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1.
For students in cooperative education (co-op) programs, meaningful work is a critical aspect of participation and a key component of program success. However, studies have not explored how meaningful work can be created for co-op students. The purpose of this study was to evaluate the relationship between co-op students’ perceptions of a learning environment, perceived relatedness of the work experience (to their potential careers and to their academic studies), and self-reported meaningfulness of work. Data were collected from undergraduate co-op students in a Canadian university immediately following a co-op work term. Results from testing a parallel mediation model showed that both forms of relatedness partially mediated the influence of learning environments on self-reported meaningfulness. These findings offer insight into the ways in which work terms can be designed to enhance co-op students’ work experiences.  相似文献   

2.
The study aimed to trace teachers’ role behaviors that religious teachers perceive as mandatory versus discretionary and non-prescribed at work. Based on interviews with 15 teachers working in the Israeli religious state education, it was found that teaching the subject matter, preparing students for national exams, encouraging students to learn, and teaching religious values unrelentingly is perceived as in-role tasks, while helping students and colleagues, committing to the school as a whole, and refraining from wasting learning time is perceived as extra-role activities. Most interesting is the impact of Jewish heritage and belief on our interviewees’ tendency to perform extra-role activities.  相似文献   

3.
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4.
Editorial     
Abstract

The paper addresses one aspect of the ‘New Realities’ of higher education: the employer‐higher education interface. It explores the development of the ‘employability’ agenda in higher education, examines the nature and implication of organisational change for graduates and assesses what attributes graduates will need in the next decade. Flexible organisations need flexible, and increasingly empowered employees; that in turn calls for transformative and empowering learning. The way that higher education might address this, particularly in the context of lifelong learning, is explored.  相似文献   

5.
This paper reports findings of a pilot study that examined the pedagogical potential of Second Life (SL), a popular three‐dimensional multi‐user virtual environment (3‐D MUVE) developed by the Linden Lab. The study is part of a 1‐year research and development project titled ‘Modelling of Secondlife Environments’ ( http://www.le.ac.uk/moose ) funded by the UK Joint Information Systems Committee. The research question addressed in this paper is: how can learning activities that facilitate social presence and foster socialisation among distance learners for collaborative learning be developed in SL, a 3‐D MUVE? The study was carried out at the University of Leicester (UoL) within an undergraduate module on Archaeological Theory, where two tutors and four students took part in four learning activities designed to take place in SL within the UoL Media Zoo island. The learning activities and training in SL were based on Salmon's five‐stage model of online learning. Students’ engagement in SL was studied through interviews, observations and records of chat logs. The data analysis offers four key findings in relation to the nature and pattern of in‐world ‘socialisation’ and its impact on real‐world network building; the pattern of in‐world ‘socialisation’ stage in Salmon's 5‐stage model; perspectives on students’ progress in‐world through the first stage of the model—‘access and motivation’—and perspectives on their entry into, and progress through, the second stage of the model—‘socialisation’—and the role of identity presented through avatars in the process of socialisation. The paper offers implications for research and practice in the light of these findings.  相似文献   

6.
Abstract

The article analyses how citizenship is conceptualised in policy documents of four key international organisations. The basic assumption is that public policy has not turned away from adult learning for active citizenship, but that there are rather new ways in which international governmental organisations conceptualise and in some cases seek to operationalise active citizenship in the context of their thinking on lifelong learning. We argue that the language of citizens and citizenship continues to be an important thread in the publications of these organisations. The theoretical framework of Emile Durkheim is referred to since his work helps to explore and address the changes. The analysis of Durkheim draws attention to the crucial role of intermediary bodies which serve as a restraint on both individuals and state.  相似文献   

