Author: Paul Anson BlolandPublisher:
ISBN:
Category : Attitude (Psychology)
Languages : en
Pages : 414
Book Description
The Development and Validation of an Instrument for Measuring Attitudes Toward Selected Concepts in Higher Education
Author: Paul Anson BlolandPublisher:
ISBN:
Category : Attitude (Psychology)
Languages : en
Pages : 414
Book Description
Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1560
Book Description
Resources in Education
Author: Research in Education
Author: Dissertation Abstracts
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 858
Book Description
Catalog of Copyright Entries. Third Series
Author: Library of Congress. Copyright OfficePublisher: Copyright Office, Library of Congress
ISBN:
Category : Copyright
Languages : en
Pages : 1760
Book Description
Research in Education
Author: Learning Gain in Higher Education
Author: Christina HughesPublisher: Emerald Group Publishing
ISBN: 1838672818
Category : Education
Languages : en
Pages : 176
Book Description
Responding to the larger amount of students that are bearing an increasing proportion of the costs of their participation in higher education, this volume pays attention to the issue of what higher education does for its students. What do students gain from engaging in higher education, and how might this be accurately measured?
Studies in Minnesota Education
Author: Work-Related Learning
Author: Jan N. StreumerPublisher: Springer Science & Business Media
ISBN: 1402039395
Category : Education
Languages : en
Pages : 405
Book Description
Work-related learning can be broadly seen to be concerned with all forms of education and training closely related to the daily work of (new) employees, and is increasingly playing a central role in the lives of individuals, groups or teams and the agenda’s of organizations. However, as this area of study becomes more prominent, debates have opened about the nature of the field, as well as about its configurations and effects. For example, some authors have a broad definition of WRL and define it as learning for work, at work and through work, ranging from formal, through semi-structured to informal learning. Others prefer to use the concept of WRL mainly in connection to informal, incidental learning processes during work, leading to competent workplace learners. Formal and informal learning are distinguished from each other with respect to the level of intention (implicit/non-intentional/incidental versus deliberative/intentional/structured). Another point of discussion originates from the different ‘theoretical backgrounds’ of the authors: the ‘learning theorists’ versus the ‘organizational theorists’. The first group is mainly interested in the question of how learning comes about; the second group is predominantly interested in the search for factors affecting learning.