51,930 research outputs found
Future Community-Based Ecotourism (CBET) development
Ecotourism is an alternative form of tourism and is usually confused with natural and cultural tourism.CBET is fast becoming a popular biodiversity conservation tool that develops and benefits the local community. Based on the context of conservation theory and practice, Community-Based Ecotourism (CBET) is a form of community-based natural resource management. However, a sustainable CBET development through Community Capacity Building (CCB)programs is not something that it easily achievable. Local community’s capacity varies from one culture to another. It takes a high level of community participation, in order for it to come to a level where the community members themselves are motivated to participate and contribute to the development of the program. This fully qualitative research involved 15 respondents from the community of Kg. Selai, Bekok in Johor, Malaysia. The result show there are five factors that sustained the ecotourism development based for Orang Asli Community in Kg. Selai, namely, existing CBET development, past CBET development, local community participation in planning stage of tourism, local participation in implementation stage of tourism and participation in nature conservation
Service Learning Enhances Conceptual Learning in a RN to BSN Program
A qualitative study using transcript analysis was conducted to examine the effectiveness of service learning in enhancing conceptual learning in RN to BSN students. As part of their capstone course in an online program, students engaged in 64 hours of service learning in their local community. The transcripts of asynchronous discussions and journal entries formed the data for analysis. The findings illustrated that the student’s conceptual understanding was enhanced from the service learning experience. Further, the students demonstrated higher-level thinking by linking concepts that could be applied to nursing practice. Service learning reinforced the community-based philosophy of the School of Nursing, and strengthened their abilities in leadership, teamwork, and collaboration with a greater orientation to community, vulnerable populations, and health promotion. Service learning was found to be an effective way to use the skills of the registered nurse for health related service in the community while also meeting their academic and individual learning needs
A Systematic Review of the Selected Evidences on the Effectiveness of Inter-professional Education (IPE) in Developing Interprofessional Learning Environment
Purpose: This systematic review aimed to provide available evidence in determining for the effectiveness of IPE as a modality in developing interprofessional learning environment for healthcare students.Methods: The computerized searches from 2009-2015 in ten electronic databases were performed. Two independent reviewers were consulted to assess the eligibility, level of evidences and methodological quality in each study. Result: nine out of ten studies were retrieved. These studies include (a) two RCT studies; scored eight and seven out of eight, (b) Three quasi-experimental pretestposttest design; scored seven, six, and six out of eight, (c) Three controlled before and after study; scored six, six, five and five out of eight, and (d) one controlled longitudinal; scored six out of eight respectively.Conclusion: Based on the systematic review, evidence showed that IPE was effective in building strong interprofessional learning environment. On the other hand, the authors recommend considering conduct of similar systematic review grounded on IPE with larger sample size within the health allied discipline
Integrating Technology With Student-Centered Learning
Reviews research on technology's role in personalizing learning, its integration into curriculum-based and school- or district-wide initiatives, and the potential of emerging digital technologies to expand student-centered learning. Outlines implications
Good collaborations: A case study of the Health Information Technology partnership
The Health Information Technology grant was a collaborative partnership between the Cook Inlet Tribal
Council (CITC), the University of Alaska Community & Technical College (UAA CTC) and the University of
Alaska Southeast (UAS) to establish the infrastructure for a distance-delivered Occupational
Endorsement in Health Information Technology. This document describes a case study research project
that explored the activities of the collaboration, specifically as they pertain to student services and
outcomes.
Student eligibility criteria included: Alaska Native, low-income, GED or high school diploma, and a 10th
grade TABE test score; many of the student participants exhibited demographic characteristics that
placed them at high risk for noncompletion. Ultimately, 10 of 25 (40%) completed the credential, and of
these graduates, five are continuing their postsecondary studies for an associate’s or bachelor’s degree.
These success rates that exceed national averages for community college students prompted the team
to explore the program elements that contributed to student success.
A qualitative case study collected interview data from student completers, program staff, and faculty. It
also reviewed program documents, and included visits to the physical spaces where the program was
delivered.
Tangible or material resources that contributed to the program’s success included stipends for student
tuition and fees plus hourly compensation for time spent in class; the provision of laptops; adequate
technology; staff and services that supported college transitions, social and personal needs, and
academic success; a face-to-face kickoff event; and a cohort model. Qualitative aspects of the program
that fostered success include staff commitment and positive attitude; clear roles for partners with a
distributed workload; alignment of program objectives to each of the partners’ missions;
communication; and student perseverance.
Program elements that need to be revised, expanded, or improved prior to a second iteration include
course sequencing, recruitment, technology, class times, and additional stipends. Opportunities for
additional programming include industry involvement, career exploration, options for students who
“change majors” or decide that the HIT field is not a good fit for their interests, job seeking and career
planning support, additional attention to college readiness and soft skills, and incorporation of Alaska
Native culture.
