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Journal articles on the topic 'Learner behaviour management'
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Lancaster, Alia, Scott Moses, Martyn Clark, and Megan C. Masters. "The Positive Impact of Deliberate Writing Course Design on Student Learning Experience and Performance." Journal of Learning Analytics 7, no. 3 (December 17, 2020): 48–63. http://dx.doi.org/10.18608/jla.2020.73.5.
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Learning management systems (LMSs) are ubiquitous components of the academic technology experience for learners across a wide variety of instructional contexts. Learners’ interactions within an LMS are often contingent upon how instructors architect a module, course, or program of study. Patterns related to these learner interactions, often referred to as learning analytics implementation (LAI), can be represented by combining system-level LMS data with course-level design decisions to inform more granular insights into learner behaviour. The purpose of this paper is to use the LAI framework, specifically the principles of coordination and comparison (Wise & Vytasek, 2017), to examine how learner interaction patterns associated with LMS-use variables correspond to deliberate learning design decisions and course outcomes for a group of courses in the same undergraduate writing program. Visualizations of learner activity exhibited similar patterns of learner engagement across courses, corroborating the observation that design decisions heavily influence learner behaviour. Predictive analyses demonstrated strong influence of LMS use on final grades while accounting for course instructor. That is, while page views were not related to final grade, the length of discussion entries was often predictive. These results suggest that students who practised writing more — the main learning objective of this course — had higher final grades, regardless of variations in instructor and semester.
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Chow, Cristelle, Cynthia Lim, and Koh Cheng Thoon. "Can an online clinical communication course impact learner behaviour?" Asia Pacific Scholar 5, no. 3 (September 1, 2020): 83–87. http://dx.doi.org/10.29060/taps.2020-5-3/sc2238.
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Background: Effective communication between doctors and patients leads to better compliance, health outcomes and higher doctor and patient satisfaction. Although in-person communication skills training programs are effective, they require high resource utilisation and may provide variable learner experiences due to challenges in standardisation. Objective: This study aimed to develop and implement an evidence-based, self-directed and interactive online communication skills training course to determine if the course would improve learner application of communication skills in real clinical encounters. Methods: The course design utilised the Kalamazoo Consensus framework and included videos based on common paediatric clinical scenarios. Final year medical students in academic year 2017/2018 undergoing a two-week paediatric clerkship were divided into two groups. Both groups received standard clerkship educational experiences, but only the intervention group (88 out of 146 total students) was enrolled into the course. Caregiver/patient feedback based on students’ clinical communication was obtained, together with pre- and post-video scenario self-reported confidence levels and course feedback. Results: There were minimal differences in patient feedback between intervention and control groups, but the control group was more likely to confirm caregivers’/patients’ agreement with management plans and provide a summary. However, caregivers/patients tended to feel more comfortable with the intervention compared to the control group. Median confidence levels increased post-video scenarios and learners reported gains in knowledge, attitudes and skills in paediatric-specific communication. Conclusion: Although online video-based communication courses are useful standardisation teaching tools, complementation with on-the-job training is essential for learners to demonstrate effective communication.
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Brouns, Francis, Hubert Vogten, José Janssen, and Anton Finders. "E-Portfolios in Support of Informal Learning." International Journal of Human Capital and Information Technology Professionals 5, no. 3 (July 2014): 18–32. http://dx.doi.org/10.4018/ijhcitp.2014070102.
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Nowadays, informal learning is very much part of everyone's life, even when individuals are not aware that they engage in informal learning. Therefore it is vital that individuals and organisations become aware of the value of informal learning. Not only that, but individuals need to take control of their informal learning and make it known to others. This article illustrates how e-portfolios, as a store of learning activities and resulting products, can support reflection on the learning process by allowing learners to monitor their learning behaviour. Findings indicate that ease of use is crucial. User interface design should accommodate the needs of the learner to promote uptake of the tool. The e-portfolio has to be an integral part of the learner's working and learning processes, and assist the learner by tracking and presenting his learning activities for easy inclusion into the e-portfolio.
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Hietanen, Lenita. "Entrepreneurial learning environments: supporting or hindering diverse learners?" Education + Training 57, no. 5 (July 13, 2015): 512–31. http://dx.doi.org/10.1108/et-04-2014-0047.
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Purpose – This study focuses on the implementation of entrepreneurship education in non-business education at the basic education level and in class-teacher education in Finland. The subject to learn was music, which did not include any entrepreneurial content. Accordingly, this study looks closely at the way learners behave when studying music. The purpose of this paper is to see whether entrepreneurial behaviour is appropriate in non-business education. Design/methodology/approach – The study used the action research approach; in particular, it used the special teacher-as-researcher method. The analysis was based on content analysis. Findings – In this study, the teacher-researcher looked at entrepreneurial learning as experimenting with alternative learning methods and different learning contents. To ensure that every learner received the support they needed in their self-chosen tasks, peer learning was encouraged. Learners got the support they needed both from each other and from the teacher-researcher. Practical implications – Although this study was only carried once during some music lessons in one particular comprehensive school and once in one class-teacher education in Finland, the findings may prompt teachers in other subjects and other countries to add entrepreneurial activities to their learning environments. Originality/value – There is a lack of research into entrepreneurship education practices at lower educational levels and where education is not business-oriented. Using the entrepreneurial approach in general education raises another question: is the approach suitable for every learner? Neither of these facets has been studied in depth.
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Goulding, Jack, and Sharifah Syed-Khuzzan. "A study on the validity of a four-variant diagnostic learning styles questionnaire." Education + Training 56, no. 2/3 (April 8, 2014): 141–64. http://dx.doi.org/10.1108/et-11-2012-0109.
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Purpose – The purpose of this paper is to examine the use, construct, and pervasiveness of learning styles theory. Whilst extant literature has provided educational theorists with a temporal landscape for promoting or critiquing the surfeit of “models” and “diagnostic tools”, there has been little empirical research evidence undertaken on the adoption and adaptation of learning styles in the e-Learning environment, especially in respect of personalised learning environments (PLEs). In this respect, evidence identifies that the more thoroughly instructors understand the differences in learning styles, the better chance they have of meeting the diverse learning needs of their learners. Design/methodology/approach – The paper provides a critical review of the development of learning styles inventories and instruments of learning styles. It focuses specifically on the reliability, validity, and rubrics behind these models. A positivist stance was adopted, using a structured case study methodology with learners as the main unit of analysis. This was undertaken to statistically explore and confirm the validity and reliability of a Diagnostic Questionnaire (DQ). Findings – A new Diagnostic Learning Styles Questionnaire was developed based upon the amalgamation of three existing models of learning styles (Kolb; Honey and Mumford; and Felder and Silverman). Research findings identified four principal learning styles categories (A, B, C, D). These are supported by Cronbach's α results ranging from 0.57 to 0.80 for the learning styles within the DQ, which provides new insight into these relationships. Research limitations/implications – This research suggests that improved construct validity can be achieved if relationships are fully understood. However, research findings need to be countered by extending the embedded case study presented in this paper to include other case studies for comparison (within this context). Further research is also needed on examining learner traits in more detail with a wider data set. Practical implications – The DQ can be used to explore different approaches to use in learning environments. Specifically, it allows training providers to understand the nuances and dependencies associated with learner styles, behaviour, learner effectiveness, and motivation. Originality/value – This paper uncovers new understanding on the learning process and how this links to pedagogy and learning styles. It presents a mechanism for embedding a DQ into a PLEs.
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KIES, NADIA. "TOWARDS A BETTER EFL LEARNERS’ MANAGEMENT OF THEIR INDEPENDENT ENGLISH LANGUAGE LEARNING AT UNIVERSITY LEVEL." International Journal for 21st Century Education 3, no. 1 (June 30, 2016): 85. http://dx.doi.org/10.21071/ij21ce.v3i1.5650.
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This paper reports the results of a research work that has sought to investigate the characteristics of students’ management of their English language learning and has attempted to correlate it with effective, independent, autonomous learning. It stresses the importance of improving students ‘learning how to learn skills’ through implementing an instructional programme based on autonomy fostering. It is undeniable that the ultimate objective of Education is targeting quality assurance and enhancement for facing twenty first century education challenges. Therefore, the primary goal of higher education is to prepare learners to function independently and appropriately into this world in constant motion. It is our role as teachers to equip them with the necessary tools and skills so that they manage both content and the way to learn it and use it for future employability objectives. Major researches in the area of learner autonomy in language learning will be reviewed drawing the characteristics of the autonomous learning behaviour as well as the main variables influencing its practice. The research adhered to a descriptive interpretative type of research, where we have attempted to investigate whether students were able to manage, monitor and self-regulate their learning and make it more self-directed and more successful. Both qualitative and quantitative data were collected thanks to a triangulation of research tools used before and after the instruction in learning skills and competencies. Some of the results revealed that while for the majority of learners, autonomy fostering was welcomed and gave significant results, not all students were ready to function independently from a teacher for their language learning.
