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Lesley Wood Ina Louw Ortrun Zuber-Skerritt 《Action Learning: Research and Practice》2017,14(2):120-135
As supervisors who advocate the transformational potential of research both to generate theory and practical and emancipatory outcomes, we practice participatory action learning and action research (PALAR). This paper offers an illustrative case of how supervision practices based on action learning can foster emancipatory and lifelong learning within a university context that is becoming ever more focused on throughput of students, rather than on the quality of their learning. Conference attendance offers an excellent opportunity for postgraduate students to develop as researchers and lifelong learners, yet anxiety often prevents them from making the most of the learning experience. We explain how we encouraged the development of capabilities in students through a PALAR support programme that assisted postgraduate students prepare for a conference to make overall participation, presenting a paper and subsequent publication a true learning experience. We generated and analysed data from the written reflections of 11 postgraduate students who participated in the programme. The findings suggest that action learning, specifically PALAR, can be used to enable a rich learning experience for postgraduate students attending conferences through fostering relationships, building trust, a supportive environment, collaboration, communication and competence among them. Postgraduate students who experienced our PALAR support programme developed not only skills, knowledge, confidence and deeper appreciation of learning opportunities through conferences, but also understanding of the principles of PALAR that apply not just to the conference context but across all aspects of learning and research and life at large. 相似文献
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Collaborative work in small groups is often a suitable context for yielding substantial individual learning outcomes. Indeed, small-group collaboration has recently become an educational goal rather than a means. Yet, this goal is difficult to attain, and students must be taught how to learn together. In this paper, we focus on how to prepare teachers to become facilitators of small-group collaboration. The current case study monitors a group of six prospective teachers and their instructor during a one-semester course. The instructor was a skilled mathematics teacher with strong beliefs about what is entailed in establishing a mini-culture of learning to learn together and about how to facilitate student group work in problem-solving situations. We describe the learning path followed by the instructor, including the digital environment. The findings show that by the end of the course, the students became more competent facilitators of learning to learn together. 相似文献
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Wu-Yuin Hwang 《Interactive Learning Environments》2013,21(4):429-443
Learning how to carry out collaborative tasks is critical to the development of a student's capacity for social interaction. In this study, a multi-robot system was designed for students. In three different scenarios, students controlled robots in order to move dice; we then examined their collaborative strategies and their behavioral interactions. The following three scenarios were used: three students to three robots, three students to two robots, and two students to three robots. The experimental samples comprised sixth-grade students in elementary schools, 16 groups in total, and each group comprised three students. The results revealed three collaborative strategies for solving problems that emerged from the three scenarios: (1) independent-control (like cooperation), (2) mutual-control (like collaboration), and (3) coordinator-directed (like collaboration with coordinator). This study also found that students completed a task better with the least required time when they adopted the mutual-control strategy. In addition, coordination in the mutual-control and coordinator-directed strategies was generally regarded as helpful to task completion. With respect to behavioral interactions, students understood the importance of coordination yet still recognized that the skill of negotiation had to be learned. Our results suggest that the mutual-control and coordinator-directed collaborative strategy increased the frequency of task related interactions. Because collaboration inevitably entails conflicts, we should guide students not only in preventing these conflicts but also in learning how to cope with conflict and communicate and coordinate with others. By working together, learners had to figure out how to reduce conflicts, which was both a benefit to the completion of their collaborative tasks and an important skill for their socialization. 相似文献
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Noelene Callaghan 《Educational Media International》2016,53(4):244-260
This research paper identifies the way in which Minecraft Edu can be used to contribute to the teaching and learning of secondary students via a multiple case research study. Minecraft Edu is recognised as a gamification tool that enables its users to create and evaluate project-based learning activities within a classroom context. Learning through edugames was found to enhance learning as well as allow students to attain overall learning outcomes. This permitted an enhancement of engagement, collaboration, the creation of authentic learning activities as well as the attainment of learning outcomes. The role of the teacher was also found to play a considerable role in students attaining these twenty-first-century teaching and learning capabilities. 相似文献
