Types Of Learning Opportunities Research Articles

“Pero yo también estoy aprendiendo”: Negotiating expert and novice positions in heritage–second language learner interaction

AbstractDrawing on positioning theory and Vygotsky's sociocultural theory of mind, this study analyzes the discursive processes through which expert and novice positions are negotiated in heritage–second language (HL–L2) learner interaction. It examines how positioning practices shape collaboration between HL and L2 learners, determining what types of learning opportunities are created and for whom. Data was collected in a high‐intermediate Spanish language class with 8 HL and 10 L2 learners. As part of their regular course activities, learners completed four collaborative writing tasks in mixed dyads. Three HL–L2 interactions were selected as case studies. The combined analysis of discursive positioning, patterns of interaction, and language‐related episodes showed how expert positions, often assigned to HL learners due to their heritage speaker status, constrain these learners’ access to the linguistic feedback and help needed for HL development. When pre‐established conceptions of linguistic expertise are challenged and HL learners are positioned as language learners, with knowledge to gain, and their L2 partners as equal peers, with knowledge to share, opportunities for HL development expand. The article discusses the research and pedagogical implications of these findings.

Polygon Class Learning Opportunities: Interplay Between Teacher’s Moves, Children’s Geometrical Thinking, and Geometrical Task

This study identifies characteristics of polygon class learning opportunities for 8–9-year-old children during the whole-class instruction. We consider the interplay between the geometrical tasks demanding different ways of reasoning, features of children’s geometrical thinking, and the teacher’s moves to identify characteristics of learning opportunities. We identified 3 types of learning opportunities during whole-class instruction: (a) recognizing (initiating the deconstruction dimensional), (b) supporting children’s analytical reasoning, and (c) encouraging children to establish relations between attributes of the figures. Our findings highlight the holistic facet of the learning opportunities of geometry in primary education that connect the students’ geometrical arguments generated by solving enriching geometrical tasks and the teacher’s moves drawing on children’s geometrical thinking during the whole-class instruction. We conjectured that weaving these 3 aspects together supported the emergence of relevant geometric learning opportunities for children.

International knowledge interactions and catch-up. Evidence from European patent data for Chinese latecomer firms

International knowledge interactions constitute channels of knowledge transfer that finally promote technological catch-up. Accounting for the differences in knowledge dimensions and knowledge interactions, catching-up firms are provided with different types of learning opportunities. In the context of catch-up of emerging economy firms, the empirical evidence considering these differences is rather scarce. Using a cross-section of European patent data, we investigate the effects of different types of international knowledge interactions on the quality of knowledge captured by Chinese firms’ patent applications. We differentiate between lower vs. higher levels of learning and explore the technological learning process of Chinese firms over a period of 15 years. We find that international knowledge interactions are associated positively with knowledge quality. In the earlier phases of the catch-up process, knowledge interactions providing lower levels of learning are associated with a higher quality of the knowledge generated. Whereas knowledge interactions with the opportunity for higher levels of learning are correlated with a higher quality of the generated knowledge in later phases of the catch-up process.

Entrepreneurship education today for students unknown futures

Society requires education to prepare students with the tools and ability to navigate and find success for unknown futures. Entrepreneurship education has the potential to deliver the relevant curriculum and competencies to support young people to develop resilience, independence, innovation and ability to recognise opportunities to live productive and rewarding lives in this new post COVID-19 environment. Entrepreneurship has been encouraged by government initiatives to address rapidly evolving challenges due to economic disruption. The purpose of this study was to conduct a literature review of entrepreneurship education pedagogy in order to understand the growing evidence of the effectiveness of programmes that support students to act on opportunities that address social, economic, and environmental issues that have arisen in their communities. An analysis of 45 studies across nine countries suggests that although these types of learning opportunities are written into curricula, students rarely experience this type of learning in their schooling. Sustained interest in entrepreneurship through effective methods such as assistance from external trainers and value creation throughout schooling develops students’ intent for continued study of entrepreneurship at university. Teachers need opportunities to build confidence, knowledge and capacity to develop effective entrepreneurship education learning experiences that are relevant to today’s students’ future life challenges.

