Learning Partnerships Research Articles

Enhancing research on the undergraduate psychology curriculum through student-teacher partnership. Reflections from an undergraduate student co-researcher and academic lecturer co-researcher

This article draws on the perspectives of an undergraduate student co-researcher and a psychology lecturer who worked in partnership on a small qualitative research project. The project explored the experiences of undergraduate students on a second-year psychology research methods module at a university in the United Kingdom. Reflecting on our experience of working in partnership on this research we explore the meaning of student-teacher partnership, drawing on theory and literature around student-teacher partnerships in learning and teaching to contextualise our reflections. We reflect on the ethical and practical implications of staff-student partnership in the process and product of the research and explain how the student-teacher partnership enhanced the study design, interpretation of research findings and dissemination of the research. We explore what we perceived the benefits and challenges of the student-teacher dyad to be through reflective accounts of our own experiences during the project. We will explain how working in collaboration helped generate a more rounded perspective of student experience and provided concrete, meaningful practical implications for the curriculum and a reflective aid for future student co-researchers within the school of Psychology. The article will conclude with consideration of the broader implications of our experiences and how what we learned through this process can be applied in other contexts where educators are considering how to involve students in research which is for and about their learning.

Investigating Name, Image, and Likeness Through Project-Based Learning

The 2021 Supreme Court ruling granting college athletes the right to monetize their name, image, and likeness (NIL) was greeted in equal measure by enthusiasm and confusion by college athletes and the institutions for which they compete. This paper suggests an approach whereby college classes can provide guidance for college athletes to navigate the nascent, evolving NIL rules and provide an opportunity for current, relevant project-based learning. The Old Dominion University Name, Image, and Likeness Knowledge Hub had limitations in its deliverable—a guide for college athletes seeking to leverage their NIL rights—but it represents a novel learning opportunity because of the uncertainty surrounding NIL. This can offer engaged learning for classrooms in a variety of academic disciplines. In addition, small and mid-sized university athletic departments can use this approach to help build institutional knowledge of the new athlete rights and obligations while forming robust learning partnerships with academic units on their campuses.

Parental/Caregiver Engagement in Early Learning Systems: Findings From Early Learning Partnership (ELP) COVID-19 Research in Pakistan and Ethiopia

ABSTRACT Caregiver support has been identified as a key feature of systems that deliver high-quality early childhood education. The purpose of this study is to explore the degree of engagement of parents/caregivers of preschool children and the modes of learning they used in Ethiopia and Pakistan in supporting their children through home learning during school closures caused by the COVID−19 pandemic. This study is based on a phone survey of over 450 parents and 48 head teachers teachers in Ethiopia and more than 2,000 parents and over 150 head teachers and teachers in Pakistan between August 2020-March 2021. The study finds differences in the level of engagement of caregivers with young children in the two contexts, with more of the sampled caregivers reporting engaging with their children in Pakistan than in Ethiopia. There was also relatively little reported engagement of headteachers and teachers in both contexts, with much of the focus resting on the maintenance of hygiene and keeping children and families safe while learning took a backseat to some degree. There are clear differences in the use of distance learning with parents from richer socioeconomic backgrounds in both contexts better able to engage their children in high-tech learning solutions.

University learning partnerships

Universities hold a significant advantage in the development of enterprising learning partnerships where internal and intentional collaboration can assist in addressing complex problems. Building a collaborative learning partnership between faculties enhances learning, removes blocks to enterprise and addresses industry problems. The learning partnership developed in this collaboration included academic staff from two different faculties, a team of students as well as input from external stakeholders including schools and pre-service teacher candidates. The approach included digital expertise and developmental pedagogies; with a shared outcome designed to meet the enterprise goals of the industry’s partner. The student team developed confidence and capacity in their ability to communicate with the industry partner as they were encouraged to be creative, equal participants with the agency to take risks and problem solve. The tangible outcome was the delivery of a minimum viable product that has potential to address issues around teacher shortage and other limits to school resourcing. Learning partnerships within universities facilitate authentic learning and encouraged enterprise.

