A Strategic University-Wide Initiative to Introduce Programs of Study Using Flexible Delivery Methods     

Denise Chalmers 《Interactive Learning Environments》2013,21(2-3):249-268

In 1997, the University of Queensland (http://www.uq.edu.au) made a commitment to move to flexible modes of delivery of programs of study from a largely face-to-face model of delivery. This change was linked to the opening of a new campus, as well as recognition of a need for change in current teaching practice. This led to a university-wide response to reassess current practice in order to be able to develop, implement, and deliver services and programs of study more effectively and appropriately to the students. This paper reports the process of implementing a university-wide response for flexible delivery that includes discipline-specific faculty development, design, development, and production of flexible learning materials, and the development of administrative and student-support services to meet the different requirements of the students.  相似文献   

The Cesarean Decision Survey     

Denise M. Puia 《The Journal of perinatal education》2013,22(4):212-225

  相似文献   

Little White Houses: How the Postwar Home Constructed Race in America Dianne Harris. Minneapolis: University of Minnesota Press, 2013.     

Sara Denise Shreve 《Journal of American culture (Malden, Mass. : 2003)》2014,37(1):94-95

  相似文献   

Improving student engagement and development through assessment: theory and practice in higher education     

Denise Chalmers 《Assessment & Evaluation in Higher Education》2014,39(7):897-898

  相似文献   

Employer understanding of Work-Integrated Learning and the challenges of engaging in work placement opportunities     

Denise Jackson  David Rowbottom  Sonia Ferns  Diane McLaren 《Studies in Continuing Education》2017,39(1):35-51

This study examines employer understanding of Work-Integrated Learning (WIL), reasons for participation and the challenges and barriers posed during the WIL process. This is important given the drive to grow WIL, augmented by the National Strategy for WIL, and the significant benefits it holds in preparing students for their transition to employment. The study was undertaken by the four publicly funded Western Australian universities, in partnership with the Chamber of Commerce and Industry of Western Australia, and is focused on work placements among business students. Findings indicate employers had very little understanding of WIL offerings at the four Business Schools. While employers generally believed that student work placements are useful for their industry sectors, a number of issues impacted on their engagement in WIL. These included identifying suitable projects and tasks for students to complete; sourcing suitable students; concerns with student performance and capacity to mentor/supervise. A combination of quantitative and qualitative research tools were used with data gathered by an employer survey (N?=?112) and focus group sessions (N?=?17). The study recommends a number of ways to alleviate barriers and challenges to improve the WIL experience for all stakeholders and ensure the sustained growth of WIL in the higher education sector.  相似文献   

Career choice status among undergraduates and the influence of career management competencies and perceived employability     

Denise Jackson  Nicholas Wilton 《Journal of Education & Work》2017,30(5):552-569

This study examines the influence of career management competencies and perceived employability on career choice status (CCS) among undergraduates. Making informed and appropriate career choices is positively linked with well-being, work performance and academic and career success. Early career decision-making is now critical if students wish to succeed in highly competitive graduate labour markets. This study gathered quantitative data from 370 Business undergraduates in an Australian and UK university. Findings suggest that students have largely made career decisions and are reasonably satisfied with their choices. CCS varied with age, stage of study, perceived employability and student capabilities in career self-management. Findings highlight the need for universities to not only equip students with the necessary skills to enter their chosen career but also – in collaboration with industry – develop strategies to engage students in the different aspects of career self-management earlier on in their studies.  相似文献   

Turning to case studies as a mechanism for learning in action learning     

Denise O’Leary  Paul Coughlan  Clare Rigg  David Coghlan 《Action Learning: Research and Practice》2017,14(1):3-17

Case studies are a useful means of capturing and sharing experiential knowledge by allowing researchers to explore the social, organisational and political contexts of a specific case. Although accounts of action learning are often reported using a case study approach, it is not common to see individual case studies being used as a learning practice within action learning sets. Drawing on a network action learning (NAL) project, this paper explores how the process of coaching, articulating, authoring, sharing and editing case studies provided a vehicle for learning and research within a NAL set. The intended contribution of this paper to the theory of action learning is to extend the range of learning practices to include the case study within the NAL set. It discusses how case studies act as boundary objects, which are artefacts that can be used to cross boundaries between groups in order to facilitate learning that might not otherwise occur.  相似文献   

A typology of undergraduate students' conceptions of size and scale: Identifying and characterizing conceptual variation     

Su Swarat  Greg Light  Eun Jung Park  Denise Drane 《科学教学研究杂志》2011,48(5):512-533

The importance of “size and scale” in nanoscience and engineering has been recognized by both scientists and science educators. A solid understanding of this concept is key to the learning of nanoscience. Students, however, have been reported to have considerable difficulty grasping this concept; yet little is known regarding their state of understanding. To address this knowledge gap, we conducted a series of studies that were aimed at exploring the different ways students conceive of “size and scale” in the context of undergraduate nanoscience and engineering courses. Informed by Variation Theory of Learning (Marton and Booth, 1997), we identified four major categories (with two sub‐categories within each) of student conception—fragmented, linear, proportional, and logarithmic. These conception categories, together with the aspects of variation that characterize and distinguish them, are summarized in a typology. In addition to serving as a diagnostic tool to describe students' understanding, this typology can also be used to guide the development of instructional interventions that facilitate students to move toward a more sophisticated understanding of “size and scale.” © 2011 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 512–533, 2011  相似文献   

A study of technical signs in science: implications for lexical database development     

Lang HG  Hupper ML  Monte DA  Brown SW  Babb I  Scheifele PM 《Journal of deaf studies and deaf education》2007,12(1):65-79

Both classroom instruction and lexical database development stand to benefit from applied research on sign language, which takes into consideration American Sign Language rules, pedagogical issues, and teacher characteristics. In this study of technical science signs, teachers' experience with signing and, especially, knowledge of content, were found to be essential for the identification of signs appropriate for instruction. The results of this study also indicate a need for a systematic approach to examine both sign selection and its impact on learning by deaf students. Recommendations are made for the development of lexical databases and areas of research for optimizing the use of sign language in instruction.  相似文献   

Relating Preschool Quality to Children’s Literacy Development     

Denise D. Cunningham 《Early Childhood Education Journal》2010,37(6):501-507

Preschool classrooms were investigated to determine the extent to which quality is related to children’s literacy development. The study included 24 classrooms of 428 prekindergarten children in a large, urban Midwestern school district. Results suggest that global classroom quality and literacy environment quality are strongly related. Literacy environment quality and children’s literacy abilities are also related. Differences in classroom quality were found to have an impact on children’s literacy scores—the higher the quality, the higher the scores. This article also describes lessons learned from the investigation and provides suggestions for teachers and administrators for improving quality to enhance literacy development.  相似文献