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Pamela Rogerson-Revell 《Distance Education》2015,36(1):129-147
This paper reports on an action research study investigating the use of online learning activities or “e-tivities” to enhance the learning and assessment experience of students on a distance master’s programme. The study suggests that to be successfully integrated in a programme, such activities need to be carefully aligned with learning outcomes and assessment practices, and their value needs to be clear both to students and staff. The paper describes how e-tivities were designed, adopting a constructive alignment approach, to introduce more flexible and innovative approaches to learning and assessment. The e-tivities used a range of technologies (e.g., voice-based discussion boards, podcasts, wikis and blogs) to carry out group-based reflective activities. The study provides some evidence that such e-tivities, particularly voice-based activities, can help provide earlier, more detailed formative assessment, stimulate a more collaborative approach to learning and motivate students to engage more broadly with course content. 相似文献
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ABSTRACTUniversities are now compelled to attend to metrics that (re)shape our conceptualisation of the student experience. New technologies such as learning analytics (LA) promise the ability to target personalised support to profiled ‘at risk’ students through mapping large-scale historic student engagement data such as attendance, library use, and virtual learning environment activity as well as demographic information and typical student outcomes. Yet serious ethical and implementation issues remain. Data-driven labelling of students as ‘high risk’, ‘hard to reach’ or ‘vulnerable’ creates conflict between promoting personal growth and human flourishing and treating people merely as data points. This article argues that universities must resist the assumption that numbers and algorithms alone can solve the ‘problem’ of student retention and performance; rather, LA work must be underpinned by a reconnection with the agreed values relating to the purpose of higher education, including democratic engagement, recognition of diverse and individual experience, and processes of becoming. Such a reconnection, this article contends, is possible when LA work is designed and implemented in genuine collaboration and partnership with students. 相似文献
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For this review, we synthesized quantitative and qualitative research on collaborative learning to examine the relationship between teacher guidance strategies and the processes and outcomes of collaboration among students (66 studies). The results show that several aspects of teacher guidance are positively related to student collaboration, for example when teachers focus their attention on students’ problem solving strategies. During student collaboration, opportunities arise for students to engage in collaborative activities that support their learning process. The way teachers take more or less control of these moments determines whether these opportunities can be turned into real moments of learning for the students. This review highlights the important yet challenging role of the teacher during collaborative learning. 相似文献
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《Journal of educational and psychological consultation》2013,23(4):393-395
The constraints and complexity entailed in the provision of comprehensive special education services at a school site argue for the importance of using whole schools as a unit of analysis in special education efficacy research. The case studies summarized in this special issue represent an important step forward in understanding how schools that support positive academic outcomes for all students are configured. All studies found support for the importance of collaboration (although the forms varied by school). Other common themes were peer support, shared responsibility for student learning, administrative support for collaboration, and informal communication mechanisms that supplemented more formal contacts between general and special education. The case studies can serve as a stimulus for further debate about how to define exemplary outcomes in special education and the critical dimensions for characterizing schools' services to students with disabilities. They also provide directions for future research in understanding the processes that contribute to positive outcomes for students in special education. 相似文献
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Michael Hammond 《Education and Information Technologies》2017,22(3):1005-1024
This paper investigates collaboration in teaching and learning and draws out implications for the promotion of collaboration within online environments. It is divided into four sections. First the case for collaboration, including specifically cooperative approaches, is explored. This case revolves around the impact of collaboration on the quality of learning and on learning outcomes. Collaboration is seen as constrained by context but, if structured and rewarded, it will bring important motivational and cognitive benefits. Next, the case for online collaboration is examined. This is based on longstanding arguments about the benefits of working together albeit in an environment which offers greater reach; a mix of media; and archives of interaction. The third section of the paper compares perspectives on online collaboration with a longer tradition of research into collaboration in general; it critiques the idea that online mediation offers a paradigm change in teaching and learning. The fourth section of the paper considers future directions for promoting online collaboration. 相似文献
