Search results
1 – 10 of over 1000Kevin Downing, Flora Ning and Kristina Shin
The purpose of this paper is to examine the effectiveness of problem‐based learning (PBL) in higher education based on a large sample of first‐year undergraduates from two…
Abstract
Purpose
The purpose of this paper is to examine the effectiveness of problem‐based learning (PBL) in higher education based on a large sample of first‐year undergraduates from two programmes at a Hong Kong University (n=132). One programme uses an entirely problem‐based approach to learning, whilst the other uses traditional methods.
Design/methodology/approach
Using the Learning and Study Strategies Inventory (LASSI) as a measure of metacognition, differences in metacognitive development are explored between each group of students between the beginning and end of their first 15 months in each programme.
Findings
Despite significantly weaker entry scores on the LASSI, the mean final scores, taken after 15 months and three semesters of study in the different curriculum environments demonstrate dramatic improvements in metacognition for the PBL group. In addition, analysis of student learning experience measured at the end of the programme revealed that the PBL group reported significantly higher scores in their overall course satisfaction and generic skills development.
Practical implications
The paper argues that, in addition to the formal learning context, everyday challenges emerging from the additional new social contexts provided by problem‐based curricula provide fertile environments for the development of metacognition and enhancement of the learning experience. The implications of PBL environments on fostering constructivist learning and enhancing student experience are discussed.
Originality/value
This research is original in its use of the LASSI inventory as a pre‐ and post‐measure of metacognitive development in undergraduates. This is an online questionnaire administered to two groups of students following similar programmes except one is problem based and the other more traditional, and the results are strikingly significant.
Details
Keywords
Theresa Kwong, Eva Wong and Kevin Downing
The purpose of this paper is to exhibit the integration of learning and study strategies inventory (LASSI) with the City University of Hong Kong information systems to promote…
Abstract
Purpose
The purpose of this paper is to exhibit the integration of learning and study strategies inventory (LASSI) with the City University of Hong Kong information systems to promote teaching and learning within the university.
Design/methodology/approach
From the 2006 entry cohort, all undergraduate freshmen at City University of Hong Kong are required to complete LASSI online through Administrative Information Management System (AIMS). Each student is required to take LASSI at three specific times during their undergraduate careers. With the cooperation of H&H publishing, City University has developed a program within AIMS to upload LASSI results of individual students so that the students can view their scores whenever they wish to. In addition to helping the students develop their learning and study strategies, the integration between LASSI and the university's information system provides academic staff with aggregated LASSI scores for their students.
Findings
The integration of LASSI with the university's information systems is found to be useful as students have the possibility of reviewing their progress in terms of learning and study strategies while teachers can design appropriate teaching and learning activities according to the relative strengths and weaknesses in learning of their own classes to assist students. In addition, the input of LASSI data to the City University AIMS helps administrative personnel correlate LASSI results with the other detailed information available in the AIMS.
Originality/value
This paper provides other institutions with insights into the integration of LASSI with the university's information systems to enhance the teaching and learning environment within the university. It aims to inform decision makers of issues in centralizing and accessing students' data to improve teaching and learning.
Details
Keywords
Kevin Downing, Sui‐Wah Chan, Woo‐Kyung Downing, Theresa Kwong and Tsz‐Fung Lam
The purpose of this paper is to investigate relationships between gender, A‐level scores and scores on the learning and study strategies inventory (LASSI) of undergraduate…
Abstract
Purpose
The purpose of this paper is to investigate relationships between gender, A‐level scores and scores on the learning and study strategies inventory (LASSI) of undergraduate students.
Design/methodology/approach
The participants for this study were selected at random from the overall LASSI sampling exercise and males and females were compared using the LASSI scales at a Hong Kong University.
Findings
Gender differences in cognitive functioning and achievement do not always favour one sex with the literature related to intelligence testing suggesting that males outperform females on tests of visuo‐spatial ability, and mathematical reasoning whereas females do better on tests involving memory and language use. This paper examines relationships between gender, A‐level scores and scores (LASSI) of undergraduate students and argues that whilst there are significant gender differences in A‐level scores, these provide limited practical information at a cognitive level. In contrast, the data from LASSI allows a more detailed and practical metacognitive analysis suggesting significant gender differences in certain areas of self‐perceived performance, with females demonstrating significantly higher levels of self‐regulation and a more positive attitude to academic study than their male counterparts.
Originality/value
The analysis of the data produced by the LASSI indicates that there are significant differences in self‐perceived metacognition between the genders.
