencing courses in two universities located in different provinces in Atlantic Canada participated in this study. As well, the four instructors who delivered these courses were involved in the research study. The design of this qualitative study utilized multiple sources of data. The study entailed in-depth interviews conducted via telephone at two points---once early in the course, and a second time when the course was complete. In addition, information was collected in initial questionnaires and from the transcripts of the courses. A computer-assisted qualitative data analysis program was utilized to assist in the coding of the emerging themes. These emergent themes were incorporated into the protocol for the second set of interviews. Results of the study indicate that the computer conference supported a shift in the roles of learner and instructor, as instructors functioned as facilitators and learners became more self-directed in their learning. However, this shift occurs on a continuum, and is dependent upon how the computer conferencing environment is organized. The potential of group work for supporting a constructivist learning environment in the computer conference emerged. The importance of clear communication, which can be supported by forging personal relationships with classmates in the computer conference also emerged as an essential component of achievement in the computer conference. And finally, the learners in this study expressed a strong sense of academic efficacy. They demonstrated a strong subjective assurance in their ability to succeed at the academic task which they had undertaken
Designing Digital Video to Support Learner Outcomes: A Study in an Online Learning Resource for Healthcare Professionals and Students
No full textInstructors are incorporating video into their blended and web-based courses at an ever increasing rate. Thus the need for research in this area is required to understand how to design, utilize, and incorporate video most effectively as a pedagogical tool. This study explored how the design and implementation of digital video resources in an online educational environment affected learning outcomes. Forty-five health professionals and students evaluated the digital videos incorporated into ePhysicianHealth.com. Three types of digital video genre were examined in this study: modeling/demonstrations, personal stories/commentaries, and content expert narratives. The findings suggested that the majority of the participants found that the digital videos to be a valuable addition to ePhysicianHealth.com, as they made the learning environment more authentic, memorable, realistic, varied, and accommodating to different learning styles.
Key Words: eLearning; online learning; video; healthcare education; physician wellness; disruptive behaviour; emerging technologie
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