A review of program elements that worked and need improvement identified opportunities to better
align theory and philosophy, and to strengthen communication between staff and faculty who have
complementary responsibilities to one another and to students. These discussions are recommended in
order to develop more intentional and focused recruiting, to strengthen communication, and to develop
a more culturally responsive curriculum.
Though the program does not yet present itself as a best practice model, the program strengths and
lessons learned were used to develop considerations for other programs and partnerships wishing to
develop similar delivery methods.Office of Vocational and Adult Education
Community &Technical College, University of Alaska AnchorageIntroduction / Health Information Technology / The credential / Employment landscape / Partners / Structure / Timeline & Schedule / Student Cohort / Outcomes / Method, participation, and analysis / Findings / What worked: The tangibles / What worked: the intangibles / What didn't work / Opportunities / Discussion / Philosophical -Student success / Theoretical: frameworks / Recommendations / Recruitment / Communication / Curriculum / Replication / Conclusion / References / Appendix: Considerations for replicatio
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Designing Open and Distance Learning for Teacher Education in Sub-Saharan Africa: A toolkit for educators and planners
Everyone remembers a good teacher. Good teachers are the key to educational expansion and improvement. In many countries in Sub-Saharan Africa, there is an urgent need to expand the number of primary and secondary teachers. In all African countries, there is an equally important need to improve the quality of teaching. To achieve this, it is clear that new approaches to teacher education are essential. Existing institutions of teacher education will continue to play an important role, but, alone, they will not meet the goals of Education for All (EFA) by 2015.
It is fortunate that, just as the twin needs to improve the quantity and quality of teachers become imperative, so new forms of education and training are becoming available. The world is witnessing a revolution in information and communication technologies (ICTs), which can offer training and support of a type and at a cost hitherto impossible to consider, and thus, must be fully explored given the scale and urgency of demand. In doing so, however, it will be necessary to build on existing and well-tested strategies, including the best models of open and distance learning.
This toolkit is the third in a series of recent publications by the Africa Region Human Development Department of the World Bank to share knowledge and experience on how distance education and ICTs can support education in Sub-Saharan Africa. It emphasizes the rigorous process by which new forms of distance-education programs for teacher education can be planned and implemented. The best models of established programs are considered along with the potential for incorporating, as the means become available, new modes of communication. Most forms of teacher education, particularly those concerned with qualification upgrading and ongoing professional development, will have to be based in schools. The authors demonstrate how school-based programs, appropriately resourced and supported, have the potential not only to raise significantly the number and quality of teachers, but also to improve classroom practice and school organization, generally. The guidance and advice, which is drawn from many years of experience in design and implementation, and embraces a range of case studies from across the region, will be of considerable value to those preparing new policies and programs of teacher education and to those seeking to improve existing programs
Student-Centered Learning: Impact Academy of Arts and Technology
This case study is one of four written by SCOPE about student-centered practices in schools. The case studies address the following questions:1. What are the effects of student-centered learning approaches on student engagement, achievement of knowledge and skills, and attainment (high school graduation, college admission, and college continuation and success), in particular for underserved students?2. What specific practices, approaches, and contextual factors result in these outcomes?The cases focus on the structures, practices, and conditions in the four schools that enable students to experience positive outcomes and consider the ways in which these factors are interrelated and work to reinforce each other
An Examination of the Application of Problem Based Learning: A Valuable Tool to Improve Student Learning or a Challenging Teaching Adjustment?
Pedagogic transitions towards constructivist, student-centred learning models have increased applications of active teaching methods such as problem-based learning (PBL), but little research has explored student perceptions of PBL applications within undergraduate geography curricula. This paper aims to determine whether PBL applications are beneficial to student learning and development; and to determine whether PBL applications such as a migration management case study are suitable for continued use within the undergraduate geography degree programme at the University of Hertfordshire. This study examines the utility of PBL by reviewing existing education and discipline specific literature and by studying geography student reflections of a PBL migration management activity. The findings suggest that undergraduate geography students are largely receptive to PBL applications and find the inclusion of PBL activities within lectures to be useful and engaging. Although challenges can be associated with implementing PBL into higher education curricula, these challenges can be alleviated by using recommendations for best practice and it appears that the advantages of PBL applications for student learning and development strongly outweigh initial adjustment challenges. The predominantly positive student feedback demonstrates that the PBL migration case study is a beneficial addition to the geography degree programme at the University of Hertfordshire and that further applications of PBL within the curricula could be extremely valuable for undergraduate geography students
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