Learning In Different Contexts Research Articles

Unveiling the production of non-participation in the primary school science classroom

AbstractThis paper originates from experiences of low participation in science teaching in primary school during ethnographic fieldwork. Focusing on these observations and inspired by other studies conceptualising non-participation, this paper examines how non-participation is shaped and produced in primary school science. Drawing on ethnographic fieldwork and interviews with students in year six (12 years old), three forms of non-participation are analysed as well as the various forms and shapes they take, namely non-participation: 1. through exposure; 2. through being overlooked; and 3. through being disciplined. Using the theoretical concepts of performativity and positionality, the paper analyses how the production of non-participation emerges as rigid positions, hard to negotiate and thus quite stable over time, as well as interfering with intersections of gender, race/ethnicity and social background. At the end of the paper, we discuss how the positions' displays of stability serve as barriers to students’ ability to form identities as science learners in different contexts and over time, and we argue that teachers play an important role in disrupting these positions. Moreover, we point towards future research to continue the work on conceptualising non-participation, and we suggest that there is potential in combining research on emotions and affect with understanding how non-participation is formed and shaped not only inside the classroom but also in other science settings outside school.

Learners’ Perceptions of Arabic Consonant Contrasts: Gender and Learning-Context Effects

This study investigates the effects of gender and the learning context on learners’ perceptions of Arabic consonant contrasts. To this end, 60 intermediate Arabic learners, half of which were males and half of which were females, were recruited from two different learning contexts: a study-abroad (SA) program in Egypt and an at-home (AH) setting at a western American university. Learners in the two groups were tested before and after a semester of Arabic study using a perception task that involved distinguishing four Arabic consonant contrasts: /d - dˁ/, /h - ħ/, /s - sˁ/, and /t - tˁ/). The results reveal that the advantage of females in segmental identification accuracy was not verified, as female performance did not significantly differ from male performance in any of the four target consonant contrasts. In contrast, the learning context was found to positively impact learners’ perceptions of the target Arabic consonants, as the SA group significantly outperformed their counterparts in the AH environment on the /h - ħ/ and /d - dˁ/ contrasts. However, there were no significant differences between learners in the two different contexts regarding the two other consonant contrasts (i.e., /s - sˁ/ and /t - tˁ/). The findings bring insights into the understanding of the gender-based differences in identifying problematic Arabic consonantal contrasts for English learners in two different contexts of learning, and they shed light on the implications for language pedagogy for pronunciation training.

Goal-directed learning in adolescence: neurocognitive development and contextual influences.

Adolescence is a time during which we transition to independence, explore new activities and begin pursuit of major life goals. Goal-directed learning, in which we learn to perform actions that enable us to obtain desired outcomes, is central to many of these processes. Currently, our understanding of goal-directed learning in adolescence is itself in a state of transition, with the scientific community grappling with inconsistent results. When we examine metrics of goal-directed learning through the second decade of life, we find that many studies agree there are steady gains in performance in the teenage years, but others report that adolescent goal-directed learning is already adult-like, and some find adolescents can outperform adults. To explain the current variability in results, sophisticated experimental designs are being applied to test learning in different contexts. There is also increasing recognition that individuals of different ages and in different states will draw on different neurocognitive systems to support goal-directed learning. Through adoption of more nuanced approaches, we can be better prepared to recognize and harness adolescent strengths and to decipher the purpose (or goals) of adolescence itself.

Strengthening Workplace Learning in Medical and Health Profession Education: Medical Educators’ Perspective

Abstract The profession of medicine is a challenging one considering the pace with which medical knowledge continues to expand on a daily basis. The purpose of the current review was to explore the significance of workplace learning from the perspective of different stakeholders. An extensive search of all materials related to the topic was carried out on the PubMed and Google Scholar search engines, and a total of 26 articles were selected based on their suitability with the current review objectives. Keywords used in the search include workplace learning and medical education in the title alone only. The workplace offers an opportunity for medical students to apply their acquired knowledge and participate in the process of patient care. Workplace learning gives a platform for medical students to not only participate in patient care but also gradually move forward on the path to becoming an effective member of the health workforce. We must realize that it is not only the students who derive benefits from workplace learning but also the teachers who can optimize their teaching and facilitation skills. To conclude, acknowledging the scope and merits attributed to workplace learning for different stakeholders, there is a definitive need to strengthen the overall process. Medical teachers have a crucial role to play in the strengthening and reinforcement of workplace learning in different contexts, and thus, they should be supported in their task to eventually improve the quality of medical doctors that we are producing.