Comparing the effects of intelligent personal assistant-human and human-human interactions on EFL learners’ willingness to communicate beyond the classroom

This study explored the effects of out-of-class interactions with intelligent personal assistants (IPAs) versus human interlocutors on EFL learners' willingness to communicate (WTC) in English. A total of 92 first-year college students were recruited to participate in interactive out-of-class activities, which were held in 10-min sessions twice a week for 12 weeks. The participants were divided into three groups: an IPA group, who interacted with Alexa or Google Assistant through a smartphone; an EL1 group, who interacted with L1 English speakers; and an EL2 group, who interacted with L2 English speakers. WTC questionnaires and focus-group interviews were used to evaluate WTC. Significant differences in WTC were discovered between the three groups. The IPA group had greater WTC than did the EL1 or EL2 group. The intergroup differences were attributable to the interaction of contextual (interlocutor and time), individual (L2 self-confidence, anxiety, and proficiency), and sociopolitical (Taiwan's K-12 education) factors. The participants in the IPA group emphasized that the mobility, convenience, interactivity, multifunctionality, and familiarity of IPAs on smartphones enabled them to practice speaking English anywhere, anytime, and at their own pace. IPAs, as supportive and patient learning partners, enhanced the learners' engagement, confidence, and thus WTC.

Building person-centred homes: a case study of a cluster-designed home for adults with intellectual disability in Australia

AbstractA case study of 20 families investigated a cluster design of new homes for 15 adults with intellectual disabilities in Australia. It explored how families created a cluster home model for adults to live in their own homes with paid support in a modern context by answering three research questions: What type of home did parents choose for their children with intellectual disabilities and why? What type of home did they achieve? How did they overcome challenges to accomplish building the home? Families adopted a participatory design approach, collaborating as learning partners to secure government funding for purchasing land and constructing their cluster design. However, it was a complex project requiring many stakeholders with conflicting interests and priorities. Specifically, families rejected the group home model preferred by government agency staff, shifted the focus from technical building rules and design standards to prioritise each adult’s needs and preferences for their home, rejected institution-like fixtures/fittings when installed and used family governance to choose key support workers directly. Ultimately, the families created security of place through tenancy in attractive homes with government funding, welcoming neighbours and chosen support workers.

Love-based Practice in Education

Teachers’ authority relies partly on the mastery of substance but that is not enough if the purpose is to enhance students’ overall growth, self-knowledge and well-being. In today’s schools, a variety of new phenomena (e.g. multiculturalism, exclusion, etc.) challenges teachers’ work and teachers have to be able to cooperate with not only various pupils but also with parents and the community. The purpose of this article is to introduce and discuss a new approach to consider schooling, love-based practices in education. The fundamental aim is to provide activities in education that increase students’ sense of meaning and fulfillment, and with experiences of success. We also discuss how teachers’ love-based practice may enhance the emergence of productive learning partnerships with pupils, parents, and the surrounding community.

The Effectiveness of One Malungon Radio-Television/Radio-Based Instruction in the Lens of Learners in the Remote Areas of East-Malungon District: A Case Analysis

This study seeks to determine the effectiveness of implementing OMR-Tele/RBI in the remote areas of the Municipality of Malungon. The research employed a qualitative case study method that utilized key informant interviews with the Junior High School learners and Focus Group Discussions (FGD) with home learning partners in Malungon, Sarangani Province. According to the findings, OMR-Tele/RBI benefits some learners, particularly junior high school learners, because they can study anywhere, anytime, and at their discretion. However, due to their short concentration span and inability to study independently, primary learners are unsuitable for OMR-Tele/RBI. Problems with OMR-Tele/RBI have also hindered remote learning. Most learners living in mountain areas have slow or even no access to radio or the internet. Moreover, the majority of learners lived in small houses with no subdivisions. Therefore, students were unable to find a peaceful place to study. As a consequence, students cannot concentrate while listening to or viewing the lessons. In addition, it was recommended that the teacher models and facilitators be equipped to construct age- and level-appropriate audio or video lessons. Additionally, the audio and video lessons should be quality-assured to ensure the program’s effectiveness.

Freedom to Learn and Freedom to Teach in Science Learning through ChatGPT: Systematic Literature Review

Education is very important in preparing people to be able to maintain and improve the quality of life as individuals with dignity. The severity of the challenges faced in all fields can be seen from various kinds of reports such as student learning outcomes, the inability of the community to keep their children successful in educational institutions up to the age of compulsory education. The evaluation system, education management and what is most often highlighted by the mass media today is the problem of the concept of Freedom to Learn and Freedom to Teach in Science Learning through ChatGPT. The purpose of this study is to examine Freedom to Learn and Freedom to Teach in Science Learning. A review is conducted on the state-of-the-art methods using the preferred reporting items for reviews and meta-analyses (PRISMA) guidelines. The results of this study can be seen from the aspects of affective learning and teaching models, learning methods, and self-learning methods sharing for information can facilitate the learning process in the independent curriculum, using the help of ChatGPT technology which functions to provide easiness in the process of achieving education. As part of modern technological innovation, ChatGPT has an impact on the world of education. Schools, teachers, and students can benefit from this artificial intelligence technology. ChatGPT can be a useful learning partner in implementing the Independent Curriculum.

