Linguistics ante litteram in the Learned Journals of the Enlightenment

Systematic reviews have demonstrated the scarcity of well-designed evaluations investigating outdoor nature-based play and learning provision for children in the early childhood education and care (ECEC) sector. This study investigated the feasibility of evaluating outdoor nature-based play and learning provision across urban ECEC settings in Scotland. Seventy-seven ECEC settings in Glasgow, Scotland, were contacted to participate in a mixed-methods feasibility and pilot quasi-experimental non-equivalent control study. The evaluation involved ECEC settings with three different models of outdoor nature-based provision. Children aged 3 and 4years old at participating ECEC settings were eligible. The feasibility of recruitment/retention of ECEC settings and children, propensity score matching in place of participant randomisation, outcome measures, routine monitoring procedures, and study design acceptability were investigated. Outcome measures were completed at baseline and 7weeks later: anthropometric measures, Strength and Difficulties Questionnaire (SDQ), Preschool Gross Motor Quality Scale, and wrist-worn accelerometer. Feasibility was investigated using descriptive statistics, outcome measure completion rates, and thematic analysis of semi-structured interviews with 15 ECEC educators. Ten percent (8/77) of ECEC settings expressed a willingness to participate, and six were taken forward for recruitment of children: two traditional ECEC settings, two fully outdoor ECEC settings, and two satellite ECEC (where the outdoor space is not adjacent to the physical premises) settings. Twenty-three percent of children (53/228) provided consent to participate in the study. Data of 46 children were collected at baseline. The retention rate of children at follow-up was 69.8% (37/53). We found few participants were matched on their propensity score. Excluding SDQ assessments and wrist-worn accelerometer, all outcome measures met the green progression category (70% or more completed). Routine monitoring tools, 'learning journals', provided a cross-sectional description of how children progress against curriculum outcomes. Practitioners found the pilot study design acceptable in terms of the limited intrusiveness to their daily operations and the level of participation required; however, they suggested that the wrist-worn accelerometers should be reconsidered. Overall, the study design was accepted by practitioners; however, before an effectiveness evaluation, it is recommended that the recruitment process be improved. The quasi-experimental approach to randomisation should be reviewed considering the outcomes an effectiveness study wishes to investigate (e.g. balance or prosocial behaviour), identification of appropriate covariates, and appropriate sample size. It is recommended that the 'learning journals' be used within a case study design monitoring children's progress against curriculum outcomes. This feasibility study will inform an effectiveness evaluation and support policy making and service delivery in the Scottish ECEC sector.

Due to the variety of research ethics and integrity training formats it may be challenging to use a common instrument to monitor and evaluate the development of competencies and learning progress as well as determine the effectiveness of the training. The present study scrutinises the use of learning diaries as one possible measure to evaluate the development of ethics competencies. The aim of the study was to increase understanding about how learning diaries capture development of research ethics and integrity competencies of participants and explore the use of diaries as a measure of training effectiveness. In the evaluative case study, a micro-credential programme was used as the context of the study and data was analysed using deductive content analysis. As a result, we outline criteria for analysis to be used in ethics training programmes for learning diaries. Results indicated that learning diaries submitted in the forum format (compared to individual submissions) provide peer support, so learners display more content knowledge on high levels of reflection and understanding. Submitting learning diaries over a longer period and making submissions repeatedly can improve writing and reflection competencies. The quality of learning diary entries may also depend on learner characteristics, such as commitment and motivation. Keeping a learning diary can help retain obtained competencies over a longer period. The article ends with a set of recommendations for implementing learning diaries as one measure of evaluation.

The literature has produced relevant theoretical insights into pedagogical frameworks, tools and competences that would be best suited to teach sustainability at higher education (HE). This article contributes to such a discussion using a course on sustainability developed by us as a case study. Two research questions are tackled in this article: (1) How to empower students to address urban sustainability challenges through the inclusion of transformative, interdisciplinary and intercultural learning into the current HE system? (2) Which pedagogical tools can be used to develop students’ sustainability-oriented competences? To address the research questions, the case study consists of two parts. First, by reflecting on the course design, this article aims to shed light on the benefits and challenges of transformative pedagogy and of an interdisciplinary and intercultural framework. Second, by analyzing students’ learning diaries (N = 36) using thematic analysis, this article offers insights into some of the students’ learning process, allowing us to assess the strengths and weaknesses of the course design as well as draw implications to improve and renew courses on sustainability in HE. The findings from the learning diaries indicate the students’ thirst for formal knowledge on sustainability, which they connected to their professional development and yearning for action. The learning diaries also suggest students’ increasing awareness of sustainability as a systemic and structural issue during the course, which aligns with the transformative learning framework used. Finally, this study emphasizes the need for structural support to meaningfully integrate sustainability in HE curricula and teaching practices.