Stakeholder perspectives of PBL and their involvement in the implementation of play pedagogy in selected Schools offering ECE in Southern and Central Zambia

While several studies have been done on parental involvement in early childhood education, gaps still exists relating to the conceptualisation of play and play-based learning in different contexts. The various perceptions of play and play- based learning have a strong influence on their involvement in play-based learning activities involving children in Early Childhood Education. Using a qualitative approach, framed within the interpretive research paradigm, this study revealed a disjuncture between the positive perception held by the stakeholders on play and PBL to the reality of play-based learning in the ECE schools. The researchers asked three questions: 1. What are the perceptions of parents, community, and school administrators (teachers and administrators) regarding play and play-based learning? 2. How do these stakeholders get involved in PBL? 3. And what factors influence their involvement? The researchers collected data through key informant interviews (KII), focus group discussions and classroom observations. The study established that the involvement in PBL varied among stakeholders. For parents and community members their involvement was often based on solicitation by the school administrators and external development agencies - as opposed to volunteering postulated by Epstein’s theory of parental involvement employed in the study. Among the factors that influenced their participation was a general lack of a clear understanding of PBL and their role and functions in PBL and ECE in general. Thus, the study recommends capacity building in PBL for parents, community members and school administrators.

THE FOUR C’S OF TEACHING OLDER LEARNERS: IMPLICATIONS FOR THE WORKPLACE AND CAREER WORK–LIFE EXTENSION EFFORTS

Abstract From Spring 2017 through Spring 2022, a sample of older (age 40 and above) undergraduate and graduate students who were also first-time online students (n = 86) from a very diverse student population at Northeastern Illinois University were analyzed on various motivational and performance indices regarding fully online course performance (e.g., student expectations, receptivity to on-line modules, time management skills). A comparative analysis of the two student samples yielded some interesting “universal” course design issues across education levels, as well as by cultural background and gender differences. Specific fully online design issues to be discussed as are how to create the clearest “face-to-face” representation of the classroom experience via a course learning management system. Effective design issues will be discussed in creating a supportive, fully online course environment for older online course students. General design issues to be discussed are how to create a well-structured “face-to-face” representation of the classroom experience for a diverse older student population with equally diverse learning needs/issues, a supportive fully online learning environment for “first-time” online course students, and tailored, adaptive learning environment to meet the dynamic needs of students (undergraduate, graduate) over the progress of an e-course. The presentation will present and discuss the four C’s in promoting a positive and enriched learning environment for diverse “non-traditional” adult learners faced with online learning in different contexts with implications for learning in the workplace for adaptive career work-life extension.

Teacher preparation for implementation of E-learning in the educational process of a German high school

The article examines the problem of using electronic learning (E-learning) in the training of future teachers in German universities, which is a fairly new and at the same time promising direction of comparative pedagogy. This problem has gained particularly active development in recent years, which is largely due to the spread of digital forms of education, which were recognized in Germany as a special category of the latest educational technologies. It is assumed that the constant introduction of new pedagogical technologies will provide wider opportunities for the development of pedagogical universities in Germany and maintain competitiveness in the international market of educational services. It is believed that successful e-learning scenarios take into account the necessary didactic conditions of learning in different contexts, such as authentic or social learning contexts, and provide substantial digital support for learning materials. The authors consider the use of digital learning tools, which have a differentiated presentation and characterize the most widespread types of e-learning used in the training of future teachers in Germany, and cover the modern spectrum of posting event scenarios and lecture materials on the Internet for fully virtual teaching, namely: computer online computer training, internet training, blended learning, exclusively virtual training, and distance training on the Internet. An important aspect of e-learning is the tools and media for its implementation, which include software for portals, a system for managing administrative functions (personnel management and student management), course management, a learning platform, and tools for creating and collaborating on a network. E-learning is widely used in German universities; it supports learning processes through the use of various digital technologies that provide operations in various ways. Teachers are offered a choice of teaching and learning scenarios, and the e-semester reserve is aimed at further supporting classroom teaching.

