Journal articles: 'Participative learning'

1

Sucari, Jacobo. "El documental social participativo: el protagonista como sujeto de la historia." Obra digital, no. 12 (February 28, 2017): 69–85. http://dx.doi.org/10.25029/od.2017.112.12.

Full text

Abstract:

Las metodologías participativas en el audiovisual basadas en las experiencias del documental social participativo (DSP) y la configuración de grupos de trabajo a partir de la Investigación y Acción Participativa (IAP) proponen una nueva epistemología constructiva donde se genera una traslación del protagonista como objeto de estudio a su plasmación como sujeto implicado en el relato de su historia y de su acontecer histórico comunitario. El protagonista, re-configurado entonces como sujeto de la enunciación a partir de metodologías participativas, potencia el desarrollo de experiencias documentales que configuran un nuevo corpus teórico-práctico. Nuevos vínculos entre distintos sujetos del saber donde se generan dinámicas de creación que configuran originales modelos de educación y de trasvase de conocimiento.Participative social documentaries: the protagonist as the subject of the storyAbstractAudiovisual participative methodologies based on participative social documentaries and group work in participative action research (PAR) represent a new constructive epistemology in which the protagonist moves from being the documentary’s object of study to becoming an active agent in telling their story and how the story happens in community. The protagonist, reconfigured as the subject of the enunciation though participative methodologies, makes it possible to create experiences of documentary film-making that constitute a new theoretical and practical corpus, establishing new links between various knowledge users, developing creative methods which can contribute to our ideas of what constitutes education and knowledge transfer.Keywords: Audiovisual communication, learning communities, paticipative documentary, action research, technology, education, university, societypp. 69-85

APA, Harvard, Vancouver, ISO, and other styles

2

Sabirov, Askadula, Askadula Sabirov, Marija Troyanskaya, Elena Ryabova, and Svetlana Salimova. "Implementing a conceptual model of participative management into an integrated e-learning system." World Journal on Educational Technology: Current Issues 14, no. 1 (January 31, 2022): 255–67. http://dx.doi.org/10.18844/wjet.v14i1.6723.

Full text

Abstract:

The paper aims at determining the principles of participative management and the nuances of their implementation into integrated e-learning, which complements the traditional forms of education in emergencies, such as the COVID-19 pandemic. The research uses a semi-structured questionnaire adapted from Dashkova for the education sphere and developed with the consideration of participative management principles. The survey involved 289 students and 293 university teachers. The study found that participative management is the best approach to integrating e-learning into the education process.. It ensures effective communication contributing to the uniting of objectives of all participants by expanding their engagement in the management of the education process. Assessment and recognition of participative management in university may be one realistic scenario for more rapid adaptation and effective implementation of diverse learning trajectories. Keywords: e learning, education, governance, integrated education system, participation, student-centered learning transformation.

APA, Harvard, Vancouver, ISO, and other styles

3

Willis, Jill. "Assessment for learning as a participative pedagogy." Assessment Matters 2 (June 1, 2010): 65–84. http://dx.doi.org/10.18296/am.0079.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Walmsley, Janette. "Working Together: A Participative Approach to Learning." Journal of the British Institute of Mental Handicap (APEX) 19, no. 3 (August 26, 2009): 92–95. http://dx.doi.org/10.1111/j.1468-3156.1991.tb00629.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Cooper, Sue. "Transformative evaluation: organisational learning through participative practice." Learning Organization 21, no. 2 (April 8, 2014): 146–57. http://dx.doi.org/10.1108/tlo-03-2013-0003.

Full text

Abstract:

Purpose – This research paper presents an innovative evaluation methodology which was developed as part of a doctoral research study in a voluntary sector youth organisation in England. Design/methodology/approach – The transformative methodology synthesises aspects of appreciative inquiry, participatory evaluation and transformative learning and engages the whole organisation in evaluating impact. Using an interpretive paradigm, data were collected from youth workers via semi-structured interviews prior and post implementation of the transformative evaluation methodology. Findings – Drawing on thematic analysis of the youth workers' experiences, it is argued that the illuminative and transformative nature of the methodology enabled the learning and development functions of evaluation to be realised. Further, it is argued that this form of evaluation not only supports the collection of evidence to demonstrate impact externally, but that the process itself has the potential to enhance practice, improve outcomes “in the moment” and promotes organisational learning. Research limitations/implications – The research findings are limited by the small-scale nature of the project. Further research is needed to investigate the supporting and enabling factors that underpin participatory practices in organisation evaluation; and in particular to investigate the experience of the managers and trustees as these were not the focus of this research. Originality/value – This article makes a significant contribution to knowledge in regard to the design and use of participatory evaluation. It evidences the benefits in relation to generating practice improvements and for practitioners themselves in terms of countering the negatives effects of performativity. Transformative evaluation offers an innovative structure and process through which organisational learning can be realised.

APA, Harvard, Vancouver, ISO, and other styles

6

Lantz, Annika, Niklas Hansen, and Conny Antoni. "Participative work design in lean production." Journal of Workplace Learning 27, no. 1 (January 12, 2015): 19–33. http://dx.doi.org/10.1108/jwl-03-2014-0026.

Full text

Abstract:

Purpose – The purpose of this paper is to explore job design mechanisms that enhance team proactivity within a lean production system where autonomy is uttermost restricted. We propose and test a model where the team learning process of building shared meaning of work mediates the relationship between team participative decision-making, inter team relations and team proactive behaviour. Design/methodology/approach – The results are based on questionnaires to 417 employees within manufacturing industry (response rate 86 per cent) and managers’ ratings of team proactivity. The research model was tested by mediation analysis on aggregated data (56 teams). Findings – Team learning mediates the relationship between participative decision-making and inter team collaboration on team proactive behaviour. Input from stakeholders in the work flow and partaking in decisions about work, rather than autonomy in carrying out the work, enhance the teams’ proactivity through learning processes. Research limitations/implications – An investigation of the effects of different leadership styles and management policy on proactivity through team-learning processes might shed light on how leadership promotes proactivity, as results support the effects of team participative decision-making – reflecting management policy – on proactivity. Practical implications – Lean production stresses continuous improvements for enhancing efficiency, and such processes rely on individuals and teams that are proactive. Participation in forming the standardization of work is linked to managerial style, which can be changed and developed also within a lean concept. Based on our experiences of implementing the results in the production plant, we discuss what it takes to create and manage participative processes and close collaboration between teams on the shop floor, and other stakeholders such as production support, based on a shared understanding of the work and work processes. Social implications – Learning at the workplace is essential for long-term employability, and for job satisfaction and health. The lean concept is widely spread to both public bodies and enterprises, and it has been shown that it can be linked to increased stress and an increase in workload. Finding the potential for learning within lean production is essential for balancing the need of efficient production and employees’ health and well-being at work. Originality/value – Very few studies have investigated the paradox between lean and teamwork, yet many lean-inspired productions systems have teamwork as a pillar for enhancing effectiveness. A clear distinction between autonomy and participation contributes to the understanding of the links between job design, learning processes and team proactivity.

