Acquisition Of Learning Skills Research Articles

Nurturing Learning Agility: Investigating Self-Determined Learning and Skill Enhancement During COVID-19

In the modern era, the acquisition of learning skills has become crucial for personal and professional success due to technological advancements and changes in the nature of work. The rise of automation and artificial intelligence has displaced traditional jobs, necessitating continuous skill development to remain employable. The COVID-19 pandemic accelerated the need for digital skills in the transition to remote work. Learning skills are vital for personal growth, expanding perspectives, and enhancing critical thinking and problem-solving abilities. They also promote innovation, collaboration, and interpersonal interaction, essential for success in personal and professional situations. This study aimed to explore the importance of learning skills in the modern era and its impact on employability and career success. It investigated individuals’ involvement in skill acquisition through self-determination or heutagogy, a learner-centered approach emphasizing autonomy and capacity development. The study employed an exploratory research design and a survey method to attain the objectives. The tool used was a researcher-administered questionnaire shared through online digital platforms. The sample included more than 700 counts consisting of individuals belonging to each age group and employment status. The research found that 84.24% of individuals learned new skills during the COVID period, indicating a positive response to the opportunity for self-improvement. The majority of participants focused on Personality Development Skills (PDS) and Communication Skills (CMS) for personal growth and career advancement. Leadership and Management Skills (LS), Analytical Skills (AS), and Technical Skills (TS) were also highly valued for career progression. Overall, the study highlights the importance of continuous skill development and the role of self-determined learning in enhancing employability. It suggests that individuals who took advantage of the COVID-19 period to acquire new skills have increased their career prospects and contributed to a growing pool of skilled workers in India. The research underscores the significance of lifelong learning and the potential of online digital education to foster innovative teaching and learning strategies, especially in resource-constrained settings

Factors Inhibiting the Mentally Challenged in the Acquisition of Skills in Ugenya District, Siaya County, Kenya

Abstract The study focus was on factors inhibiting the mentally challenged in the acquisition of skills. Objectives were to establish the challenges facing mentally handicapped learners in acquisition of learning skills; to establish the effect of parents and community support and involvement on the acquisition of learning skills; to determine the effect of the role of teachers and teaching methods used on the acquisition of learning skills; and to find out the effect of learners characteristics on the acquisition of learning skills among mentally handicapped learners. Descriptive survey design and purposive sampling techniques were used to sample the respondents. A total of 76 respondents responded to the research instruments. Among the major findings, the study established that the major challenges facing the acquisition of leaning among the mentally handicapped included: students’ involvement in interruptive behaviours which interferes with cognitive functioning and inability to cope with frustrations. The role of teachers and teaching methods was not a hindrance to the acquisition of learning skills among the mentally challenged students. The study recommended that awareness should be created through dissemination of information on mental handicap learners. The study suggests a comparative study on the process of acquisition of learning skills be done among normal and mentally challenged learners.

Theoretical discussion on forms of cultural capital in Singapore

This article is a theoretical discussion on five forms of cultural resources that constitute cultural capital for children in the meritocratic yet stratified society of Singapore. These five forms of cultural capital are namely ‘academic’ tastes and leisure preferences, use of Standard English, access to and dispositions toward information communication technology, acquisition of learning skills, and confidence/learning dispositions. They cover two important aspects of cultural capital—namely objectified and embodied components—that may vary in levels with social class and that mediate the influence of social class on children’s academic achievement. Equally importantly, the focus on one societal context—in this case, Singapore—recognizes the contextual specificities of cultural capital in form and consumption pattern among individuals.