Barriers instructors experience in adopting active learning: Instrument development

AbstractBackgroundDespite well‐documented benefits, instructor adoption of active learning has been limited in engineering education. Studies have identified barriers to instructors’ adoption of active learning, but there is no well‐tested instrument to measure instructors perceptions of these barriers.PurposeWe developed and tested an instrument to measure instructors’ perceptions of barriers to adopting active learning and identify the constructs that coherently categorize those barriers.MethodWe used a five‐phase process to develop an instrument to measure instructors’ perceived barriers to adopting active learning. In Phase 1, we built upon the Faculty Instructional Barriers and Identity Survey (FIBIS) to create a draft instrument. In Phases 2 and 3, we conducted exploratory factor analysis (EFA) on an initial 45‐item instrument and a refined 21‐item instrument, respectively. We conducted confirmatory factor analysis (CFA) in Phases 4 and 5 to test the factor structure identified in Phases 2 and 3.ResultsOur final instrument consists of 17 items and four factors: (1) student preparation and engagement; (2) instructional support; (3) instructor comfort and confidence; and (4) institutional environment/rewards. Instructor responses indicated that time considerations do not emerge as a standalone factor.ConclusionsOur 17‐item instrument exhibits a sound factor structure and is reliable, enabling the assessment of perceived barriers to adopting active learning in different contexts. The four factors align with an existing model of instructional change in science, technology, engineering, and mathematics (STEM). Although time is a substantial instructor concern that did not comprise a standalone factor, it is closely related to multiple constructs in our final model.

To Correct or Not to Correct: The Impact of Written Corrective Feedback on Improving Students’ Writing about Literature

This study examines the impact of direct and indirect written corrective feedback (WCF) on Omani English literature students’ use of tenses. The study took place over a period of two months at a university in the Sultanate of Oman. Data was collected from pre- and post-tests of 45 students who represented three groups: control group (N=15), direct group (n=15), and indirect group (n=15). The control group received no feedback, the direct group received feedback on their pre-test, intervention 1, and intervention 2. Their feedback was given directly; i.e., errors were underlined and corrections were given immediately. Indirect group also received feedback on their pre-test, intervention 1, and intervention 2, but their feedback was given indirectly; i.e., errors were underlined but corrections were not given. Students were encouraged to explore why these words were mistakes and were encouraged to correct them. The study’s findings were consistent with previous research that has found mixed results regarding the effectiveness of WCF on second language learners’ language accuracy. However, the study provides new insights by suggesting that direct feedback is more effective than indirect feedback since only direct group posttests were found to be significantly (p=0.02) better than their pretests. The findings are not claimed to be generalizable to other populations or contexts. They lead to recommendations for further research to determine the effectiveness of written corrective feedback on other groups of second language learners in different contexts and for different student populations, especially in the Middle East.

Emotions of L2 Learners in Different Contexts and Modes

Considering the role of emotions in L2 use/learning and in different contexts and modes (online, hybrid, in-person), the present study aims to analyze and discuss the role of different emotions that emerged in those three contexts and modes. With that aim, we draw on two different sets of data produced as part of larger studies to discuss the role of emotions in online, in-person and hybrid settings in Brazil, Spain, the UK and the USA. Overall, results point to the need to address native-speakerism in L2 education as well as unpleasant feelings related to online learning and/or to abrupt transitions in learning modes.

Insights Into Vietnamese Bilingual Students’ Quizlet-Based English Vocabulary Learning

Modern technology has revolutionized the education by offering various tools that can enhance the teaching and learning process in general and English language teaching and learning in specific. Among a wide range of educational apps, Quizlet has been applied in vocabulary teaching and learning in different contexts. Therefore, this study aims at investigating bilingual students’ Quizlet-based English vocabulary learning. It involved a cohort of 50 bilingual students, who were conveniently sampled from an international school in Vietnam, in answering the questionnaires. The collected data were analysed in terms of descriptive statistics with the use of software SPSS. The findings have shown that bilingual students perceived Quizlet as a useful, enjoyable, easy, and convenient tool for English vocabulary language learning, and they reckoned that Quizlet could improve their vocabulary learning. Based on such findings, this study has come up with pedagogical implications for the use of Quizlet in English vocabulary teaching and learning in the research context and other similar ones.