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Kingsley, Obasi Veronica. "Management of learning facilities." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 7 (December 31, 2019): 82–87. http://dx.doi.org/10.18844/prosoc.v6i7.4516.
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Facilities management is an integral part of the overall management of the school. The actualisation of the goals and objectives of education requires the provision, maximum utilisation and appropriate management of the facilities. The primary purpose of the teaching and learning process is to bring about in the learner desirable change in behaviour through critical thinking. These processes do not take place in a vacuum but rather in an environment structured to facilitate learning. As stated in the conference objective, the match between an individual’s characteristics with the learning environment together with the management of those learning environment is also important. Learning facilities management is a process that ensures that buildings and other technical systems support the operation of an organisation. This will improve the quality of teaching and learning facilities. A direct relationship exists between the quality of learning facilities provided and the quality of the products of the school. The physical environment of a school is a major determining factor in the attainment of its objectives. This paper describes the concept, nature, types of learning facilities, the need for learning facilities in the school and facility management methodologist. It recommended among others that school managers and teachers who constantly use learning facilities be given orientation on the maintenance of such facilities.
Keywords: Learning, facilities, management and need for learning facilities.
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Manona, Wendy. "An Empirical Assessment of Dropout Rate of Learners at Selected High Schools in King William’s Town, South Africa." Africa’s Public Service Delivery and Performance Review 3, no. 4 (December 1, 2015): 164. http://dx.doi.org/10.4102/apsdpr.v3i4.102.
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This study investigated and analysed factors responsible for high dropout rate of learners at selected high schools in King William’s Town District, Province of the Eastern Cape. The aim of the study is provide an understanding into inherent problems of early exit of learners in the education sector, which impede the long-term production of professionals with bright future. The main findings of this study revealed that multiple motives, associated with individual characteristics of dropouts and social problems emanating from their family background and influence of the community, prompted learners to dropout. Moreover, learner dropout is inter alia caused by social factors such as lack of resources, the effect of poverty, orphans at school, the distance between the school and the community, drug abuse, pregnancy and HIV and AIDS prevalence in schools, gangsterism and learning barriers. The results of this research suggest that the government should make resources available with regard to scholar transport, school nurses to provide education awareness programmes in relation to early pregnancies, HIV and AIDS infection to improve attendance rate. The Department of Social Development should provide information with regard to benefits available to orphaned learners. The government should ensure sustainable provision of the school nutrition programme to alleviate hunger and poverty. School management should effectively regulate the behaviour of learners to promote discipline in schools so that substance abuse is eliminated.
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Belle, Louis Jinot. "Student Discipline Management: An Examination of the State Secondary School Principal’s Leadership in Mauritius." International Research in Education 6, no. 1 (January 18, 2018): 30. http://dx.doi.org/10.5296/ire.v6i1.12271.
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The purpose of this study was to determine the leadership approaches that state secondary school principals adopt in Mauritius in order to manage student discipline. Semi-structured interviews and non-participant observation were done in this multisite case study. Purposive convenient sampling was used to gather information from 84 participants. It was found that principals use visionary leadership, distributed leadership, learner leadership, inclusive leadership and ethical leadership. This is the result of the political and legal framework, the unwillingness of the educators to assume their professional commitment to discipline students, the complicated protocol to be observed by principals to address indiscipline, and the feeling of disempowerment of the principal to manage student behaviour due to the centralisation of the education system. The study recommends for a mix of leadership approaches to ensure effective student discipline.
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Healy, Michael. "Microcredential learners need quality careers and employability support." Journal of Teaching and Learning for Graduate Employability 12, no. 1 (April 15, 2021): 21–23. http://dx.doi.org/10.21153/jtlge2021vol12no1art1071.
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Providers, industry, and governments have embraced microcredentialing as a solution to the volatility and velocity of changes in labour markets, workplace competencies, and the needs of the 21st century lifelong learner (Oliver, 2019). However, microcredentials do not, in and of themselves, guarantee career or employment success. Seeking a microcredential is one adaptive career behaviour that people might enact in pursuit of their career goals (Lent & Brown, 2013). Similarly, holding a microcredential is one form of employability capital that people might highlight when seeking employment (Tomlinson & Anderson, 2020).
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Triegaardt, Dr Paul, and Jean-Pierre Hugo. "THE SUPPORTIVE ROLE OF SCHOOL MANAGEMENT ON THE WORK SATISFACTION OF MALE TEACHERS IN A SOUTH AFRICAN SCHOOL DISTRICT." JOURNAL OF SOCIAL SCIENCE RESEARCH 15 (April 19, 2020): 136–53. http://dx.doi.org/10.24297/jssr.v15i.8604.
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The paper focused on a specific research group (male teachers); firstly because of the shortage of male teachers in South African schools, and secondly, because male teachers are more dissatisfied in their overall work environment than female teachers. This study aimed to investigate, from an educational management perspective, the factors that influence job satisfaction amongst male teachers in schools in a sampled school district in Mpumalanga province. Throughout the study, it became apparent that male teachers are more likely to leave the South African education system than their female counterparts. A quantitative research approach was used to investigate factors affecting job satisfaction amongst male teachers distributing Likert-scale questionnaires amongst male teachers in selected schools in the district. The results of the study provide an outline of the crises that teachers in South Africa schools are facing, while the statistics and information portrayed in this study help to paint a picture of their work environment. A shortage of teachers, increasing learner enrolment and work overload are enough to create a highly stressful profession. Aspects identified as factors that affect job satisfaction amongst male teachers are the professional development of teachers, capacity building of teachers through collaboration and teamwork, effective support systems to teachers by management, workload of teachers, effective leadership of the principal, effective management of learner behaviour, positive work experiences by teachers, emotional distress of teachers and positive feelings towards teaching as a profession.
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Oduaran, Akpovire, and Andre Bechuke. "Integrating disciplinary plans to manage learner behaviour in the pre-instructional phase of a lesson in South African schools." International Journal of Learning and Change 1, no. 1 (2018): 1. http://dx.doi.org/10.1504/ijlc.2018.10015163.
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Bechuke, Andre Leke ateh, and Akpovire Oduaran. "Integrating disciplinary plans to manage learner behaviour in the pre-instructional phase of a lesson in South African schools." International Journal of Learning and Change 12, no. 1 (2020): 91. http://dx.doi.org/10.1504/ijlc.2020.105954.
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Smith, Ann. "Management Education by Distance Mode: Combining Print and Computer Mediated Communication (CMC) Technologies to Provide Flexible Individual Study and Collaborative Learning Opportunities." Journal of Management & Organization 8, no. 2 (2002): 52–64. http://dx.doi.org/10.1017/s1833367200005022.
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ABSTRACTGiven the need to provide increased opportunities for busy managers to learn, but their reduced availability to attend formal on-campus classes, management students and corporate employers have turned to Distance Education (DE) provision as an alternative to face-to-face (FtF) programmes.Providing flexible delivery, however, does not guarantee that the learning requirements of management students will be met, and needs to be considered in terms of the limits and enhancements to learning that different flexible methodologies support. DE comes in many forms and pedagogics, uses a variety of media, and tends to be designed with the individual learner in mind, whereas the demand for work-relevant management skills requires Management Education (ME) programmes to include collaborative as well as individual modes of learning.Managers require integrative knowledge, emotional intelligence, and complex social and perceptual skills and attitudes that increasingly reflect ethical and values-oriented behaviour. At issue in the shift from FtF to DE is the need to provide opportunities for the ongoing social and interpersonal skills development that would normally occur within the classroom. For DE to add value to management learners it needs to offer flexibility that supports quality work-relevant education.In this paper the author explores whether print-based DE combined with Computer Mediated Communication (CMC) technologies provides a solution. CMC is a networked electronic medium; used in conjunction with print-based DE it can provide opportunities for group interactivity and collaborative learning. Since the skills required for effective CMC participation are also synergistic with the socio-cultural and technical skills required of today's ‘networked manager’, the author suggests that there are further advantages to including CMC as part of the ME curriculum. From a review of the literature, the author concludes that there is much benefit in combining the two methodologies provided that:• appropriate pedagogy is designed into the combined media• the flexibility and educational needs of management learners are met• educators and learners learn how to learn by the new media.