APA, Harvard, Vancouver, ISO, and other styles

7

Grundén, Kerstin. "E-Learning at Work: Towards a Participative Approach." E-Learning and Digital Media 6, no. 2 (January 2009): 206–20. http://dx.doi.org/10.2304/elea.2009.6.2.206.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Sharp, Cathy. "Participative transformation learning and development in practising change." Action Learning: Research and Practice 12, no. 2 (May 4, 2015): 250–54. http://dx.doi.org/10.1080/14767333.2015.1049459.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Reilly, Kathy, Alma Clavin, and John Morrissey. "Participative critical enquiry in graduate field-based learning." Journal of Geography in Higher Education 40, no. 1 (October 9, 2015): 104–16. http://dx.doi.org/10.1080/03098265.2015.1086980.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Et al., Phra Poompanya Athimootto (Ngamprom). "Model of Participative Academic Administration for Buddhist Temple Charity Schools." Psychology and Education Journal 58, no. 1 (January 20, 2021): 5510–17. http://dx.doi.org/10.17762/pae.v58i1.2167.

Full text

Abstract:

The objectives of this research were 1) to study problems of participative academic administration for Buddhist Temple Charity Schools, 2) to develop a participative academic administration model for Buddhist Temple Charity Schools, and 3) to propose a participative academic administration model for Buddhist Temple Charity Schools. Mixed methods research was designed. In qualitative research, data were collected by in-depth interviews from 5 school administrators and from focus group discussion with 10 experts. The research tools were interview form and questions for focus group discussion, and data was analyzed by content analysis. In quantitative research, data were collected by using questionnaires from 381 teachers and 115 school administrators by multistage randomization. Data were analyzed using descriptive statistic consisted of percentage, frequency, mean, standard deviation and PNIModified of needs assessment. Results indicated that 1) problems of participative academic administration for Buddhist Temple Charity Schools in all 5 aspects has shown the suitability at a high level. 2) Development of a participative academic administration model for Buddhist Temple Charity Schools consisted of 1) curriculum development by managing teaching and learning in accordance with core curriculum, 2) teaching and learning management by arranging to encourage learners to do their own actions for students to think critically, 3) development and use of innovative media and educational technology by encouraging learners participate in activities and explore the need for courses, 4) educational supervision by organizing a teacher meeting before visiting students' homes and always evaluate the results of supervision, and 5) learning assessment and the transfer of grades according to the actual situation without bias. 3) A participative academic administration model for Buddhist Temple Charity Schools conducted the curriculum with the core curriculum, focus on students taking action and taking part in activities, encourage supervision, and evaluating results according to activities.

APA, Harvard, Vancouver, ISO, and other styles

11

Butarbutar, Injen P., Bangun Munthe, Herlina H. Sianipar, Juliper Nainggolan, and Erni Murniarti. "PENGARUH PEMBELAJARAN PARTICIPATIVE TEACHING AND LEARNING GURU TERHADAP PENINGKATAN PRESTASI BELAJAR AFEKTIF SISWA DI MASA PANDEMI." Jurnal Dinamika Pendidikan 15, no. 1 (April 13, 2022): 1–15. http://dx.doi.org/10.51212/jdp.v15i1.126.

Full text

Abstract:

The purpose of this study was to see the extent of the influence of teachers' Participative Teaching Learning on the Improvement of Students' Affective Learning Achievement during the Pandemic Period. The number of samples is 45 people. This study uses a descriptive method, while the data analysis carried out in the hypothesis research is the Pearson product-moment correlation with the data collection tool is a questionnaire for Variable X Effect of Teacher Participative Teaching Learning and Variable Y Student Affective Learning Achievement. To find out how far the influence of teacher's participative teaching-learning on improving students' affective learning achievement during the pandemic, the Pearson Product Moment Correlation Statistical Test was used. From the test results obtained correlation test (r) 0.65 with a determination test of 42.25% and to determine whether or not the correlation coefficient is significant at the real level (α) = 0.05, a "t" test is held with the test criteria if the account is obtained from the calculation greater (>) than a table at a significant level of 1-0.05 with DK = n-2 then the hypothesis is accepted and in other cases rejected. From the test results obtained count > table (5.61 > 1.67), then the hypothesis is accepted. Thus, it can be stated that there is a significant influence between the Influence of Teacher Participative Teaching Learning on Increasing Students' Affective Learning Achievement during the Pandemic Period. Abstrak Tujuan penelitian ini adalah untuk melihat sejauhmana Pengaruh Pembelajaran Participative Teaching Learning Guru Terhadap Peningkatan Prestasi Belajar Afektif Siswa di Masa Pandemi. Jumlah sampel sebanyak 45 orang. Penelitian ini menggunakan metode deskriptif, sedangkan analisis data yang dilakukan dalam penelitian hipotesis adalah korelasi product moment pearson dengan alat pengumpulan data adalah angket untuk Variabel X Pengaruh Pembelajaran Participative Teaching Learning Guru dan Variabel Y Prestasi Belajar Afektif Siswa. Untuk mengetahui sejauhmana pengaruh pembelajaran participative teaching learning guru terhadap peningkatan prestasi belajar afektif siswa di masa pandemi, maka digunakan Uji Statistik korelasi product moment pearson. Dari hasil pengujian diperoleh pengujian korelasi (r) 0,65 dengan uji determinasi sebesar 42,25% dan untuk mengetahui signifikan tidaknya koefisien korelasi pada taraf nyata (α) = 0.05 maka diadakan uji “t” dengan kriteria pengujian jika thitung yang didapat dari perhitungan lebih besar (>) dari ttabel pada taraf signifikan 1-0,05 dengan dk= n-2 maka hipotesis diterima dan dalam hal lain ditolak. Dari hasil pegujian diperoleh thitung > ttabel (5,61 > 1,67), maka hipotesis diterima. Dengan demikian dapat dikemukakan Berpengaruh yang berarti antara Pengaruh Pembelajaran Participative Teaching Learning Guru Terhadap Peningkatan Prestasi Belajar Afektif Siswa di Masa Pandemi.

