Artykuły w czasopismach na temat „Learners' journey”
Kliknij ten link, aby zobaczyć inne rodzaje publikacji na ten temat: Learners' journey.
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Sprawdź 50 najlepszych artykułów w czasopismach naukowych na temat „Learners' journey”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Przeglądaj artykuły w czasopismach z różnych dziedzin i twórz odpowiednie bibliografie.
1
Trowbridge, Robert L., i Andrew P. J. Olson. "Becoming a teacher of clinical reasoning". Diagnosis 5, nr 1 (28.03.2018): 11–14. http://dx.doi.org/10.1515/dx-2018-0004.
Pełny tekst źródłaStreszczenie:
AbstractDiagnostic reasoning is one of the most challenging and rewarding aspects of clinical practice. As a result, facility in teaching diagnostic reasoning is a core necessity for all medical educators. Clinician educators’ limited understanding of the diagnostic process and how expertise is developed may result in lost opportunities in nurturing the diagnostic abilities of themselves and their learners. In this perspective, the authors describe their journeys as clinician educators searching for a coherent means of teaching diagnostic reasoning. They discuss the initial appeal and immediate applicability of dual process theory and cognitive biases to their own clinical experiences and those of their trainees, followed by the eventual and somewhat belated recognition of the importance of context specificity. They conclude that there are no quick fixes in guiding learners to expertise of diagnostic reasoning, but rather the development of these abilities is best viewed as a long, somewhat frustrating, but always interesting journey. The role of the teacher of clinical reasoning is to guide the learners on this journey, recognizing true mastery may not be attained, but should remain a goal for teacher and learner alike.
2
Gibson, Poppy Frances, i Sarah Smith. "Digital literacies: preparing pupils and students for their information journey in the twenty-first century". Information and Learning Science 119, nr 12 (12.11.2018): 733–42. http://dx.doi.org/10.1108/ils-07-2018-0059.
Pełny tekst źródłaStreszczenie:
Purpose In a fast-moving world where technology has become intertwined with our daily lives, meaning information is available at our fingertips, information overload (Khabsa and Giles, 2014) is just one of many challenges that this technological overhaul has presented for learners from the primary classroom up to studies within higher education (HE). This paper aims to present skills needed by both pupils and students to navigate their information journey, and discusses how educators can support the acquisition and development of these skills. Design/methodology/approach Drawing on key literature in the fields of education and academia through the process of systematic review and adopting the analogy of a journey to represent lifelong learning, this bipartite paper explores how both primary school pupils and university students are required to access information in their very own information journeys in this “Information Age”. Findings The similarities and differences between child and adult learners are considered. This paper shares practical strategies for promoting the smarter use of information – and a shorter journey – for these “travelers” along the way. This paper essentially aims to raise questions in the minds of educators as they help to prepare their learners to learn. Originality/value This paper offers an interesting insight for teachers and lecturers as the crossover between two sets of learners, primary-age pupils and students in HE, is considered in terms of how we, as educators, can help to provide more effective and efficient information journeys, and therefore promote successful learning. A five-stage model is presented for the information journey.
3
Atkinson, Michael. "Reframing Literacy in Adult ESL Programs: Making the case for the inclusion of identity". Literacy and Numeracy Studies 22, nr 1 (1.10.2014): 3–20. http://dx.doi.org/10.5130/lns.v22i1.4176.
Pełny tekst źródłaStreszczenie:
Adult ESL programs in the Australian context are heavily influenced by neo-liberal notions of functional literacy and numeracy. This paper argues that such notions, designed to enable the learner to function within the workplace or community can fail to acknowledge the complexity of ESL program participation for adult learners. This may be considered especially so for pre-literate learners from refugee backgrounds who have low or minimal levels of literacy in their own language and are hence negotiating a new skill set, a new culture and arguably a new sense of identity. This paper is based on research which points to the need to position the learning of literacy and numeracy in the ESL context as a social and educational journey made meaningful by a learner's sense of (emerging) identity. In this context a holistic, socially orientated understanding of their learning and their progress is preferable to an approach which views and evaluates learners against preconceived functional literacy skills. The participants in this study were people of refugee background from Africa with minimal literacy skills.
4
Emes, Claudia, i Martha Cleveland-Innes. "A Journey Toward Learner-Centered Curriculum". Canadian Journal of Higher Education 33, nr 3 (31.12.2003): 47–69. http://dx.doi.org/10.47678/cjhe.v33i3.183440.
Pełny tekst źródłaStreszczenie:
In higher education, competing demands for accountability and innovation in the face of globalization, technology, and budget cuts cause us to consider how best to prepare learners who will learn for a lifetime. We contend that a shift in our understanding of curriculum design to accommodate learner-centeredness will provide the framework for preparing graduates for a lifetime of learning. Learner-centered curriculum proposes to create highly developed individuals, providing them the skills to continue creating learning experiences, digest current knowledge, and create new knowledge within the curriculum itself. Curriculum characteristics, as identified in the curriculum design project presented here, include content appropriate to the characteristics of a new society. It also includes all that is required of a curriculum in order for it to be transparent and easily understood as the scaffolding of learning. This definition of a learner-centered curriculum includes components that educators deem to be relevant and vital for students. It adds curriculum processes and required outcomes to prepare students for curriculum creation alongside educators.
5
Suherman, Rudi. "Rara and Her Bedtime Story Journey". Ethical Lingua: Journal of Language Teaching and Literature 7, nr 2 (3.10.2020): 369–80. http://dx.doi.org/10.30605/25409190.174.
Pełny tekst źródłaStreszczenie:
This study reported four–week English bedtime story of Rara, a young English language learner from Indonesia. A case study approach was employed in this study. Fitri, Rara’s mother, was asked to read five different English stories to her on the basis of the period of four weeks regularly. These stories were given as media for children to have comprehensible input. The data were taken from daily journal written by the mother and a semi-structure interview in which was then analyzed and interpreted. The result showed that the child was able to follow the storylines and was able to comprehend them. The story also helped the child acquiring some English vocabularies and fixed utterances naturally. Hence, English bedtime story program can be considered as an alternative way in introducing English to EFL young learners.
6
Homma, Yuta, i Huw Davies. "Discourse on a Language-Learning Trajectory: An Undergraduate’s Progress Beyond Becoming a User of English to Developing an English-Speaking Identity". Relay Journal 5, nr 1 (25.01.2023): 31–52. http://dx.doi.org/10.37237/relay/050104.