Mobiltechnológiával támogatott kutatásalapú tanulás

Learning supported by mobile technology is extremely popular today because these technologies can support learning in different contexts. Mobile phones, e-book readers, MP3 and portable media players, tablets, laptops, smartphones, and GPS receivers can be considered mobile technology. As it can be seen from this list, they are different IT devices that can be held in the hand. Since they are portable devices, they enable learning regardless of time and place. The learning and teaching processes realized with mobile technology are called mobile learning (m-learning). Not only the device but also the student and learning are mobile. In the 2000s, research was published in the international literature in which mobile technologies supported learning by supplementing inquiry-based learning (IBL). Mobile technology-supported inquiry-based learning (mIBL) offers potential opportunities to support different levels of inquiry and generate new types of research; it helps to arouse and maintain students’ curiosity and motivation; it connects formal school and informal natural science learning related to everyday life. Although the research results so far show that mobile technology provides adequate support for IBL learning processes, practical strategies, recommendations, and guidelines are needed for further development and appropriate educational application. This study reviews the characteristics and practical applications of mobile learning through mobile technologies, emphasizing the support of inquiry-based learning.

English medium instruction, identity construction and negotiation of Teochew-speaking learners of English

ABSTRACT The promotion of standard languages as mediums of instruction as well as the worldwide spread and popularity of English have generated various issues related to attitudes towards and ideologies underpinning different languages, language practices, and language teaching and learning in different contexts. With the promotion of the English-as-a-Medium-of-Instruction (EMI) policy in Chinese higher education, it is worthwhile to investigate how multilingual speakers perceive English in EMI programmes and its relationship to their first languages (L1s). This study investigated how Chinese university students from a minority language group perceived the effectiveness of EMI and how they constructed and negotiated their identity. The findings from the interview and focus group data collected from a group of Teochew speakers, representative of minority language students, revealed that the participants’ L1 was marginalised in comparison to the dominant use of English and Putonghua in academic settings, although they held mixed attitudes towards EMI. We argue that an unquestioned embrace of EMI in higher education does not benefit linguistic diversity (i.e. the use of other languages in academic settings) but would endanger the L1s of minority language students. Accordingly, we call for language policymakers in particular and society in general to take an inclusive multilingual perspective.

Smart Board-Based Assessment Outcomes of Implementing Outdoor Transdisciplinary Language Instruction for Pupils

Aim/Purpose: The purpose of this research was to examine the potential outcomes of applying the outdoor transdisciplinary language instruction paradigm to primary school students’ cognitive and emotional improvement with smart boards as an assessment tool. Background: Traditional approaches to teaching English in primary schools do not give particular consideration to outdoor transdisciplinary learning for students’ cognitive and emotional improvement, especially in terms of effective assessment. Hence, in this study, outdoor drawing was integrated with teaching English to create a transdisciplinary paradigm and smart boards were adopted in the assessment. Methodology: A pre-test post-test quasi-experimental design using an equivalent control group was employed, in which learning performance, emotions (typically positive emotions), and reported satisfaction level were compared via an English vocabulary test, the Chinese version of PANAS, and a structured self-reported satisfaction instrument. E-prime 2.0 was used to register data for the three instruments and to complete the vocabulary identification phase while smart boards were adopted as an assessment tool to evaluate students’ learning performance. The data collected were analyzed using an independent t-test and the non-parametric Mann-Whitney U test using SPSS 22.0. Contribution: Unlike traditional research, which only utilized smart boards as presentation tools, this research provided evidence for the effective use of interactive technology as assessment tools for innovative language learning in primary school settings. Findings: Results indicated that outdoor transdisciplinary drawing developed more positive emotions and higher satisfaction among students and showed significantly higher learning performance compared with indoor transdisciplinary drawing. Moreover, smart board-based assessment scores showed that students were more effectively engaged as compared to E-prime-based assessment. Recommendations for Practitioners: The findings suggest that instructors should try to allow students to have more opportunities to explore language activities in school-based outdoor environments, which benefits their cognitive and emotional improvement. Moreover, using smart board-based assessments should be encouraged since more authentic performance could be elicited. Recommendation for Researchers: This research mainly focuses on the effects of learning environments and assessment tools in transdisciplinary language instruction. Hence, researchers can employ an updated design to focus on the transdisciplinary setting to investigate more interesting outcomes. Impact on Society: Schools should adopt more new interactive digital technologies to improve assessment for students’ innovative learning in different contexts, which can help students develop more transversal skills, benefiting their employers and making them even more competent. More critically, government support is needed to encourage schools to use emerging technologies for educational reform in the classroom, and linkages between technology vendors and schools could be encouraged to provide subsidies and other measures to less financially able schools. Future Research: Future research could explore the differences in the interaction effects of class type and learning environments on students’ learning outcomes. In addition, longitudinal assessments to investigate the intensity of the experimental intervention could provide more interesting results on the long-term effects and suggest more sustainable use.