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Smith, Ann. "Management Education by Distance Mode: Combining Print and Computer Mediated Communication (CMC) Technologies to Provide Flexible Individual Study and Collaborative Learning Opportunities." Journal of the Australian and New Zealand Academy of Management 8, no. 2 (2002): 52–64. http://dx.doi.org/10.5172/jmo.2002.8.2.52.
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ABSTRACTGiven the need to provide increased opportunities for busy managers to learn, but their reduced availability to attend formal on-campus classes, management students and corporate employers have turned to Distance Education (DE) provision as an alternative to face-to-face (FtF) programmes.Providing flexible delivery, however, does not guarantee that the learning requirements of management students will be met, and needs to be considered in terms of the limits and enhancements to learning that different flexible methodologies support. DE comes in many forms and pedagogics, uses a variety of media, and tends to be designed with the individual learner in mind, whereas the demand for work-relevant management skills requires Management Education (ME) programmes to include collaborative as well as individual modes of learning.Managers require integrative knowledge, emotional intelligence, and complex social and perceptual skills and attitudes that increasingly reflect ethical and values-oriented behaviour. At issue in the shift from FtF to DE is the need to provide opportunities for the ongoing social and interpersonal skills development that would normally occur within the classroom. For DE to add value to management learners it needs to offer flexibility that supports quality work-relevant education.In this paper the author explores whether print-based DE combined with Computer Mediated Communication (CMC) technologies provides a solution. CMC is a networked electronic medium; used in conjunction with print-based DE it can provide opportunities for group interactivity and collaborative learning. Since the skills required for effective CMC participation are also synergistic with the socio-cultural and technical skills required of today's ‘networked manager’, the author suggests that there are further advantages to including CMC as part of the ME curriculum. From a review of the literature, the author concludes that there is much benefit in combining the two methodologies provided that:• appropriate pedagogy is designed into the combined media• the flexibility and educational needs of management learners are met• educators and learners learn how to learn by the new media.
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Fernandez, Agna, and Francis David Kullu. "Theatre that Enthrals, Engages and Educates: An Artistic Pedagogical Tool." South Asian Journal of Business and Management Cases 8, no. 3 (August 9, 2019): 312–23. http://dx.doi.org/10.1177/2277977919860295.
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Theatre in education is a student-centred pedagogical tool. It provides learning opportunities, which are powerful emotionally and cognitively. This case study portrays the manner in which Dr Bennis uses different forms of theatre to teach subjects in the field of human resource management and organizational behaviour. Through a collaborative venture with a theatre group headed by Mr V. Balakrishnan, students enjoy, live and learn the subject, which would not be possible in a traditional, lecture-based classroom. The impact of learning through theatre was assessed, and the results clearly indicated greater preference and impact of learning through theatre. In courses of study, involving human inter-actions, theatre helps the learner to channel their energy and excitement into a structured environment. By enabling learners to become engaged as thinkers, a passive learning system is transformed into an active embodiment of true knowledge generation. As a teaching innovation, it seems to have gone beyond engagement to establish a new kind of consciousness towards the application of the subject taught. Its success shattered the myths of its approach and established its appeal and relevance. For Dr Bennis, it was time to look forward to times that are more theatrical.
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Ping, Teoh Ai. "Students' Interaction in the Online Learning Management Systems: A Comparative Study of Undergraduate and Postgraduate Courses." Asian Association of Open Universities Journal 6, no. 1 (September 1, 2011): 59–73. http://dx.doi.org/10.1108/aaouj-06-01-2011-b007.
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The quality of interaction between learners and online content is one of the imperative factors in determining the efficacy of web-based teaching-learning towards the creation and maintenance of sustainable learning communities. Interaction with content is an internal dialogue of reflective thought that occurs between learner and the substance. Interaction is often triggered and supported by events in the learning environment – focusing on how the learner interacts with what is to be learned. This paper looks at the difference in learners' interaction on the online Learning Management System (LMS) of undergraduate and postgraduate courses. Based on a framework developed for investigating learners' interaction with online content in Wawasan Open University, data from the LMS log and activity database was extracted. The data is then analyzed based on the pattern and behavior of learners' interaction with the online content of the courses. Further analysis is done by transcribing the discussions and exchanges of teacher and learners within the online forums, specifically investigating the dimension, depth and category of exchanges that occurred. Based on the findings, several recommendations are made to enhance the design and delivery of web-based content, aiming at maximizing the efficacy of the online learning environment of undergraduate and postgraduate courses in open distance learning (ODL).
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Dahl, Karin L. "Children's Spontaneous Utterances during Early Reading and Writing Instruction in Whole-Language Classrooms." Journal of Reading Behavior 25, no. 3 (September 1993): 279–94. http://dx.doi.org/10.1080/10862969009547818.
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This study examined the spontaneous utterances of first-grade inner-city children in whole-language classrooms in two urban sites. Data were gathered across the first-grade year for 12 learners who were observed twice-weekly across the school year. The context for each utterance was documented in field notes recording instructional context, learner behavior, and social interactions. Three selection criteria were used for utterances; spontaneity, being embedded in acts of reading and writing, and explanatory value. The 87 categorized utterances revealed five trends in terms of learner perceptions of beginning reading and writing: (a) nearly half of the utterances were metacognitive statements reporting learner self-appraisal and self-management; (b) learners were concerned with sound/symbol relations and argued with peers about them; (c) hypotheses about reading reflected learner patterns of development, teacher demonstrations, and classroom experiences; (d) learners paid close attention to patterns in letters and words, and (e) learners' interpretations of their whole-language classrooms included notions about the interrelatedness of reading and writing.
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Dwarika, Veronica Melody. "Positive Behavior Supports in South Africa: Training Teachers to Implement a Systemic Strategy." Intervention in School and Clinic 55, no. 3 (April 25, 2019): 192–96. http://dx.doi.org/10.1177/1053451219842212.
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Given that behavioral challenges contribute to learner exclusion in schools, there is a demand for behavior support strategies and practices that (a) extend beyond punitive measures, (b) aid the development of school customs and mores, (c) are based on nonviolence, and (d) promote positive self-discipline. This column explores behavior management practices in South African schools and emphasizes the value of teacher agency and enabling to support the argument that the outcomes of challenging learner behavior need not result in the exclusion of learners.
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Elbasri, Hanane, Adil Haddi, and Hakim Allali. "Design of a multi-agent system using the "MaSE" method for learners' metacognitive help." International Journal of Electrical and Computer Engineering (IJECE) 9, no. 3 (June 1, 2019): 2033. http://dx.doi.org/10.11591/ijece.v9i3.pp2033-2040.
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This article addresses a multi-agent approach to solving the problem of integrating metacognitive incentives into Learning Management System. The behavior of the teacher in a classroom-teaching situation, where teacher adopting the competency-based approach, is characterized by a set of didactic interventions dynamically adaptable according to the actions-reactions of the learners. These interventions are continually subjected to perfection by experience. In this article, we are interested in modeling the multi-agent system in order to help the learners develop their metacognitive skills in a continuous way. The purpose of this system is to supervise the activities and statements of the learner and communicate them to the metacognitive agent. The latter focuses on the assessment of the learner's metacognitive skills in order to trigger, automatically, metacognitive incentives to provide help messages. Integrating the agent for metacognitive control and assistance, allows learners to maintain motivation and confidence, and elicit their attention to the importance of metacognitive skills during learning activity. The "MaSE" methodology and the "agentTool" are used to model the multi-agent system.
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Lovejoy, Larry. "The Way We Learn: A Plan for Success." Public Personnel Management 31, no. 4 (December 2002): 441–46. http://dx.doi.org/10.1177/009102600203100402.
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Do adult learners participate in discussions differently than non-adult learners? This is a question that can only be defined through the eyes of the learner. Of course, there are conclusions that can be drawn but the learner should start the thinking process by asking the following questions: Are the questions to be addressed accurate and well-defined? Is the situation one where the conclusion can be assessed and determined by the learner? This article will take a look at how adult learners learn and will focus on some thoughts and ideas regarding how a person learns. The key factors that will be addressed are: the environment, the decision-making process, and the leadership process. These factors will be used as part of the process for an adult learner to develop or nurture his or her leadership style.
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Hannon, Paul D., Lorna A. Collins, and Alison J. Smith. "Exploring Graduate Entrepreneurship." Industry and Higher Education 19, no. 1 (February 2005): 11–23. http://dx.doi.org/10.5367/0000000053123600.
