Learning Expectations Research Articles

(Re)conceptualising effective teaching in further education: an exploratory study

ABSTRACT Government-led reforms in the Further Education (FE) sector in the UK have highlighted the impact that FE institutions can have on national productivity and economic growth. This has resulted in growing calls to support the performance of FE teachers in the classroom. There is a paucity of research that has considered effective teaching practice within the unique context of FE. To address this gap, we sampled 90 full-time FE teaching staff, who participated in one of 12 in-depth focus groups, which aimed to: (a) develop a working definition of effective teaching in FE; (b) examine the characteristics of effective FE teachers; and (c) explore the process of effective FE teaching and the factors that may impact on this. Using thematic analysis, a definition was constructed that considered effective teaching practice to be a learner-centred process that facilitated learners’ basic psychological needs resulting in a range of holistic outcomes. A number of effective FE teacher characteristics were also identified and categorised into four main themes: knowledgeable; professional skills; personal qualities; and interpersonal qualities. Finally, institutional-, learner-, and teacher-derived issues (e.g. institutional targets; learner expectations; teacher doubts over ability) were identified as factors that may influence the effectiveness of practice in FE. Our findings offer a unique insight into a context-specific conceptualisation of teacher effectiveness that can potentially support the training and development of FE teachers.

Any advice? Lessons learned by mathematics lecturers for emergency remote teaching during the COVID-19 pandemic

The COVID-19 pandemic meant a move to emergency remote teaching for many university students around March 2020. Two months later, we undertook an online survey to ascertain experiences of university mathematics lecturers. We received responses from 257 mathematics lecturers from 29 countries. In this paper, we consider their responses when asked what advice they would give to colleagues, based on their experience of online teaching to date. We gather their collective wisdom under a number of themes, including technology options, effective online teaching approaches, and supporting students, as well as reducing stress and setting realistic expectations for both learners and teachers.

Rethinking Global Health Education in Plastic Surgery Residency.

Summary:Surgical disease is now among the most common, preventable, and growing contributors to the global burden of disease. The attitudes of trainees toward global surgery and the viability of a global surgery as an academic track have blossomed. More optimized experiences within residency education are necessary, however, to prepare the next generation of global surgeons. The field of plastic surgery is thus at an important crossroads in the effort to incorporate global surgery into training programs in a uniform fashion across the country. The recent American Council of Academic Plastic Surgeons meeting in February 2020 was dedicated to identifying strategies that will enhance the adoption of global surgery practices within plastic surgery. In this article, we discuss the principles, themes, and ideas that emerged from this session, and further develop concrete initiatives believed to be potentially fruitful. Some have been discussed in other surgical disciplines or presented in isolation to the plastic surgery community, but never as a cohesive set of recommendations that take into account the background and shortfalls of the current model for global health education in the 21st century. We then introduce five recommendations to optimize learner education: (1) clarification of learner expectations and roles; (2) domestic teaching for optimization of field experiences; (3) expansion of longitudinal, formal rotations; (4) strengthening of the role of research; and (5) integration of program financing.

A Distance-Learning Approach to Point-of-Care Ultrasound Training (ADAPT): A Multi-Institutional Educational Response During the COVID-19 Pandemic.

The COVID-19 pandemic significantly disrupted point-of-care ultrasound (POCUS) education. Medical schools and residency programs placed restrictions on bedside teaching and clinical scanning as part of risk mitigation. In response, POCUS faculty from 15 institutions nationwide collaborated on an alternative model of ultrasound education, A Distance-learning Approach to POCUS Training (ADAPT). ADAPT was repeated monthly from April 1 through June 30, 2020. It accommodated 70 learners, who included 1- to 4-week rotators and asynchronous learners. The curriculum included assigned prework and learning objectives covering 20 core POCUS topics. A rotating group of 30 faculty and fellows delivered daily virtual teaching sessions that included gamification to increase learner engagement and hands-on instruction through teleguidance. After participation, faculty and learners completed anonymous surveys. Educators reported a significant decrease in preparatory time (6.2 vs 3.1 hours per week, P < .001) dedicated to ultrasound education after implementing ADAPT. The majority of 29 learners who completed surveys felt "somewhat confident" or "very confident" in their ability to acquire (n = 25, 86.2%) and interpret (n = 27, 93.1%) ultrasound images after the intervention; the majority of 22 educators completing surveys rated the program "somewhat effective" or "very effective" at contributing to learner's ability to acquire (n = 13, 59.1%) and interpret (n = 20, 90.9%) images. Most learners (n = 28, 96.6%) and all educators (n = 22, 100%) were "satisfied" or "very satisfied" with ADAPT as a whole, and the large majority of educators were "very likely" (n = 18, 81.8%) to recommend continued use of this program. A virtual curriculum that pools the efforts of multiple institutions nationwide was implemented rapidly and effectively while satisfying educational expectations of both learners and faculty. This collaborative framework can be replicated and may be generalizable to other educational objectives.