7.
This paper explores how performance culture could affect students' learning about, and disposition towards, acting as organisational change agents in schools. This is based on findings from an initiative aimed to enable students to experience acting as change agents on an aspect of the school's culture that concerned them. The initiative was informed by contemporary practice and concerns in the field of student voice, and worked with a systemic action research approach focused on organisational dynamics. This research found that students' understanding of, and disposition towards doing, organisational change, seemed to be affected by how their internalisation of performance culture mediated with their concern to maintain their organisational status. Based on the theory of organisational socialisation, it argues that this may lead to a learnt inhibition towards doing organisational change in students who struggle with their organisational status in schools.  相似文献   

8.
EDITORIAL     
Novice nurses encounter numerous factors that impact on their learning in the complex healthcare workplace. Registered nurses often work one‐on‐one with novices as preceptors to facilitate the development of novices’ clinical skills and socialisation into the profession. This paper explores the concept of preceptorship from novice nurses’ and preceptors’ perspective, drawing upon data from a project between a large healthcare organisation and a university in Melbourne, Australia. The study, framed in ethnomethodology, included fieldwork observation, interviews and student surveys; this paper focuses on data collected over a series of individual interviews with nursing students (n = 28) and preceptors (n = 25). Thematic analysis yielded six key themes: workplace socialisation, empathy, individuality, willingness to engage, changing support and a realisation [by novices about the preceptor role]. Findings highlight the complexity of workplace learning that is influenced by the idiosyncrasies of the individuals involved and the social milieu in which the learning takes place.  相似文献   

9.
ABSTRACT

The idea of learning rooted in behavioural psychology has become dominant in the field of teaching and learning for several decades. Even though it has been widely used in formal education it is inadequate for informing lifelong learning policies and plans. In this paper, first I critique the psychological foundation of learning and in the second part, drawing on Habermasian conceptualisation of three structural components of the lifeworld (culture, society, and personality), I conceptualise the three components as the social foundations of learning: learning as cultural reproduction, learning as social integration and learning as socialisation. In the context of the UN’s declaration of ‘lifelong learning’ as one of the Sustainable Development Goals, this paper will be useful for developing policies to address challenges faced by individual countries at cultural, societal and individual levels.  相似文献   

10.
This study examined the role that everyday academic successes and failures—and the interactions with family members and peers that follow these events—play in predicting day-to-day changes in children's emotional responses to school. Middle school students (N = 101; mean age = 11.62 years) completed daily assessments of their academic experiences, performance disclosures, perceptions of emotional support, and school-related affect. Data were analyzed using hierarchical linear modeling. Results indicated that students’ daily academic experiences and social interactions varied by both sex and interaction partner, and that students’ daily academic experiences and social interactions were predictive of day-to-day changes in both positive and anxious affect. The implications of these findings for students’ interpersonal relationships and school adjustment are discussed.  相似文献   

11.
Teachers play a key role in creating effective conditions for students to succeed in school. The quality of student–teacher relationships is consistently associated with social, emotional, behavioural and academic adjustment, and this is even more relevant for students with special educational needs (SEN), considering these students’ emotional, social and learning vulnerabilities. This study aimed to examine the associations between students’ externalising and internalising behaviour, social skills and academic performance, and teachers’ perceptions of conflict and closeness in their relationships with students with and without SEN. Data regarding 360 students in Year 3, Year 5 and Year 7 (169 students with SEN) were collected. Teachers (n = 74) reported on the student–teacher relationship and students’ social skills, behaviour problems and academic performance. Special education teachers (n = 38) provided information regarding the diagnosis and profile of functioning of students with SEN. Results showed that teachers’ reports of students’ social skills and externalising problems were the strongest predictors of closeness and conflict. Internalising problems and SEN status also predicted decreased closeness, despite smaller effects. Taken together, findings support the importance of professional development opportunities focusing on facilitating teachers’ relationships with students with perceived challenging behaviour.  相似文献   