Growing in relation with the land: Experiential learning of Root and Regenerate Urban Farms

The food landscape of Calgary, Canada, is sown with an abundance of polycultures. Alongside place-specific Indigenous foodways are food rescue, banking, and hamper programs, food studies scholars, a City of Calgary food resilience plan, and a growing number of alternative food network producers. Within the local alternative food network, there has been a boom in advancing indoor growing for our colder climate, including container, aquaponic, vertical hydroponic, and greenhouse growing. Situated as an agrarian ethno­grapher and an urban regenerative farmer, we seek to highlight the viability of agricultural techniques that are in relation with the land to grow more socially and ecologically sustainable food and farm systems in and around Calgary. From this posi­tion, we formed a collaboration between the University of Calgary, Root and Regenerate Urban Farms, and the Young Agrarians to document the cultivation process for a production urban farm. Over the course of one growing season—May to September, 2021—we harvested approximately 7,000 lbs (3,175 kg) of produce across nine urban spaces totaling 0.26 acres. The 48 vegetable varie­ties were distributed to 35 community supported agriculture shareholders, weekly farmers market customers, restaurant chefs, and members of the YYC Growers and Distributors cooperative. More­over, we donated 765 lbs (347 kg) of surplus pro­duce to the Calgary Community Fridge, Calgary Food Bank, and the Alex Community Food Cen­tre, which work to mitigate food insecurity. Through a reflexive practitioner approach, our reflective essay discusses the benefits and limita­tions of Small Plot Intensive Farming methods and urban land-sharing strategies, as well as the viability of land-based urban agriculture in a rapidly chang­ing socio-ecological climate. Our paper also demonstrates the potential for transcending siloed approaches to knowledge-making vis-à-vis experi­ential learning partnerships between graduate student researchers, farmers, and agricultural organizations.

VET career pathways for school students living with disability: Working with employers

Research has shown that employers and industry are key partners in work-based learning and can hinder or enhance access to vocational education training (VET). Our capabilities approach focus concerns increasing employer understanding of what is involved in engaging in the work-based component of school-based VET for students with disability. It seeks to identify enhancers and barriers to both employer and student participation in work-based learning in workplaces and strategies to address the barriers. Using a qualitative approach, this interpretive research aims to answer the following principal question: How can employers, students, teachers and other influencers of student education and career pathway choice work together to increase opportunities for successful participation of students with disability in the work-based component of school-based VET? Employers and staff at organisations that support/place school-based VET students with disabilities were interviewed and inductive content analysis was used to code interview transcripts. Findings indicate that while communication and relationships are key factors in ensuring successful work-based learning placements, lack of understanding related to the spectrum of disability can be a barrier. Interview participants also identified workplace and policy barriers. Addressing the implications of our research findings will assist in increasing the willingness of employers to engage in work-based learning for school VET students with disability. This shift in practise has the potential to develop the workforce of the region and create greater breadth of opportunities for work-based learning in the community for school VET students with disability, leading to improved employment outcomes for people with disability.

Learning together about disasters through action research partnerships

ABSTRACT Walking along side those responding to climate-related threats as co-researchers is surfacing new understanding of the potential for community action in complex and chaotic situations. Action research enables academia, government, non-government organizations and community members to learn collaboratively, building knowledge that is nuanced and contextualized. Whilst this approach aims to disrupt traditional power in relation to knowledge production, it continues to struggle for legitimacy and, hence, policy and practice traction, sitting uncomfortably in a field dominated by positivist empirical strategies a “single truth.” This article draws on two action research case studies – the first a multi-partner place-based engagement and the second a learning partnership with a philanthropic organization operating across two Australian States – to illustrate how we might navigate the contours of power that shape our efforts to build knowledge collaboratively. Drawing on these experiences we identify two key challenges to successful industry/academic action research partnerships: shifting power and translating knowledge to broader audiences. We conclude with ideas to improve future action research practice.