Sign names in an intercultural classroom space: practices and perceptions of sign language teachers and students

ABSTRACT This study investigates practices around the bestowal of personal sign names to adult New Zealand Sign Language learners, from both teachers' and students' perspectives. Key findings include that, (1) learners receive similar types of sign names to deaf signers but in different proportions; (2) getting a sign name is regarded as a significant milestone and a valuable commodity in constructing an intercultural identity as a `new signer'; (3) deaf teachers experience pressure of student expectations and cultural sensitivities in negotiating sign names in a classroom context. These findings can inform teacher practices and learner expectations regarding sign name acquisition.

За някои по-типични особености, свързани с процеса на преподаване и изучаване на испански юридически език за чужденци

The teaching and learning Spanish legal language as a foreign language for professional and academic purposes has been studied in the present article. The autor departs from trying to examine its main characteristic features and the most common difficulties in the learning process resulting from them. Afterwards, the use of some didactic tools based on learner's profile, specific needs and expectations are explained. These tools don't require a language immersion environment outside the classroom and are designed to help teaching and learning Spanish legal language to university students and professionals such as lawyers, philologists, interpreters and translators.

At the intersection of educational change and borrowing: teachers implementing learner-centred education in Singapore

ABSTRACT The lived realities of agents involved in educational borrowing or transfer are often omitted as research and discussions reside predominantly at a macro level. Through the lens of a comparative educational change framework synthesising concepts in educational change and comparative education, this study examines the lived experiences of teachers in Singapore implementing differentiated instruction, a form of learner-centred education, borrowed from the U.S. Interviewing and observing teachers, we found that they experienced postmodern and political tensions around sociocultural expectations of teaching, learning, and learners. Simultaneously, they struggled with technological considerations like structural conditions in schools and insecurities around their competencies. These findings spell implications for how we support teachers involved in educational borrowing professionally, intellectually, and emotionally. Educational borrowing on the ground can benefit from the consideration of technological, sociocultural, political, and postmodern perspectives of educational change.

Culture and learning style's sensitive learning outcomes aid multicultural classrooms

Past scholars have highlighted on learners' dissatisfaction with multicultural-classrooms teachings. This represents a vital concern for investigation since ample students from different cultures enrol in western higher education (HE) institutions (HEIs) despite the reported declining teaching-learning quality. This study investigates whether learners' culture (LC) and learning style (LS) affect learner expectations through learning outcomes (LOs). Instructors can improve curriculums using complimentary LS and LOs. This study confirms that national culture and LS do govern LOs; thru an interdisciplinary model assessing the effect of Hofstede's national culture and Charlesworth's learning-styles on learning outcomes. An adopted survey was distributed to undergraduates in a NY-based HEI. Data analysis, mainly confirmatory factor analysis and structural equation modelling, confirmed that individualism/collectivism, power-distance national culture, and activist and pragmatic learning styles, empowers learning outcomes (i.e., learner expectations). Implications to theory and practice are also expressed.