APA, Harvard, Vancouver, ISO, and other styles

12

Siguencia, Luis Ochoa, Gilberto Marzano, and Renata Ochoa-Daderska. "EXPERIMENTING PARTICIPATIVE E-LEARNING IN NON-FORMAL ADULT EDUCATION: THE ESCALADE PROJECT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 26, 2016): 144. http://dx.doi.org/10.17770/sie2016vol4.1544.

Full text

Abstract:

This paper presents the research approach designed for EScAlADE, an EU funded project that sees the participation of five European countries and focuses on adult participative e-learning. EScAlADE aims at investigating about the educational needs of adults (range: 50-65 years) involved in e-learning programs. This paper reports on the projects methodology and on the necessity of educational strategies able to provide adult trainees with the skills required by the labor market.

APA, Harvard, Vancouver, ISO, and other styles

13

Urrabazo, Rosendo. "Pastoral Education of Hispanic Adults." Missiology: An International Review 20, no. 2 (April 1992): 255–60. http://dx.doi.org/10.1177/009182969202000209.

Full text

Abstract:

Hispanic adult education for ministry calls for a sensitivity to language, customs, and ways of learning. Modern pedagogy affirms the need for participative styles of learning that value the life experience of students. Programs offered at the Mexican American Cultural Center (MACC) are examples of culturally sensitive, participative learning in pastoral education. Recruitment and financial assistance must be part of parish planning in adult education.

APA, Harvard, Vancouver, ISO, and other styles

14

Gil-Quintana, Javier, and Sara Osuna-Acedo. "Citizenship Training through sMOOCs: A Participative and Intercreative Learning." Sustainability 12, no. 20 (October 9, 2020): 8301. http://dx.doi.org/10.3390/su12208301.

Full text

Abstract:

sMOOCs (social massive open online courses) have revealed themselves as a remarkable opportunity to foster the culture of participation and open knowledge and sustainability. Due to their communicative potential, they make it possible for participants to interact, to create ubiquitous learning, and to build knowledge in a collective way. This educational and communicative line has set the basis for the European ECO (e-learning, communication, open data) Project, i.e., the purpose of our study, which, beyond training teachers, is decidedly betting on open life-long education. The results presented in the study have been elicited by following a quantitative methodology, through the analysis of a “sMOOC Step by Step” community, intended to become an educational gate to students’ empowerment, shared knowledge, and participation in the course. Results show that collaborative work practices organized by teachers in that virtual learning community encourage educational changes. Both the degree of satisfaction with the learning achieved and the way students perceive its direct applicability to real-life professional contexts prove the effectiveness of this training model. Our research has expanded, aiming to discover sMOOCs opportunities for teacher training and assessing the motivation shown by the virtual learning community towards such an educational reality.

APA, Harvard, Vancouver, ISO, and other styles

15

Christopoulos, Tania Pereira, and Reinhold Steinbeck. "Institutionalising the learning process through innovation and participative practices." International Journal of Innovation and Learning 19, no. 2 (2016): 188. http://dx.doi.org/10.1504/ijil.2016.074474.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Manuel Dodero, Juan, Ignacio Aedo, and Paloma Díaz. "Participative knowledge production of learning objects for e‐books." Electronic Library 20, no. 4 (August 2002): 296–305. http://dx.doi.org/10.1108/02640470210438892.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Agostini, Alessandra, Giorgio De Michelis, and Marco Loregian. "Using blogs to support participative learning in university courses." International Journal of Web Based Communities 5, no. 4 (2009): 515. http://dx.doi.org/10.1504/ijwbc.2009.028087.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Ferretti, Stefano, Silvia Mirri, Ludovico Antonio Muratori, Marco Roccetti, and Paola Salomoni. "Cooperative multimedia management for participative learning: A case study." New Review of Hypermedia and Multimedia 14, no. 2 (December 2008): 177–97. http://dx.doi.org/10.1080/13614560802624233.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

de Guerre, Donald. "Sustainable Learning Organization Development: Participative Design and Executive Coaching." International Journal of Knowledge, Culture, and Change Management: Annual Review 4, no. 1 (2005): 0. http://dx.doi.org/10.18848/1447-9524/cgp/v04/59228.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Rahman, Md Asifur, Lew Sook Ling, and Ooi Shih Yin. "Interactive Learning System for Learning Calculus." F1000Research 11 (March 14, 2022): 307. http://dx.doi.org/10.12688/f1000research.73595.1.

Full text

Abstract:

Background: IT tools assist in creating a more participative and independent learning environment. They have brought a new perspective to collaborative learning where students do not just sit in a chair and swallow lecture content but instead participate in creating and sharing knowledge. However, interactivity promoted through the implementation of technology is limited in many cases. Purpose: This research develops an interactive application for learning calculus that promotes human-system interaction via augmented reality (AR) and human-human interaction through chat functions. The study examines the effect of both interactivities on learning experience and how that learning experience affects the performance of learning. Methods: The research adopted a quasi-experimental study design and pre-post test data analysis to evaluate the effect of interactivities on learning experience and consequently the effect of learning experience on learning performance. The subjects were exposed to the developed application for learning the calculus chapter ‘Revolution of Solids” in a controlled environment. The study validated its research framework through partial least squares path modelling and tested three hypotheses via pre-and post-test evaluation. Conclusions: The results found that both interactivities affect learning experience positively; human-human interactivity has a higher impact than human-system interactivity. It was also found that learning performance as part of the learning experience increased from pre-test to post-test.

APA, Harvard, Vancouver, ISO, and other styles

21

Supriyadi, Supriyadi. "Developing The Participative and Collaborative Scientific Writing Materials to Develop The Students' Social and Emotional Intelligence." Technium Social Sciences Journal 25 (November 9, 2021): 840–46. http://dx.doi.org/10.47577/tssj.v25i1.5082.

