Learner Ownership Research Articles

Enhancing effectiveness of online training program through assessment of participant engagement index

PurposeThis study focuses on the identification of key attributes to measure participant engagement in an online training program (OTP) to improve training effectiveness through active and positive learning engagement with learners learning ownership.Design/methodology/approachAs a qualitative study, 18 semi-structured interviews were conducted with corporate and L&D (learning and development) experts from multinational companies operating in India. The interviews were transcribed, and the data was analyzed using content analysis. One focused group discussion was conducted for validity.FindingsThe study found six factors for developing the participant engagement index (EI) namely, 1. Quality of questions, 2. Attention to details, 3. Quality of output during training activities, 4. Connecting to practical examples, 5. Professional approach (adhering to guidelines), 6. Team dynamics. Each identified attribute pertaining to these factors was further validated into cognitive, behavioral, and emotional engagement components forming a part of the EI.Practical implicationsThis study provides insights for HRD managers, functional managers, L&D experts, and participants to leverage engagement measurement attributes for collaborative learning in OTP for effective learner ownership and learning outcomes. Further, this study will assist trainers to focus and prioritize their efforts to increase participant involvement and engagement in OTP.Originality/valueIt contributes to the growing field of virtual training for enhancing learning engagement, learning enhancement, and learner accountability. The author's contribution to this study is to evaluate the key attributes of the participant’s EI for meeting training goals, which is unique to the study

THE FLEXIBILITY OF CURRICULUM FOR PERSONALISED LEARNING

The paper discusses two main approaches to personalised learning through humanistic and functionalist approaches and tries to identify the shared areas. The paper argues that these areas are related to the development of a flexible curriculum and are focused on learner's needs and potentials, learner's ownership of the learning process, recognition of learner’s pace and assessing personal progress. The paper is based on literature review, trying to systemise current theoretical and practical approaches to personalised learning.

Using outcome harvesting: Assessing the efficacy of CBME implementation.

In 2015, Queen's University embarked on an institution-wide transition to a competency-based medical education (CBME) curriculum for all 29 postgraduate medical education programmes. On 1 July 2017, this goal was accomplished. With this mass transition came the requirement to assess the efficacy of implementation through a programme evaluation process, which included the use of outcome harvesting (Wilson-Grau). Outcome harvesting identified the intended and unintended outcomes of CBME implementation, which helped us understand how the intervention was achieved and how the relationship between behaviours and stakeholders contributed to the successful transition. A systematic approach to document analysis was used to categorize the eight identified areas of implementation: governance, scholarship, faculty development, resident leadership, curriculum, assessment, communications, and technology. Documents (N = 443) were organized per project area and then coded thematically. Documents were then categorized for attribution to outcomes using the outcome harvesting approach. Outcomes were validated via interrater reliability and substantiated by stakeholders to verify accuracy of formulation and plausibility of its influence on the outcome. The harvest produced 38 outcomes, either intended or unintended, that can be attributed to CBME implementation at Queen's University. Using outcome harvesting to assess the efficacy of CBME implementation produced a robust set of themes and resultant outcomes that can be categorized as requirements for success of implementation of any curricular innovation. Emergent themes included collaboration, community of practice, and stakeholder commitment. More unique observations noted through the harvest process included new policy development, creation of learner ownership, and an increase in the output of scholarly activity involving CBME.

Introduction

Welcome to the June 2019 issue of SiSAL Journal which contains four regular papers and three reviews. Coincidentally, three of four regular papers focus on the roles of learners within self-access centres. In addition, one of the conference reviews is by an undergraduate student (Shirakawa) who presented his research at a self-access conference in Japan. Finally, the book review (Cotterall) is for a volume edited by Murray and Lamb that (among other things) explores how learners appropriate and take ownership of spaces for learning. Our observations from conferences and recent papers, including this issue of SiSAL Journal, indicate that student leadership and learner ownership and empowerment are growing areas of development for self-access. We will continue to observe this aspect of our practice with interest.

Technology enhanced learner ownership and learner autonomy through creation

Technology enhanced learner ownership and learner autonomy through creation

12. “The Case of the Castle”: An Application of Experiential Learning at the Bader International Study Center (BISC) in Medical Education

It has been internationally recognized that medical education in higher-education institutions must adapt to equip healthcare professionals with skills that meet the changing demands of patient-cantered care (General Medical Council, 1993). Experiential learning is a teaching strategy based on Kolb’s Learning Theory (KLT) that encourages learners to proactively consolidate information through practical applications, self-directed reflection, and critical appraisal of evidence. Based on a descriptive phenomenological research design, the lived-experiences of both students and faculty at the Bader International Study Center were analyzed qualitatively through observation and interviews, and quantitatively through Likert scale surveys. Conditions identified by previous publications as conducive to experiential learning were tested, and thematic and factor analysis were conducted respectively on subsequent data. Results of the analysis found that students consolidated information best when new knowledge presented built upon their prior understandings of the phenomenon. Thorough understanding of learning goals prior to the experiential learning opportunity encouraged learner ownership, and subsequently facilitated self-directed, professor-facilitated learning. Retention of information was highest when students were presented with reflection assignments that prompted them to critically apply prior knowledge in a low-risk environment. The implications from experiential learning for the advancement of medical education therefore can be summarized in the following points: learner-directed instead of professor-directed PBL scenarios may encourage learner responsibility and increase knowledge retention. Encouraging active reflection and subsequent experimentation through PBL and in realistic ‘life scenarios’ may increase transferability of professional skills as dictated by the General Medical Council.