Details
Keywords
Richard Lynch, Soon Leo and Kevin Downing
The purpose of this paper is to describe how a management development programme based on situated learning theory resulted in change for individuals, organisational culture and…
Abstract
Purpose
The purpose of this paper is to describe how a management development programme based on situated learning theory resulted in change for individuals, organisational culture and performance. The case study illustrates how new understandings about learning in the workplace and in higher education points towards the need to take account of the context in which learners utilise their knowledge and skills.
Design/methodology/approach
Quantitative and qualitative strategies were used to provide an evaluation of the impact of a management development programme in a group of companies. A questionnaire, focus groups and semi‐structured interviews were used to collect data on three cohorts of supervisors and middle managers at different stages of the programme. A triangulated approach was adopted towards data analysis that illuminated a broad and deep change process.
Findings
Positive cultural change was a significant benefit to the host organisation from the training programme. It was apparent that training can move beyond individual development to bring about organisational gains.
Research limitations/implications
Future research might adopt a longitudinal design and facilitate a co‐researcher approach using students' learning logs of workplace experiences.
Practical implications
Situated approaches to learning in higher education and the workplace need to be developed further to enhance workplace performance. A proposal is made for “learning consultants” to move between the two environments and facilitate knowledge exchange and improve understanding of the variety of learning contexts in business and educational settings.
Originality/value
A data driven case study on the relationship between training, culture and organisational performance suggests that new approaches to learning require partnerships between the worlds of work and university that traverses theory, practice and personnel.
Details
Keywords
This study aims to explore the opportunities and constraints for learner identity formation among community college transfer students.
Abstract
Purpose
This study aims to explore the opportunities and constraints for learner identity formation among community college transfer students.
Design/methodology/approach
Data were collected from four in-depth interviews with five transfer students across an academic year (i.e. 20 interviews in total). The first interview allowed the current researcher to explore the context of students' community college experiences and their first semester in the university. The second and third interview had two purposes: (1) to provide an opportunity for students to discuss their second semester experiences and (2) to understand the process of learner identity formation. The last interview allowed the students to reflect on their time in the university after studying for one year.
Findings
The findings reveal that higher education (HE) learner identity was nurtured by peer support, orientation activities and mentorship programme. While, striving for self-improvement and developing into an autonomous and active learner are essential in the formation of the HE learner identity in university.
Originality/value
This study represents the local students' voice that enrolling in community colleges with the goal of transferring to University Grant Committee (UGC)-funded universities. Transition is a process of change in the course of life and also a shift from one identity to another (Ecclestone et al., 2010). A smooth transition may contribute to the formation of positive learner identity, which is essential to student retention and persistence.
Details
Keywords
Since June 1995, the library automation company Fretwell‐Downing (FD) has been collaborating with a group of Further Education (FE) colleges on a project to explore the use of…
Abstract
Since June 1995, the library automation company Fretwell‐Downing (FD) has been collaborating with a group of Further Education (FE) colleges on a project to explore the use of online distance learning techniques and how these might best be applied by this sector. Working under the name of the LE Club (Learning Environment Club), this initiative sits at the intersection of the administration, authoring, mediation, delivery, learning and tracking processes and as such raises a host of strategic, technological, political and implementation issues. Through integrating elements from previous (and ongoing) EU funded projects such as DALI (Document and Libraries Integration), RENAISSANCE (Integration of High Performance Services for Interactive Vocational Training for European Regeneration) and ICW (Integrated Co‐operative Workspace), together with components from FD's Library Automation package, OLIB, FD is in the process of defining an application framework for the Learning Environment. This paper reviews issues in delivering distance learning while outlining the specific architecture and methodologies employed in the LE project. The implications of such initiatives on libraries and library systems and the changing ‘learning environments’ in which they exist are also briefly considered.
The datafication of teaching and learning settings continues to be of broad interest to the learning sciences. In response, this study aims to explore a non-traditional learning…
Abstract
Purpose
The datafication of teaching and learning settings continues to be of broad interest to the learning sciences. In response, this study aims to explore a non-traditional learning setting, specifically two Golf Teaching and Research Programs, to investigate how athletes and coaches capture, analyze and use performance data to improve their practice. Athletic settings are well known for spurring the proliferation of personal data about performance across a range of contexts and ability levels. In these contexts, interest in athletes’ experiences with data has often been overshadowed by a focus on the technologies capturing the data and their capabilities.
Design/methodology/approach
This ethnographic research focuses on the data-rich experiences of golf coaches and students during two pedagogical encounters. Using Balka and Star’s (2015) concept of shadow bodies, this article explores how golfing bodies can become infused with data, creating partial representations of a lived experience that can be augmented and manipulated for pedagogical purposes, depending on the context and the individuals involved.