12.
Learning organisations promote the transfer of insights to new personnel (vertical dimension) and the development of shared team knowledge (horizontal dimension). Educational research focuses mainly on the horizontal dimension. This study examined a theoretical framework combining both dimensions and its contribution to teachers’ work. Three hundred and eighty-nine teachers and personnel completed questionnaires about horizontal learning (organisational learning culture (OLC)) and vertical (knowledge continuity management (KCM)) organisational knowledge transfer. A theoretical model was validated clarifying reciprocal relations between study variables. OLC contributes directly, but minimally, to the performance of new personnel or veterans in new posts. KCM mediation contributes to adjustment. Paradoxically, school managements limit KCM.  相似文献   

13.
Michel de Montaigne’s L’art de Conférer offers a moral groundwork for students’ learning of havruta, a traditional Jewish form of studying in pairs, based on collaborative critical text-based learning, that can be applied to students everywhere. The article attends to the nature of havruta learning and to cultural norms that make it difficult for students to become open to their partners’ opposing ideas. Students’ critical discussion of Montaigne’s essay is then conceptualized as a pedagogical tool for cultivating the welcoming of opposing viewpoints and opening their own ideas to critical scrutiny in text- and discussion-based learning. I draw on Wolfgang Iser’s theory of reading as bringing the reader into deeper self-consciousness and calling into question implicit beliefs about the role of opposing ideas. The article provides an analysis of Montaigne’s ideas and includes study questions to help students adopt a more constructive attitude toward opposing views and expand their understanding of the role of the confrontation of ideas in learning discussions.  相似文献   

14.
高职生终身学习能力主要包括自主学习能力、信息技术能力、批判性思维能力和问题解决能力等,只有在高职院校发展战略、专业人才培养体系、课程教学改革实践、师资队伍素质提升和校园文化建设等方面融入终身学习的价值观和技能,高职院校才能在促进高职生终身学习能力发展方面发挥主导作用。  相似文献   

15.
ABSTRACT

Health services organisations are increasingly incorporating patient engagement strategies as a form of quality improvement. Such strategies take form in programmes where organisations partner with patients in order to learn from their experiences and thereby change how services are designed, delivered, and implemented. In this study, we examined the enactment of patient engagement programmes within an academic health science organisation in Canada. This was accomplished through an exploration of the various constructions of patient participants’ legitimacy, credibility, and expertise as manifesting through participation in the various practices associated with the programmes. Analysis was based on a selection of international, national, and organisational texts, as well as interviews with patient participants (n?=?20) and hospital staff members (n?=?6). Through this analysis, we argue that organisations are not learning from patients per se, but are learning from particular constructions of patient subjectivities in the form of patient advisers. We argue that if patient engagement programmes are premised upon opportunities to learn from patients, these programmes require a coherent theory of workplace learning. We suggest attention to the politics of knowledge production as a fruitful way to conceptualise how clinicians and administrators might learn from patients at the organisational level.  相似文献   

16.
Visual instruction complementing verbal lectures is known to promote learning among students. In this study, the role of visual instruction in engaging learners effectively via the simplification of technical concepts was examined. Different aspects of visualisation, such as order of presenting and dimensionality, were tested to observe their effect on students’ approach to learning and learning outcomes. In this mixed‐method quasi‐non‐experimental explanatory study, visual instruction was applied in one of the undergraduate architecture modules that teaches fundamentals of building systems, which students often find difficult to comprehend. Three key variables, including spatial cognitive ability, approach to learning and learning outcomes, were measured using statistically valid instruments along with students’ feedback and interviews. These factors were also measured for the control group that did not receive visual instruction (n = 32), to assess the effect of the intervention. When taught with visualisation, students (n = 69), showed a significant increase in deep approach to learning (e.g., deep motive: t = 2.584, p = 0.011). In interviews, students expressed a deeper interest in the subject and reported that the topic was engaging in class. Visualisation favours students with a higher spatial ability and, thus, is useful for design students who receive spatial ability training in the course. Two‐dimensional visuals must be followed and preceded by three‐dimensional visuals to provide advanced organisation and the connection of new knowledge with known organisational models to be made.  相似文献   

