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Trends in Canadian faculties of education: An overview of graduate programs, curricular offerings, exit requirements, and modes of delivery  [cached]
Jason Brent Ellis,Jonathan G. Bayley,Carla Abreu Ellis
Brock Education : a Journal of Educational Research and Practice , 2008,
Abstract: This research investigated universities registered with the Association of Universities and Colleges of Canada (AUCC) whose primary instructional language was English. A content analysis was performed on university web pages related to the following content: (a) frequency of graduate programs being offered, (b) types of degrees being offered, (c) frequency and variation of program of study offerings, (d) variation of exit requirements, and (e) modalities of course delivery. This research provides an overview and analysis of graduate level programs, more precisely Masters and Doctorate degrees, offered through faculties of education in Canada. An understanding of the findings of this research may benefit Canadian university administrative bodies in providing a source in which they may compare findings with their current offerings and programming. Prospective students of graduate programs in education may also benefit from the information provided in this study when choosing a program of study by ameliorating their knowledge of current programs, curriculum offerings, and modes of course delivery being offered by faculties of education in Canada.
A Self-Study of Technological Transition: Instructional Impacts of Shifting a Distance Course Delivery System
Susan A. Turner
Journal of Educators Online , 2011,
Abstract: This self-study examines the process of technological transition: the instructional shift from the use of one distance course delivery technology, to a different technology delivery system. Specifically, it examines the impact of the shift on course design, and on the instructor's transitional learning process that occurred while moving a graduate course from distance face-to-face delivery format, to an on-line collaborative learning format using Wimba software. The change process is documented through the use of self-study methodology (Samaras & Freese, 2006), and an exploratory framework for technological transitions of this type, is proposed. The framework focuses on four critical areas of transitional knowledge: Student Knowledge, Technical Knowledge, Experiential Knowledge and Reflective Knowledge.
A New Approach to Developing Interactive Software Modules through Graduate Education  [PDF]
Nathan E. Sanders,Chris Faesi,Alyssa A. Goodman
Physics , 2013, DOI: 10.1007/s10956-013-9474-4
Abstract: Educational technology has attained significant importance as a mechanism for supporting experiential learning of science concepts. However, the growth of this mechanism is limited by the significant time and technical expertise needed to develop such products, particularly in specialized fields of science. We sought to test whether interactive, educational, online software modules can be developed effectively by students as a curriculum component of an advanced science course. We discuss a set of fifteen such modules developed by Harvard University graduate students to demonstrate various concepts related to astronomy and physics. Their successful development of these modules demonstrates that online software tools for education and outreach on specialized topics can be produced while simultaneously fulfilling project-based learning objectives. We describe a set of technologies suitable for module development and present in detail four examples of modules developed by the students. We offer recommendations for incorporating educational software development within a graduate curriculum and conclude by discussing the relevance of this novel approach to new online learning environments like edX
Virtual Patient Cases for Active Student Participation in Nursing Education —Students’ Learning Experiences  [PDF]
Elenita Forsberg, Berit B?cklund, Eva Hjort Telhede, Staffan Karlsson
Creative Education (CE) , 2019, DOI: 10.4236/ce.2019.107108
Abstract:
Virtual Patient cases (VP cases) promote learning, teaching, and assessment of clinical reasoning and can stimulate and motivate active learning experiences in nursing education. The aim of the study was to investigate the use of VP cases for active student participation in nursing education regarding students’ learning experiences of clinical reasoning. After an intervention using VP cases in the graduate nursing program, 174 evaluation questionnaires were collected from the students. The questionnaire consisted of open-ended questions that covered students’ learning experiences using VP cases. Deductive content analysis was used with a focus on the students’ learning experiences. The results showed that the use of the VP cases provided a comprehensive view of the patient and encouraged the students to broaden their thinking and helped them in drawing conclusions and in structuring their problem-solving. The VP cases also stimulated their learning process and reflection. Their knowledge was challenged, and this motivated them to search for more knowledge that was then followed up in the VP cases. The students found that the VP cases provided support in translating theoretical knowledge into clinical reasoning, and they facilitated the application of theory in practice and encouraged the students to use their clinical reasoning. The VP cases allowed for self-evaluation, which was a motivating force and increased their awareness of their abilities for clinical reasoning. Learning experiences from VP cases seem to be applicable in higher education and seem especially useful in enabling nursing students to apply theory in their clinical practice. Experiential learning theory supports the learning experiences from VP cases in clinical reasoning. In addition, working with VP cases seems to promote active student participation.