Drawing on the Self-Determination Theory (SDT), this study explored how writing a learner diary impacts students’ ability to learn autonomously in an intermediate Korean language class. Researchers conducted a qualitative analysis involving nine participants who used weekly learner diaries, questionnaires, and exit interviews. The findings revealed that through a learner diary, students carried out a series of self-regulated acts, such as setting a goal, searching for learning resources, assessing their performances, and expressing a sense of accomplishments, which boosted their overall confidence. While writing a weekly learner diary, students’ learning behaviors have undergone to satisfy the three key elements of SDT, autonomy, competence, and relatedness, resulting in students’ increased motivation to learn Korean. More importantly, the result was confirmed consistently regardless of individual students’ level of proficiency. Initially thought of as a difficult task, all participants began to enjoy writing a learner diary, and the writing a diary in the target language was more enjoyable and rewarding as they continued into the middle of the semester and thereafter. Positive feedback and encouragement from the teacher also played a crucial role in enhancing the students’ self-efficacy. The participants reported that the diary was accountable for improving their autonomous learning.

Learning diary and peer-assessment as AfL tools can make students continuously engage in their learning so that their competence can be developed. In this sense, the assessment process is a learning process for the students. This study examines the effectiveness of using learning diary and peer-assessment as assessment tools in developing students’ learning by exploring the implementation process, the grades of the performance, and the data got from the semi-structured interviews. Findings suggest that most of the students favor these assessment tools but still some students prefer to take traditional written exams, which needs more investigations and discussions in the future.

Learning journals are widely used in second/foreign language research. They are not only tools to gather data but also contribute to optimization of the learning process and help students become more autonomous. The discussion presented here focuses on dialogue journals, which are used for ongoing written interaction between the teacher and learners. The paper provides a terminological basis, gives examples of topics and describes the characteristics of the teacher-student dialogue management. The advantages and disadvantages of dialogue journals are discussed from the didactic perspective. The last part of the paper concerns empirical problems to be taken into account when learning journals are introduced and used.

This practice paper presents our initial exploration of learning journals as a potential source of information for guiding teaching and learning in creative student-directed programming assessments. Student learning journals were systematically analyzed in order to explore the bugs and misconceptions of novice programmers taking a graphics-programming course. From this analysis emerged common codes and higher-level themes that provided insight into student learning. The results of this case study suggest that learning journals are a rich source of data through which to explore and improve the teaching and learning of creative programming.

ABSTRACTCurrent practices in the fashion industry and the use of textile materials are unsustainable. The consumption of clothing and textile products has increased simultaneously with an exponential increase in production volumes. This study focuses on how to newly appreciate material in fashion design through a case study in Zero Waste Fashion (ZWF) practices. The focus in this research is on experimental garment and textile design processes in the area of ZWF and its connection to textile appreciation. The data include interviews with teachers and fashion designers who have experimented with the strategy in design practice. The data also include students’ learning diaries from a ZWF course as well as the course Webpage. This course was organized at Aalto University School of Arts, Design and Architecture in August 2012 and was conducted by fashion designer Holly McQuillan. Qualitative and descriptive research methods have been used to construct an understanding of how a new appreciation for textiles can be fostered in fashion design through a ZWF approach. The main results show that it is possible to facilitate a new kind of appreciation for how fabric is used in fashion design. Additionally it is possible to design new fashion aesthetics through intergrading textile design and fashion design in ZWF practices. For example, combining hand-printing or hand-weaving with creative pattern design can result in a new fashion aesthetic. Additionally, through self-made and handmade approaches in textile design, fashion designers’ understanding and appreciation of textiles can be deepened.

This article examines learning journals as a method for developing self-awareness within a business education context, exploring “how can effective design and assessment of reflective journals assist the development of students' self-knowledge?” The authors describe three different approaches to learning journals, with each case study outlining the purpose of the course and the learning journal within it, the design and assessment of the journal, and an evaluation of this experience. The authors' aim is to illustrate how journals can be implemented in management education. Although each case study is distinct, three interconnecting themes also emerge that underlie why this approach to learning is important: finding the subjective voice that enables students to access their inner learning; accepting that learning is mutually constructed within a cocreative space rather than something “done to the student”; and that a more reflective self-awareness engages a higher sense of personal purpose. These significant outcomes illustrate the success of this learning approach.

of thesis entitled Developing Students' Inquiry Minds in School Science: A Classroom Case Study Submitted by CHOW Kar Man for the degree of Master of Education at the University of Hong Kong August, 2000 Being merely acquainted with science knowledge and concepts is no longer enough for our students. To live in and contribute to a society more and more shaped by science and technology, students also need to develop the skills and habits of mind to think for themselves and participate intelligently in public discourse and debate about science and technology. School science education today should develop students' scientific ways of thinking and cultivate in them a systematic way of exploring and investigating the world around them. Through engaging students in inquiry activities and fostering students' metacognition, teachers could lead students to appreciate the evolutionary nature of science knowledge and develop their autonomy in learning. This dissertation presents a case study on how a science teacher develops students' inquiry minds by incorporating strategically different pedagogical techniques and high level cognitive activities in his teaching. Data was collected mainly from observations, videotapes, semi-structured interviews with the teacher and students as well as analysis of documents such as students' learning journals and examination paper. It is hoped that the study may provide insights into how school science education could help students leam to reason, think creatively, make decisions, solve problems and search for knowledge on their own, leading to a more fulfilling and responsible life.