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Evolving technologies and globalisation presents educators with the challenge of creating learning experiences to help students develop competencies to enable them to function successfully in a dynamic society. Today’s learner is expected to be multiliterate – able to analyse and construct multi-modal texts. A qualitative embedded multi-case study was conducted to investigate the learning experiences and multiliteracy outcomes for students engaged in an educational program with a media studies focus. The program, designed for a secondary school English curriculum, was underpinned by multiliteracies pedagogy and delivered within a technology-mediated environment. This paper reports a single class case drawing upon examples from small group cases embedded within the class. The findings suggest that educational programs underpinned by multiliteracy pedagogy supported by technology can provide meaningful learning experiences for students whilst achieving multiliteracies focused learning outcomes. For this to occur important factors such as teacher technology competencies and expertise, access and integration of technology and facilitation of effective learning scaffolds should be considered. 相似文献
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Brad Hampson 《Research in Science Education》2000,30(3):269-287
The benefits for a teacher in researching their own classroom have been well documented, but few reports have focused on how
teachers make sense of what they see and hear during open-ended technology construction projects. This interpretive study
has such a focus. It traces aspects of my learning trajectory as a teacher researcher in my Year Six classrooms, and aspects
of improved classroom outcomes. In narrative voice I describe how my initial thinking about the building of acceptable scientific
knowledge is modified through exploring the research literature and the strength of my students' ideas. My interpretation
of videotape data of the collaboration process within group learning identifies the social dynamics which can influence the
evolving nature of student's ideas in designing engineering structures. I describe how this research experience has influenced
my planning and interaction with my students in the process of helping them to construct viable scientific knowledge. 相似文献
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Annika Andersson 《Journal of Vocational Education & Training》2016,68(2):245-262
To prepare emergency response organisations for collaborative work in unpredictable and dynamic situations, various types of exercises are widely used. Still, our knowledge of collaboration exercises with emergency response students is limited. This study aimed to contribute to this field by exploring boundaries that emerged between collaborating organisations in exercise activities and how these boundaries could be understood for learning. Drawing on the Akkerman and Bakker framework of boundaries as learning mechanisms, this study explored an exercise, including full-scale scenarios and seminars with students from the police, ambulance and rescue services education in Sweden. Thematic analysis of interviews and observations illustrated boundaries that emerged regarding vocabulary, prioritisation, roles, knowledge gaps and overlapping responsibilities across organisations. Rather than dissolving boundaries, this article suggests that boundaries can be utilised in exercises to support the students to contextualise their knowledge in relation to the demands of collaborative work. The concepts boundary work and boundary awareness were suggested to capture more generally the dynamics of learning in exercise contexts. 相似文献
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This paper is concerned with the educational value of Facebook and specifically how it can be used in formal educational settings. As such, it provides a review of existing literature of how Facebook is used in higher education paying emphasis on the scope of its use and the outcomes achieved. As evident in existing literature, Facebook has been used mainly for social networking purposes through the establishment and collaboration of social groups in educational settings. However, a set of recent studies has exemplified how Facebook can provide an empowering means for achieving educational goals and supporting students develop crucial skills (e.g., writing, networking, collaborating) by serving as members in various learning communities. Concluding, we argue that Facebook can provide a valuable pedagogical tool that enhances student learning. Hence, future research towards further exploring Facebook’s use in educational settings is warranted for the purpose of producing scientific evidence about the ways in which Facebook could be utilized to enhance learning. 相似文献
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朱文 《湖北广播电视大学学报》2014,(2):22-23
高职院校思想政治理论课是对学生进行思想政治教育的主渠道和主阵地,是提高大学生思想道德素质的重要途径。目前,虽说思想政治理论课教学取得了很大成绩,但我们必须清晰看到思想政治理论课教学在教学方面仍然存在种种问题。如何提高学生学习思想政治理论课兴趣,这是思想政治理论课教师亟须解决的问题。 相似文献