To commit to the ‘everywhere’ access TVET practical skills (at and away from training institution), there is need for empirical evidence that supports idea of delivering through an online pedagogy. As such, purpose this study was analyse compare delivery face-to-face pedagogies in order determine efficacy pedagogy on training. A quasi-experimental design used so as identify a comparison group (...

Research indicates that when interactive whiteboards are used well they can increase student engagement and learning (Glover, Miller, Averis & Door, 2007; Schuck & Kearney, 2007, 2008). This means it is important to educate future teachers in how to use interactive whiteboards and how to incorporate them successfully into their teaching. Current research indicates that a teacher’s pedagogy or ‘...

The purpose of this study was to examine how faculty technology literacy and technology training impact the integration of technology into their pedagogy. This required a quantitative examination of how faculty technology literacy skills relate to pedagogical practice (integrating technology into their pedagogy), while controlling for training. Respondents surveyed in this study consisted of fa...

BACKGROUND While occupational therapy currently tends to view itself as operating based on a client-centered, collaborative approach, studies often reflect a gap between rhetoric and practice. OBJECTIVE This work presents a new pedagogic standard which moves away from the medical model and toward a collaborative, client-centred approach. It functions to support a practice which embraces the r...

BACKGROUND Mental practice (MP) is a cognitive strategy which may improve the acquisition of motor skills and functional performance of athletes and individuals with neurological injuries. OBJECTIVE To determine whether an individualized, specific functional task-oriented MP, when added to conventional physical therapy (PT), promoted better learning of motor skills in daily functions in indiv...