The present study aimed to analyze the possible impacts of effective feedback on the various dimensions of student engagement through the use of learning journals produced by pre-service teacher education students. For this purpose, characterized as a case study, 130 learning journals from students in the Languages - Additional Languages (English, Spanish, and their respective literatures) program at UNIPAMPA, Bagé campus, were investigated using Content Analysis. Through the identification of engagement indicators and students' perceptions of feedback exchanges, the journals produced during the pandemic highlighted emotional aspects, including moments of anguish. As for the feedback, it was characterized as effective, as it was not solely focused on a cognitive approach. The most prominent results show that the emotional and behavioral dimensions of engagement were the most frequently indicated in the proposed analysis, referring once again to the context of COVID-19 and its implications for mental health, as well as the new teaching practices adopted. Thus, the learning journals, in addition to allowing the investigation of evidence related to engagement and effective feedback, also enable students to develop a rich and personal experience, particularly regarding the acquisition of Additional Languages, the focus of the program under analysis.

Background and Purpose: Previous studies have examined the efficacy of the cooperative learning approach to enhance speaking outcomes, but little is known about what happens in the interaction process of cooperative learning and how cooperative learning works to promote speaking interaction. The current study examines Chinese college students’ interaction strategies in cooperative learning activities and how cooperative learning instruction influenced their interaction strategy use. Methodology: This research adopted the sequential explanatory design. Thirty students from an intact class at a Chinese public university participated in a 12-week cooperative learning instruction and kept learner diaries over time. One cooperative learning team of four members was randomly chosen for observing their interaction strategy use throughout the semester fortnightly. The frequencies of their interaction strategies employed in the transcribed recordings were analysed through descriptive statistics and the learner diaries were analysed through thematic analysis. Findings: The findings indicated that the four students’ Modified-Interaction strategies were employed much less frequently than Social-Interaction strategies when they worked cooperatively, and training in Modified-Interaction strategies was greatly needed for promoting students’ effective interaction and language development. It has also been found that cooperative learning instruction was helpful in promoting students’ Social-Interaction strategy use as it provided a natural and conducive environment for students to socialize and cooperate towards the group goals. Contributions: This study can provide insights into implementing cooperative learning activities and training interaction strategies in a formal language classroom context. Keywords: Cooperative learning, peer interaction, interaction strategies, modified interaction, social interaction. Cite as: Jia, J., & Stapa, M. (2024). The use of English interaction strategies in cooperative learning: A case study of four Chinese college students’ spoken discourse. Journal of Nusantara Studies, 9(1), 25-52. http://dx.doi.org/10.24200/jonus.vol9iss1pp25-52

Practical coaching by mentors: Student midwives' perceptions

Student reflections and research about them play critical roles in the teaching and learning process. While student reflections improve academic achievement, research conducted by a teacher about students’ learning enables him/her to create new teaching methods which are responsive to current educational needs of students. In a recent study, the essential focus was on exploring trainee teachers’ reflections on the ‘Teacher as a Researcher’ course they completed. This qualitative case study, conducted within an interpretive paradigm, utilized documentary analysis of students' learning journals using Gibbs’ reflective cycle as a theoretical framework. The findings revealed that the course enhanced student engagement and empowered them to apply effective pedagogical approaches that would be beneficial for their future teaching endeavors. The study concludes that student teachers’ reflections play an indispensable role in developing critical thinking and inquiry skills. This research highlights the importance of encouraging students to reflect on their learning experiences and the value of teachers engaging in research specifically focused on student reflections to enhance their teaching methods.

This paper explores the usefulness of the learning journal as a means of actively engaging students in the learning process, based on a case study of a third-year undergraduate geography course. After briefly reviewing the literature on journal writing in different contexts, the paper outlines the approach adopted in the new geography course, in which students were given guidelines on how to write a journal that would be assessed as part of the course. Extracts from students' journals for this course are used to illustrate how they approached the task, and how they viewed the experience. It is concluded that the learning journal has good potential to increase student interest in and engagement with course material, to encourage and empower students to take more responsibility for their own learning, to be more reflective in their study, and to allow them to have a voice and provide valuable feedback to the teacher.