Full text

Abstract:

The research was aimed at enhanching social, emotional intelligence of students by developing participative, collaborative scientific writing teaching materials based on need analysis. It has three focuses, i.e. introduction study, product design and development, and product effectivity test. The research data consists of field notes, feedback, comments and critics on the product from experts and practitioners. The data is analyzed by using domain analysis technique. The research results in developed product of participative, collaborative scientific writing teaching materials. It has specific characteristics that were different from conventional teaching materials, which have reflection of student participation in identifying purpose and selection of teaching materials that can be used as collaborative, democratic discussion topic for the students. The effectivity test results show that the developed product was better than conventional scientific writing teaching materials. Scientific writing teaching and learning process that utilizes the developed teaching material product significantly impacts on improved social, emotional intelligence, teaching and learning process quality, and scientific writing learning achievement of students. The research results show that all teaching materials used in teaching and learning process at higher education institutions, particularly at Study Program of Indonesian Language and Literature Education, should get through series of development process testing to produce excellent, high quality teaching materials.The research was aimed at enhanching social, emotional intelligence of students by developing participative, collaborative scientific writing teaching materials based on need analysis. It has three focuses, i.e. introduction study, product design and development, and product effectivity test. The research data consists of field notes, feedback, comments and critics on the product from experts and practitioners. The data is analyzed by using domain analysis technique. The research results in developed product of participative, collaborative scientific writing teaching materials. It has specific characteristics that were different from conventional teaching materials, which have reflection of student participation in identifying purpose and selection of teaching materials that can be used as collaborative, democratic discussion topic for the students. The effectivity test results show that the developed product was better than conventional scientific writing teaching materials. Scientific writing teaching and learning process that utilizes the developed teaching material product significantly impacts on improved social, emotional intelligence, teaching and learning process quality, and scientific writing learning achievement of students. The research results show that all teaching materials used in teaching and learning process at higher education institutions, particularly at Study Program of Indonesian Language and Literature Education, should get through series of development process testing to produce excellent, high quality teaching materials.

APA, Harvard, Vancouver, ISO, and other styles

22

Răileanu, Brânduşa Prepeliţă. "Redefining Professional Development in Romanian Technical Higher Education." International Journal of Computers and Communications 16 (March 8, 2022): 13–19. http://dx.doi.org/10.46300/91013.2022.16.3.

Full text

Abstract:

Using examples from the educational activity developed in the Polytechnic University of Bucharest, the paper presents the student participation mechanisms and structures at academic level that offer real opportunities in learning and teaching. It also describes the academic transformation towards a democratic learning environment, with a participative management, flexible curriculum offers, and a modern, democratic organizational culture. Discussing the fact that the introducing of ICT in education is a significant investment for the future, the paper shows the impact of the instructional strategies assisted by computer on the achievement of learning objectives.

APA, Harvard, Vancouver, ISO, and other styles

23

Perko, Igor, and Zoraida Mendiwelso-Bendek. "Students as active citizens." Kybernetes 48, no. 7 (August 5, 2019): 1437–62. http://dx.doi.org/10.1108/k-10-2018-0527.

Full text

Abstract:

Purpose Students develop knowledge through an ongoing process of learning embodied in their daily experiences. As citizens, they develop an identity in their communities as they build relationships through recurrent interactions, thus constructing citizenship by strengthening stable interactions. This paper aims to examine the development of student active citizenship within a Jean Monnet module summer school that uses a participative approach and experiential learning. Design/methodology/approach The research provides a multi-level systems perspective on the learning experience in a Jean Monnet module. It combines state-of-the-art analysis of the Jean Monnet modules reports, analysis of a selected module’s activities and delayed participants feedback analysis. The methodology addresses complexity at multiple levels and leaves sufficient variance to invite readers to test the approaches themselves. Findings First, opportunities and gaps in the development of active citizen abilities were identified within the Jean Monnet modules. Second, it was established that the use of a participative approach and experiential learning aligned activities in the learning process yielded positive results in participant engagement. Third, long-term effects in the form of an improved understanding of active citizenship and the execution of activities in real life were also observed. The authors point to the need for active communication in the development of a full-cycle experiential learning process. Additionally, the multi-level monitoring model contributed positively towards the continual improvement of the learning process, and thus, provided a learning experience for teachers. Research limitations/implications The research is limited regarding the clear articulation of the research results, rendering comparison with other learning experience reports challenging. Practical implications For lecturers, the importance of integrating the participative approach into the student learning process is documented; the effects of experience learning on students’ active participation are presented; and the importance of systems perspective on multiple aspects of the learning process is reinforced. For students, an example of the importance of being active in the learning process and using available resources is provided. For policymakers, the paper attests to the importance of learning programmes expanding the limitations of the regular curricula and the need to support additional programmes and the benefits of a participative approach and experience learning in the process of developing active citizens. Social implications The authors point to the need for authentic situational-context experience and active communication in the learning process. Additionally, the authors provide an example of systems investigation of the learning process. Originality/value The paper identifies the gap between the Jean Monnet modules and active citizen abilities and provides a potential approach towards reducing them. It also provides a multi-level method for monitoring and adjusting the learning process.

APA, Harvard, Vancouver, ISO, and other styles

24

Qvale, Thoralf Ulrik. "A case of slow learning?" Concepts and Transformation 7, no. 1 (June 13, 2002): 31–55. http://dx.doi.org/10.1075/cat.7.1.04qva.

Full text

Abstract:

The article outlines the continuous series of participative research and development projects and programs that have been run in Norwegian industry since 1962 in order to democratize work life and improve learning and the utilization of human resources. These efforts entered a new stage in 2000 through a national program for regional economic and industrial development in which ten applied research centers and associated networks of enterprises participate. The article discusses aspects of the strategy followed through the various generations of programs and attempts to explain why the country in general has been so slow in benefitting from the these programs. In spite of what formally seems to be positive cultural, political and administrative conditions for success, the social science-based, research-supported approach to work life development still has not reached critical mass nor given much international competitive advantage. The article concludes with a discussion of the likelihood for success with the current 10-year national change program.

APA, Harvard, Vancouver, ISO, and other styles

25

Samoling, Irna Eltri, Bambang Ismanto, and Lelahester Rina. "Efektivitas Pembelajaran Daring Pada Masa Covid di SMAN 2 Salatiga." Scholaria: Jurnal Pendidikan dan Kebudayaan 12, no. 1 (January 28, 2022): 55–61. http://dx.doi.org/10.24246/j.js.2022.v12.i1.p55-61.