Pełny tekst źródłaStreszczenie:
An undergraduate student evaluates his four-year self-directed language learning journey at a university in Japan, and—together with the learning advisor he shared his learning journals with—puts forward a proposition about how the process of transformational learner development works. The paper begins with a year-by-year autoethnographic account of self-directed study, through analysis of journal entries. Next, the authors draw on Kato and Mynard’s (2015) Learning Trajectory in Transformational Advising to develop a revised model. This model hypothesizes that following a transformational experience, learners need to rebuild their worldview, which can be a draining process. This reconceptualization of what happens after a transformational learning experience is of use to educators and course designers, in order to ensure learners are given appropriate support, and to students in assisting them to understand their current situations.
7
Denmeade, Natalie Casandra. "The hero’s learning journey". World Journal of Science, Technology and Sustainable Development 14, nr 2/3 (6.04.2017): 155–71. http://dx.doi.org/10.1108/wjstsd-06-2016-0042.
Pełny tekst źródłaStreszczenie:
Purpose The purpose of this paper is to discuss how educators can harness the natural momentum of learning to create a dramatic and exciting hero’s learning journey. Given the importance of motivation, educators can borrow ideas from game designers by using gamification – a process to re-frame a real life goal to be more appealing and achievable. A series of learning activities, developed to meet both cognitive and emotional needs, results in an engaging learning journey. Design/methodology/approach The concept presented, based on PSI Theory, OCEAN Big Five character traits and player/learner archetypes, is that learners are motivated by three basic needs: affiliation, competence or certainty (assuming other physiological needs are met). Findings Armed with insight into types of motivations at different phases, learner experience designers can create different learning journeys and user profiles. Learning activities can be planned for each need and phase based on changing motivations: collaborate and curate (affiliation), choice and ownership (certainty), challenge and accountability (competence). Research limitations/implications Further research is needed in the area of gamification in education. A qualitative study should be conducted on preferred learning and assessment activities for each player archetype and, importantly, this research should represent broad samples and not be restricted to the online gaming community. Originality/value Rather than focussing on an isolated unit of study, and asynchronous eLearning modules, learning designers can use modern technologies to seed and nurture learning communities where each person has an appealing pathway to enable them to move from novice to expert at their own pace in a spiral of satisfying learning.
8
Garbe, Gary E. "Excursions: Take Learners on a Journey to Knowledge". Phi Delta Kappan 93, nr 7 (kwiecień 2012): 38–41. http://dx.doi.org/10.1177/003172171209300709.
Pełny tekst źródła
9
Meidasari, Venny Eka. "THE ASSESSMENT AND EVALUATION IN TEACHING ENGLISH AS A FOREIGN LANGUAGE". Indonesian EFL Journal 1, nr 2 (12.09.2017): 224. http://dx.doi.org/10.25134/ieflj.v1i2.629.
Pełny tekst źródłaStreszczenie:
This article is focusing on assessment and evaluation of English as a foreign language learning (EFL). These are essential components teaching and learning in English language arts. Both assessment and evaluation are the critical parts of effective literacy development; therefore, it is important for classroom teachers to know how to evaluate English language learners� progress. Without an effective evaluation program it is impossible to know whether students have learned, whether teaching has been effective, or how best to address student learning needs. The overall goal of assessment is to improve student learning. Assessment should always be viewed as information to improve student achievement. One could look at assessment and evaluation as the journey (assessment) versus the snapshot (evaluation). The assessment and evaluation literacy needs from the learner�s perspective is also an important part of an instructional program. The needs of assessment and evaluation process can be used as the basis for developing curricula and classroom practice that are responsive to learners� needs. It encompasses both what learners know and can do and what they want to learn and be able to do. Learners need opportunities to evaluate their progress toward meeting goals they have set for themselves in learning English.Keywords: assessment, evaluation, foreign language learning, teaching, curriculum
10
Bills, Trevor, Ala’imalo Falefatu Enari, Parehuia Enari i Daniel Tupua-Siliva. "The realization of Pasifika success when schools de-silo Pacific students’ lives: “Pasifika mo Pasifika”". Set: Research Information for Teachers, nr 2 (1.10.2022): 2–8. http://dx.doi.org/10.18296/set.1504.
Pełny tekst źródłaStreszczenie:
Despite the Ministry of Education Statement of Intent 2021–2026 to focus on improving equity for Māori and Pacific learners and ensure education opportunities and outcomes are within reach for every learner, these groups remain a concern in the New Zealand education system. Inequity still exists for Māori and Pacific learners. This article explores one school’s journey towards a culturally sustaining pedagogy, the de-siloing of the lives of their Pasifika students, and a re-indigenisation of the curriculum to better reflect the preexisting ways of knowing of tangata moana in order to truly achieve equitable outcomes.
11
Tanemura, Kenneth. "A Yonsei’s Heritage Language Learning Journey". Journal of Autoethnography 2, nr 4 (2021): 466–86. http://dx.doi.org/10.1525/joae.2021.2.4.466.
Pełny tekst źródłaStreszczenie:
This autoethnography chronicles my journey of learning Japanese as a heritage language (HL). Scholarship on Japanese HL learning has explored the challenges of HL learning for Japanese and Japanese Americans (JAs); however, little research was conducted on late-generation (third, fourth) JA learners, and particularly on “receptive learners.” 2 This autoethnography addresses these gaps by answering the question: what external (historical, societal) or internal (ethnic identity) factors influenced the loss or motivation to relearn my HL in the autoethnographer, a late-generation JA? Data were collected from my literacy narrative and pedagogical artifacts (e.g., journals, quizzes and assignments, etc.) from the Japanese as a Foreign Language (JFL) courses I took, and analyzed thematically for influential factors and motivation patterns. Findings reveal that (1) racism and internment (as the historical and societal factors) and shame and the aspiration to reconnect with the heritage culture (as the internal factors) influenced my longitudinal course of learning Japanese; and (2) what motivated a late-generation JA to study my HL is not for professional reasons, as claimed in previous research, but to heal from a conflicted legacy and the desire to communicate orally with members of the heritage culture. However, my effort to realize these goals was thwarted by the curricular design of the JFL courses, which focused primarily on orthographic practices and insufficiently on oral proficiency, raising legitimate questions about the pedagogical appropriateness of JFL courses for HL learners.
12
Honeychurch, Sarah, Aras Bozkurt, Lenandlar Singh i Apostolos Koutropoulos. "Learners on the Periphery: Lurkers as Invisible Learners". European Journal of Open, Distance and E-Learning 20, nr 1 (27.06.2017): 192–212. http://dx.doi.org/10.1515/eurodl-2017-0012.
