排序方式： 共有7条查询结果，搜索用时 15 毫秒
1
1.
Jane Robertson Heidi le Sueur Nicky Terblanche 《Action Learning: Research and Practice》2019,16(1):77-86
Facilitating reflection for personal growth in a business context requires careful thought and planning. As a learning process, Business-Driven Action Learning (BDAL) has two points of focus. It aims to firstly identify and make recommendations regarding a business challenge, whist secondly facilitating potentially significant individual personal learning and growth. The research reported in this account of practice focused on personal learning by exploring the potential for individuals to experience transformative learning during a BDAL process. During the research I used a number of methods including hand-drawn images and in-depth interviews to enable the writing of interpretive stories. Findings revealed that participants found reflection during and after the BDAL beneficial. They gained insights into what they learnt, what changed since the BDAL experience and also what they still need to focus on. The findings have practical implications for the action learning facilitator of BDAL during management development programmes. One of the ways action learning facilitators can initiate the reflection process of new participants is to share the experience of previous participants. ‘Sandy’s interpretive story’, contained in this article, is such an example and includes hand-drawn images of her learning journey. I argue that the use of interpretative stories helps new participants understand programme challenges and stimulates their individual learning journey. 相似文献
2.
Field and laboratory correlates of performance in competitive cross-country mountain bikers 总被引：1，自引：1，他引：0
We designed a laboratory test with variable fixed intensities to simulate cross-country mountain biking and compared this to more commonly used laboratory tests and mountain bike performance. Eight competitive male mountain bikers participated in a cross-country race and subsequently did six performance tests: an individual outdoor time trial on the same course as the race and five laboratory tests. The laboratory tests were as follows: an incremental cycle test to fatigue to determine peak power output; a 26-min variable fixed-intensity protocol using an electronically braked ergometer followed immediately by a 1-km time trial using the cyclist's own bike on an electronically braked roller ergometer; two 52-min variable fixed-intensity protocols each followed by a 1-km time trial; and a 1-km time trial done on its own. Outdoor competition time and outdoor time trial time correlated significantly (r = 0.79, P < 0.05). Both outdoor tests correlated better with peak power output relative to body mass (both r = -0.83, P < 0.05) than absolute peak power output (outdoor competition: r = -0.65; outdoor time trial: r = -0.66; non-significant). Outdoor performance times did not correlate with the laboratory tests. We conclude that cross-country mountain biking is similar to uphill or hilly road cycling. Further research is required to design sport-specific tests to determine the remaining unexplained variance in performance. 相似文献
3.
A. Kayode Adesemowo Hermien Johannes Simon Goldstone Koshala Terblanche 《Africa Education Review》2016,13(1):67-86
This article illustrates the experience of introducing e-assessment to a foundational ICT networking course for a ‘large’ group of first-year students at a South African Higher Education Institution. The study employed a mix of participatory action research, systems design, and survey (quantitative and qualitative) analysis over an academic year across two semesters. Although much research has been conducted on teaching in ICT, the purposeful pedagogical use of electronic assessment is limited. The results provide insight into the need for ‘extending’ the scholarship of teaching and learning to the scholarship of teaching, learning and assessment. While the research has some limitations in longitudinal and comparison studies, it is useful to students, teaching instructors, lecturers and administrators as it provides key thoughts as guidelines for introducing and using e-assessments as platforms for active learning, and as a basis for future research into the use of e-assessment for high-stake summative assessment. 相似文献
4.
J. Nicholls Eastmond Gillian Bartlett Noelene Terblanche 《Educational technology research and development : ETR & D》1997,45(3):134-140
Implementing a program of supplemental instruction (SI) in the present climate of transition in South Africa requires attention
to involving students in planning and conducting the new program. Involved in this process are political opportunities and
constraints. This paper recounts the steps (and missteps) taken in beginning an SI program in high risk courses in two academic
departments at Border Technikon: Accounting and Management. It documents the steps taken to enlist support of the Student
Representative Council (SRC) in setting policy, selecting tutors, and maintaining the program's funding base.
We maintain that a successful SI program must draw upon the energies of tertiary level students, both in roles as learners
in the high risk courses and as student leaders at an advanced level. Some students may experience both roles. For this process
to be more than an imposition from the outside, the program must be a partnership with faculty and students sharing a stake
in the outcomes. Both groups must see that they benefit from the smooth working of the SI system. Our results to date indicate
that such a joint ownership is occurring.
During 1996, he served as the Director of the Academic Development Centre at Border Technikon, East London, South Africa,
under the Educators for Africa Program of the International Foundation of Education and Self-Help. 相似文献
5.
Abstract We designed a laboratory test with variable fixed intensities to simulate cross-country mountain biking and compared this to more commonly used laboratory tests and mountain bike performance. Eight competitive male mountain bikers participated in a cross-country race and subsequently did six performance tests: an individual outdoor time trial on the same course as the race and five laboratory tests. The laboratory tests were as follows: an incremental cycle test to fatigue to determine peak power output; a 26-min variable fixed-intensity protocol using an electronically braked ergometer followed immediately by a 1-km time trial using the cyclist's own bike on an electronically braked roller ergometer; two 52-min variable fixed-intensity protocols each followed by a 1-km time trial; and a 1-km time trial done on its own. Outdoor competition time and outdoor time trial time correlated significantly (r = 0.79, P < 0.05). Both outdoor tests correlated better with peak power output relative to body mass (both r = ?0.83, P < 0.05) than absolute peak power output (outdoor competition: r = ?0.65; outdoor time trial: r = ?0.66; non-significant). Outdoor performance times did not correlate with the laboratory tests. We conclude that cross-country mountain biking is similar to uphill or hilly road cycling. Further research is required to design sport-specific tests to determine the remaining unexplained variance in performance. 相似文献
6.
Noelene Callaghan 《Educational Media International》2016,53(4):244-260
This research paper identifies the way in which Minecraft Edu can be used to contribute to the teaching and learning of secondary students via a multiple case research study. Minecraft Edu is recognised as a gamification tool that enables its users to create and evaluate project-based learning activities within a classroom context. Learning through edugames was found to enhance learning as well as allow students to attain overall learning outcomes. This permitted an enhancement of engagement, collaboration, the creation of authentic learning activities as well as the attainment of learning outcomes. The role of the teacher was also found to play a considerable role in students attaining these twenty-first-century teaching and learning capabilities. 相似文献
7.
Zarko Krkeljas Louise Engelbrecht Elmarie Terblanche 《Measurement in physical education and exercise science》2019,23(2):159-168
Accurate assessment of resting metabolic rate (RMR) is necessary for calorie-based recommendations in diet and exercise training interventions. BodyMetrix? is an ultrasound-based device that provides an estimate of RMR based on body composition, but has not been proven valid or reliable. Therefore, we evaluated the agreement between Katch–McArdle prediction equation used by BodyMetrix?, with indirect calorimetry, Harris–Benedict, WHO, and Sabounchi prediction equations of RMR. In total, 32 men and 22 women were measured for body composition via BodyMetrix? and RMR via indirect calorimetry. All prediction equations demonstrated significantly lower RMR values (p < .001) relative to indirect calorimetry. Katch–McArdle equation strongly correlated with other prediction equations (p < .001), and had a moderate (r = .658, p < .001) correlation with indirect calorimetry. There was a tendency toward underestimation for obese individuals. Therefore, we suggest that estimates from BodyMetrix? may be used as a relative, rather than an absolute measure of RMR. 相似文献
1