Preparing industry-ready engineers with virtual reality: recent research and future directions

Focusing on Virtual Reality (VR) in undergraduate engineering education, this article examines research published in 2014-2020, critically reviews the state of VR research, and highlights its applications and educational benefits. More importantly, this article presents a new, comprehensive framework, namely VR for industry-ready engineers, and discusses future directions for research on and practice of VR in engineering education. The multi-phased conceptual work started with a series of search and selections of related research from the web of science and IEEE databases. 19 publications met all of the selection criteria and were fully analysed. Multiple analyses were conducted, including bibliometrics, categorical meta-trends analysis and inductive content analysis, to discover the general trends and various characteristics of recent research. The new framework highlights four essential types of learning opportunities to prepare industry-ready engineers, it also summarises the proven and promising VR applications to realise such opportunities. This article further proposes future directions for VR in engineering education, calls for interdisciplinary and transdisciplinary research, suggests emerging research methods, and encourages longitudinal and large-scaled studies. Additionally, the article calls for critical awareness of present and potential issues and concerns in VR adoption in education.

Observing individual children in early childhood classrooms using Optimizing Learning Opportunities for Students (OLOS): A feasibility study

In this feasibility study, we present a newly developed observational system, Optimizing Learning Opportunities for Students (OLOS). OLOS is designed to elucidate the learning opportunities afforded to individual children within early childhood classrooms and as they transition to formal schooling (kindergarten through third grade). OLOS records the time spent in different types of learning opportunities (e.g., play, literacy, math) and the frequency of specific discourse moves children and teachers use (child talk and teacher talk). Importantly, it is designed to be used validly and reliably by practitioners. Using OLOS, we explored individual children’s experiences (n?=?68 children in 12 classrooms) in four different types of early childhood programs; state-funded pre-kindergarten (PK), state-funded PK serving children with disabilities, Head Start, and a tuition-based (non-profit) preschool. Results of our feasibility study revealed that coders achieved adequate inter-rater reliability with about 10?h of training and 5?h of practice. We could feasibly and reliably use OLOS in these very different kinds of pre-kindergarten programs but with some changes. In analyzing the observations, we found that individual children’s learning opportunities varied significantly both within and between classrooms. In general, we observed that most of the PK day (or half day) was spent in language and literacy activities and non-instructional activities (e.g., transitions). Very little time in math and science was observed yet children were generally more likely to actively participate (i.e., more child talk) during academic learning opportunities (literacy, math, and science). The frequency of teacher talk also varied widely between classrooms and across programs. Plus, the more teacher talk we observed, the more child talk we observed. Our long-term aim is that OLOS can inform policy and provide information that supports practitioners in meeting the learning and social-behavioral needs of the children they serve.

Learning From Mistakes: How Mistake Tolerance Positively Affects Organizational Learning and Performance

Organizational learning has been shown to affect performance. This study offers a fine-grained view regarding different types of learning opportunities. Specifically, opportunities to learn from mistakes are examined. Using three separate samples, we first establish statistically reliable and unidimensional measures of both organizational learning and mistake tolerance. Second, we empirically demonstrate the mediating role of organizational learning on the mistake tolerance–performance relationship. Our results offer findings that will generalize to other organizational contexts. We conclude with a dialogue suggesting prescriptive advice for managers and provide a discussion of how learning from mistakes can be an important catalyst in organizational change. Using specific items from our survey, we stress that managers need to make a conscious effort to communicate to employees the value in learning from mistakes as an important part of improving and changing existing organizational practices.

Appraising Models Nonrepresentationally

Many scientific models lack an established representation relation to actual targets and instead refer to merely possible processes, background conditions, and results. This article shows how such models can be appraised. On the basis of the discussion of how-possibly explanations, five types of learning opportunities are distinguished. For each of these types, an example—from economics, biology, psychology, and sociology—is discussed. Contexts and purposes are identified in which the use of a model offers a genuine opportunity to learn. These learning opportunities offer novel justifications for modeling practices that fall between the cracks of standard representationalist appraisals of models.