Full text

Abstract:

E-learning is a learning that USES technology and can be done anywhere at any time. The purpose of this study is to describe the effectiveness of the application of online learning during the covid pandemic at sman 2 salatiga. The research approach used in this study is a qualitative approach. This type of research is a descriptive analysis model that describes the problem. The data-collection technique that researchers use is observation, the kind of observation used in this study is passive participation. Passive participative observations are made by observation but do not participate in these activities. Interviews, the kind of interviews used were structured interviews. Documentation is used to study data that has been collected. The results of this study indicate that the online learning program at SMAN 2 Salatiga has been effective from a cognitive perspective, but from an affective and psychomotor perspective it has not been effective. Because learning is not just providing material and assignments, but how educators teach factually, inquiry of all material. So, with the CIPP evaluation on online learning, the school can evaluate each policy that is determined (feasibility).

APA, Harvard, Vancouver, ISO, and other styles

26

Kapil, Sheeba. "Flipped Classroom for Finance Students: Participative Learning and Flexible Assessment." Theoretical Economics Letters 09, no. 08 (2019): 2771–84. http://dx.doi.org/10.4236/tel.2019.98174.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Sparkes, Carolyn Sturge. "Moving Into the Dance: Exploring Facets of Student Engagement." LEARNing Landscapes 1, no. 1 (January 1, 2007): 79–92. http://dx.doi.org/10.36510/learnland.v1i1.239.

Full text

Abstract:

In this article the various dimensions of student engagement are examined. Based on understandings derived from her doctoral research, the author shows how engagement is realized through various levels of participation identified as assigned participation, shared participation and participative tone. She demonstrates that to enhance any theoretical explanation of engagement, one must include or "invite in" those being observed. The voices of students enrich the dialogue about how to define engagement. More importantly, the students articulate what needs to be done to make learning meaningful for them.

APA, Harvard, Vancouver, ISO, and other styles

28

Wijaya, Merry, and Fardila Elba. "Participative Learning to Improve Female Adolescents’ Knowledge on The Risks of." INTERNATIONAL JOURNAL OF NURSING AND MIDWIFERY SCIENCE (IJNMS) 4, no. 1 (April 25, 2020): 6–14. http://dx.doi.org/10.29082/ijnms/2020/vol4/iss1/268.

Full text

Abstract:

Early-age marriage is still one of the most prominent issues in female health in Indonesia. Scarce information on the risks and dangers of early-age marriage has caused many adolescents to make a rash decision to get married. This study aims to discover the effectiveness of participative learning on the risks of early-age marriage in improving female adolescents’ knowledge about the matter. This is a quantitative study in quasi-experimental design, using pretest-posttest design method, conducted at Kalijaya and Kalisari Villages, Karawang Regency, on May 2018. The sample of 80 girls from Kalijaya Village and 101 girls from Kalisari Village was selected through purposive sampling from the population of all female adolescents at those villages. Data is obtained from two sources, questionnaire (for primary data) and annual report register in local Religious Affairs Office (for secondary data). Data is analyzed using paired T-test and effect-size (ES) measurement. The results show that in Kalijaya Village, the pretest score of R=69.10, s.b=16.45 increase to a posttest score of M = 77.58, SD = 15.88, [t(80) = 6.75, p = 0.000], and the pretest score of M = 66.14, SD = 15.38 in Kalisari Village increase to a posttest score of M = 76.36, SD = 16.10 [t(101) = 7.65, p = 0.000]. The intervention of participative learning has high effectiveness (ES ≥ 0.14) in improving female adolescents’ knowledge on the dangers and risks of early-age marriage (ES = 0.37). Health education using participative method is effective to improve female adolescents’ knowledge on the risks of early marriage.

APA, Harvard, Vancouver, ISO, and other styles

29

Esteban Tortajada, Marta B., and Ana María Novella Cámara. "Participación del Alumnado en los Centros Educativos: Legislaciones, Voces y Claves para el Avance." Cuestiones Pedagógicas 2, no. 29 (2020): 104–15. http://dx.doi.org/10.12795/cp.2020.i29.v2.08.

Full text

Abstract:

Spanish legislation in the field of education over the last fifty years has been characterised by its volatile nature, not having achieved a National Agreement for Education ensuring stability and solidity. Despite this, significant progress has been made in terms of student participation. The representative dimension of democracy has been incorporated by setting up participation bodies in schools; the implementation of active and participative methodologies in the teaching-learning processes has been promoted; efforts have been made to introduce education for citizenship and democratic values in a cross-curricular manner or as an independent subject; and some schools have been developing a participative ethos acknowledging the voice and authority of the students. In this article we review the changes that have taken place in terms of student participation in educational legislation over the last fifty years. Also, what the students of Secondary Education and High School perceive about the participation in their schools through their voices and experiences is researched. Finally, some keys for the advance in transforming student participation in schools into an institutional component that contributes to the construction of student citizenship are provided.

APA, Harvard, Vancouver, ISO, and other styles

30

Robinson Hutagaol, Abdul Hasan Saragih, and Sahat Siagian. "The Effect of Participative Learning Strategy and Interpersonal Communication on Results of Civic Learning Education." Britain International of Linguistics Arts and Education (BIoLAE) Journal 2, no. 2 (July 3, 2020): 515–24. http://dx.doi.org/10.33258/biolae.v2i2.263.

Full text

Abstract:

The purpose of this study is to determine the differences in civic learning outcomes of students who are taught with participatory group and individual learning strategies, know the differences in civic learning outcomes that have high interpersonal communication and who have low interpersonal communication and know the interactions between learning strategies and interpersonal communication learning outcomes of Civics. To test the hypothesis the learning outcomes used are civic learning outcomes that have high interpersonal communication and learning outcomes that have low interpersonal communication. The statistical test used in this research descriptive statistics presents the statistical data used by ANAVA, the data analyst requirements test, namely the normality test, the lilifors and the Variance homogeneity test with the Bartlett test. The research instrument of civic learning outcomes using a multiple choice test consists of 35 items and has a reliability of 0.761 using the Kuder-Richardson formula (KR-20). For students who have high and low interpersonal communication using interpersonal communication tests using a standard Likert scale. The results of hypothesis testing show that being taught with a participatory group strategy has a higher PKn learning outcome than the individual participatory strategy learning outcomes. This is indicated by the count = 1.20> table = 4.02, at the significance level α = 0.05. High interpersonal communication higher Civics learning outcomes that have low interpersonal communication. This is indicated by F arithmetic = 48.46> table = 4.06 on Significant level α = 0.05 with dk = (1.76), and the interaction between learning strategies and students' interpersonal communication towards learning outcomes of Civics. This shows the count = 48.46> table = 4.06 at a significant level α = 0.05.