영아교사의 임파워먼트가 직무스트레스에 미치는 영향

Objectives The Purpose of this study is to examine the influence empowerment and culture of child care center on infants teacher’s job stress and to analyze the mediating effect of culture of child care center on the relationship between empowerment and job stress.
 Methods A total of 310 infants teacher who work in busan area responded to the questionnaire.
 Results First, the sub-variables of empowerment that explain the teacher’s job stress were professionalism improve, position. Second the sub-variables of the culture of child care centers that explain the teacher’s job stress were collaborative leadership, learning partners and co-worker’s support. Third, the culture of child care center was found to have mediating effect on the relationship between teacher’s empowerment and job stress.
 Conclusions The results of this study suggest program to improve the infant teacher’ empowerment and culture of child care center. These prograns will reduce infant teacher’ job stress.

Identifying creative and participatory approaches to respond to existing challenges for Irish language teaching and learning at English-medium primary school level

ABSTRACT This paper argues that the combination of (i) creative language pedagogy informed by sociocultural theory (SCT), and (ii) a participatory, democratic approach to language learning inclusive of learner voice, supports language (re-) engagement for Irish language learners and educators in English-medium education, and in society at large. Firstly, existing challenges for Irish language learning and teaching at the primary level in English-medium education (EME) are explored within the broader context of Irish language engagement. In response, a school-based participatory action research (PAR) study which piloted SCT-informed pedagogical approaches of peer-tutoring, student-parent tutoring, and technology-mediated language learning is then presented. Focusing on overarching outcomes, the findings of this small-scale study are outlined which indicate an increase in both Irish language use and self-assessed proficiency, and overall motivation level consolidation amongst learners. In addition, the potential of a PAR approach in supporting engagement and partnership in Irish language learning is considered. In conclusion, recommendations for policy, practice, and research are suggested to further Irish language engagement in EME.

ChatGPT in education: global reactions to AI innovations

The release and rapid diffusion of ChatGPT have caught the attention of educators worldwide. Some educators are enthusiastic about its potential to support learning. Others are concerned about how it might circumvent learning opportunities or contribute to misinformation. To better understand reactions about ChatGPT concerning education, we analyzed Twitter data (16,830,997 tweets from 5,541,457 users). Based on topic modeling and sentiment analysis, we provide an overview of global perceptions and reactions to ChatGPT regarding education. ChatGPT triggered a massive response on Twitter, with education being the most tweeted content topic. Topics ranged from specific (e.g., cheating) to broad (e.g., opportunities), which were discussed with mixed sentiment. We traced that authority decisions may influence public opinions. We discussed that the average reaction on Twitter (e.g., using ChatGPT to cheat in exams) differs from discussions in which education and teaching–learning researchers are likely to be more interested (e.g., ChatGPT as an intelligent learning partner). This study provides insights into people's reactions when new groundbreaking technology is released and implications for scientific and policy communication in rapidly changing circumstances.

An Exploratory Study of EFL Learners’ Use of ChatGPT for Language Learning Tasks: Experience and Perceptions

ChatGPT, a general-purpose intelligent chatbot developed by OpenAI, has introduced numerous opportunities and challenges in the field of language education. With its remarkable ability to generate diverse forms of text, answer questions, and provide translations within minutes, ChatGPT has become an influential tool in the era of advanced AI technology. However, to what extent ChatGPT can be used to assist students in completing language learning tasks remains largely unexplored. Against this background, this study aimed to investigate students’ experiences with ChatGPT and their perceptions of its role in language learning through a small-scale qualitative study. The data were collected through semi-structured interviews with five students at a top-tier international university in China. Students’ responses revealed that ChatGPT has the potential to serve as a valuable learning partner and aid students in completing language-related tasks. Furthermore, participants exhibited critical judgment in evaluating the quality of ideas and outputs generated by ChatGPT, as well as the ability to modify prompts to maximize learning benefits. Such critical judgment offsets the potential threats to academic integrity posed by ChatGPT. Our findings contribute to the understanding of the potential of ChatGPT in language education by adding empirical evidence from students’ perspectives. This study supports the idea that ChatGPT can work as an effective tool for providing students with immediate feedback and personalized learning experiences. Such findings generate implications for future pedagogical practices in the new era by providing students with personalized guidance, designing technology-embedded language support, and developing students’ lifelong learning skills (e.g., autonomy and evaluative judgment) with the support of ChatGPT.