Ritual associated with participation in physical education

Physical education (PE) is steeped in history, tradition and ritual. The accepted tradition of excuse notes allowing pupils to self-exempt from lessons is one such ritual associated with the subject in schools. This paper explores the impact of this phenomenon, focusing on participation and engagement levels within PE lessons. Data was collected over a five-year period, through the use of surveys, focus group interviews, field-notes, brief case studies and analysis of documentation including excuse notes. Participants included parents, PE teachers, trainee teachers and pupils from across 10 UK secondary schools (age range 11–18) situated in the east of England. Grounded theory methodology informed an emergent model highlighting that ritual associated with excuse notes served to facilitate non-participation in PE. The notion of power as a theoretical construct emerged as a result of constant comparison between the testimonies of the parents, pupils, teachers and trainee teachers, highlighting the seemingly ‘agreed acceptance’ of excuse notes by those key stakeholders involved in pupil participation. It is perceived that the policy of excuse notes attributes power to parents and pupils to self-exempt from participating in PE. Parents will provide an excuse note for their child if they do not believe PE holds much value. The condoning of pupil self-exemption by parents is influenced by their values towards PE, embedded by their own school experiences and dispositions. Whilst acknowledging the value of the use of a note to communicate issues associated with health and physical wellbeing, the paper suggests that one solution is to re-position the perceived authority afforded the excuse note, in order to facilitate positive attitudes towards greater participation in lessons. The adoption of an alternate policy at a micro level, that requires pupils to change into PE kit even if they have a note, can foster an inclusive learning climate in which all pupils will have the opportunity to learn to enjoy being active, whether as a performer, coach or official. A fully inclusive model of participation, supported by parental education on the types of learning opportunities within lessons, may contribute to PE becoming viewed as an inherent part of a child’s day at school and not as a subject that a pupil can easily self-exempt from participating in a lesson.

An Assessment of the PeerWise Student-Contributed Question System's Impact on Learning Outcomes: Evidence from a Large Enrollment Political Science Course

The academic literature on teaching and learning provides compelling evidence that active and collaborative learning strategies, as well as frequent formative assessments with corrective feedback, significantly improve student learning outcomes. A central challenge faculty face in teaching large undergraduate courses (150 students) is providing students with these types of learning opportunities without overburdening the teaching staff (instructors and their graduate student teaching assistants). To address this challenge, this study assesses the use of PeerWise, an online pedagogical tool that allows students to write, share, answer, and discuss multiple choice questions (MCQs) in a large enrollment political science course. Using both quantitative and qualitative student data, it finds that student use of PeerWise is not only positively correlated with student learning gains at statistically significant levels (p = 0.001), but also that it promotes student perceptions of learning and motivation to learn.

Becoming a better preceptor: The clinic as classroom

Becoming a better preceptor: The clinic as classroom

How to Transform Theoretical Knowledge of Mathematics, Science, and Engineering to Solve Real-Life Problems: A Pragmatic Approach for School Age Students

In this article, I presented a pragmatic approach for transforming theoretical knowledge of mathematics, sciences, engineering to solve real-life problems. The article is based on 10 years of experience in developing summer enrichment programs for gifted students in Saudi Arabia. These programs were hosted by major institutions and sponsored by King Abdullaziz & his Companions Foundation for Giftedness & Creativity. Top gifted students from grades 4 to 11 were enrolled in these programs and were taught by experts in various science domains. The model of the summer programs was an integration of several types of learning opportunities and various levels of enrichment to help gifted students: (a) develop their latent potential to the maximum level, (b) develop their critical and creative thinking skills, and (c) apply science principles to solve real-life problems. Examples of programs outcomes and solutions to real-life problems were highlighted.