Learner ownership of technology-enhanced learning

PurposeThis paper aims to examine the different ways in which learners may have ownership over technology-enhanced learning by reflecting on technical, legal and psychological ownership.Design/methodology/approachThe paper uses a variety of examples of technology-enhanced learning ranging from open-source software to cloud storage to discuss the three types of ownership.FindingsIt is suggested that learners do not yet own technology-enhanced learning and that, at present, there are different degrees of learner ownership depending on whether technical, legal or psychological ownership are considered.Originality/valueThe discussion presented here is the first to consider all three types of ownership of technology-enhanced learning and demonstrates the complexity of the issue when this broad view is considered.

Twelve tips for the implementation of EPAs for assessment and entrustment decisions

The concept of entrustable professional activities (EPAs) reframes the approach to assessment in competency-based medical education. Key to this concept is the linking of assessment to decision making about entrusting learners with clinical responsibilities. Based on recent literature and the authors’ experiences with implementing EPAs, this article provides practical recommendations for how to implement EPAs for assessment and entrustment decisions in the workplace. Tips for supervising clinicians include talking to learners about trust, using EPA descriptions to guide learning and teaching, providing learners with greater ad hoc responsibilities, using EPAs to identify/create opportunities for assessment and feedback, including case-based discussions and acknowledging gut feelings about learner readiness for more autonomy. Tips for curriculum leaders entail enabling the trust development, applying trust decisions at all levels of the supervision scale, employing all available information sources for entrustment, empowering learner ownership of the assessment process and using technology for learner tracking and program evaluation.

Critical thinking through participatory learning: analysing the nature of freedom of expression in Makerere University lecture theatres

Participatory learning is the active involvement of the learner in teaching and learning process. It entails participation by all partners in the learning situation. Successful learning outcomes result from supplementing lectures with active learning strategies and engaging students in discovery and scientific processes. Active engagement in learning processes allows students to shape their own learning path and places upon them the responsibility of making their education meaningful. The process shapes their critical thinking, and also places them in better position to critically encounter social, political and economic challenges. This study investigates the nature of learner’s freedom of expression in lecture theatres in Makerere University. Basing on students’ voices, we find that interactions are still very restricted and depriving the right to expression. The study recommends establishing policies that promote learner ownership of interaction, free expression, and change of teacher mind-set.

Back on track: exploring how a further education college re-motivates learners to re-sit previously failed qualifications at GCSE

Underachievement at GCSE level has significant effects on an individual’s life chances. Each year, around half of 16-year-olds leave school without having achieved a full level-2 qualification (five GCSEs at A*–C including English and maths). Many of these students enrol on a programme of study at local further education (FE) colleges. Recent Coalition government reforms, including raising the participation age and compulsory English and Maths study up to aged 19, have reaffirmed FE as an agent to improve students’ life chances and act as a catalyst to reduce youth unemployment. Further education colleges provide a ‘second chance’ for learners who have failed at school. This research shows that students who have previously attended low-performing schools, arrive with low motivation, low levels of self-efficacy and a negative perception of education. Focus-group discussions with GCSE resit students studying at an FE college, followed by individual interviews, revealed that school experience of unprofessional teacher-pupil relationships, a lack of discipline, inconsistently applied sanctions, a lack of academic support and prevalent low-level disruption all contributed to demotivating the students. The data revealed that students’ experience at college was significantly different when compared to secondary school. Professional and supportive relationships with teachers, classroom management strategies leading to learner ownership and autonomy, consistently applied behaviour management practices and visible senior leadership enabled learners to re-engage in education at FE and successfully re-sit their GCSE examinations.

The Development of a Conceptual Model Promoting Learners’ Ownership in an Online Learning Environment

The purpose of this study was to explore the development of a conceptual model that promotes ownership in an online learning environment. It proceeds toward building a comprehensive online learning model that illustrates the interrelationship among learning motivation, cognition and meta-cognition. Those components can be employed into strategies to promote the learner ownership that is assumed to be an essential factor influencing learners’ achievement. The main methods of the study were literature review about ownership and development research on building of a conceptual model. A conceptual model of learners’ ownership in an online learning environment is proposed into integration of three factors of learning motivation, cognition, and meta-cognition and Milner-Bolotin’s three categories of ownership (2001), which are composed of personal value, control and responsibility. Since the model is a hypothetical and conceptual, further research for testing its theoretical validity is needed.

Miniprojects and Context Rich Problems. Case studies with qualitative analysis of motivation, learner ownership and competence in small group work in physics (Licentiate’s dissertation)

Miniprojects and Context Rich Problems. Case studies with qualitative analysis of motivation, learner ownership and competence in small group work in physics (Licentiate’s dissertation)

Joint curriculum design: facilitating learner ownership and active participation in secondary classrooms

This volume offers a progressive approach to secondary teaching and teacher training, with particular emphasis upon students and teachers collaborating to negotiate curriculum design--goals, content, methods, and assessment. Based upon mutual trust and partnership, openness and flexibility, Joint Curriculum Design engages secondary students and teachers in an ongoing dialogue regarding teaching and learning. Through critical literacy, action research, and critical pedagogy, students and teachers form a community of learners who interrogate issues, problem-solve, and assess individual and group learning. The author offers a comprehensive understanding of curriculum components and their impact. As a result, her book challenges students and teachers to create environments of learning that embrace all learners, to redefine resources, and to empower learners to develop voice and social agency. In an inductive approach, the book invites active construction of knowledge, innovation, joint debriefing, and reflectivity for more effective teaching and learning.