Global discourses and experiential speculation: Secondary and tertiary graduate Malawians dissect the HIV/AIDS epidemic
Myroniuk Tyler W
Journal of the International AIDS Society , 2011, DOI: 10.1186/1758-2652-14-47
Abstract: Background Since the beginning of the HIV/AIDS epidemic, the perspectives of secondary and tertiary school graduates in sub-Saharan Africa regarding the effectiveness of government and international HIV/AIDS policies and programmes have not been thoroughly examined. When extensive monetary aid is directed toward "development" in a country like Malawi, it is the educated elites - secondary and tertiary graduates who are heavily involved and influential in the domestic re-distribution and implementation of millions of dollars worth of aid - on whom international expectations fall to decrease the transmission of HIV. Many Malawian jobs related to public health and HIV/AIDS are created as a direct result of this funding and are occupied by the few secondary and tertiary graduates. Thus, it is a practical venture to understand their perspectives on highly contentious and heavily funded HIV/AIDS issues that affect their nation. Methods Qualitative data was collected in this study in efforts to discover in-depth perspectives on the HIV/AIDS epidemic. Thirty-eight secondary and tertiary graduate Malawians took part in semi-structured interviews. Data was analysed using an early grounded theory approach and subsequent themes of "global discourses" and "experiential knowledge of HIV/AIDS" emerged. Results This group of Malawians frequently responded to questions regarding healthcare and access to medicine, sexual behaviours and methods of reducing the spread of HIV/AIDS by citing and explaining the widespread, international and "proper" responses. The secondary and tertiary graduate Malawians also discussed these same topics in terms of what they perceive or have experienced. Experiential responses, such as the counter-productivity of circumcision and condoms, the overestimation of HIV/AIDS prevalence, and calls for more authoritarian policing of commercial sex work, were remarkably divergent from the HIV/AIDS discourse. Conclusions The opinions of this group of secondary and tertiary graduate Malawians do not always coincide with the current literature and policies. They give deeper insight into what is perceived and what may be taking place, and hint at what the future holds for their people. The widespread and divergent perspectives must be seriously considered because these experiences describe the potential positive and negative consequences that occur on the ground throughout Malawi as a result of HIV/AIDS policies.
Sustainability and Ethics: Graduate Dispositions in Business Education  [cached]
Peter Petocz,Peter Dixon
Asian Social Science , 2011, DOI: 10.5539/ass.v7n4p18
Abstract: In this paper we investigate sustainability and ethics as graduate dispositions for students of business in the early 21st century. We base our theoretical position on recent research investigating students’ and lecturers’ conceptions of sustainability and ethics. We apply this to the practical pedagogical problem of helping students to engage with the notions of sustainability and ethics in their business classes. In this, we use our recent experiences with a project investigating the development and embedding of graduate skills in the business curriculum and, more specifically, with a three-day workshop for business students run by our team during the course of this project. We draw conclusions about dispositional learning and suggest practical ways in which this can be advanced.