Pełny tekst źródłaStreszczenie:
Abstract Lurkers, who are also known as silent learners, observers, browsers, read-only participants, vicarious learners, free-riders, witness learners, or legitimate peripheral participants (our preferred term), tend to be hard to track in a course because of their near invisibility. We decided to address this issue and to examine the perceptions that lurkers have of their behaviour by looking at one specific online learning course: CLMOOC. In order to do this, we used a mixed methods approach and collected our data via social network analysis, online questionnaires, and observations, including definitions from the lurkers of what they thought lurking was. We then analysed the data by using social network and content analyses and interpreted the research findings using the concept Community of Practice, with the Pareto Principle used to delimit types of learner. Our research findings revealed that lurking is a complex behaviour, or set of behaviours, and there isn’t one sole reason why lurkers act the ways that they do in their respective communities. We concluded that for a more participatory community the more active, experienced or visible community members could develop strategies to encourage lurkers to become more active and to make the journey from the periphery to the core of the community.
13
Shakir, Mahrukh, i Waqar Ahmad. "DEPENDENT-INDEPENDENT LEARNER: EXPERIENCES OF A NOVICE INDEPENDENT LEARNER DURING AN MA STUDY IN A UK UNIVERSITY". Humanities & Social Sciences Reviews 9, nr 3 (24.06.2021): 1212–22. http://dx.doi.org/10.18510/hssr.2021.93119.
Pełny tekst źródłaStreszczenie:
Purpose of the study: This paper reveals the feelings and experiences of the researcher regarding the transition from a familiar to an unfamiliar context and understanding the concept of 'independent learners and 'independent learning' throughout a one-year MA in the University of Southampton, UK.
Methodology: Written in the form of a narrative by employing a diary, this article presents a brief account (a snapshot) of the researcher’s journey, which includes the struggles, gains, and losses during survival as a novice independent learner who had come from a completely different culture and educational setting.
Main findings: The study concludes that training (guiding and facilitating) novice independent learners and developing their metacognitive awareness about ‘independent learning’ might help in empowering and producing efficient independent learners.
Applications of this study: The paper proposes some useful suggestions for the teachers and educators in learner training, based on and limited to the researcher’s observations and experiences.
Novelty/Originality of this study: Based on the theory regarding meta-cognitive awareness and discussing it as a vital part of learner training and the significant role that it plays in dealing with the challenges of independent learning,
14
Simmons, Nicola, Michelle Barnard i Wendy Fennema. "14. Participatory Pedagogy: A Compass for Transformative Learning?" Collected Essays on Learning and Teaching 4 (13.06.2011): 88. http://dx.doi.org/10.22329/celt.v4i0.3278.
Pełny tekst źródłaStreszczenie:
In the Fall 2009 term, we participated as students and instructor in a graduate education course modeled after participatory pedagogy. Siemens (2008) defines this approach as “one that does not fully define all curricular needs in advance of interacting with learners...Multiple perspectives, opinions, and active creation on the part of learners all contribute to the final context of the learner experience.” Since completing this course, we have continued our collaborative travel reflecting on our course experiences and how this learning has affected us beyond the course boundaries. In this synthesis of our journey we invite readers to join us in understanding the impact of this pedagogical approach and its transformative possibilities.
15
Ifenthaler, Dirk, i Jane Yin-Kim Yau. "Reflections on Different Learning Analytics Indicators for Supporting Study Success". International Journal of Learning Analytics and Artificial Intelligence for Education (iJAI) 2, nr 2 (6.07.2020): 4. http://dx.doi.org/10.3991/ijai.v2i2.15639.
Pełny tekst źródłaStreszczenie:
<p class="0abstract"><span lang="EN-AU">Common factors, which are related to study success include students’ sociodemographic factors, cognitive capacity, or prior academic performance, and individual attributes as well as course related factors such as active learning and attention or environmental factors related to supportive academic and social embeddedness. In addition, there are various stages of a learner’s learning journey from the beginning when commencing learning until its completion, as well as different indicators or variables that can be examined to gauge or predict how successfully that journey can or will be at different points during that journey, or how successful learners may complete the study and thereby acquiring the intended learning outcomes. The aim of this research is to gain a deeper understanding of not only if learning analytics can support study success, but which aspects of a learner’s learning journey can benefit from the utilisation of learning analytics. We, therefore, examined different learning analytics indicators to show which aspect of the learning journey they were successfully supporting. Key indicators may include GPA, learning history, and clickstream data. Depending on the type of higher education institution, and the mode of education (face-to-face and/or distance), the chosen indicators may be different due to them having different importance in predicting the learning outcomes and study success.</span></p>
16
Irwin, Anthea. "Confirming two cultures". Narrative Inquiry 28, nr 1 (27.09.2018): 94–118. http://dx.doi.org/10.1075/ni.17043.irw.
Pełny tekst źródłaStreszczenie:
Abstract The learning journey of adult learners of Irish in post-conflict Northern Ireland can contain contentious elements, particularly related to (perceived) politicisation of the language during and following the conflict. Coates and Thornborrow (2005) suggest that stories involve striking a balance between deviation from norms and presenting oneself as “culture confirming”, so an apt way to explore these learners’ experiences is to elicit and analyse their narratives. A majority of the narratives contain one or more “opponents”, in the Greimasian sense, that detrimentally affected the learner’s engagement with the Irish language and would therefore invite negative evaluation. The learners, however, use a unique range of devices to mitigate, background, abstract or make implicit their evaluation. This enables them to simultaneously mark and move on from the challenge, maintain or restore equilibrium, and confirm two cultures: their traditional culture and a new post-conflict cultural formation.
17
Reynolds, Barry Lee, i Mark Feng Teng. "Editorial: Introduction to the special issue on teaching English reading and writing to young learners". Studies in Second Language Learning and Teaching 11, nr 3 (13.09.2021): 325–30. http://dx.doi.org/10.14746/ssllt.2021.11.3.1.
Pełny tekst źródłaStreszczenie:
We aimed for this special issue to offer up empirically supported advice to teachers for tackling some of the challenges in teaching reading and writing to young English as a second (L2) or foreign language (FL) learners. These challenges teachers face when providing instruction to young learners include cognitive development, motivation, attention, strategy use, and assessment (Nunan, 2011). It is now well understood that the teaching of reading and writing to young learners can no longer be equated with the teaching of adult learners (Cameron, 2001). In terms of cognitive development, language learners need to go through significant developmental changes in their learning journey from infancy to adulthood (Richardson, 2019). These differences in language learners’ cognitive development call for a need to design language learning tasks and materials that can fit the developmental stages of learners (Teng, 2020a). Language learner motivation can decline over time due to a lack of clarity in the goals of language learning and potential feelings that effort invested in learning the language has not paid off (Linse & Nunan, 2006). Furthermore, as young learners tend to have short attention spans, activities that can maintain their motivation and involvement are essential (Fenyvesi, 2020). Language learning strategy researchers have focused their attention on adult learners; however, we believe they should begin considering young learners’ language use and learning preferences, as this knowledge could help inform teachers’ instruction (Plonsky, 2019). To provide proper instruction, an educator of young learners must understand these needs. This requires the construction of appropriate language assessment tools, which will allow teachers to gauge learners’ strengths and weaknesses; doing so can further facilitate teacher scaffolding and other forms of feedback (Ma & Bui, this issue). Despite the acknowledged impact that these issues have on the teaching of reading and writing to young learners, we are still lacking in empirical evidence to support many creative and pedagogical decisions made in the young learner classroom (Cameron & McKay, 2010). Our intention in this special issue was to further focus language researchers’ attention on the young learner classroom and to encourage a rethinking of classroom practices for teaching reading and writing.