Learning as you go: an audit of continuing professional development opportunities in the workplace

The introduction of mandatory Continuing Professional Development (CPD) as a condition of podiatry registration has caused quite a deal of manic amongst the Podiatry population. What practitioners may underestimate is the amount of CPD that is undertaken as part of their everyday work practices. The podiatrists at Eastern Health are fortunate to have a supportive work environment that aims to foster learning opportunities and career advancement. This poster shows an audit of the amount and types of learning opportunities logged by the 12 member podiatry department for the first six months of the mandatory CPD period. The audit uncovered that many of the staff members had satisfied the Podiatry Board of Australia’s mandatory requirements within a two-month period. It is hoped that this poster will inspire others to think about their ongoing CPD opportunities within their own workplace.

Creating Classroom Cultures: One Teacher, Two Lessons, and a High-Stakes Test

Using activities as its analytic focus, this article compares the classroom cultures of two reading lessons taught by the same teacher. One was from a regular reading class and the other from a reading intervention class that was designed to help students pass the high-stakes state assessment. By developing fine-grained descriptions of classroom activities and participant roles, the article offers educators and policymakers a close look at the ways in which childcentered and test-centered classroom cultures are constructed and the different types of learning opportunities and relationships each provides.

Editorial

Editorial

Older and wiser?: workplace learning from the perspective of experienced employees

This paper explores the (changing) role of older, experienced employees in the workplace in terms of their own needs and opportunities for learning and in the context of changing organizational expectations. It draws on Lave and Wenger’s (1991) theory of situated learning and the notion of ‘learning as participation’ as starting points for examining the types of learning opportunities experienced by older workers. The discussion relates the nature of such opportunities to the changing workplace contexts in which employees are located. The article presents illustrative data from a recent research project that focused on how older experienced workers learn at work in two contrasting organizations. A brief review of literature is provided, which discusses the changing nature of work and the implications for learning. The paper then describes and contrasts the sites from which the data presented in this paper were collected, and the data collection methods that have been utilised. An analysis of the research data is presented and the authors discuss what the evidence reveals about the types of learning opportunities older employees are experiencing and how they make sense of them. The analysis suggests that from the perspective of experienced employees, factors such as organizational culture and history, the way jobs are designed and work is organized, and the way people are managed and their performance is judged, help explain the lived realities of workplace learning and provide messages for enhancing workforce development. The paper argues that contrasting forms of work organization and approaches to managing employees are likely to generate different learning environments and opportunities for workplace learning. It concludes by calling for more empirical research to explore the relationship between work organization and learning and to increase understanding of the implications for what and how different groups of employees learn at work.

GIS Capacity Building in the Pacific Island Countries: Facing the Realities of Technology, Resources, Geography and Cultural Difference

Historically, development projects in GIS and related disciplines implemented by Western agencies in developing countries have reflected the importance placed on advances in technology and method by Western GIS literature and industry. Such projects, which often focus on human development activity, attempt to replicate operating environments in the West within organizations in the developing world. Such an approach reflects a modernization model for development and is, it is suggested, potentially inappropriate for the needs of developing countries. Based on preliminary work conducted as part of an overall study of GIS development in the Pacific Island countries, this article examines some of the problems surrounding GIS education and training efforts in the region. While recognizing the importance of GIS to developing countries, the article draws a comparison between approaches that reflect the interests of those supplying and those receiving such assistance. Problems cited in the implementation of effective education and training programs include an emphasis on technical issues, an unclear knowledge and skill base for GIS, short-term and disparate educational and training opportunities, and a small user community in the Pacific Island countries. Different types of educators and trainers are profiled, as well as different types of learning opportunities. It is suggested that learning projects that focus primarily, and at all stages, on the needs of recipients and are implemented over longer time frames stand a greater chance of success and will have enduring effect. The importance of regionally based development and educational organizations that provide longer-term support to local GIS organizations is highlighted. An argument is made for including human resource development components in all GIS projects executed by external agencies as well as for the systematic support of user groups and other mechanisms that both initiate and nourish GIS awareness and understanding. The emphasis on diverse and longer-term learning opportunities is tied to a suggested "richer" approach to GIS development - an approach that addresses the wider needs of individuals working in GIS and takes into account different learning styles found outside the developed world. Lastly, it is suggested that more research is required that draws together GIS and development theory in order to more carefully assess the nature and impacts of GIS implementation in the developing world.