Implementing a Complex Intervention to Support Personal Recovery: A Qualitative Study Nested within a Cluster Randomised Controlled Trial  [PDF]
Mary Leamy, Eleanor Clarke, Clair Le Boutillier, Victoria Bird, Monika Janosik, Kai Sabas, Genevieve Riley, Julie Williams, Mike Slade
PLOS ONE , 2014, DOI: 10.1371/journal.pone.0097091
Abstract: Objective To investigate staff and trainer perspectives on the barriers and facilitators to implementing a complex intervention to help staff support the recovery of service users with a primary diagnosis of psychosis in community mental health teams. Design Process evaluation nested within a cluster randomised controlled trial (RCT). Participants 28 interviews with mental health care staff, 3 interviews with trainers, 4 focus groups with intervention teams and 28 written trainer reports. Setting 14 community-based mental health teams in two UK sites (one urban, one semi-rural) who received the intervention. Results The factors influencing the implementation of the intervention can be organised under two over-arching themes: Organisational readiness for change and Training effectiveness. Organisational readiness for change comprised three sub-themes: NHS Trust readiness; Team readiness; and Practitioner readiness. Training effectiveness comprised three sub-themes: Engagement strategies; Delivery style and Modelling recovery principles. Conclusions Three findings can inform future implementation and evaluation of complex interventions. First, the underlying intervention model predicted that three areas would be important for changing practice: staff skill development; intention to implement; and actual implementation behaviour. This study highlighted the importance of targeting the transition from practitioners' intent to implement to actual implementation behaviour, using experiential learning and target setting. Second, practitioners make inferences about organisational commitment by observing the allocation of resources, Knowledge Performance Indicators and service evaluation outcome measures. These need to be aligned with recovery values, principles and practice. Finally, we recommend the use of organisational readiness tools as an inclusion criteria for selecting both organisations and teams in cluster RCTs. We believe this would maximise the likelihood of adequate implementation and hence reduce waste in research expenditure. Trial Registration Controlled-Trials.com ISRCTN02507940
Why Do Students Withdraw from Online Graduate Nursing and Health Studies Education?
Beth Perry,Jeannette Bowman,Dean Care,Margaret Edwards
Journal of Educators Online , 2008,
Abstract: Why do nursing and health studies graduate students who are enrolled in online programs decide to withdraw? The qualitative study reported in this paper investigated students’ self-identified reasons for withdrawing from an online graduate program in nursing and health studies. The focus of the study was Athabasca Universities’ Centre for Nursing and Health Studies (CNHS) online graduate program. Data were collected from program students who initiated withdrawal between the years 1999-2004. Using Rovai’s (2002) Composite Persistence Model as a framework for analysis, themes identified from withdrawing students’ notice of withdrawal letters are discussed. The major reasons for leaving can be placed into two categories, personal reasons (often related to life or work commitments) and program reasons (usually related to learning style and fit with career). These findings, and the resulting analysis, have implications for online program design and delivery and student support programs. With a better understanding of student reasons for leaving a program of studies, it will be possible to explore which program elements might be altered to improve the experience of online learning.
Environmental Education (EE) and Experiential Education:A Promising “Marriage” for Greek Pre-School Teachers  [PDF]
Alexandros Georgopoulos, Maria Birbili, Anastasia Dimitriou
Creative Education (CE) , 2011, DOI: 10.4236/ce.2011.22016
Abstract: Kindergarten teachers tend to combine EE and experiential education in their every day practice as a matter of course. The majority perceive EE as related to sensory awareness and exploration and the concomitant will to act in a pro-environmental direction. They deal with and elaborate their pupils experiences in a way that is remi- niscent of Colb’s learning cycle. It is not clear from the interviews whether they effectively facilitate their child- ren’s reflection upon the acquired experience, although there is some evidence that they accompany and assist their pupils in associating their new knowledge to that previously acquired, integrating it into new wholes and appropriating it. They do not give any information about the elaboration of their pupils emotions developed through the experiential educational approaches. They claim that when EE and experiential education are blended together then this can generate active citizens of the future.
Designing Teaching Practice in Post-Graduate Education  [PDF]
Astrid M. S?lvberg, Marit Rismark
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.712177
Abstract: This paper explores how teachers can design post-graduate teaching practice in ways that allow participants to construct new knowledge that supports their daily work practice. To explore the design of teaching practice in post-graduate education, the authors have studied a post-graduate course at the Norwegian University of Science and Technology, NTNU. Qualitative data about the teaching practice were collected through observations and interviews. The data were analysed using an inductive collaborating coding procedure involving descriptive and interpretive phases. Two overarching categories were evident in the data material. The category Joint Workplace Experience describes the participants’ joint experiences of their work practice. The category Inclusion of Workplace Experience in Teaching Practice describes recurring regularities of how the participants’ workplace experience was included in the teaching practice. Based on the findings we present a teaching design that may assist teachers in designing a teaching practice to satisfy the competence development needs that workers have. Bearing this design in mind, we first argue that teachers need to acknowledge the role of experience for learning. Second, they need knowledge about what constitutes joint workplace experience for the specific group of participants in the course they are teaching. Third, teachers need to include this knowledge when they design the teaching practice.
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