Culture and learning styles sensitive learning outcomes aid multicultural classrooms

Past scholars have highlighted on learners' dissatisfaction with multicultural-classrooms teachings. This represents a vital concern for investigation since ample students from different cultures enrol in western higher education (HE) institutions (HEIs) despite the reported declining teaching-learning quality. This study investigates whether learners' culture (LC) and learning style (LS) affect learner expectations through learning outcomes (LOs). Instructors can improve curriculums using complimentary LS and LOs. This study confirms that national culture and LS do govern LOs; thru an interdisciplinary model assessing the effect of Hofstede's national culture and Charlesworth's learning-styles on learning outcomes. An adopted survey was distributed to undergraduates in a NY-based HEI. Data analysis, mainly confirmatory factor analysis and structural equation modelling, confirmed that individualism/collectivism, power-distance national culture, and activist and pragmatic learning styles, empowers learning outcomes (i.e., learner expectations). Implications to theory and practice are also expressed.

Learners’ Needs in Online Learning Environments and Third Generation Learning Management Systems (LMS 3.0)

Learning Management Systems are web-based systems in which learners can interact with content/learning resources and assessments, as well as other learners and instructors. LMSs have been widely used especially since the beginning of the information age. In the context of this study, the aim was to determine the expectations and needs of the learners, who are considered to be one of the most important stakeholders of the LMSs. An open-ended questionnaire and a semi-structured interview form prepared by the researchers were used as data collection tools. Content analysis was performed to analyze open-ended questions and interview data. According to the findings it was seen that learners want more entertaining and self-monitoring environments, especially with the elements of gamification. It was also seen that the learning environments have reporting and predictive capability on student achievement. Learners’ needs and expectations match with third-generation learning management systems. The third-generation learning management systems can be developed through educational data mining and learning analytics. Within the scope of this research, the learner expectations and needs were discussed in the context of the third generation learning management systems, intervention and types of intervention.

The gap between learners’ personal needs and institutional demands in second chance education in Germany

ABSTRACT In Germany about half of the adult learners who start second chance education drop out before graduation. In this paper we aim to contribute to an explanation for this low success rate. We focus on the normative expectations of learners: What are their expectations concerning teachers’ attention to their personal abilities, teacher support and the recognition of their needs, and to what extent are these expectations met by teachers? Our main assumption is that the greater the difference between learner’s expectations and teacher practice, the more likely learners are to become disengaged and be absent from school, and this may lead to school dropout in the future. We use a database of N = 420 learners in 7 randomly selected institutions of second chance education in Germany. Results show, that (1) on average, adult learners tend to expect teachers to take an interest in their personal problems and to take responsibility for their learning process. However (2), 30% of learners experience teachers who are a) more or b) less learner-oriented than they expected them to be, and (3) students in group (b) show considerably lower school engagement and higher absences than students in group (a). Results are discussed with regard to practical implications for second chance education.

Factors influencing learner autonomy and autonomy support in a faculty of education

ABSTRACT Most studies on learner autonomy are in language learning while those on autonomy support are in secondary schools, and are mainly of quantitative nature conducted with either teachers or learners. However, in-depth qualitative studies focusing on the factors influencing learner autonomy in higher education and autonomy support provided for student teachers by teacher educators are scarce. Drawing on data from a qualitative study carried out in an education faculty, this article focuses on both teacher educators’ and student teachers’ perceptions of the factors that limit learner autonomy practice and support. The findings suggest teacher/learner backgrounds, mismatch between teacher and learner expectations, spoon-feeding tendencies of teachers, limited teacher autonomy and large classes are the main factors. The findings also suggest that there exists a dynamic interaction between the constructs of learner autonomy, teacher support and teacher autonomy indicating these need to be treated together rather than in isolation.

Challenges to Health Professions Education and Strategies for Moving Forward

AbstractAs the final chapter of this special issue, we recognize there are multiple challenges to working in the health professions that impact health professions educators’ abilities to teach and support learners. We provide a broad overview of the next generation of learners, in addition to exploring teaching and learning approaches for this population. Strategies include emerging best practices, learner expectations regarding technology, and mechanisms for supporting faculty as they transition to teaching Generation Z students.

Creating a Competency-Based Medical Education Curriculum for Canadian Diagnostic Radiology Residency (Queen's Fundamental Innovations in Residency Education)-Part 1: Transition to Discipline and Foundation of Discipline Stages.