APA, Harvard, Vancouver, ISO, and other styles

31

Hernthaisong, Prasertsak, Chaiyuth Sirisuthi, and Kanjana Wisetrinthong. "Development of Participative Management System in Learning Environment Management for Small Sized Primary Schools." International Education Studies 10, no. 2 (January 30, 2017): 166. http://dx.doi.org/10.5539/ies.v10n2p166.

Full text

Abstract:

The research aimed to: 1) study the factors of a participative management system in learning environment management, 2) study the current situation, desirable outcomes, and further needs for developing a participative management system in learning management, 3) develop a working participative management system, and 4) assess the system’s viability by studying the findings from usage of the system in the context of a small sized primary school. Research and Development process was implemented by analyzing the documents, theoretical approaches and related research literature. Then, the chosen factors used in the system were investigated by seven experts. The current situation, desirable outcomes, and further needs for developing a participative management system in learning environment management for small sized primary schools were studied by using a questionnaire that asked participants for their opinions, measuring using a 5-point Likert scale. Data were analyzed by calculating the Mean, Standard Deviation, and (PNImodified). The development of the system was implemented by conducting field trip studies in schools recommended for their effective learning management system and use of best practices. The system was outlined, and the handbook was provided to implement the system. In addition, the propriety of both the proposed system and its handbook was investigated by nine experts. The results show that 21 sub-factors were considered in the development of the participative management system in learning environment management for small sized primary schools. These included six input factors, six process factors, seven product factors, and two feedback factors, each of which were assessed at the highest level of propriety by the panel of experts. The overall current situation was judged to be at a “Moderate” level of propriety, and the sense of desirable outcomes was assessed at the highest level of propriety. The needs for further development were ranked in order from high to low as follows: feedback factor, input factor, product factor, and process factor respectively. The system evaluative finding by experts found that in the overall propriety was assessed at the highest level. The standards of feasibility, propriety, utility, and system design were all rated at the highest level. In addition, the handbook for system implementation was also found to be at the highest level of propriety.

APA, Harvard, Vancouver, ISO, and other styles

32

Sidorkin, Alexander M. "In the Event of Learning: Alienation and Participative Thinking in Education." Educational Theory 54, no. 3 (August 2004): 251–62. http://dx.doi.org/10.1111/j.0013-2004.2004.00018.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Garland, Paul, and Irene Garland. "A participative research for learning methodology on education doctoral training programmes." International Journal for Researcher Development 3, no. 1 (May 18, 2012): 7–25. http://dx.doi.org/10.1108/17597511211278625.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Macrae, Carl. "Learning from patient safety incidents: Creating participative risk regulation in healthcare." Health, Risk & Society 10, no. 1 (February 2008): 53–67. http://dx.doi.org/10.1080/13698570701782452.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Van Zuylen, Henk J. "Effectivity and Impact of Participative Planning." Transportation Research Record: Journal of the Transportation Research Board 1617, no. 1 (January 1998): 105–11. http://dx.doi.org/10.3141/1617-15.

Full text

Abstract:

A process of participative planning has been developed in the Netherlands according to a relatively new model. A literature study and a survey have been executed to assess the effectivity of the process and the contingency factors with regard to developing support in the group of participants for the plans. The process appears to be very effective. It appears to be important to use contingent processes and techniques: situations with a high technical complexity should be dealt with in a different way from situations in which the social complexity is dominant. The dynamics of mental images could be studied with the results of the survey. Recommendations for the approach of participative planning are derived from the analysis of these dynamics. The participants of the planning process appear to have undergone a learning experience that makes them more tolerant with respect to the planning product and more critical with respect to the planning process.

APA, Harvard, Vancouver, ISO, and other styles

36

Kusumawati, A., Kosim Kosim, and Gunawan Gunawan. "PENGARUH MODEL PEMBELAJARAN PARTISIPATIF MENGGUNAKAN METODE PEMECAHAN MASALAH TERHADAP HASIL BELAJAR FISIKA SISWA KELAS VIII SMPN 3 BATUKLIANG." Lensa : Jurnal Kependidikan Fisika 1, no. 2 (December 22, 2013): 80. http://dx.doi.org/10.33394/j-lkf.v1i2.202.

Full text

Abstract:

This study is an experimental study that aims to knows the influence of participative learning model used problem solving methode towards learning physics achievement of studens in SMPN 3 Batukliang. Research design using pre-test - post-test control group design. Sampling using random cluster sampling, the students of class VIII-A as the experimental group and the students of class VIII-B as a control group. The learning physics achievement data of students were analyzed using t-test formula two parties polled variance. At the significant level of 5% and dk of 53 obtained that ttest is less than ttable (1.66< 2.007). Because that ttest is less than ttable therefore H0 is accepted and Ha is rejected. Therefore, it can be concluded that the participative learning model used problem solving methode is not influential significantly towards learning physics achievement of studens in SMPN 3 Batukliang.

APA, Harvard, Vancouver, ISO, and other styles

37

Liu, I.-Fan. "An Exploration Based on Intrinsic, Extrinsic, and Interpersonal Motivation That Affect Learners’ Intention to Participate in an English Reading Contest." Journal of Educational Computing Research 55, no. 5 (December 20, 2016): 699–723. http://dx.doi.org/10.1177/0735633116682340.

Full text

Abstract:

Reading is the foundation for learning foreign languages. The cultivation of a reading habit should break free of the limitations of traditional classroom-style education in order to bring about the possibility of lifelong learning. However, foreign language learning in Taiwan has traditionally been oriented toward college entrance exams, causing students to learn exam techniques while ignoring the benefits that can be gained from reading, which can be difficult for inspiring learning motivations in students. To encourage a reading habit in learners through extensive reading, this study provided an online English learning community for students to learn in and an online English contest for students to participate in. This study also proposed a hypothetical model to not only examine the relationships between the factors of participative motivation in contests but also predict the intention of learners to participate again in future contests. A total of 361 high school students participated in this study. Through data analysis, our model was shown to achieve good fit, and all hypotheses were supported. Finally, we identify and discuss the phenomena from the relationships in the educational setting.