Findings
Interaction analysis helps the authors to examine the embodied and interactional nature of coach-golfer pedagogical encounters across two sites, a local Professional Golf Association golf course and a Swing Analysis Lab. The authors also split these encounters into two episodes to identify how coaches and golfers use partial representations of their bodies to analyze performance and interpret data.
Originality/value
This research suggests that as data-driven practices continue to engulf athletic settings, and teaching and learning settings broadly, emphasis needs to be placed on ensuring that athletes (learners) – from the most recreational to elite users – have an embodied understanding of their performance to improve their ability. Furthermore, this article raises questions about what data gets shared between instructors and athletes and how that data is used.
Details
Keywords
Erik M. Hines, L. DiAnne Borders and Laura M. Gonzalez
This study aims to understand the asset and success factors that contributed to college completion of African American males who persisted through college. Only a dismal 22 per…
Abstract
Purpose
This study aims to understand the asset and success factors that contributed to college completion of African American males who persisted through college. Only a dismal 22 per cent of African American males receive bachelor’s degrees compared to 41 per cent of White males (Kena et al., 2015).
Design/methodology/approach
The data were analyzed using interpretive phenomenological analysis. The authors interviewed two first-generation African-American males from rural backgrounds to capture their experiences of their process to college completion.
Findings
Themes, based in cultural capital theory, that impacted their college persistence were identified within their pre-college experiences, college experiences and post-college perceptions. Recommendations for helping rural African-American males attend and persist through college are offered.
Research limitations/implications
Only two participants from one predominately white institution in the southeastern USA were interviewed. Rural students from other geographical areas might have different backgrounds, challenges, assets and successes. Although the interview questions were based on relevant literature, they may not have covered all key aspects of the participants’ experiences. As in any qualitative study, biases of the researchers and research team may have influenced the results, although these were identified and shared before reading any of the transcripts and then discussed several times during the data analysis process.
Practical implications
Educators not only should try to address the cultural capital limitations of these men but also highlight and build on their cultural assets. These assets include familial and platonic individuals who see their potential for success and encourage them to attend college to become something better than what they see in their community, reverse role models who encourage youth to make different choices than they did, media-based examples of successful Black students, cultural messages of strength and determination (e.g. Million Man March) and the exhortation to be an example that other African-American boys could look up to.
Originality/value
This paper addresses the need for K-12 and higher education institutions to understand how to assist first-generation, rural African-American males in getting admitted to college, matriculating through college and graduating from college.
Details
Keywords
This study sought to identify teachers' overall experiences in teaching social studies, the considerations they make in planning and implementing social studies lessons in the…
Abstract
Purpose
This study sought to identify teachers' overall experiences in teaching social studies, the considerations they make in planning and implementing social studies lessons in the absence of mandated curriculum, approaches to social studies instruction and the role of legislation on social studies instruction.
Design/methodology/approach
Two practicing teachers at different grade levels participated in this study to allow for comparative case study analysis. Teachers were observed teaching social studies lessons and then were interviewed to gain an understanding of their perspectives on teaching social studies at the elementary level and the role that administrative and legislative messaging played in their decision-making.
Findings
The lack of a scripted and formal program for social studies created opportunities for teacher autonomy and content integration in lessons. This is especially true for teachers that place a high value on social studies content and skills. Persistent issues, such as limited time and mandated testing pressures, continue to create barriers that teachers must work to overcome.
Originality/value
Since teachers play a critical role in the enactment of policy and curriculum, when a formal curriculum program is absent, opportunities arise. Control of the classroom and inherent messaging therein continues to create a high value battleground. When teachers are given the autonomy to set lesson outcomes, opportunities for quality instruction, such as project based learning and content integration, are possible.
Details
Keywords
Explains the decision of Ulster Carpets to choose “total customer satisfaction” (TCS) over traditional “total quality management”, in order to involve the entire workforce in…
Abstract
Explains the decision of Ulster Carpets to choose “total customer satisfaction” (TCS) over traditional “total quality management”, in order to involve the entire workforce in their quality programme. Details the company′s use of awareness sessions and Training to involve employees, as well as the display of successful project teams′ achievements on the TCS noticeboards. Indicates how the directors saw winning the Northern Ireland Quality Award for manufacturing as an opportunity to recognise the employees′ contribution to the company′s success, and also as a way of making more improvements, using the feedback from the award judges.
Details