Mathematical learning difficulties: a subjective production

It is necessary to expand the analysis about affective processes in mathematic learning in different contexts. In Brazil this research area is still in the embryonic phase, but it is a space that has strong potential to respond the gaps that still exist in the field, leading to the understanding affective processes in mathematic learning. It is in this way that the present research aims to analyze how the mathematic learning difficulty is produced in the subjectivity of a child from the elementary school in Brazil. To understand how the student's development occurs in the school space, and how the difficulty is build, we took as a theoretical basis the Theory of Subjectivity by Fernando González Rey. The case study was a resource used in the constructive-interpretative process. The research was carried out in a public school in the Distrito Federal, Brazil. The mathematic learn difficulty, in this work, was produced by the research participant in different contexts, including, family, school and friendships. Several experiences and influences of the person generate subjective senses that will emerge in subjective configurations in often school activities, regardless if these subjective senses were produced in school or outside it.

Designing Hybrid Spaces for Learning in Higher Education Health Contexts

In Aotearoa New Zealand, undergraduate, professional health courses include social work, nursing, and biosciences courses that focus on learning how to support people with physical, mental, spiritual, and psychosocial/relational health and well-being concerns. Recently, the need for a nuanced understanding of how technologies might extend students’ experiences across and beyond physical classrooms has emerged. Drawing on contemporary ecological perspectives in education, this paper emphasises that design for learning involves a complex web of elements. Anchored in practice theory, the paper uses the analytical lens of the Activity-Centred Analysis and Design (ACAD) framework to explore how tools, tasks, and various social arrangements influence student learning activity. A multiple case study investigated the experiences and insights of five higher education teacher-designers, discussing the relationship between features of course design and their perceived impact on emergent learning activity. Design elements are also discussed in relation to the experience of teacher-designers adapting and transitioning to hybrid environments during Covid-19, whilst working with diverse learners in different contexts and disciplines. Interviews with teacher-designers revealed what they believe contributes to productive learning activity, such as the importance of creating safe learning environments, an overall appreciation for the opportunity to use technology for teaching and learning, and their use of a heutagogical approach, which emphasizes the development of knowledge and skills for teaching in hybrid learning environments. The paper argues for practical and targeted support to acknowledge, encourage, and enhance teacher-designers’ capabilities for transformational use of hybrid learning environments in health education.

Farmer research networks in principle and practice

ABSTRACT In 2013, the Collaborative Crop Research Program (McKnight Foundation), initiated support for farmer research networks (FRNs). FRNs were envisaged as a general approach to networked participatory research aimed at supporting the agroecological intensification (AEI) of smallholder farming in ten countries in Africa and the Andes region in South America. The 30 FRNs ranged in size from 15 to more than 2,000 farmers. Rather than imposing a rigid FRN model, the programme used principles to guide action and reflection. The principles concerned ways of working with farmers, conducting research, and networking. This approach made it possible to reflect on how principles were interpreted, implemented, and used to guide learning in different contexts. This paper reports on insights gained from facilitated learning from 2013–2019 and focuses on subsets of diverse FRNs. Of the 30 FRNs supported, four were analyzed at some depth, reports and interviews were analyzed for 16, and a survey was conducted for 21. Relying on principles rather than an operational model has allowed for their progressive application, as participatory processes, farmer engagement, organizational capital, trust, and networks are built. Any reduced clarity and coherence seem outweighed by greater adaptability to context and resulting creativity.