APA, Harvard, Vancouver, ISO, and other styles

38

Aminuddin, Aminuddin, Andi Zulkifli, and Nurhaedar Djafar. "Peningkatan Peran Posyandu Partisipatif melalui Pendampingan dan Pelatihan Upaya Pemantauan Pertumbuhan dan Masalah Gizi Balita di Bone, Sulawesi Selatan." Kesmas: National Public Health Journal 5, no. 5 (April 1, 2011): 201. http://dx.doi.org/10.21109/kesmas.v5i5.127.

Full text

Abstract:

Keberadaan posyandu dalam mendukung program kesehatan, khususnya program kesehatan ibu dan anak, belum seperti yang diharapkan karena partisipasi masyarakat yang rendah dalam perencanaan, pengelolaan, dan pelaksanaan program posyandu. Penelitian ini bertujuan untuk meningkatkan partisipasi masyarakat dalam program posyandu, khususnya dalam memantau pertumbuhan dan perkembangan serta masalah gizi anak melalui pendampingan dan pelatihan learning organization (LO). Metode kuasi eksperimen (desain pre-post test treatment-control) digunakan untuk membandingkan posyandu yang didampingi dan dilatih dengan posyandu kontrol (yang tidak didampingi dan tidak dilatih) memakai uji Chi Square danMcNemar. Hasil penelitian menunjukkan bahwa pendampingan dan pelatihan LO mempengaruhi posyandu, terutama terhadap kinerja kader. Namun, jumlah kader yang terdaftar di posyandu, ibu balita, dan pelayanan imunisasitidak terpengaruh. Disimpulkan bahwa posyandu partisipatif dapat mendukung surveilans pertumbuhan dan perkembangan anak.Kata kunci: Learning organization, pemantauan pertumbuhan, pendampingan, posyandu partisipatifAbstractThe existence of posyandu (integrated health post) in supporting health program, particularly in mother and child health, has not been as expected due to low community participation in planning, managing, and implementingposyandu programs. The present research is aimed at improving community participation in posyandu programs, especially in monitoring children growth and development as well as nutrition problems through assistantship and learning organization (LO) training. A quasi experimental method (prepost test treatment-control design) was employed to compare the assisted and trained posyandu with the control (unassisted and untrained) posyandu using Chi Square and McNemar tests. The results show that assistantship and LO training influenced the posyandu, particularly to the health volunteers performance. However, the number of health volunteers listed in the posyandu, children’s mother, and immunization service were not influenced. It is concluded that participative posyandu significantly support the children growth and development surveillance.Key words: Learning organization, assistantship, growth monitoring, participative posyandu

APA, Harvard, Vancouver, ISO, and other styles

39

Luthull, Khulekani. "Using Photographs and Memory-Work to Engage Novice Teachers in Collaborative Learning About Their Influence on Learner Behaviour." Educational Research for Social Change 10, no. 2 (September 12, 2021): 1–19. http://dx.doi.org/10.17159/2221-4070/2021/v10i2a9.

Full text

Abstract:

This article offers an account of using photographs and memory-work as a visual participative method in research conducted by a deputy principal with novice teachers in a South African primary school. The study was prompted by observations of how novice teachers struggled to manage learner behaviour in socially just and compassionate ways. It aimed to help novice teachers express the uncertainties and challenges they encounter, and prompt candid discussions on learner behaviour. The article shows how visual participative methods can facilitate collaborative learning with novice teachers. Additionally, it illustrates how the novice teachers came to see their critical role in influencing learner behaviour and the value of positive teacher-learner relationships in supporting learner behaviour. This work will be valuable to educational researchers in diverse contexts interested in growing their participative research methods repertoire. Furthermore, it illustrates how working with photographs and memory-work can facilitate the expression of participants' viewpoints and understandings and intensify educational researchers' learning from and with others in the interests of social change.

APA, Harvard, Vancouver, ISO, and other styles

40

Klemm, Paula R., and Elaine E. Stashinko. "Martha Rogers' Science of Unitary Human Beings: A Participative Teaching-Learning Approach." Journal of Nursing Education 36, no. 7 (September 1997): 341–43. http://dx.doi.org/10.3928/0148-4834-19970901-14.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Raineri, Andres. "Leaders’ Induced Justice Climate as mediator of Participative Leadership and Team Learning." Academy of Management Proceedings 2016, no. 1 (January 2016): 16432. http://dx.doi.org/10.5465/ambpp.2016.16432abstract.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Monaghan, Valerie, and Stuart Cumella. "Support workers and people with learning disabilities: participative and life history research." Housing, Care and Support 12, no. 3 (November 27, 2009): 28–36. http://dx.doi.org/10.1108/14608790200900020.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Jolodar, Seyyed Yaser Ebrahimian, and Seyyed Rohollah Ebrahimian Jolodar. "The Relationship between Organizational Learning Capability and Job Satisfaction." International Journal of Human Resource Studies 2, no. 1 (January 5, 2012): 15. http://dx.doi.org/10.5296/ijhrs.v2i1.1242.

Full text

Abstract:

The effectiveness and productivity of an organization depends on its staff and if they don’t be satisfied from their job, continues of living for such organization is impossible. One of the important factors which influence on job satisfaction, is an organizational learning capability (OLC). So, the purpose of this paper is to analyze the relationship between organizational learning capability and its dimensions (experimentation, risk taking, interaction with the external environment, dialogue and participative decision making) with job satisfaction. The population of this study was the employees of Tejarat Bank in Sari city, Iran and the sample number became 103. The data of job satisfaction gathered by a single item of Chiva and Alegre’s (2008(questionnaire and for gathering the data of organizational learning capability, we used Chiva et al.’s (2007) OLC measurement instrument. For testing and analyzing the hypotheses, pearson correlation coefficient and multiple regression have been used. The results of study show that there is a positive relationship between organizational learning capability with job satisfaction. Furthermore, the results revealed the five dimensions of organizational learning capability (experimentation, risk taking, interaction with the external environment, dialogue and participative decision making) had positive relationship with job satisfaction. Keywords: Organizational learning capability, Job satisfaction, Staff

APA, Harvard, Vancouver, ISO, and other styles

44

Berry, Clare, and Margaret Kitchen. "Classroom interaction and language learning: English-language-learner vignettes." Set: Research Information for Teachers, no. 3 (November 1, 2014): 8–13. http://dx.doi.org/10.18296/set.0320.