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There is a strong interest in knowledge-based economies in increasing the levels of graduate entrepreneurship. The role of higher education in this context is crucial in enhancing the motivation and capability of graduates to engage in entrepreneurial activity. However, traditional pedagogical approaches in business and management as applied to entrepreneurship education may be limiting the opportunities for students to develop entrepreneurial skills, knowledge and behaviour. If the need for increased levels of graduate entrepreneurship is to be met, it is important to develop more innovative and entrepreneurial approaches. Shifting the underpinning paradigm to one derived from a humanist philosophy suggests a co-learning approach in which both learner and educator participate in the learning process. This paper highlights the need for innovation in the supply of entrepreneurship education in UK higher education institutions to enhance graduate entrepreneurship. The authors reflect on and examine the experience of piloting a collaborative co-learning approach to entrepreneurship education that engages university students from a range of disciplines, local entrepreneurs and educators in the learning and development process. Finally, they explore the challenge that embedding such an approach poses to the development of entrepreneurship education in UK HEIs. The paper adds to the body of knowledge in the area of graduate entrepreneurship and raises important issues for policy makers, practitioners, educators and entrepreneurs.
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Jaganathan, Hamsa, Anne Roc, Mark A. Socinski, and Wendy Turell. "Enhancing clinician confidence on the therapeutic management of non-small cell lung cancer (NSCLC) through continuing medical education (CME)." Journal of Clinical Oncology 35, no. 15_suppl (May 20, 2017): e18271-e18271. http://dx.doi.org/10.1200/jco.2017.35.15_suppl.e18271.
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e18271 Background: The evolving strategies to personalize NSCLC treatment have challenged clinicians to remain abreast of and integrate targeted therapy into practice. To address this challenge, 2 CME programs on NSCLC were developed in 2 formats (1-hour cumulative program and a series of 3-1 hour specified programs). Participant responses were compared between the 2 formats to examine differences in learner confidence and competence regarding the management of NSCLC with targeted therapy. Methods: PlatformQ Health developed and executed 2 virtual CME programs in NSCLC. The first program, broadcast in August 2015 and offered for 6 months, attracted 225 learners. This 1 hour program reviewed the latest data of EGFR inhibitors (EGFRi), ALK inhibitors (ALKi), and immunotherapy. In 2016, these 3 topics were divided into a series of 3-1 hour CME programs and offered across the year, which has attracted 371 learners. Survey-based evaluations targeted self-reported clinician data on competence (via patient case studies) and confidence. Results: As of January 2017, learner surveys from EGFR- and ALK-focused education were analyzed. It was observed that learners gained more confidence in managing EGFRi-related toxicities after the 2016 serial education vs the 2015 cumulative education (62% vs 43%, respectively). Learners also felt more confident when evaluating data of available and emerging ALKi (49% vs 35%). Greater competence in management was observed with serial vs cumulative education regarding EGFRi (42% and 15%, respectively) and ALKi (30% and 4%) therapies. Both programs demonstrated a high learner commitment to change in: medical and practice knowledge (93% and 91%, respectively), care attitudes (87% and 87%), practice behavior (85% and 79%), and patient clinical outcomes (86% and 77%). Data analysis on immunotherapy education is ongoing. Conclusions: Overall, education on targeted therapy for NSCLC have demonstrated positive learner outcomes. However, designing education in a serial format that dives deeper into each therapeutic target class affords greater improvements in clinician confidence and learner competence in the therapeutic management of NSCLC.
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Halliday, Katherine E., Stefan S. Witek-McManus, Charles Opondo, Austin Mtali, Elizabeth Allen, Andrew Bauleni, Saidi Ndau, et al. "Impact of school-based malaria case management on school attendance, health and education outcomes: a cluster randomised trial in southern Malawi." BMJ Global Health 5, no. 1 (January 2020): e001666. http://dx.doi.org/10.1136/bmjgh-2019-001666.
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IntroductionEvidence indicates children who suffer from ill-health are less likely to attend or complete schooling. Malaria is an important cause of morbidity and mortality in school-age children. However, they are less likely to receive malaria treatment at health facilities and evidence for how to improve schoolchildren’s access to care is limited. This study aimed to evaluate the impact of a programme of school-based malaria case management on schoolchildren’s attendance, health and education.MethodsA cluster randomised controlled trial was conducted in 58 primary schools in Zomba District, Malawi, 2011–2015. The intervention, implemented in 29 randomly selected schools, provided malaria rapid diagnostic tests and artemisinin-based combination therapy to diagnose and treat uncomplicated malaria as part of basic first aid kits known as ‘Learner Treatment Kits’ (LTK). The primary outcome was school attendance, assessed through teacher-recorded daily attendance registers and independent periodic attendance spot checks. Secondary outcomes included prevalence of Plasmodium spp infection, anaemia, educational performance, self-reported child well-being and health-seeking behaviour. A total of 9571 children from standards 1–7 were randomly selected for assessment of school attendance, with subsamples assessed for the secondary outcomes.ResultsBetween November 2013 and March 2015, 97 trained teachers in 29 schools provided 32 685 unique consultations. Female schoolchildren were significantly more likely than male to seek a consultation (unadjusted OR=1.78 (95% CI 1.58 to 2.00). No significant intervention effect was observed on the proportion of child-days recorded as absent in teacher registers (n=9017 OR=0.90 (95% CI 0.77 to 1.05), p=0.173) or of children absent during random school visits—spot checks (n=5791 OR=1.09 (95% CI 0.87 to 1.36), p=0.474). There was no significant impact on child-reported well-being, prevalence of Plasmodium spp, anaemia or education scores.ConclusionDespite high community demand, the LTK programme did not reduce schoolchildren’s absenteeism or improve health or education outcomes in this study setting.Trial registration numberClinicalTrials.gov NCT02213211.
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Talalienė, Živilė, and Henrika Šečkuvienė. "Expression of Leadership Skills of Music Teacher." Pedagogika 119, no. 3 (September 23, 2015): 134–46. http://dx.doi.org/10.15823/p.2015.029.
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Leadership in contemporary society is perceived as a process, which contributes to efficient solution of constantly emerging problems in business, pedagogical and social spheres. Over the last period a rapid progress of science and various technologies has been observed and leadership has acquired a significant status in education as well. To make leadership a natural phenomenon at school, there is a need for a harmoniously functioning link: authorities-leaders; teachers - leaders, who should educate a new generation of school learners-leaders. A teacher of music or a leader of music collective has to rally school learners for attainment of common goals: to develop music abilities during lessons of music; to satisfy needs for music expression during non-formal activities. Therefore, this mission may be implemented only by a teacher-leader.
The object of the research: leadership skills of music teacher.
The goal of the research: to reveal peculiarities of expression of music teacher’s leadership skills.
The research methods: analysis of scientific literature, semi-structured interview, qualitative content analysis.
The analysis of scientific literature on leadership issues was carried out during the research and leadership skills that are most characteristic of music teachers were highlighted. On the basis of the distinguished abilities, the model of expression of leadership skills of music teacher of general education school was designed. The semi-structured interview was conducted and its sample included six respondents. The data acquired during the interview were processed employing the qualitative content analysis.
The results of the research showed that the identified leadership skills of music teacher may be characterised through the following features:
• Motivation (inspiration) for music activities is manifested during lessons and extracurriculum music activities.
• Communication and collaboration is seen through joint activities with teachers of other study subjects, administration and learners’ parents. Successful communication is predetermined by friendly, sincere, mutual and responsible style of communication.
• Ability to solve problems that emerge during music activities is revealed through collaboration with class master, colleagues and specialists, clarification of situation, individual conversations, sincere communication, professional attitude, understanding of group needs, prioritising of the goal to be attained over personal needs.
• Management of stressful situations is expressed through recognition of conflict situations, application of various conflict resolution ways, control of emotions, positive attitude and understanding of behaviour, which typical of a certain age group of a learner.
The research results showed that leadership skills are very important to successful activities of a music teacher because a music teacher-leader has a vision and able to rally children for joint music activities to achieve as good results as possible.
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CARPENTER, STEPHANIE L., and ELIZABETH McKEE-HIGGINS. "Behavior Management in Inclusive Classrooms." Remedial and Special Education 17, no. 4 (July 1996): 195–203. http://dx.doi.org/10.1177/074193259601700402.