17.
Little is known about university campus religious organisations’ influence on students’ sexuality-related attitudes and behaviours. This study sought to better understand sexuality-related communication within the context of campus ministries by exploring students’ and campus ministry leaders’ conversational experiences at a public university in the south-east USA. Data sources included an online survey of undergraduates participating in student religious organisations (n = 57), focus groups with campus ministry students (n = 36), and individual interviews with campus ministry leaders (n = 19). Findings indicated student satisfaction with the focus and frequency of conversations about romantic relationships and sexual health within the context of campus ministries. However, both campus ministry students and leaders indicated discomfort in discussions of sexuality. Leaders acknowledged their need for better strategies to engage students; students focused on how to integrate religious messages about sexuality with messages from other sources. These findings suggest campus ministry leaders may benefit from focused training and support to communicate more effectively with college students about sexuality.  相似文献   

18.
Example-based learning is a very effective and efficient instructional strategy for novices. It can be implemented using text-based worked examples that provide a written demonstration of how to perform a task, or (video) modelling examples in which an instructor (the ‘model’) provides a demonstration. The model-observer similarity (MOS) hypothesis predicts that the effectiveness of modelling examples partly depends on the degree to which learners perceive the models to be similar to them. It is an open question, however, whether perceived similarity with the person who created the example, would also affect learning from text-based worked examples. Therefore, two experiments were conducted to investigate whether MOS would also play a role in learning from worked examples. In Experiment 1 (N = 147), students were led to believe via pictures and a short story that the worked examples were created by a male or female peer student. Males showed higher performance and confidence, but no effects of MOS on learning were found. In Experiment 2 (N = 130), students were led to believe that a peer student or a teacher created the examples. Again, no effects of MOS were found. These findings suggest that the perceived origin of text-based worked examples is not important for learning.  相似文献   

19.
《Africa Education Review》2013,10(2):380-394
Abstract

This article looks at how the application of the concept of a ‘learning organisation’ can be used at a specific organisation in South Africa to change the work performance of its employees. We do this by exploring different theories, models and definitions of organisational learning, learning organisation, organisational knowledge and knowledge management in the field, and against this background examine the perceptions of employees at a South African Organisation. The article underpins this approach by uniquely balancing conceptual rigour with practical experiences of employees at this institution. The view is taken that organisations are living systems that have the capacity to renew themselves by continuously reflecting on their practices and thereby create new knowledge, share and leverage it. Knowledge acquisition and sharing is closely linked to the core values of the organisation in order to achieve business competitiveness, set goals, efficiency, and overall strategic success. The purpose of this article is to understand how an organisation's training department could use the concept of a learning organisation within the South African context to sustain change. To achieve this objective we (the researchers) used a qualitative research paradigm. A phenomenological design presented the research with opportunities to analyse, interpret, and describe the perceptions, feelings and experiences of the participants at the organisation. Eight semi-structured individual interviews provided data for the purposes of this research. The data was analysed to identify categories, themes and sub-themes. The five main themes discussed are organisational learning, organisational culture, organisational change, globalisation and knowledge management and these were linked to the theory of learning organisations and were based on the findings.  相似文献   

20.
Whilst new friendships and an active social life are commonly discussed features of ‘being a student’, there is limited empirical research that has quantitatively studied the contribution that social factors play in students’ university experience. Research that has been conducted shows that belonging and social integration are important factors in successful transition to university, and subsequent retention. This article presents research into students’ social relationships at university, their attachment to the university, and how these elements link to university adjustment. Undergraduates (N = 135) completed questionnaires measuring their attachment to university peers, attachment to the university, experiences of problematic peer relationships and quality of adjustment to university life. Students who reported strong attachment to their peers also demonstrated higher levels of adjustment to university life and attachment to their university. Students who reported difficulties in their relationships with other students had lower levels of peer attachment and university adjustment. Attachment to university peers was the strongest predictor of university adjustment, followed by attachment to the university. The research highlights the role of social relationships in institutional belonging, and the importance of nurturing peer relationships and institutional affiliation to create a positive student experience.  相似文献   

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