18
Roessingh, Hetty, Pat Kover i David Watt. "Developing Cognitive Academic Language Proficiency: The Journey". TESL Canada Journal 23, nr 1 (1.10.2005): 1. http://dx.doi.org/10.18806/tesl.v23i1.75.
Pełny tekst źródłaStreszczenie:
This study tracks the development of cognitive academic language proficiency of 47 academically competent high school ESL learners of differing age on arrival (AOA) who received instructed ESL support and one comparison group of six young arrivals who received little if any ESL support during their educational experiences. Although intake and outcome measures appear similar on the surface for all 47 students, variability in the subscores of the outcomes measure provided the catalyst for taking a closer look at progress during the ESL program. The outcomes provide a refined understanding of the development of cognitive academic language proficiency, and in particular the role of underlying proficiency and structured ESL support. The data suggest that the youngest arrivals (i.e., those aged 6-11) remain at risk in their postsecondary education. The outcomes also suggest that the acquisition of cultural capital and metaphoric competence remains a challenge for all learners.
19
Kurian, Preethy Sinu, i Smitha Sunil Kumaran Nair. "Alumni mentoring: An approach to build community of learners". SHS Web of Conferences 156 (2023): 08003. http://dx.doi.org/10.1051/shsconf/202315608003.
Pełny tekst źródłaStreszczenie:
Mentors play a vital role in students' academic journey by providing guidance and encouragement to achieve ambitions and educational goals in future. What if the mentor is an alumnus? In this article, a case study of alumni mentoring in Postgraduate Studies at Middle East College, Sultanate of Oman is presented and proposes an alumnus mentoring framework with three major phases for a systematic implementation across the institution. The practice was implemented in a phased approach, starting with 1st semester modules, and further extended to higher semester modules based on student feedback. The survey conducted to review the effectiveness of alumni mentoring sessions confirms that the alumni mentoring practice contributes significantly to shaping students' journey to academic success and supports in creating a community of learners.
20
Keynton, Janice. "Classroom learners of Chinese in senior secondary school". Australian Review of Applied Linguistics 41, nr 3 (31.12.2018): 280–306. http://dx.doi.org/10.1075/aral.17087.key.
Pełny tekst źródłaStreszczenie:
Abstract This study looks at the Chinese-learning experiences of six classroom learners who continued to the end of secondary school in Victoria, Australia, through in-depth interviews. Various systemic deterrents to continued Chinese language study are identified by the participants, including: (1) the schooling journey, including transition between primary and high school and disruption from uninterested students in compulsory classes; (2) the curriculum and the learning demands dictated by the form of assessment; (3) the risk of poor assessment results prejudicing post-school study options, in particular because the cohort includes large numbers of home speaker learners. In Victoria, Australia, a large part of what schools provide is dictated by the metasystem of education and the assessments at which it aims. Thus the structural deterrents to Chinese classroom learner continuation identified are within the power of government agencies to change, in order to enable more of these students to continue.
21
Blaine, Judith, i Jacqui Akhurst. "A journey to adolescent flourishing: Exploring psychosocial outcomes of outdoor adventure education". South African Journal of Education 42, nr 3 (31.08.2022): 1–12. http://dx.doi.org/10.15700/saje.v42n3a2061.
Pełny tekst źródłaStreszczenie:
There is an increasing appreciation that, in order to prepare learners for success in life, they require a holistic education providing not only academic skills, but also psychosocial competencies (Zins & Elias, 2006). Outdoor adventure education (OAE) shows potential as a way of developing these life skills, which are not easy to incorporate into the school curriculum (Sibthorp & Jostad, 2014). The aim of this qualitative study was to explore the psychosocial outcomes and perceived value of a school-based OAE programme (Journey) for adolescents in South Africa. Data from a convenience sample of 144 Grade 10 learners’ post-Journey surveys, letters to the school principals and interviews with members of the focus groups (n = 20), were thematically analysed using template analysis. Applying the acronym, FLOURISHING, the analysis suggests that while Journey was beneficial for the psychosocial development of most learners, not all perceived value from their experiences. We propose that positive psychosocial outcomes could be enhanced by adopting a strength-based approach to OAE. This study provides a unique sociocultural perspective, corroborating the beneficial effects of OAE and could have implications for pedagogical policy and practice within South Africa (SA) and further afield.
22
Mackie, Renea. "Creative Forest: an emergent learning environment". Pacific Journal of Technology Enhanced Learning 3, nr 1 (17.02.2021): 43. http://dx.doi.org/10.24135/pjtel.v3i1.107.
Pełny tekst źródłaStreszczenie:
Creative Forest is an educational space that connects, facilitates and empowers learners in education, enterprise and local community. Using an ecosystem methodology that resembles a forest metaphor, learner’s co-construct networks, interact, collaborate, and seek out and share expertise as a way of transforming social and cognitive relationships and values that craft a future of learning that is distinctly different and unconstrained. Learners are integral to the operation and success of the learning community as a way of designing, managing and promoting individual or group/community design projects for either self-discovery and knowledge creation or creative and entrepreneurial endeavour. The essence of the ecosystem relies on a permeable structure that allows participants to reveal tactics to reinvent, subvert, and recontextualise the folds and refolding of the learning space for meeting the needs and understanding of encounters of everyday practice. Learners are central to the ecosystem. “Learning is usually a progressive change in what we know or can do” (Nuthall, 2001). For Creative Forest, learners is a term that applies to everyone, everyone is a learner, everyone is a teacher, and learning to do by doing.
Creative Forest is a reorientation in educational thinking that has challenged traditional, didactic education for its implied assumption of a separation between knowing and doing, where knowledge is treated as an integral, self-sufficient substance, theoretically independent of the situations in which it is learned and used. This assumption is in conflict with the social knowledge that emerges from learners’ interaction with each other and the Internet, which they use as a tool to reach out, interact, mentor and share experiences and knowledge. Given this situation, learning organisations are sometimes challenged to shift from their traditional role, perceived as the transfer of abstract, decontextualised formal concepts rather than personalised interconnecting socially constructed experiences (that promote critical learning and citizenship). Building a system that encourages students to co-construct, interact and collaborate on individually orientated projects shaped the foundation structure and supportive mechanisms for the development of Creative Forest.