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PERHAPS THE PRIMARY REQUISITE FOR STUDENTS WHO ENTER INCLUSIVE SETTINGS IS THE ABILITY OF THE STUDENTS AND TEACHERS TO EFFECTIVELY DEAL WITH BEHAVIOR ISSUES. THE PURPOSE OF THIS ARTICLE IS TO DESCRIBE (A) COMPONENTS OF EFFECTIVE BEHAVIOR MANAGEMENT PROGRAMS AND (B) HOW ONE TEACHER, FACED WITH A VARIETY OF STUDENT BEHAVIORS, WAS ABLE TO VIEW THE CONTEXT OF HER SITUATION, EVALUATE BOTH TEACHER AND STUDENT BEHAVIORS, AND BRING ABOUT DRAMATIC CHANGES IN HER CLASSROOM. DISCUSSION INCLUDES PROACTIVE METHODS TEACHERS CAN USE TO ENRICH CLASSROOM CLIMATES AND PROMOTE A COMMUNITY OF LEARNERS THAT INCLUDES STUDENTS WITH CHALLENGING BEHAVIORS.
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Syarif, Erman. "The Role of Geography Learning in Developing Conservation Character of Participant in SMA Negeri 9 Gowa." UNM Geographic Journal 1, no. 2 (March 12, 2018): 111. http://dx.doi.org/10.26858/ugj.v1i2.4996.
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Environmental degradation that occurs in Indonesia increases dramatically lately even though there have been so many efforts to deal with. One of the conservation efforts that can be carried out is through formal education especially in geographic learning process. This study aims 1) to identify characteristic values and conservation behavior of learners, 2) to identify the obstacles and solutions in integrating characteristic values and conservation behavior in geographic learning process. This research is qualitative which employs purposive sampling method to maintain the samples meanwhile data analysis consists of data collection, data reduction, data presentation and conclusion. The results show that: 1) the characteristic values that can be integrated in the learning process consist of discipline, responsibility, environmental responsibility, honesty and creativity. 2) the obstacles in integrating characteristic values and conservation behaviors such as teachers have difficulties in delivering materials, lack of role model and the attitude and sympathy of learners to environment are less due to lack of support from parents and community. 3) solution to integrate characteristic values and conservation behaviors in geographic learning process is the head master and top management are supposed to give role model and invite the speaker or expert as well as socialization to community. Additionally, some advices might be provided consisted of 1) for teaches, they should be able to build the learner’s perspective toward conservation behavior. 2) for learners, they shall be more active, motivated and creative in learning.
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Lavay, Barry. "Behavior Management: What I Have Learned." Journal of Physical Education, Recreation & Dance 90, no. 3 (March 15, 2019): 5–9. http://dx.doi.org/10.1080/07303084.2019.1559646.
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McAiney, Carrie A., Paul Stolee, Loretta M. Hillier, Diane Harris, Pam Hamilton, Linda Kessler, Victoria Madsen, and J. Kenneth Le Clair. "Evaluation of the sustained implementation of a mental health learning initiative in long-term care." International Psychogeriatrics 19, no. 5 (October 27, 2006): 842–58. http://dx.doi.org/10.1017/s1041610206004443.
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Background: This paper describes an innovative education program for the management of mental health problems in long-term care (LTC) homes and the evaluation of its longer-term sustainability. Since 1998, the [ldquor]Putting the P.I.E.C.E.S. Together[rdquor] learning initiative has been providing education sessions and related learning strategies aimed at developing the knowledge and skills of health professionals who care for older persons with complex physical and mental health needs and associated behaviors, in Ontario, Canada. A major focus of this province-wide initiative was the development of in-house Psychogeriatric Resource Persons (PRPs).Methods: Evaluation of this initiative included the completion of pre- and post-education questionnaires (over three data collection time periods) assessing learner confidence (N = 1,024 and 792, for pre- and post-education, respectively) and session evaluation questionnaires gathering feedback on the session (N = 2,029 across all sessions). A survey of LTC homes in Ontario (N = 439, 79% of the homes in the province) was conducted to assess longer-term sustainability.Results: Ratings of the sessions indicated that they were relevant to learners' clinical practice. There were significant increases in ratings of ability to recognize and understand challenging behaviors and mental health problems, and in ability to use a variety of assessment tools. Few homes (15%) do not have a PRP; over 50% of the staff who completed the first session in 1999 continue to serve as a PRP and to apply learned skills.Conclusions: A learning initiative with supportive and reinforcing strategies can develop in-house PRPs to enhance the care of the elderly in LTC. Incorporation of PRP functions into job descriptions and management support contributed to the success of this initiative. This study highlights the importance of work environments that support and reinforce the use of learned skills to the success of continuing education and quality improvement initiatives in LTC.
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Steyn, Gertruida Maria, and Gunam Dolan Singh. "Managing bullying in South African secondary schools: a case study." International Journal of Educational Management 32, no. 6 (August 13, 2018): 1029–40. http://dx.doi.org/10.1108/ijem-09-2017-0248.
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Purpose The high prevalence of bullying in South African schools in recent times is a cause for serious concern. Bullying is traumatic and has a painful, corrosive and damaging impact on children, families and society. Hence, curbing the problem before it spirals out of control in secondary schools requires immediate urgent attention from all stakeholders of the school. The purpose of this paper is to report on part of the investigation done for a doctoral thesis (Singh, 2016), which looked at the factors contributing to bullying perpetration in secondary schools and on the basis of the findings, recommend a model that may be used to curb bullying in secondary schools. A qualitative research design was used to investigate the problem through an interview process with participants from secondary schools, as well as a circuit manager from the Uthungulu district of KwaZulu-Natal. The findings confirmed that the problem of bullying emanated at the level of the family, the school and the community. The paper concludes with the provision of a model to manage and curb bullying in these secondary schools. Design/methodology/approach A qualitative research approach, in particular a case study design, was selected to give a clear understanding of participants’ views and experiences (Johnson and Christensen, 2011; Mason, 2013). The design involved a social constructivist paradigm, which was primarily concerned with meaning and understanding people’s “lived experiences” and “inner-worlds” in the context of the conditions and circumstances of their lives, which in this particular instance was bullying in secondary schools, occurring within a social context, which was the school (Johnson and Christensen, 2011). Purposeful sampling was used to identify five secondary schools in the Uthungulu district of KwaZulu-Natal where the problem of bullying was most prevalent principals at circuit and district-level meetings complained about the high incidence of bullying perpetration in their schools. Findings This paper highlights the findings in respect of the factors contributing to bullying perpetration in schools and presents a management model to curb bullying in secondary schools in KwaZulu-Natal. Factors contributing to bullying: the findings from the empirical investigation avowed that the three key factors contributing significantly to bullying behaviour are located at the level of the family, the school and the community. First, influence at family level: “60–70 per cent of our learners come from broken homes”. An overwhelming majority of participants in all five secondary schools attributed the escalation of bullying in schools directly to the influence at the family level. Broken homes, poor upbringing, the absence of positive role models and the influence of media violence on learners have had a negative impact on the culture of discipline, teaching and learning in the classroom and the general ethos of schools. Second, influence at school level: “the foremost problem here is peer pressure”. An overwhelming number of participants identified several factors at the school level that contributed to bullying in secondary schools. Learner 3 (School A) highlighted the problem of peer pressure and the need to belong to a group as a critical factor in advancing bullying in schools. Third, influence at community level: “they come from that violent environment”. Participants explained that the absence of after-school programmes and a lack of facilities, particularly in rural communities, misdirected youngsters into engaging in other destructive vices such as forming gangs and indulging in drugs and alcohol, to keep themselves occupied. Originality/value Various studies have been conducted in South Africa to understand the phenomenon of bullying and violence in South African schools. While the current body of research highlights the problem of bullying in schools and provides some guidelines on what measures may be adopted to address the problem, the suggested methods are not effective enough, resulting in the problem continuing unabated. This study therefore suggests a model to manage and curb bullying in secondary schools in South Africa.
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Turell, Wendy, and Tariqa Ackbarali. "Patient and provider education on HER2-positive metastatic breast cancer: Defining gaps in clinician practice, patient behaviors, patient-provider alignment, and clinical knowledge." Journal of Clinical Oncology 39, no. 15_suppl (May 20, 2021): e23007-e23007. http://dx.doi.org/10.1200/jco.2021.39.15_suppl.e23007.