Patient education for neck pain

Neck disorders are common, disabling, and costly. The effectiveness of patient education strategies is unclear. To assess the short- to long-term effects of therapeutic patient education (TPE) strategies on pain, function, disability, quality of life, global perceived effect, patient satisfaction, knowledge transfer, or behaviour change in adults with neck pain associated with whiplash or non-specific and specific mechanical neck pain with or without radiculopathy or cervicogenic headache. We searched computerised bibliographic databases (inception to 11 July 2010). Eligible studies were randomised controlled trials (RCT) investigating the effectiveness of TPE for acute to chronic neck pain. Paired independent review authors conducted selection, data abstraction, and 'Risk of bias' assessment. We calculated risk ratio (RR) and standardised mean differences (SMD). Heterogeneity was assessed; no studies were pooled. Of the 15 selected trials, three were rated low risk of bias. Three TPE themes emerged.Advice focusing on activation: There is moderate quality evidence (one trial, 348 participants) that an educational video of advice focusing on activation was more beneficial for acute whiplash-related pain when compared with no treatment at intermediate-term [RR 0.79 (95% confidence interval (CI) 0.59 to 1.06)] but not long-term follow-up [0.89 (95% CI, 0.65 to 1.21)]. There is low quality evidence (one trial, 102 participants) that a whiplash pamphlet on advice focusing on activation is less beneficial for pain reduction, or no different in improving function and global perceived improvement from generic information given out in emergency care (control) for acute whiplash at short- or intermediate-term follow-up. Low to very low quality evidence (nine trials using diverse educational approaches) showed either no evidence of benefit or difference for varied outcomes.Advice focusing on pain & stress coping skills and workplace ergonomics: Very low quality evidence (three trials, 243 participants) favoured other treatment or showed no difference spanning numerous follow-up periods and disorder subtypes. Low quality evidence (one trial, 192 participants) favoured specific exercise training for chronic neck pain at short-term follow-up.Self-care strategies: Very low quality evidence (one trial, 58 participants) indicated that self-care strategies did not relieve pain for acute to chronic neck pain at short-term follow-up. With the exception of one trial, this review has not shown effectiveness for educational interventions, including advice to activate, advice on stress-coping skills, workplace ergonomics and self-care strategies. Future research should befounded on sound adult learning theory and learning skill acquisition.

Problem Based Learning in an MSW Programme: A Study of Learning Outcomes

This article reports research undertaken as part of the curriculum development of a Master of Social Work programme at the University of Hong Kong. It was decided to switch four out of five core subjects to a problem based method of teaching and learning. Two student self‐assessment measures were used to track learning skills acquisition and professional knowledge acquisition. The Problem Based Skills Learning Inventory covered problem solving, interpersonal and group skills, self‐directed learning skills, self‐assessment and knowledge building. The Competence and Aptitude in Social Work Scale included knowledge, social awareness, communication skills, leadership and self‐concept. Results indicated that for most students there were significant gains over the course of the academic year in most areas. Serendipitous findings throw light on the issue of students' response to pure and hybrid PBL methods and the acceptability of this more active approach to learning to Chinese students.

The ‘learning organization’ and emergent strategies

The concept of organizational learning and the role of institutions of higher education in enabling organizational strategies to emerge is the focus of this article which provides. A literature review of individual and organizational learning which it is argued are both elements of a ‘learning organization’. A discussion of the literature on strategic management and the role which organizational learning has in enabling strategies to emerge. The outcomes of research with middle managers from a large international corporation and members of academic staff from a large UK business school. Findings which form the foundation of an argument which proposes that the role of formal education enables the acquisition of learning skills by managers and also the ability to enhance the capability of others to learn in the workplace. A conclusion which suggests that success in the adoption of this course of action will enable organizational strategies to emerge; these will be influential in providing strategic direction for an organization and thus enhancing its effectiveness. © 1998 John Wiley & Sons, Ltd.

Library instruction, individualised learning and independent learnings

Within higher education courses are being designed which emphasise the acquisition of learning skills rather than the absorption of ‘blocks’ of subject knowledge. Such courses indicate the way in which library-based learning skills can be developed alongside other learning skills, and also show the necessity of the librarian’s involvement in course design teams. This approach to library teaching has been developed most, perhaps, in art and design libraries where the demands of the ‘hidden curriculum’ have always been felt, if not overtly acknowledged.(The text of a paper presented at the ARLIS Seminar on User Education held at Leeds Polytechnic, 7-8 April, 1978.)