This paper presentation will discuss a journey into building Creative Forest as an emergent innovative learning environment and talk through its application in education, business and community contexts.
References
Nuthall, G, A. (2001) Student experience and learning process: Developing an evidence based theory of classroom learning. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle.
23
Leibrandt, Isabella Monika. "The Confrontation With the Stranger and Intercultural Considerations in the Travel Report". International Journal of Curriculum Development and Learning Measurement 1, nr 2 (lipiec 2020): 66–78. http://dx.doi.org/10.4018/ijcdlm.2020070105.
Pełny tekst źródłaStreszczenie:
This article draws on a teaching experience in the form of a literary conversation in a German as a foreign language class and presents didactic approaches to the travel report The Walk from Rostock to Syracuse by F.C. Delius. As it thematises the motif of the educative journey as a longing for education and freedom, the work is analyzed in a close relation to the genre of the Bildungsreise based on classical models such as the Italian journey of Seume and Goethe. The literary educative journey leads the learners into a wider contextual knowledge as traveling in times of the German separation. As educative aspects of the reading, strangeness and aesthetic experience are taken into reflection by adopting different didactic methods such as the focus and integration method. In order to reach an adequate reading comprehension, learners are challenged by coping with the intertextuality and hybridity of the text.
24
Salinas, Queenie Elyza G., i Bernardita I. Tiamzon. "BEYOND ABILITIES: UNDERSTANDING the LIVED – EXPERIENCES of PARENTS of LEARNERS with INTELLECTUAL DISABILITY". Cognizance Journal of Multidisciplinary Studies 2, nr 10 (30.10.2022): 14–87. http://dx.doi.org/10.47760/cognizance.2022.v02i10.003.
Pełny tekst źródłaStreszczenie:
Parents’ love is unconditional, truly selfless, and unending. It always protects, always hopes, and is always proud. Parenting life seems to be challenging, but despite all this, having children to nurture and a family to lean on is somehow fulfilling. This study explored the lived experiences of parents of learners with intellectual disabilities. The researcher conducted a virtual face–to–face interview to describe their parenting day–to–day experiences, challenges, and coping mechanisms as parents of learners with intellectual disability. Limitations to examining the phenomenon are observed in this study. Six (6) parents of learners with intellectual disabilities were interviewed virtually, and the data gathered was transcribed using thematic analysis. The themes derived from this study were: Journey to Acceptance, The Art of Being Selfless, and The Key to Successful Co-Parenting. The exploration of themes described meaningfully and inspirationally the parents' journey when raising a child with an intellectual disability. Data gathered was supported by related literature and studies and the theoretical perspectives involving Parent Development Theory (PDT) and Lazarus and Folkman's stress and coping theory. The insights gained in this study will contribute to further parenting studies and special education and general education research. The findings of this study may enlighten parents of learners with intellectual disabilities, special education teachers, general education teachers, social workers, and others in support of awareness advocacy on the wonderful journey of parenting experiences, challenges, and coping mechanisms when raising a child with intellectual disability.
25
Listyani, Listyani. "Exploring Indonesian EFL Writing Students’ Differences in Motivation: A Language Learning Journey to Success". Journal of Language Teaching and Research 13, nr 2 (1.03.2022): 406–16. http://dx.doi.org/10.17507/jltr.1302.23.
Pełny tekst źródłaStreszczenie:
Every language learner has various dreams and purposes in learning a language. Different motivations are also commonly found among EFL learners. This study reveals the motivations of 33 English language learners from Indonesia. They were all writing students of an English Language Education Program (ELEP) in a private university in Central Java, Indonesia. The classes they attended were Procedural Writing (14 students from the 2020 class year), Research Report Writing (10 students from the 2017 class year), and Research Proposal (9 students from the 2018 class year). Data were derived through questionnaires and interviews. The first finding was that 87.88% of the respondents were intrinsically motivated. However, both intrinsic and extrinsic motivation might be a big drive leading to students’ success. The second discovery was that 81.82% of the students were instrumentally rather than integratively motivated. Instrumental motivation could also be a big initiative for students to learn a language. Next, students’ ideals or dreams became the motivating factor that most students had. The last outcome was that students’ habit of delaying doing assignments, having too many assignments, and being lazy were the three major demotivating factors. This study will hopefully be useful for writing lecturers to give them more insights into and a better understanding of their students’ motivational backgrounds.
26
Davies, Huw. "Pursuing Autonomy through Dialogue". LLT Journal: A Journal on Language and Language Teaching 19, nr 2 (9.01.2017): 89–95. http://dx.doi.org/10.24071/llt.v19i2.302.
Pełny tekst źródłaStreszczenie:
In the Self-Access Learning Center (SALC) at a university in Japan, language learners create and implement individual learning plans. Strategies to facilitate reflective dialogue are used by learning advisors to encourage these learners to pursue their language goals and become increasingly less reliant on direction from their teachers. In this paper, a definition for autonomy is given, and the teaching setting is introduced, giving an overview of the SALC and outlining the ways learners use it, drawing on examples of learners at different stages on their journey to autonomy. After looking at theory and practical applications, this paper demonstrates that guiding learners through dialogue is an appropriate way to challenge meanings and raise consciousness, and move learners towards managing their own language learning.DOI: https://doi.org/10.24071/llt.2016.190203
27
McGuinness, Natalie, i Dimitrios Vlachopoulos. "Student Experiences of Using Online Material to Support Success in A-Level Economics". International Journal of Emerging Technologies in Learning (iJET) 14, nr 03 (14.02.2019): 80. http://dx.doi.org/10.3991/ijet.v14i03.9406.
Pełny tekst źródłaStreszczenie:
Current research has demonstrated that the leap from GCSEs to A-Levels is the greatest transition learners will go through in their educational journey. This paper looks into student attitudes towards utilising online resources to succeed in A-Level exams. Students are now expected to retain information across the two-year course, so this research looks into how educators can support such learning. Data tracking, questionnaires and interviews were conducted with Year One Economics students in a 16-19 educational institution in South-East England. The research identified that students require online resources to support them in their knowledge construction and retention; however, educators need to be wary of making certain assumptions. Learners’ digital capabilities are still developing, so educators need to promote online resources that will support learner needs, as well as ensure that the material is both accessible and easy to use
28
Drame, Elizabeth R., i Elise Frattura. "A Charter School’s Journey Toward Serving All Learners: A Case Study". Urban Education 46, nr 1 (3.09.2010): 55–75. http://dx.doi.org/10.1177/0042085910377859.