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e23007 Background: Current breast cancer management is driven by inherent heterogeneity of disease. Therapeutic options for later lines of HER2 therapy have expanded, shifting practice patterns to incorporate the latest evidence and guidelines. Health care providers (HCPs) require education to synthesize new evidence in the context of clinical practice including three approved HER2-directed therapies between December 2019 and April 2020. Concurrent patient and caregiver education is imperative to improve collaborative treatment decisions for HER2+ metastatic breast cancer (MBC). Methods: Two, 1-hour online video-based programs were hosted in June, 2020 for HCPs and patients/caregivers, respectively. Practice and knowledge gaps among HCPs, and knowledge, communication and self-efficacy behaviors among patients were assessed. Each activity was interactive, consisting of slides, polling and live questions, and both remain on-demand (and on social media for patients/caregivers) for 12 months. Assessments were administered at 3 time points (pre-, immediate post-, and 2 mos. post-activity). Data from these questions, responses to live polling questions, and learner-submitted questions during live Q&A were analyzed to determine engagement, lessons learned, and continuing education gaps. Results: As of February 2021, 525 HCPs and 9,582 patients (9,449 Facebook Video; 133 CancerCoachLive.com) participated in the ongoing activities. Post education, HCP learners anticipated the education would positively impact practice behavior (77%) and patient clinical outcomes (73%). HCP improvements in pre/post knowledge and competence questions were realized in 3/4 of the questions. Of patients/caregivers, 34% more learners reported confidence in managing their condition post vs. pre-education. They listed “affording therapy” and “understanding treatment options” as their greatest challenges, and reported “self-care strategies” as their most sought information during the COVID-19 pandemic. At 2-mos. follow-up, 83% of patients reported improvements in communication with their HCPs, and 77% of HCPs reported improvements in their clinical practice. Updated data will be shared, including aligned HCP and patient questions pertaining to care challenges and communication goals. Conclusions: CME and patient education can yield gains in clinical practice behaviors, patient healthcare communication and confidence, and treatment knowledge of HER2-postive breast cancer. Together, aligned education directed to HCPs and patients can improve the ability to provide evidence-based treatment for patients.
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Matias, Junrie, and Jesterlyn Quibol Timosan. "Examining Teachers' Use of Learning Information Systems (LIS) of the Basic Education Schools in the Philippines Using Structural Equation Modeling." International Journal of Enterprise Information Systems 17, no. 1 (January 2021): 69–84. http://dx.doi.org/10.4018/ijeis.2021010104.
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The Learner Information System is an online service that the Department of Education in the Philippines used to manage learner's information and improve the collaboration of all personnel in the organization. However, there is a need to examine the user's actual use, attitude, and behavior towards the system and to understand the factors affecting its successful implementation to improve the system capabilities and cater teacher and learner increasing needs. Using the extended technology acceptance model (TAM), this work analyzed 127 datasets gathered from 45 public and private schools in the Philippines using structural equation modelling in partial least squares. The result shows that system quality and facilitating conditions are significant predictors of teachers' attitudes towards the system. Generally, all original constructs of TAM were found to be significant implying a positive acceptance of the Learner Information System. These results provide further evidence in understanding the user acceptance of ICT-based teaching-learning systems in the Philippines.
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Katernyak, Ihor, Viktoriya Loboda, and Maryana Kulya. "eLearning within the Community of Practice for sustainable development." Higher Education, Skills and Work-Based Learning 8, no. 3 (August 13, 2018): 312–22. http://dx.doi.org/10.1108/heswbl-03-2018-0030.
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Purpose The purpose of this paper is to demonstrate how the use of two knowledge management tools – eLearning and Community of Practice (CoP) – promotes the culture of managing by projects in public organizations toward achieving Sustainable Development Goals. Design/methodology/approach The paper presents three learning strategies for organizing eLearning in CoP, tailored e-course curriculum in Project Management for Local Development within the “4A” model (attention, actualization, attraction, action), with focus on learners’ feelings and emotions used for designing the eLearning process. Findings Every fourth learner was in the state of flow during the e-course, 70 percent of learners felt the state of arousal at certain moment of learning, and about 65 percent felt in control of knowledge they could apply. Practical implications This study bridges the gap between theory and practice by demonstrating synergistic effect of two knowledge management tools (e-learning and CoP) and proves the selection of learning strategies. Social implications Every year, about 1,000 public sector representatives and community leaders join the virtual CoP to study expertise, improve own practice, find new ideas and promote the culture of managing by projects for sustainable development. Originality/value The presented case shows eLearning implementation in the context of CoP, e-course curriculum “Project Management for Local Development,” and learning strategies aimed at constructing knowledge in competitive learning environment, applying new knowledge in practice in experiential learning environment and supporting affective and social learners’ behavior. The presented mental states are used as criteria for monitoring the learners’ emotional involvement in the e-course in different roles.
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Jaganathan, Hamsa, Anne Roc, Wendy Turell, Russell Broaddus, and Michael J. Overman. "Improving clinician confidence and practice behavior on the therapeutic management of microsatellite-instability high (MSI-H) gastrointestinal (GI) cancers." Journal of Clinical Oncology 37, no. 4_suppl (February 1, 2019): 641. http://dx.doi.org/10.1200/jco.2019.37.4_suppl.641.
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641 Background: With recent advances of immunotherapy and updates to practice guidelines, clinicians may be challenged in applying and managing the outcomes of new treatment standards for their patients with MSI-H GI cancers. To address this need, a one-hour education session was provided to clinicians and learner responses were evaluated to determine the areas of improvement in the therapeutic management of MSI-H GI cancers. Methods: PlatformQ Health developed and executed a 1-hour online CME program on MSI-H GI cancers, which was broadcast live in March 2018 and offered online for 6 months. The program attracted a total of 439* learners. Survey-based evaluations before (n = 338) and after education (n = 147) targeted self-reported clinician data on confidence, practice behaviors, knowledge, and competence. Results: A self-reported survey (n = 56) conducted 8-12 weeks after education reported that 50% of learners were more confident in managing patients with MSI-H GI cancers, 41% in following NCCN practice guidelines for MMR/MSI testing, and 34% in utilizing checkpoint inhibitors for MSI-H GI tumors. Competence on selecting an appropriate treatment for a patient with MSI-H colon cancer significantly improved between pre- and post-education (52% and 63%, respectively; p < 0.001). Significant improvements in knowledge regarding the latest immunotherapy data (33% at baseline to 54% post-education; p < 0.001) and available methods for determining MMR/MSI-H status (18% at baseline to 41% post-education; p < 0.001) were also observed. Conclusions: Outcomes results from education demonstrate learner improvements on facets of management of MSI-H GI cancers. Based on the analysis, further education is needed, particularly in areas of management of immune-related side effects in line with recent ASCO and NCCN guidelines, tools for determining dMMR/MSI-H status, and deciding on optimal treatment based on tumor status. *As of September 10, 2018, data collection is ongoing.
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Boud, David, and Nicky Solomon. "“I don’t think I am a learner”: acts of naming learners at work." Journal of Workplace Learning 15, no. 7/8 (December 2003): 326–31. http://dx.doi.org/10.1108/13665620310504800.
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Westlin, Joseph, Eric Anthony Day, and Michael G. Hughes. "Learner-Controlled Practice Difficulty and Task Exploration in an Active-Learning Gaming Environment." Simulation & Gaming 50, no. 6 (September 27, 2019): 812–31. http://dx.doi.org/10.1177/1046878119877672.
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Background. With the use of computer-based simulations and games becoming increasingly common in education and organizational contexts for delivering training and instruction, learners are being granted unprecedented control over their learning. This increase in learner control leaves large differences in how learners challenge themselves and explore their learning environments. Learners can benefit from task difficulty, an aspect of challenge, when they are neither overwhelmed nor underwhelmed. The purpose of the present lab study was to test a model of how encouraging learners to challenge themselves with greater task difficulty when practicing a video game could be a “double-edged sword” in terms of their skill-based learning. Method. Using a first-person shooter computer game as the criterion task, 120 undergraduate males were randomly assigned to one of two groups. Half of the participants were encouraged to practice at a difficulty level that matched their skill level, while the other half were encouraged to practice at a difficulty that greatly exceeded their skill. Exploratory behavior was reflected in the variety of weapons used. Results. Findings supported a model of inconsistent mediation predicting that difficulty encouragement instructions would lead to higher selected practice difficulty, which in turn would have positive direct effects on skill transfer yet negative indirect effects through exploratory behavior. Discussion. The present study demonstrated that encouraging learners to practice at high levels of task difficulty is a “double-edged sword.” Although high levels of task difficulty can help in the preparation for future difficulties, it can also undermine exploratory behavior which is an important aspect of the learning process. This research speaks to the potential of encouraging learners to practice under difficult conditions without undermining their learning.
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Hunt, James G. (Jerry), and Ritch L. Sorenson. "A Learned-Behavior Approach to Management Skill Development." Journal of Management Education 25, no. 2 (April 2001): 167–90. http://dx.doi.org/10.1177/105256290102500205.