The Royal College of Physicians and Surgeons of Canada (RCPSC) has mandated the transition of postgraduate medical training in Canada to a competency-based medical education (CBME) model divided into 4 stages of training. As part of the Queen's University Fundamental Innovations in Residency Education proposal, Queen's University in Canada is the first institution to transition all of its residency programs simultaneously to this model, including Diagnostic Radiology. The objective of this report is to describe the Queen's Diagnostic Radiology Residency Program's implementation of a CBME curriculum. At Queen's University, the novel curriculum was developed using the RCPSC's competency continuum and the CanMEDS framework to create radiology-specific entrustable professional activities (EPAs) and milestones. In addition, new committees and assessment strategies were established. As of July 2015, 3 cohorts of residents (n = 9) have been enrolled in this new curriculum. EPAs, milestones, and methods of evaluation for the Transition to Discipline and Foundations of Discipline stages, as well as the opportunities and challenges associated with the implementation of a competency-based curriculum in a Diagnostic Radiology Residency Program, are described. Challenges include the increased frequency of resident assessments, establishing stage-specific learner expectations, and the creation of volumetric guidelines for case reporting and procedures. Development of a novel CBME curriculum requires significant resources and dedicated administrative time within an academic Radiology department. This article highlights challenges and provides guidance for this process.

관광영어 교육프로그램 개선을 위한 참여자 인식의 주관성 연구 : A 사이버대학교를 대상으로

English is the most widely used language for international travel. Many universities recognize the importance of tourism English as ESP(English for Specific Purpose) and offers the classes in the department of tourism. Teaching tourism English should be practical and planned to meet the expectations of learners. To do so, students’ learning motivation should be identified based on their subjectivity. Although several researches have studied learning motivations, most of them are quantitative researches for general off-line university students with similar and limited variables from previous studies. However, it is necessary to approach from the phenomenological perspectives to analyze true motivations of learners. This study aims to analyze online learners’ motivations based on their subjectivity applying Q-methodology developed by Stephenson (1953). As a result, the learning motivations of cyber university students for tourism English were categorized into four types including Type 1: Overseas trip, Type 2: Intrinsic motivation, Type 3: Utilization in business, and Type 3: English proficiency improvement.

Exploring first-year student pharmacists' expectations in the classroom

IntroductionThe transition from Millennial to Generation Z learners will require health professions educators to reassess their approach not only to teaching, but also in the learning environment where they prepare the next generation of healthcare providers. With this generational transition, health professions programs are also being tasked with updated accreditation standards and evolving practice expectations that require curricular change. MethodsThis paper explores the teaching qualities and behaviors first-year student pharmacists associate with excellent teaching in pharmacy faculty. Using the Teacher Behaviors Checklist, a 28-item list of qualities and behaviors associated with master teaching, students were asked to identify the top ten qualities and behaviors they felt were essential. ResultsOver a four-year span, 204 students (34.1% response rate) participated in the study across two different curricula. Results showed that students identified the following as essential: approachable/personable, authoritative, confident, effective communicator, encourages/cares for students, enthusiastic about teaching/topic, knowledgeable, prepared, realistic expectations, respectful, and understanding. Findings were compared across the two curriculums, to previous studies' findings, and to the perceived expectations of learners within Generation Z. ConclusionsThe results of the study provide a snapshot of first-year student pharmacists' expectations for teaching within the doctor of pharmacy curriculum.

Öğretmenler ve Öğrencilerin Hata Düzeltme Tercihleri Arasındaki Boşluğu Keşfetme

For successful learning, meeting the expectations of teachers and language learners is indispensable. Teachers should be aware of what learners think and feel about what and how they desire to learn. Taking this into consideration, this study attempts to identify the preferences and expectations of adult EFL learners as to error correction. The research was carried out with 9 English teachers and 150 university students studying English at preparatory classes of a Turkish state university. Data were collected through observation, interviews with teachers and learners as well as a questionnaire that was conducted to both teachers and learners. The data has been analysed to identify which strategies the students perceived to be the most effective. Although it is hard to generalize this study into a larger context due to the number of the students involved, the findings provide valuable information for a better understanding of learners’ preferences for error correction. The paper indicates that differences arise exclusively on the issues such as the necessity, frequency, deliverance and effectiveness of error correction at different proficiency levels and classrooms. The findings show that although teachers and students agree on some strategies such as immediate feedback on recurring oral and written errors, they tend to be incongruous about a more frequent and immediate corrective response from the teacher as well as the learners’ role and responsibilities in correcting themselves and their peers. It is concluded that there is evident divergence of attitudes among teachers and students on how teaching practices should be tailored to meet students’ needs and preferences. In this context, the identification and moderation of different expectations will practically benefit both sides, reinforcing classroom teaching and learning.