Pełny tekst źródła
29
Rahmat, Riza Atiq Abdullah O. K., i Kamisah Osman. "From Traditional to Self-Regulated Learners: UKM Journey Towards Education 3.0". Procedia - Social and Behavioral Sciences 59 (październik 2012): 2–8. http://dx.doi.org/10.1016/j.sbspro.2012.09.238.
Pełny tekst źródła
30
Green, Kristin E. C. "Meet them in the proximal zone: Introducing framework concepts to “novice learners” using reference sources". College & Research Libraries News 79, nr 10 (8.11.2018): 542. http://dx.doi.org/10.5860/crln.79.10.542.
Pełny tekst źródłaStreszczenie:
Striving to foster critical thinking and metacognition in relation to information literacy is the penultimate goal of instruction librarians. Yet, all effort to do so is futile if students are not being met in their own proximal zone of development. Within the descriptions, knowledge practices, and dispositions of the frames in the Framework for Information Literacy for Higher Education,1 the “novice learner” is often referenced and compared to the “expert learner.” So while first-year college students begin their journey into higher education with varied levels of experiences in academic research and writing, many are these novice learners referred to within the Framework. Recognizing, and more importantly, accepting where these students are within their own levels of information literacy development can help to determine how to best scaffold instruction by using appropriate teaching tools and pedagogy.
31
Chitondo, Lufeyo. "Effects of Distance to School and Poverty on Learners’ Academic Performance in Four Selected Rural Primary Schools in Chibombo District of Central Province". International Journal of Scientific and Management Research 05, nr 04 (2022): 257–70. http://dx.doi.org/10.37502/ijsmr.2022.5419.
Pełny tekst źródłaStreszczenie:
Long distance to school has a negative impact on the health and educational achievements of learners such as poor attendance by learners, school drop-out and poor academic performance while poverty also has negative effects on the academic success of a learner as school children growing up in impoverished homes with lack of basic necessities face more difficulties socially and academically than those from well to do families. Basically, such children have emotional and social problems which makes their academic journey slow and issues to do with their health in general also tend to slow their progress in the learning process. Therefore, the aim of this study was to investigate the effects of distance and poverty on learners’ academic performance in four selected primary schools in Chibombo district of Central province. The study sought to establish whether distance to school and poverty have an effect on learners’ academic performance. Four Head teachers, 16 teachers and 60 learners from the four rural primary schools in Chibombo district, plus 20 parents were purposively sampled for the study. Data was collected using questionnaires and in-depth interviews to allow the researcher a platform to ask open-response questions and to explore the educators’ perspectives about the effects of teenage pregnancy. The data was analyzed thematically by carefully identifying and expanding significant themes that emerged from the informants’ perceptions about the effects of distance and poverty on learners’ academic performance. The study revealed that distance to school and poverty have a negative or detrimental effect on learners’ academic performance. The study recommended that the Government through the Ministry of Education should construct more Primary schools in rural areas and promote school feeding programmes in rural areas among the vulnerable children.
32
Alharbi, Sultan H. "The Struggling English Language Learners: Case Studies of English Language Learning Difficulties in EFL Context". English Language Teaching 14, nr 11 (28.10.2021): 108. http://dx.doi.org/10.5539/elt.v14n11p108.
Pełny tekst źródłaStreszczenie:
The term ‘struggling language learner’ is one that is usually ascribed to students who are trying, without much success to master the English language in an academic setting. As a case study, this study was carried out to gain insights into the ‘struggles’ of the struggling English as a foreign language (EFL) learners. Ten students were selected from those with the 20th least percentile in their English language courses. Observation of and discussion with these categories of learners revealed that many language learners had a point at which they began to take learning English language more seriously. In such positive or negative situations, their language learning journey improved therefrom. The findings showed that 80% of the participants believed that their English language proficiency was ‘very good’, while 20% of these participants believed that their English language proficiency was ‘average’. Also, the findings indicated that there was a statistically significant association (i.e., p < .05) between English language proficiency of the learners and the following observable attributes: willingness to learn for educational purposes; willingness to learn for career development; and students’ continuation without losing focus. The study proposes a fresh evaluation of the problems faced by EFL struggling learners by bringing to light a multifaceted, meaningful consideration of their learning attitudes from socio-psychological point of view, offering a comprehensive account of these learners and their learning difficulties as well as their attitudes and outlook while taking lessons as freshmen at the university.
33
Toulson, Rob, i Russ Hepworth-Sawyer. "Connected learning journeys in music production education". Journal of Music, Technology & Education 11, nr 3 (1.12.2018): 269–86. http://dx.doi.org/10.1386/jmte.11.3.269_1.
Pełny tekst źródłaStreszczenie:
The field of music production education is a challenging one, exploring multiple creative, technical and entrepreneurial disciplines, including music composition, performance electronics, acoustics, musicology, project management and psychology. As a result, students take multiple ‘learning journeys’ on their pathway towards becoming autonomous learners. This article uniquely evaluates the journey of climbing Bloom’s cognitive domain in the field of music production and gives specific examples that validate teaching music production in higher education through multiple, connected ascents of the framework. Owing to the practical nature of music production, Kolb’s Experiential Learning Model is also considered as a recurring function that is necessary for climbing Bloom’s domain, in order to ensure that learners are equipped for employability and entrepreneurship on graduation. The authors’ own experiences of higher education course delivery, design and development are also reflected upon with reference to music production pathways at both the University of Westminster (London, United Kingdom) and York St John University (York, United Kingdom).
34
A Ejam, Linnette, Iris April L. Ramirez i Cesar B. Ortiz. "THE JOURNEY OF TEACHING NON-ENGLISH SPEAKING LEARNERS FROM A FOREIGN COUNTRY". International Journal on Language, Research and Education Studies 1, nr 2 (12.12.2017): 322–37. http://dx.doi.org/10.30575/2017091212.
Pełny tekst źródła
35
Vidwans, Mohini. "Diary of A Restless Teacher: How We Can Shift to The Learner-Centered Approach". European Journal of Teaching and Education 2, nr 1 (29.03.2020): 72–78. http://dx.doi.org/10.33422/ejte.v2i1.174.
Pełny tekst źródłaStreszczenie:
Beyond doubt, learner-centered approach has proved to be effective for better learning outcomes. Drawing on a personal experience, I present in this paper how a mix of being involved with a series of training workshops, discussion with my colleagues, and the ‘accidental’ introduction of social constructivist tools in my classrooms gradually changed my view on the potential of technology in the learning process. It also looks at how a reflective diary helped me to leverage these experiences more effectively. It records a journey of interaction with education designers, other teachers and students, and how I selected the resources and approaches that might produce better learning opportunities for the learners. It further looks at the adoption of learning technology as a vehicle for developing the teacher’s own understanding of the power of social learning. I address some of the challenges I encountered while making the shift. The paper concludes that intentionally reviewing one’s teaching in collaboration with education experts, one’s colleagues and learners is a positive experience and has resulted in an approach that has considerably shifted the focus to learners. I am optimistic that my fellow teachers find my experiences inspiring and we collectively can bring about a change for the benefit of the education sector.