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Ross, Drew A. R. "Backstage with the Knowledge Boys and Girls: Goffman and Distributed Agency in an Organic Online Community." Organization Studies 28, no. 3 (March 2007): 307–25. http://dx.doi.org/10.1177/0170840607076000.
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An institutionally independent organic online learning community (OOLC) founded and populated by London cabbies-in-training, more commonly known to the world and to themselves as `Knowledge Boys and Girls', is described here. Qualitative discourse analysis of message board transcripts and interviews with members was undertaken in an effort to elucidate benefits that accrue to OOLC members. Goffman's theory of region behaviour is enlisted to explain why frank, collegial and sometimes confessional interactions with peers might take place in such an online venue. This article suggests that through such candid interactions among peers, learners create a back-region that allows participants to compare themselves with one another, cultivate friendships and practise for high-stakes assessments. OOLC members take advantage of the pseudonymity provided by their electronic social space to engage in behaviours that, if they occurred in a front-region, might invite damage to a learner's reputation as a pre-service cabbie. The online community BR becomes a sanctuary of sorts for taking social and academic risks, one where potential adverse consequences are few and benefits are legion.
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Chauhan, Vinit Singh. "Lady mosquito at NPS Mumbai." CASE Journal 16, no. 6 (December 1, 2020): 691–701. http://dx.doi.org/10.1108/tcj-12-2019-0123.
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Theoretical basis The term emotional intelligence was coined by the researchers Peter Salavoy and John Mayer. The concept was popularized by Daniel Goleman through his book Emotional Intelligence published in 1996. According to Salavoy and Mayer (1990), emotional intelligence consists of a set of skills hypothesized to contribute to the accurate appraisal and expression of emotion in oneself and in others, the effective regulation of emotion in self and others and the use of feelings to motivate, plan and achieve in one’s life. Research methodology The case study uses two sources of information, namely, primary and secondary. Dr Dev, a senior training and development manager with a multinational company constituted the primary source. The secondary source consisted of information publicly available on various websites. The case has been disguised for various reasons. Case overview/synopsis Lady mosquito at NPS Mumbai is a case study on emotional intelligence, a much sought-after concept in management education, but not many case studies have been written on the topic. This case involves an interaction that took place between a facilitator and a learner, and it highlights the importance of emotional intelligence in day-to-day communication. The use of emotional intelligence will manifold improve the ability of the facilitator to understand the learners’ behavior in the classroom. This will further enhance the effectiveness of learning, as the motivated facilitator/trainer will be more committed to engaging the learners in their educational activities. Complexity academic level This case has been developed to be used in postgraduate and undergraduate management programs. This case can also be used in management development programs for executives. As the case provides a basic understanding of human behavior and thereby teaches to manage others just by managing oneself. As the case revolves around a facilitator and the learner, it can also be used in the trainer program for facilitators who desire to conduct training programs or want to take teaching as a full-time career.
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Jaganathan, Hamsa, Anne Roc, Andrew J. Armstrong, Daniel J. George, and Wendy Turell. "The impact of continuing medical education (CME) programs in metastatic castration-resistant prostate cancer (CRPC)." Journal of Clinical Oncology 35, no. 15_suppl (May 20, 2017): e18280-e18280. http://dx.doi.org/10.1200/jco.2017.35.15_suppl.e18280.
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e18280 Background: The concurrent development of many CRPC treatments within a short period of time has made prospective data on their sequential use and efficacy complicated, which have challenged clinician confidence, knowledge, and competency. Four hours of CME focused on the therapeutic management of CRPC were developed and participant responses analyzed to determine if these challenges were addressed. Methods: PlatformQ Health developed and executed 4 hours of virtual CME programs in CRPC. The 1st 2-hours, broadcast in May 2015 and offered online for 6 months, attracted a total of 545 learners. The 2nd 2-hours, broadcast in July 2016 and offered for 12 months, attracted a total of 345* learners. Survey-based evaluations targeted self-reported clinician data on satisfaction, clinical practice change and observed patient outcome. Clinician participation data and self-reported patients with CRPC seen per week were used in extrapolations of patients impacted by the CME education per week. Results: Between the 2015 and 2016 CME programs, learners gained confidence in their ability to employ a personalized, sequential approach to treat CRPC (12% vs 35%). Overall, 68% of all learners reported a positive clinical practice impact and 59% reported a positive impact on patient experience and/or outcomes as a result of CME participation. Learner commitment to change was consistently observed in both 2015 and 2016 programs in: medical and practice knowledge (90% and 94%, respectively), care attitudes (83% and 85%), practice behavior (79% and 77%), and their patients’ clinical outcomes (76% and 78%). An estimated 4,066 patients in 2015 and 3,374 patients in 2016 were impacted as a result of the education. Conclusions: Outcomes results of 2 years of education on evolving treatment paradigms of metastatic CRPC demonstrate learner improvements in both clinical practice and patient outcomes. Continuing education in the management of CRPC is recommended, particularly on strategies to appropriately sequence treatments, treatment of bone metastases, keeping abreast of new data, and understanding the rationale for investigational agents. *As of Jan 2017, data collection is ongoing
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Alkhalaf, Nada Abdulaziz. "Saudi Female EFL Learners and Collaborative Writing: Attitudes and Challenges." Theory and Practice in Language Studies 10, no. 9 (September 1, 2020): 1118. http://dx.doi.org/10.17507/tpls.1009.16.
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Writing skills are important skills that must be learned to express one's thoughts and ideas. Therefore, several strategies were used in writing classes to enhance learners' writing skills, one of which is collaborative writing. A number of studies reported many advantages for this strategy in terms of the quality of the produced texts and the improvements in students' writing skills. The present study aimed at investigating the attitude of Saudi female EFL learners toward collaborative writing and the challenges/problems that may arise during the activity. It adopted a quantitative approach in which 50 Saudi female EFL learners answered a questionnaire about their experience in writing collaboratively and the problems they encountered during the activity. The findings have shown that the learners have a positive attitude toward collaborative writing. However, there were some problems in terms of students’ behavior, assessment and time management. These findings encourage writing teachers to use this strategy in their classes. In addition, the findings encourage teachers and researchers to address the problems reported in the study.
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Alsharari, Nizar Mohammad, and Muhammad Turki Alshurideh. "Student retention in higher education: the role of creativity, emotional intelligence and learner autonomy." International Journal of Educational Management 35, no. 1 (October 21, 2020): 233–47. http://dx.doi.org/10.1108/ijem-12-2019-0421.
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PurposeThis paper aims to introduce a new retention model suitable for academic setting that is based on the interaction between creativity, emotional intelligence and learner autonomy.Design/methodology/approachThis paper uses quantitative research methods, especially survey, to justify the hypotheses testing and the components of new retention model. Based on the proposed model, three hypotheses have developed and tested using Smart Partial Least Square (SPLS) method. This paper also uses the qualitative data including documents, archival records and website analysis.FindingsThe findings denote that creativity, emotional intelligence and learner autonomy positively affect students' retention. The findings also indicate that there is a strong relationship between emotional intelligence and learner autonomy. It assumes that the study indicators might lead to students' retention and that autonomous learners persevere toward academic goals.Research limitations/implicationsThe paper concludes with discussion of limitations of the study, suggestions for future research, and how administrators of nontraditional programs can benefit from this study. This study has important implications for higher education decision makers and university leaders alike.Originality/valueThe proposed students' retention model symbolizes the interplay between the cognitive and affective domains of creativity and emotional intelligence, which can contribute to learner autonomy intentions, changes in persistence and formulation of new beliefs in higher education.
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Donovan, Paul. "Actors and avatars: why learners prefer digital agents." European Journal of Training and Development 39, no. 9 (November 2, 2015): 738–68. http://dx.doi.org/10.1108/ejtd-06-2015-0041.
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Purpose – The purpose of this study is to compare learner experiences of recorded instructional videos (DVDs) with Machinima. Design/methodology/approach – In this exploratory study, sets of learning sequences in management skills training were delivered to 32 learners using both methods, and learner reactions were gathered using post-event interviews. Findings – Analysis of learner responses showed that participants prefer Machinima as a learning delivery mechanism. Participants also reported being better able to concentrate on the message of the Machinima learning sequences. Research limitations/implications – The sample was not representative, being a convenience sample derived by open invitation from cohorts of two master’s degree programmes conducted at the School of Business, Maynooth University, Maynooth, Co. Kildare. The age range of the participants was significantly skewed toward a younger age grouping. No learning test was given to assess the teaching efficacy of the methods. Implications for practice include using Machinima to model desirable behaviours to trainees. Future research should extend the research to other settings. Practical implications – Research should be considered into the potential for Machinima to be considered as a replacement for DVD in management training. Sufficient encouragement arises from this study to suggest that Machinima contains none of the distractions of DVD that are recorded in this study. In addition, many organisations seek to utilise training materials with diverse audiences. Originality/value – Originality of the study stems from the potential replacement of DVD with Machinima in learning.