Beliefs about school mathematics vs. university mathematics and beliefs about teaching and learning in different contexts of students’ achievement

[English]: This quantitative study with n = 206 participants (mathematics pre-service teachers from Indonesia) investigates the effect of two factors on pre-service teachers’ beliefs: (1) contexts related to students’ achievement as well as (2) the differences between school mathematics and university mathematics. The results of this quantitative study show that the participants (1) have different beliefs about teaching and learning of mathematics in different contexts of students’ achievement (a class dominated by high-achieving students vs. a class dominated by low-achieving students) and (2) have different beliefs about school mathematics and university mathematics. Interestingly, compared to their beliefs about school mathematics, the pre-service teachers’ beliefs about university mathematics correlate better with their beliefs about teaching and learning in different contexts of students’ achievement. The implication of the better correlations for the pre-service teacher education are further discussed. [Bahasa]: Penelitian kuantitatif dengan 206 calon guru matematika ini bertujuan untuk menginvestigasi efek dari dua faktor yang mempengaruhi keyakinan para calon guru: (1) konteks yang berhubungan dengan capaian siswa dan (2) perbedaan karakteristik antara matematika sekolah dan matematika universitas. Hasil penelitian menunjukkan bahwa para calon guru tersebut (1) memiliki keyakinan yang berbeda tentang bagaimana mengajar dan belajar matematika di dalam konteks yang berbeda, yaitu antara kelas yang didominasi oleh siswa-siswa capaian tinggi dan kelas yang didominasi oleh siswa-siswa capaian rendah, dan (2) memiliki keyakinan yang berbeda antara matematika sekolah dan matematika universitas. Menariknya, jika dibandingkan dengan keyakinan tentang matematika sekolah, keyakinan para calon guru tentang matematika universitas ternyata lebih baik korelasinya terhadap keyakinan mereka tentang bagaimana mengajar dan belajar di dua konteks kelas tersebut. Selanjutnya, artikel ini akan mendiskusikan implikasi dari korelasi yang lebih baik tersebut terhadap pendidikan para calon guru matematika.

Community Walks, Literacy Practices, and Everyday Genres: Integrating Adult, Family, and Community Literacies

AbstractAuthors and columns in this department explicitly focus on adult literacy, addressing issues of research, policy, and practice relevant to a wide range of adult learners in different contexts.

ORGANIZATION OF THE EDUCATIONAL PROCESS IN GENERAL SECONDARY EDUCATION INSTITUTIONS WITH THE USE OF M-LEARNING TECHNOLOGY

In the article on the basis of the analysis of scientific and methodological literature and network sources the content of the concepts of "mobile learning", "mobile technologies", "mobile learning technologies" is investigated. So by the concept of mobile learning (m-learning) in the WFD we mean a form of e-learning using the personal mobile devices of students, learning in different contexts - through social and meaningful interaction, using the learning technologies of mobile devices at a convenient time for students. The experience of introducing mobile technologies (m-learning) into the school's educational process is generalized. The article highlights the pedagogical conditions, didactic functions and principles of mobile learning in the HLS. The main aspects of the introduction of mobile learning in the HLS are the use of mobile technology, that is, when a technology tool mediates schoolchildren and knowledge as an extension of e-learning and is one of the possible areas of blended learning, this is learner-centered learning. The peculiarities of the introduction of mobile education in general secondary education institutions are identified, the advantages of the use of mobile learning in the educational space of the WSS are outlined. With the introduction of mobile learning, the educational process adapts to the environment, becoming compact, focused and interactive. In mobile learning, it is important that the information is delivered in small portions, as clearly as possible to the situation and, at the same time, that the process of interaction with the product is satisfying. Accordingly, users' habits are changing: students increasingly want the learning process to be simple, effective and fun. They use mobile devices to communicate with participants in the educational process, providing a new level of communication and learning management. For teachers, the advantage of using mobile learning is the ability to ask students in response to the task, and parents to monitor the progress of children through obtaining relevant information from school.Keywords: mobile learning, e-learning, learning principles, information and communication technologies.