36
Violanda, Maria Victoria G., i Dennis V. Madrigal. "Education for Sustainable Development (ESD): A Journey Towards Sustainable Future". Technium Social Sciences Journal 20 (8.06.2021): 172–80. http://dx.doi.org/10.47577/tssj.v20i1.3521.
Pełny tekst źródłaStreszczenie:
Education for Sustainable Development (ESD) becomes an imperative trend among educational institutions, which requires a change in education in this modern society. Consequently, all learning institutions need to revisit its functions if it plays its vital role in transforming society by promoting social and environmental equity. This qualitative research intends to explore the faculty members' experiences in a State College in Negros Occidental of Education for Sustainable Development (ESD). Four faculty members were purposely selected and voluntarily participated in the study. Their relevant ESD experiences were collected using semi-structured in-depth interviews, and results were analyzed using a thematic approach of Lichtman. Analysis of the data reveals exciting themes of their experiences. On becoming a greening organization member, their professional advancement and interest in the care for the environment prevailed. On the meaning of ESD, they highlighted the academe's role in promoting sustainability. Lastly, on their ESD experiences in their classes, actions for learning through the inculcation of sustainability competencies among learners were evident. Generally, the findings suggest teachers' significant role in promoting ESD and the importance of providing an avenue for learners to acquire the necessary knowledge, skills, and values to promote sustainability.
37
Newcomer, Sarah N., i Kathleen M. Cowin. "Journey of a Culturally Responsive, Socially Just Leader". Journal of School Leadership 28, nr 4 (lipiec 2018): 488–516. http://dx.doi.org/10.1177/105268461802800403.
Pełny tekst źródłaStreszczenie:
Principals' beliefs and actions have powerful outcomes in the lives of the students and families they serve. In this article, we offer the portrait of a long-standing principal of a diverse urban school where the student body is 90% Latinx, 65% English learners (ELs), and 87% eligible for free or reduced-price lunch. We explore many key practices cultivated during his tenure, including creating a bilingual campus, enacting expeditionary-style learning, and building a strong sense of community. We invite readers to consider important challenges and possibilities along their own journeys toward becoming more culturally responsive, socially just leaders.
38
Zhang, Yanyin. "The impact of learning context on L2 Chinese word order structure development". Study Abroad Research in Second Language Acquisition and International Education 5, nr 2 (7.10.2020): 258–80. http://dx.doi.org/10.1075/sar.16021.zha.
Pełny tekst źródłaStreszczenie:
Abstract Studies on the impact of learning context in second language (L2) acquisition seldom look at ab-initio learners and their learning journey from the very beginning. Consequently, it is difficult to know for certain whether the findings of study-abroad vs. at-home research are applicable to this group of learners. The present study examines six ab-initio learners’ L2 developmental processes of three Chinese word order structures in two settings: China and Australia. The analysis of two longitudinal corpora showed no impact of the learning setting on the acquisition sequence. The impact, however, was found in learning efficiency. Measured by the number of hours of formal instruction, the three learners in Australia progressed faster than the three learners in China although the latter had received much more classroom instruction and were in an immersive environment. The findings suggest that learning an L2 at home is not inferior for early L2 grammatical development.
39
DeCapua, Andrea, Helaine W. Marshall i Nan Frydland. "The Transformational Learning Journey of a Novice ESL Teacher of Low-Literate Adults". Journal of Transformative Education 16, nr 1 (28.04.2017): 17–38. http://dx.doi.org/10.1177/1541344617704645.
Pełny tekst źródłaStreszczenie:
This article reports on one teacher’s journey, Nan’s, as she struggled to provide appropriate instruction to low-literate day laborers in an English as a second language (ESL) class for adult learners. In her efforts to do so, Nan became inspired to implement alternative pedagogy based on a culturally responsive approach that resonated strongly with her professed educational and social justice beliefs. As researcher-practitioners, we were interested in exploring Nan’s transformational journey during her graduate studies. The culturally responsive approach she was studying and attempting to implement is itself transformative in nature, providing an excellent opportunity to examine transformational learning both in the context of a novice ESL teacher and in the implementation of this approach. This case study provides important insights into how transformational learning theory sheds light on the struggles of one woman to achieve her twin goals of reaching a marginalized group of learners she cared deeply about and earning her master’s degree in Teaching of English to Speakers of Other Languages.
40
Burt, Russell. "Re-Tooling School". Pacific Journal of Technology Enhanced Learning 2, nr 1 (31.01.2020): 53. http://dx.doi.org/10.24135/pjtel.v2i1.70.
Pełny tekst źródłaStreszczenie:
How do we ReTool school to make it engaging, empowering and success making for all? At the same time how do we guarantee equity and access so that what our government calls “priority learners”, have the same opportunities for 3rd millennium citizenship as everybody else?
When vast tracts of what is now the Developed World, were opened up by the provision of roads, bridges and railroads, people moved from subsistence and achieved effective citizenship, locally, nationally and globally. The infrastructure that enables access to the new platform for citizenship, the internet, is analogous to the roads, bridges and railroads of yesteryear. The business of retooling requires this infrastructure as a baseline, but real efficacy and agency will only be achieved when environments are enriched by innovation on top of the essential infrastructure.
Retooling School requires a Change Pedagogy Imperative:
When essential aspects of learning are amalgamated and new media are used for the reception and delivery modes, the learner experience is completely different. It is more than possible to develop new learner agency, efficacy and leadership in learning. This journey to genuine citizenship will have three major hallmarks:
ubiquity
anywhere, anytime, any pace, any people learning
agency
the power to act -informed/empowered/enabled learners
connectedness
edgeless education, connected minds
We need to:
Provide the essential infrastructure and enrich the environment for: local, national and international citizenship of all learners.
41
Nolte, Lizette, i Pieter W. Nel. "Adventures in diversity training". Clinical Psychology Forum 1, nr 232 (kwiecień 2012): 27–31. http://dx.doi.org/10.53841/bpscpf.2012.1.232.27.
Pełny tekst źródłaStreszczenie:
In this paper we will discuss some maps that we find helpful to orientate and guide us when we venture to teach and learn about ‘diversity’. The journey of diversity learning has no definite beginning or end points and always involves travelling together both as ‘trainers’ and as ‘learners’.