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Kok, Bethany E., Declan Dagger, Conor Gaffney, and Austin Kenny. "Experiential Learning at Scale with Computer-Based Roleplay Simulations." International Journal of Advanced Corporate Learning (iJAC) 11, no. 2 (December 19, 2018): 24. http://dx.doi.org/10.3991/ijac.v11i2.9364.
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<p class="0BodyText">Experiential learning is an effective method for changing behavior and teaching new material at work. Unfortunately, experiential learning is difficult to deliver at scale as it requires hands-on participation and interactivity.</p><p class="0BodyText">EmpowerTheUser (ETU)’s computer-based roleplay simulations enable experiential learning at scale. In a simulation, learners take on a role and have to react to various situations and make choices that have downsteam consequences. ETU Simulations engage the learner in cycles of assessment and practice, with summative scoring in the assessment mode and real time coaching and feedback in the practice mode. </p><p class="0BodyText">ETU partnered with one of the oldest custodian banks headquartered in New York to deliver a series of three simulations on risk management to nearly 6,000 managers on five continents. User feedback shows that learners are highly satisfied with the program. Performance improved from simulation I to simulation II, indicating transfer of learning. Underperforming learners were remediated using the assess/practice/assess learning loop, resulting in a 227% improvement in performance.</p><p class="0BodyText">EmpowerTheUser Simulations provided fast, consistent training in risk management. Feedback was overwhelmingly favorable and decision tracking within the simulations demonstrated effective learning.</p>
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Stark, Lori J. "Can nutrition counselling be more behavioural? Lessons learned from dietary management of cystic fibrosis." Proceedings of the Nutrition Society 62, no. 4 (November 2003): 793–99. http://dx.doi.org/10.1079/pns2003294.
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Cystic fibrosis (CF) is a genetically-inherited disorder that results in energy imbalance. Undernutrition is common in children with CF and associated with poor health outcomes. To ensure optimal growth and nutrition, children with CF are recommended to consume 120–150% of the recommended daily allowance (RDA) for energy, but most studies show they typically are only able to achieve 100% of the RDA. While biological factors clearly contribute to poor dietary adherence, recent studies have documented behavioural and environmental barriers to adherence that includes parent-child interaction at mealtimes. While not ‘abnormal’, parent behaviours such as paying increased attention to the child in the form of coaxing, commanding and feeding when the child is engaged in behaviours incompatible with eating (food refusal, talking, leaving the meal) may serve to reinforce these child non-eating behaviours. Thus, dietary counselling alone, albeit necessary, is typically insufficient because of failure to specifically address these behavioural and environmental barriers to dietary treatment. Behavioural intervention that targets both nutrition education and behavioural management has been found to be effective in achieving an average increased energy intake of 4200 kJ (1000)kcal/d and weight gain of 1·48 kg over 9 weeks in children with CF. This intervention utilizes self-monitoring, goal setting and shaping to structure the delivery of treatment. It also teaches parents to utilize child behaviour-management techniques to motivate children to increase their energy intake. These behavioural strategies include differential attention (praising and ignoring), contingency management and behavioural contracting. The potential application of these techniques to dietary counselling is suggested.
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Bush, Tony, and Derek Glover. "School leadership and management in South Africa." International Journal of Educational Management 30, no. 2 (March 14, 2016): 211–31. http://dx.doi.org/10.1108/ijem-07-2014-0101.
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Purpose – The purpose of this paper is to provide a systematic review of the literature on school leadership and management in South Africa, linked to the 20th anniversary of democratic government and integrated education. Design/methodology/approach – The authors conducted a systematic review of all published work since 2007 with a more selective review of sources before 2007. Findings – The findings show emerging evidence about the development of school leadership and management in South Africa but they also highlight on-going challenges, including poor learner outcomes, conflict with teacher unions, uneasy relationships between principals and school governing bodies, and leadership which remains focused on administration rather than teaching and learning. Research limitations/implications – The findings show that research on school leadership and management is developing but remains limited in terms of its scope and a reliance on small-scale unfunded projects. Practical/implications – The findings confirm the need for specialist leadership training for current and aspiring principals and for other senior and middle leaders. Social/implications – The findings show that South Africa remains a divided society with great differences in the quality of education available to learners, based on social class rather than race. Originality/value – The paper’s value lies in the comprehensive and systematic review of research on school leadership.
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Little, Bob, and Ladislava Knihova. "Modern trends in learning architecture." Industrial and Commercial Training 46, no. 1 (January 28, 2014): 34–38. http://dx.doi.org/10.1108/ict-07-2013-0046.
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Purpose – The purpose of this paper is to examine current practice in blended learning – notably the view of blended learning as a synthesis of different approaches to the delivery of learning in order to create high impact learning. Design/methodology/approach – An exploration of the development of blended learning over the years, especially how it is being affected by developments in learning delivery technology and learning design. Findings – Learning architecture and design ought to be enhanced by the thoughtful use of various new tools, strategies and delivery platforms working in harmony. Only then can the learning process finally become highly attractive for new generations of learners. Research limitations/implications – New trends driving virtual learning prescribe the use of a portfolio of new tools. This, therefore, is producing changes in e-learning architecture, including the need for multi-device learning solutions, along with the need to implement multimedia formats in producing virtual learning solutions. Simultaneously, for educators, there have been changes in learning solutions' design based on the emergence of the self-determined and autonomous learner, as described by the concept of heutagogy. Practical implications – The complexities of creating an appropriate blend along with the most effective learning solutions for each learner – including the use of mobile platforms and social learning – have never been more challenging. Originality/value – Customising learning is in its early stages but, with the advent of new delivery technology and the growth of self-determined learners, it will become unavoidable.
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Shaw, Rachael C., and Annette Harvey. "Long-term memory for a learned behaviour in a wild bird." Biology Letters 16, no. 2 (February 2020): 20190912. http://dx.doi.org/10.1098/rsbl.2019.0912.
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Long-term memory is a crucial adaptation for long-lived species. However, there have been few tests of the long-term retention of learned behaviours in free living, wild animals. Here, we demonstrate that the North Island robin ( Petroica longipes ; hereafter toutouwai) can recall a learned foraging behaviour for close to 2 years, with no intervening reinforcement. Birds that had been trained to peck open lids to retrieve a concealed food reward spontaneously solved a lid opening task between 10 and 22 months since they had last encountered the lid opening apparatus. By contrast, naive individuals could not solve the task. This long-term retention of a learned skill with no reinforcement, spanning over a quarter of the median age for wild toutouwai in our population, suggests that this threatened species may be an ideal candidate for conservation management strategies aimed at teaching individuals about novel threats and resources.
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Matteson, Miriam Louise, Susan Musser, and Elizabeth Allen. "From good to great managers." Library Management 36, no. 1/2 (January 12, 2015): 127–41. http://dx.doi.org/10.1108/lm-05-2014-0058.
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Purpose – The purpose of this paper is to examine the perceptions of librarians toward continuing education (CE) in library management. Design/methodology/approach – The study followed survey design to collect perceptions of librarians from around the USA. In total, 166 usable surveys were returned and the bulk of the analysis examined responses from non-directors (n=96). Findings – Non-director librarians identified knowledge areas important for success as a manager including human resources, leadership, and organizational behavior. The majority of respondents assessed their own level of management knowledge as average to above average. In all, 38 percent of respondents indicated their management knowledge came from workshops, webinars, and conferences. Respondents reported that the opportunity for a salary increase, as well as a personal desire to learn were motivators for seeking CE in management. Practical implications – A CE program in management should extend the knowledge learned in the MLIS degree, address knowledge, skills, and individual development, be flexibly scheduled and reasonably priced, and offer clear benefits to the library and to the learner. Originality/value – This research demonstrates the importance of building a CE program in management that compliments other educational offerings in order to help librarians develop the knowledge and skills needed to lead libraries.
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Hershfeldt, Patricia A., Karen Pell, Richard Sechrest, Elise T. Pas, and Catherine P. Bradshaw. "Lessons Learned Coaching Teachers in Behavior Management: The PBISplusCoaching Model." Journal of Educational and Psychological Consultation 22, no. 4 (October 2012): 280–99. http://dx.doi.org/10.1080/10474412.2012.731293.
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