Особливості викладання англійської мови для студентів немовних спеціальностей

The objective of the article involves research concerning problems and peculiarities of teaching English to the students of non-linguistic specialties. Analysis from the recent researches and outcomes was conducted according to N. Netikšienė, “Teaching English for Specific Purposes”, L. Fiorito, “Teaching English for Specific Purposes (ESP)” and B. Harville, “How to Successfully Teach 5 Common Types of English for Specific Purposes Classes”. Therefore, it was revealed that the most important task of a professor in the process of teaching English to the students of non-linguistic specialties is to understand the goals and expectations of learners as its knowledge and information will help to develop the most effective curriculum in order to overcome the difficulties, barriers and achieve the desired result. Also, structure of teaching a foreign language oriented to the formation of foreign language professional competence whether for special purposes for solving professional tasks in one’s sphere through the process of analysis, systematization and generalization has been considered. The results have shown that it consists of the following steps: needs analysis of future specialists (e.g., questionnaires, quizzes, interviews); curriculum building and developing; an educational process as well as its materials designing in order to create an integrated approach to learning, teaching and assessment as the ultimate goal is all about leading students to a particular result; development and preparation of educational materials and resources; methodology (communicative and interactive approach, authentic materials, case study, role-play, projects, teamwork, etc.). So, summarizing and interpreting research results, peculiarities of teaching English for Special Purposes through its modern methods and approaches regarding the educational process organization have been highlighted as well as final perspectives and future research opportunities have been formed and substantiated.

Cross border connected learning in northern Syria: An agricultural pilot study

Prior to 2011, public universities and private institutions in Syria were the main sources of knowledge and skills training for industry and agriculture. Due to the ongoing conflict and humanitarian crisis however, the country's education system has been decimated at all levels, with disastrous effects for the nation's knowledge base and training provision. To address these circumstances, strategies and methods for effectively re-skilling and up-skilling the agricultural workforce inside Syria are urgently needed. Traditional face-to-face models of education are difficult to implement due to conditions of conflict. This action research project centres on the delivery of participatory e-learning courses by Syrian academics in exile to learners inside Syria. In this paper, we describe and evaluate the delivery of a 5-week pilot course on Soilless Cultivation Systems. In addition to delivering an effective course, we sought to understand the challenges associated with distance learning in the Syrian context, to inform further development of approaches that can surmount these challenges, and which might in due course be extended into other areas beyond agricultural engineering. Accordingly, we developed a course that at (a) constituted a meaningful educational experience for learners; (b) facilitated the trial of a range of pedagogical approaches; and (c) allowed for the collection of evaluative data to inform subsequent learning design. Findings highlighted the challenges of achieving applied relevance without laboratory or field access, meeting the needs and expectations of diverse learners, and facilitating sufficient interaction between learners and the lecturer. Possible strategies to address these issues include use of high-quality video and images and planned use of routine social media technologies to facilitate parallel networking and resource share.

Re-Designing the Design Brief as a Digital Learning Tool with Participatory Design Approach

Today, industrial design education is faced with a new group of students who have met daily life technologies from a very early age. The transformations in educational environments are becoming more and more important for project-based and student-centered design education model. Understanding the needs and expectations of the changing student profile has become essential for design education, which puts new and original outputs as the main objective. Students’ expectations of having a say in their own learning environments also provide an important opportunity for them to play an active role in the focus of this change. The aim of this study is to determine the design criteria of a new learning tool in line with the needs and expectations of the new generation industrial design students with a student-oriented approach. Participatory Design workshops were organized to expose expectations of the current learners about a new Design Brief in a digital and online medium. In this qualitative study conducted with participatory design method, gamification elements were used to increase students’ motivation, interest, and participation. Design criteria for a new generation design brief have been introduced with participatory design method. All suggestions were found to indicate a more interactive structure depending on the variable and cyclical structure of the design.