Developing a Next-Generation Model for Massive Digital Learning

A decade ago, massively open online courses (MOOCs) were heralded as the solution to universal, global access to higher education. While they failed to reach this vision, primarily because of teaching-by-telling and learning-by-listening (a PDF of the residential classroom), MOOCs provided the foundational models and infrastructure for emergency remote learning in the pandemic. Reports of remote learning’s death post-pandemic are greatly exaggerated, since the world is now irreversibly hybrid—and will stay that way because many people and organizations value the new opportunities this presents. From now on, when students leave the shelter of classrooms to interact with the world beyond schooling, they must have skills for adept performance both face-to-face and across distance. Colleges, universities, and regions that force all teaching and learning to be face-to-face are dooming their graduates to reduced agency in every other aspect of life. As discussed in recent reports from Harvard, MIT, and Stanford, innovative approaches to digital learning were developed during the pandemic that are now improving campus-based learning. Insights from these approaches offer the opportunity for student engagement at scale, taking advantage of strengths of online instruction such as collapsing time, bridging space, personalizing via rich datastreams, using AI-based instructional assistants and learning partners, delivering content and experience across universities, and sustaining online learning communities after formal instruction ends. Combined, these advances can enable next-generation massive digital hybrid learning, a means to achieve the aspirational vision of universal global access to higher education. A coalition of higher education institutions could begin to realize this vision, an essential step in enabling all learners to survive and thrive in our increasingly turbulent, disruptive global economy and civilization.

The Effectiveness and Privacy Preservation of IoT on Ubiquitous Learning: Modern Learning Paradigm to Enhance Higher Education

The progress made in Information and Communication Technologies (ICT) has played a crucial role in turning the Internet of Things (IoT) into a reality. IoT is an emerging technology that refers to networks of interconnected and Internet-enabled objects equipped with sensors, processors, and actuators that interact with each other to create significant collaboration and interaction environments. The field of education is one of the areas where IoT can be applied. However, the implementation of IoT poses security and privacy risks, such as unauthorized access, denial-of-service (DoS) attacks, and interference with wireless signals where IoT devices collect a significant amount of data, including user’s personal information like identity, location, and daily behavior. Therefore, it is crucial to protect users’ privacy in IoT applications. The innovative Ubiquitous Learning Environments (ULEs) have been created by ubiquitous computing technologies (mobile, wireless, network), which provide learners with learning experiences beyond the traditional classroom in both the real and virtual worlds. Ubiquitous learning (U-learning) is an emerging technology as a result of the tremendous technological revolution of ICT. U-learning is a novel learner-centered approach that aims to enhance learning, motivation, and creativity by utilizing innovative technology and IoT. U-learning enables learners to access the appropriate learning content, collaborate with the right learning partners, and engage in self-learning at the right time and place in a ubiquitous computing environment. To support learners in developing their social skills, in this study a framework for implementing the ULE based on the Internet of Things is designed, which consists of three main layers: perception, network, and application. The article explores the effects of IoT on education and how U-learning, which incorporates IoT to enhance learning experiences, has the potential to replace traditional classroom learning. Furthermore, the article addresses privacy preservation measures for different layers within the IoT environment and ULE. A framework for implementing the ULE model is in progress, which is a part of our future work.

Turning hierarchy on its head: are parallel learning partnerships the solution to creating inclusive cultures in healthcare?

BackgroundIt is important that NHS Trusts create inclusive and compassionate organisational cultures in which black and minority ethnic (BME) staff can progress equitably. Race equality and development initiatives can be...

Students Learning Outcomes Through the Teacher-Parent Partnership Learning System

The authors develop a teacher-parent partnership-based learning system and apply it to investigate through experimentation. Samples were taken by multistage random sampling and placed in two groups. The experiment group involved 56 elementary schools (899 students and 899 parents), and the control group (without using the system) was fifty-two schools (541 students). Describing student competency data using descriptive statistics and competence in the experimental group was tested through one-way ANOVA, Sig. = .05. The students' competence with the partnership-based learning system was better. Student competence in the group of parents' work type, educational level, and economic level appears to vary. The kind of parents' work interacted with parents' academic rank and parents' financial status levels. In conclusion, various parents' backgrounds play a crucial role in partnership learning through internet-based learning systems, which must be considered in learning system use.