Full text

Abstract:

This article uses three excerpts of paired and group talk to explore English-language development in a Year 1 classroom. It suggests that structuring effective language-learning opportunities requires more than organising group work. It affirms the teacher’s essential roles as reflective organiser and close monitor of language output and participative opportunities. In such settings students can learn so much from one another. Interpreting and reflecting on these interactive episodes enriches teachers’ understanding of their practice.

APA, Harvard, Vancouver, ISO, and other styles

45

Bouwmans, Machiel, Piety Runhaar, Renate Wesselink, and Martin Mulder. "Fostering teachers' team learning: An interplay between transformational leadership and participative decision-making?" Teaching and Teacher Education 65 (July 2017): 71–80. http://dx.doi.org/10.1016/j.tate.2017.03.010.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Gamsjäger, Manuela, and Roman Langer. "Democracy learning as failing template for establishing student participation for school improvement: A participatory case study within a secondary school." Research in Education 103, no. 1 (May 2019): 68–84. http://dx.doi.org/10.1177/0034523719845011.

Full text

Abstract:

Participation of students is defined as a conditional factor for the acquisition of democracy learning and is increasingly taken into account in Austrian schools. Nevertheless, in contrast to other countries, little research has been conducted in Austria about if or how democracy learning provides a template for the social practice of student participation within school improvements. The current qualitative case study sought to investigate, explanatively from the perspective of school actors, how a secondary school tries to implement a self-imposed demand for more student participation in school improvement by using aspects of democracy learning as template. Qualitative guideline-based interviews using a participative research method were conducted and the data were analysed by means of content-structuring qualitative content analysis. A total of 33 school actors (students, teachers, parents) participated. The two central findings emerged due to marginal rights and a limited understanding of student participation based on democracy learning. First, despite the demand for greater participation in school improvement, students remain dependent on individual actors and can only assert their interests within school objectives and not against the interests of the teachers or the school management. Second, participation within the framework of school development promotes not so much the strengthening of pupils as subjects as the strengthening of the identity of the school’s organization. The individual case study is thus a hypothesis-generating example of how the depoliticized participation rhetoric of imparting democratic competencies leaves the claim to equal consideration of students’ perspectives unfulfilled and ultimately prevents the redistribution of rights of disposal.

APA, Harvard, Vancouver, ISO, and other styles

47

Gessiou, Georgia. "A Follow-Up Review on the Impact of a Participatory Action Research Regarding Outdoor Play and Learning." Education Sciences 12, no. 10 (October 5, 2022): 679. http://dx.doi.org/10.3390/educsci12100679.

Full text

Abstract:

The aim of the study is to examine educators’ reflections on their practices and views regarding outdoor play and learning (OPL) and unveil the impact and sustainability of participating in participatory action research (PAR). The study draws back on the findings of a PAR conducted three years ago in two different school units that aimed to support children’s OPL. In the current research, we return to the research field, and with the participating educators we attempt to shed light on their experiences after the formal research came to an end. The research has a socio-cultural perspective on outdoor play and learning with references to participative and active relationships between cultural, social, spatial, and psychological factors. Participating in research where all participants were agents of the change (PAR) enabled the educators to enrich their pedagogical agendas and respect children’s need to play outdoors; it further helped them feel confident and develop competencies in designing outdoor activities. However, the findings unveil the challenges that educators face in creating sustainable outdoor landscapes due to the lack of sufficient supervision and governmental support. The study adds new data regarding the release of sustainable long-term changes both in outdoor pedagogies and settings.

APA, Harvard, Vancouver, ISO, and other styles

48

Reddie, Anthony. "Transformative Pedagogy, Black Theology and Participative forms of Praxis." Religions 9, no. 10 (October 18, 2018): 317. http://dx.doi.org/10.3390/rel9100317.

Full text

Abstract:

This paper outlines the development of a form of scholarship that seeks to bring together transformative modes of pedagogy that have become commonplace in Christian religious education alongside the liberative themes to be found in Black theology. The paper summarises the significant contributions of Paulo Freire to transformative pedagogy and conscientization as the first stage in this developing work. This formative analysis is then followed by reflections on the significant developments in religious education by and for Black people, principally in the US. In the final part of the paper, I describe my own participative approaches to Black theology by means of transformative pedagogy, which utilises interactive exercises as a means of combining the insights of the aforementioned ideas and themes into a transformative mode of teaching and learning.

APA, Harvard, Vancouver, ISO, and other styles

49

Dell’Omodarme, Marco Renzo, and Yasmine Cherif. "User-Oriented Policies in European HEIs: Triggering a Participative Process in Today’s Digital Turn—An OpenU Experimentation in the University of Paris 1 Panthéon-Sorbonne." Education Sciences 12, no. 12 (December 14, 2022): 919. http://dx.doi.org/10.3390/educsci12120919.

Full text

Abstract:

As European higher education institutions (HEIs) increasingly grapple with new challenges, the importance and difficulty of massification, democratization, and inclusion have been reinforced by the recent pandemic crisis and the simultaneous need for pedagogical continuity. Meeting these challenges not only implies a profound change in organization and teaching practices, which need to focus on user-centered quality learning, but also raises questions about financing, management, and governance. Using results from two participative experiments conducted in the French University of Paris 1 Panthéon-Sorbonne in the framework of the OpenU (Online Pedagogical Resources in European Universities) project, the authors present ethical and practical issues that currently face inclusive and user-oriented policies in the European higher education area. Through this paper, we argue that creating an imaginative and inclusive participative process is as essential today in the spirit of evidence-based policies supporting digital education as it is partial. We furthermore present emerging results on current needs, as well as incentives to increase participation. Such results ultimately allow us to draw conclusions and recommendations for institutional and national policymakers to further improve user-oriented policies.

APA, Harvard, Vancouver, ISO, and other styles

50

BORDOGNA, CLELIA M., and EZEQUIEL V. ALBANO. "PHASE TRANSITIONS IN A MODEL FOR SOCIAL LEARNING VIA THE INTERNET." International Journal of Modern Physics C 12, no. 08 (October 2001): 1241–50. http://dx.doi.org/10.1142/s0129183101002498.

Full text

Abstract:

Based on the concepts of educational psychology, sociology and statistical physics, a mathematical model for a new type of social learning process that takes place when individuals interact via the Internet is proposed and studied. The noise of the interaction (misunderstandings, lack of well organized participative activities, etc.) dramatically restricts the number of individuals that can be efficiently in mutual contact and drives phase transitions between "ordered states" such as the achievements of the individuals are satisfactory and "disordered states" with negligible achievements.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Participative learning'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles