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1.
A class of second year (age group 19–20), university students used computer conferencing as an alternative to face‐to‐face seminars. A questionnaire based on Garrison's critical thinking model tested their conferencing versus face‐to‐face experiences. Factor analysis using SPSS produced five factors for face‐to‐face seminars and four factors for computer conferencing consistent with deep approaches to learning. One negative factor emerged for computer conferencing which indicated a problem with student use of the technology. The results show that computer conferencing can be a valuable learning environment on campus. 相似文献
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Gregory R. Berry 《Performance Improvement Quarterly》2011,24(3):9-28
Effective and efficient teams communicate, collaborate, and perform, even if these teams are not co‐located. Although much is known about enabling effectiveness on face‐to‐face teams, considerably less is known about similarly enabling effectiveness on virtual teams. Yet the use of virtual teams is common and will likely become more commonplace as organizations continue to update and use increasingly sophisticated technology. Cohort and individual trust between team members is a significant component on most effective teams, virtual or face‐to‐face. This paper examines research on virtual teams and trust across disciplines, including management, e‐learning, business communication, decision making, human resource management, psychology, and IT, to identify major characteristics that increase our knowledge of how to establish and maintain trust in the virtual environment and on virtual teams. 相似文献
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《British Educational Research Journal》2006,32(1):77-94
This article examines the structure of topic movement within face‐to‐face postgraduate university seminar discussion forums through a conversation analytic approach. The analysis of 12 audio recordings of seminars showed that in spite of clear differences in the management style of sessions by seminar leaders there were important consistencies in their normative structure of participation. Previous research has shown that the turn‐taking procedures used as a basic organisational feature of the talk have been seen to result in a regular change of topic within seminars. Although the research here supports these findings, the data showed that topic change was only one aspect of the topic negotiation process. The analysis in this article illustrates that topic negotiation was an ever‐present feature of the talk and that, in addition to frequent ‘successful’ changes of topic, there were also innumerable ‘unsuccessful’ topical interjections. One prominent source of such failure was the presence of overlap in the seminar talk. In addition to being of value to educationalists wishing to understand educational processes, this analysis is viewed as having significant relevance for the development of alternative distributed media for hosting interactive seminars as it shows the implications of the interactional ‘affordances’ of learning environments for the achievement of interactive talk. This article suggests, therefore, that research and development in this field would benefit from detailed studies of the affordances of these alternative hosting media. 相似文献
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Seven in‐employment postgraduate Master's level students in an e‐learning unit participated in this research, designed to identify tensions between participation in a community of learning that was part of their studies, and participation in the communities of practice that they were engaged in at their workplaces. It was hypothesised that participation in both these forms of community in their different contexts may enhance each other, or could potentially have a disrupting effect on each. The research employed an interviewing technique. The students' perceptions of the impact of participation in the one form of community on their participation in the other was mixed, with some suggesting that it was enhancing, and others suggesting the contrary, or that there was no impact. The findings indicate that the enhancing effect of participation in communities of learning relevant to a learner's workplace community of practice occur when the learning tasks are designed to enable negotiation of tasks and collaboration with learners who have similar workplace issues. 相似文献
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Increasingly, the long‐term success of a company resides in its ability to develop and market successful new products in a cost‐and time‐effective manner. In general, Japanese companies have outperformed their Western counterparts in bringing new products to market over the last 10 to 20 years. This has given them a substantial advantage in long‐term economic development. The authors hypothesize that the differences between the dominant models of corporate culture in Japan and the U.S. account for the Japanese advantage. In comparison to U.S. companies, Japanese companies tend to emphasize long‐term leadership, decentralized decision making, a flatter work structure using cross‐functional work teams, and rewarding teams for the ability to learn from mistakes. As a result of these differences, Western companies are more likely to utilize “single, loop” learning, where new products are developed using established (and unquestioned) procedures. Conversely, Japanese companies rely on “double‐loop” or “deutero” learning styles, which encourage employees to leverage their past experiences when proposing new product innovations. The authors conclude by outlining a research program for testing their as‐gumptions about the relations among nationality, corporate culture, learning styles, and new product success. 相似文献
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Theo van Dellen Ina Heidekamp 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2015,61(6):735-759
This article focuses on the perceived freedom of Dutch employees to embark on workplace learning in terms of whether they feel it is “voluntary” or “compulsory”. The paper is based on the findings of a large international explorative survey carried out by the Workplace Learning (WPL) Research Network (RN2) of the Asia-Europe Meeting (ASEM) Lifelong Learning (LLL) Research Hub. The comparative study focused on employees’ quest for “freedom of learning for work”. This paper reports on the Dutch part of the research, the quantitative results of which seem to indicate that the freedom of learning for work is not as important to Dutch employees as might be expected. In a second phase, to investigate employees’ experiences of work-related learning in more depth, the Dutch researchers added a follow-up qualitative study, involving one-on-one interviews. In order to triangulate the results of the quantitative and qualitative research phases, the authors then added a mixed-methods sequential explanatory analysis. They assessed the quality of the collected data in both distinct phases by identifying converging results, which are useful for refining our understanding of learning for work. The paper draws both on rich insights into workplace learning based on this research as well as on theoretical literature which refers to concepts like motivation, subjectivity, work identity and agency in connection with the quest for freedom of learning. 相似文献
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Frank Arnoud Hulsbos Arnoud Theodoor Evers Joseph Willem Marie Kessels 《Vocations and Learning》2016,9(1):21-42
In recent years policy makers’ interest in the professional development of school leaders has grown considerably. Although we know some aspect of formal educational programs for school leaders, little is known about school leaders’ incidental and non-formal learning in the workplace. This study aims to grasp what workplace learning activities school leaders value most, what work-related questions incite them to learn, what outcomes they achieve through workplace learning and what conditions support workplace learning of school leaders. In order to generate answers to the research questions, we conducted semi-structured interviews with 20 Dutch school leaders in secondary education, which also served as a form of reflection for the respondents. Results show that school leaders mostly value workplace learning through working on improvement and innovation and through reflection. In addition to outcomes for the school leader, working on improvement and innovation also leads to learning outcomes for teachers, and seems to provide opportunities for teachers to influence changes in the school. On the other hand, teachers take little or no part in reflection. Here, school leaders find peace and stability to reflect with fellow school leaders. If adjusted to a specific context, the methods used in this study might be transferred to other contexts, to study workplace learning of all kinds of leaders. 相似文献
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《International Journal of Educational Research》2002,37(8):715-732
The two questions in this chapter are whether school restructuring promotes or constrains the professional development of teachers and which mechanisms for workplace learning appear to enhance the capacity of teachers to critically interpret educational reforms. To answer the first question, the implementation of structural changes and instructional innovations as part of the inclusion reform in Dutch elementary education was analyzed with special attention to the utilization of learning opportunities by the teachers. The second question is answered by analyzing the potential of two mechanisms, especially feedback and collaboration, to promote teacher workplace learning and systematic reflection. The study of communities of practice in schools will be put forward as a promising approach to extend our knowledge of teacher workplace learning and the interpretations of teachers of educational reforms. 相似文献
9.
高校学生工作队伍依赖社会发展的资源结构的变迁必然会引发管理方式的变革。本文提出高校学生工作队伍标杆学习的内涵、作用,结合目前国内企业引进国外先进标杆学习的优秀实践模式,描述了高校学生工作队伍标杆学习流程,旨在提升高校学生工作队伍核心竞争力。 相似文献
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This paper examines how and what teachers learn from their older and younger colleagues. Data were gathered from interviews and written reports from 27 Belgian and Finnish teachers. Thematic qualitative analysis was used. The results revealed differences in what teachers learn from older and younger colleagues. Teachers reported learning innovative teaching methods and ICT skills from younger colleagues, whereas practical information, classroom management skills, self-regulation and community building were learned mainly from older colleagues. Attitudes regarding teaching and different ways of being a teacher were learned from both younger and older colleagues alike. Similarities were also found in how teachers learned from their older and younger colleagues. Informal activities and relationships, different forms of mentoring, and working in subject teams or seminars were important sources of learning. An intergenerational learning perspective is important with respect to demographic changes in school staff and in preventing knowledge loss and teacher dropout. 相似文献
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Teacher education all over Europe is increasingly becoming school‐based oriented. This implies new roles for those who support student teachers learning in school. This article describes the way four school‐based teacher educators fulfill their role as educators of student teachers who learn how to teach while participating in the workplace. Based on theoretical notions derived from the literature on teacher education and workplace learning, the Cognitive Apprenticeship Model was specified and used in a case study as a framework to describe the activity of these school‐based teacher educators. They use tools (e.g., apprenticeship assignments) developed within the teacher education institute and rely on their professional knowledge as experienced schoolteachers. This results in student teachers being provided with useful tricks which, however, hardly helps them to interpret and elaborate their experiences from a more conceptual or theoretical perspective. Also the possibilities of the social context of the school as a learning environment are not systematically used. 相似文献
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This article is about what action learning is in the twenty-first century. In 1983 Reg Revans explained how action learning differed from seven phenomena with which it had been confused. This article explores how action learning differs from seven further phenomena with which it is currently confused. The article details similarities and differences between action learning and self-directed teams, coaching, focus groups, action research, seminars, problem-based learning and experiential learning. 相似文献
14.
The aim of this study was to investigate the relationship between students’ learning approaches to study on part‐time, distance‐learning management courses, and transfer of their learning to the workplace. The relationship between these two variables has rarely been considered before, as they emanate from research areas that have remained distinct. Three learning approaches are identified by ASSIST, the instrument used in this study: the deep approach, the strategic approach, and the surface‐apathetic approach. Transfer of learning was measured by student self‐report. The deep approach was closely related to transfer of learning from the course to the workplace but strategic and surface‐apathetic approaches did not show a significant association. Contrary to expectations, academic grades also showed no significant association with transfer of learning. The findings are discussed in relation to cognitive changes proposed to occur during transfer of learning. 相似文献
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Education is centre stage in current UK government initiatives to promote multi-agency team work. This paper draws on a research project which explored the way in which multi-disciplinary teams work and learn together in their practice with children, to consider the implications of ‘joined-up’ practice for theorizing dilemmas of knowledge creation and identity transformation for professionals in multi-agency teams. The paper focuses primarily on the experiences of education professionals. We exemplify some dilemmas of ‘joined-up’ team participation in specific workplace activities involving knowledge exchange. We then explore the impact of belonging to multi-agency teams on professional roles, identities and learning. The paper then summarizes strategies which professionals used for resolving dilemmas around learning and knowledge creation, and considers how participating in shared workplace activities might enable or constrain professionals to consoli date their professional identities and learning. Drawing on theoretical research into workplace participation and professional learning, the paper examines implications for theorizing the professional identity of teachers in multi-agency team work, within a systemic model that takes account of: creating new knowledge and practice; enhancing professional identity; and building inter-professional communities. 相似文献
16.
Sally Barnes 《Distance Education》2000,21(2):236-247
Technology is potentially offering many opportunities to extend and expand distance learning in the higher education sector. Electronic conferencing, in particular, is seen as a technique which offers opportunities for course delivery and methods of interaction for distant learners. This paper examines the similarities and differences between face‐to‐face seminars and online discussions. Through the concept of affordance it is shown that both benefits and limitations for interaction exist for real and virtual meetings.
It is argued that until we fully understand what it is about face‐to‐face interactions that enhances learning, we cannot know what features are required within an electronic conferencing system. 相似文献
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Addressing the context of e‐learning: using transactional distance theory to inform design 总被引：1，自引：0，他引：1
The rapidly expanding range of options available for innovative e‐learning approaches based on emerging technologies has given renewed importance to teaching and learning issues that have long been familiar to distance educators. These issues arise from the separation between learners, and between teacher and learners, which occurs when learning is undertaken wholly or partly online. There may be important implications that emerge from aspects of separation, depending on whether students are studying primarily on‐campus, off‐campus, trans‐nationally, or in specific contexts such as the home, the workplace, fieldwork locations, or other places made possible by mobile learning technologies. We suggest that the context of learning has significant implications for e‐learning design, and that one way of analysing these implications is to draw on understandings from distance education, particularly the theory of transactional distance. We use cases from two Australian universities to illustrate the practical application of these implications to e‐learning design, including designs that involve Web 2.0 technologies. 相似文献
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The purposes of this article are twofold. First, it considers the policy links between guidance and lifelong learning, highlighting in particular the implications of findings from a recent study by the Organisation for Economic Co‐operation and Development (OECD). Secondly, it critically compares two approaches to workplace guidance about education and training, drawing upon evaluations of various initiatives organized by trade unions and employers in Denmark and the UK. These evaluations are based on qualitative data collected from in‐depth interviews with those responsible for organizing and giving the guidance, as well as those who received it. Five interviews were conducted with recipients of guidance in each country, either face‐to‐face or by telephone, using a semi‐structured interview schedule. The conclusions suggest some issues that need to be addressed by guidance practitioners and policy makers, including employers and trade unions. 相似文献