42
Lenchuk, Iryna, i Amer Ahmed. "Teaching Pragmatic Competence: A Journey from Teaching Cultural Facts to Teaching Cultural Awareness". TESL Canada Journal 30, nr 7 (20.02.2014): 82. http://dx.doi.org/10.18806/tesl.v30i7.1153.
Pełny tekst źródłaStreszczenie:
Pragmatic competence is one of the essential competences taught in the second language classroom. The Canadian Language Benchmarks (CCLB, 2012a), the standard document referred to in any federally funded program of ESL teach- ing in Canada, acknowledges the importance of this competence, yet at the same time notes the limited resources available to help ESL teachers address it in the classroom. Informed by the theoretical construct of communicative competence and its application to second language learning, the article offers an exemplar of the whats and hows of teaching pragmatics in the ESL classroom. The article stresses the importance of making explicit to the learners the sociolinguistic and sociocultural variables that underlie native speakers’ linguistic choices. It is hoped that ESL learners will thus develop a better understanding of the reasons that make native speakers choose one linguistic expression rather than others when performing a certain linguistic act. The speech act of complimenting is used here as an exemplar.
43
Churchouse, Wendy, Beth Griffiths, Peter Sewell, Ruth Harries, Jonathan Thomas, Claire Bryant i Sarah Greenwood. "Remote consultations, prescribing and virtual teaching during the COVID-19 pandemic". Journal of Prescribing Practice 3, nr 7 (2.07.2021): 264–72. http://dx.doi.org/10.12968/jprp.2021.3.7.264.
Pełny tekst źródłaStreszczenie:
During the COVID-19 pandemic, health professionals, including non-medical prescribers, needed to assess and treat patients whilst minimising personal contact. This required the rapid implementation of remote consultations. Simultaneously, in health education, virtual learning was fast-tracked to reduce transmission of the virus. A non-medical prescribing academic team and their learners (students) embarked upon a transitional journey to integrate remote consultations into the curriculum. This article will share the experiences of the academic team and learners during this transition and address the practical aspects of conducting remote consultations whilst maintaining patient safety, professional regulations and governance.
44
Frank, Tyler H. J. "A Journey Through the Digital World: Fostering Digital Problem Solving Among Adult Learners". Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy 4, nr 3 (3.10.2022): 41–46. http://dx.doi.org/10.35847/tfrank.4.3.41.
Pełny tekst źródła
45
Lockley, John, i Michaela Nicholas. "Initial Teacher Education PCK Development - Knowledge of Learners: A beginning technology teacher’s journey". Australasian Journal of Technology Education 1 (październik 2014): 65–75. http://dx.doi.org/10.15663/ajte.v1i1.17.
Pełny tekst źródła
46
Delgado, Rocío. "A Teacher's Journey in Working With English Language Learners With and Without Disabilities". Journal of Latinos and Education 9, nr 4 (30.09.2010): 344–48. http://dx.doi.org/10.1080/15348431.2010.491056.
Pełny tekst źródła
47
Cheng, Adrienne, i Cynthia Lee. "Factors affecting tertiary English learners’ persistence in the self-directed language learning journey". System 76 (sierpień 2018): 170–82. http://dx.doi.org/10.1016/j.system.2018.06.001.
Pełny tekst źródła
48
Noreen, Sidra. "Implementation of Learning Management System: A Way Ahead on the Digital Journey in Distance Learning". Open Praxis 12, nr 3 (30.09.2020): 329. http://dx.doi.org/10.5944/openpraxis.12.3.1086.
Pełny tekst źródłaStreszczenie:
Over a number of years, the Allama Iqbal Open University (AIOU) has encouraged and supported moves to Learning Management System (LMS) replacing aspects of paper-based and face-to-face teaching and learning including, assignments, workshops and examination. The views of learners and academics were explored to consider the advantages of the system as well as potential challenges. Twenty-two participants were involved in qualitative data gathering by means of focus group discussion and semi-structured interviews, which were comprised of 12 M.Phil students and 10 academics from the Faculty of Education. Thematic analysis was carried out by applying themes and codes. Numerous advantages were identified with the use of Learning Management System. However, it was found that the approach did face some challenges. Learners often lacked easy Internet access and the necessary skills to use new technologies efficiently. Academic staff required considerable time for the development of online materials. Major training needs arising from the findings and it was recommended that the university must consider setting up small campuses in rural areas as well as provided mandatory training and support for learners, especially those from rural areas. There is also a need for formal training for academic staff and the sharing of ways by which the new technologies can be used effectively and efficiently in enhancing all aspects of distance learning.
49
Kumar, Deepak. "Journey with Rural Identity and Linguicism". CASTE / A Global Journal on Social Exclusion 2, nr 1 (16.05.2021): 202–18. http://dx.doi.org/10.26812/caste.v2i1.285.
Pełny tekst źródłaStreszczenie:
For a Dalit, especially from a rural background, it is not easy to survive in the higher education system in India because it is overwhelmingly dominated by the upper caste, class, and English-speaking people. It is not uncommon for Dalit learners like us to face multiple discrimination, and even exclusion in higher educational institutions. Intersectionality between these three factors abounds in institutions of higher learning. The transition from native language to English has not been an easy task for me, for in my educational journey, I have discovered that English is not just a language but also a commodity. It is becoming increasingly easy for economically well-off people to acquire education in English and dominate the spheres of educational institutions in India. They are usually considered as knowledgeable and intellectual persons. On the other hand, Dalit students also want to take education in English but, most of them are not able to do so because of their caste background and rampant discrimination. This study is based on my own experience and fieldwork at the University of Delhi through a semi-structured questionnaire.
50
Scott, Sara, Tracey L. Clancy i Carla Ferreira. "Journey to Authentic Learning - Enacting Reciprocity in Nursing Graduate Education - A Reflective Writing Circle". Witness: The Canadian Journal of Critical Nursing Discourse 2, nr 1 (20.06.2020): 111–21. http://dx.doi.org/10.25071/2291-5796.49.
Pełny tekst źródłaStreszczenie:
The transformative experience of engaged presence in teaching and learning fosters trust and supports learners and teachers to explore, learn, and grow in their understanding of who they are becoming. Enacting presence in teaching becomes an act of care and creates an embodied space for learners to engage in authentic learning and enter the realm of self-authorship. Self-authorship encourages the cultivation of one’s internal voice to construct beliefs, identity, and social relationships to be able to give up one way of making meaning to adopt a deeper meaning (Baxter Magolda, 2009, 2014). This reflective writing circle captures the essence of a master’s student and two educators’ transformative learning as they journey together in relationship towards a deeper understanding of their Indigenous and Settler identities and respond to the Calls to Action.
Keywords: presence, authentic learning, self-authorship, Calls to Action, writing circle