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1 – 10 of over 20000
Article
Publication date: 1 March 1996

Jean Barclay

Looks at learning logs and their relevance in the context of self‐development in organizations and in education ‐ especially within skills development programmes.

2151

Abstract

Looks at learning logs and their relevance in the context of self‐development in organizations and in education ‐ especially within skills development programmes.

Details

Education + Training, vol. 38 no. 2
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 1 August 1996

Jean Barclay

Explains the use of learning logs as a tool for self‐development as a form of diary for recording and enhancing experiential learning, increasingly advocated owing to the…

3847

Abstract

Explains the use of learning logs as a tool for self‐development as a form of diary for recording and enhancing experiential learning, increasingly advocated owing to the limitations of traditional learning methods and pressures on training resources. Evaluates a study involving over 100 participants on a postgraduate management course who kept a log for one year, recording their self‐directed learning from workplace activities. Explores the relationship between participants’ learning styles and their experiences of using learning logs. Identifies the main benefits for learners as improved self‐awareness and access to more work opportunities, as well as professional development. Highlights managers’ perceptions of benefits in managing staff development. Pinpoints simplicity and flexibility in using logs as important, for both learners and managers. Discusses the importance of support for learners as a key issue, and concludes that self‐development is a social process.

Details

Journal of Management Development, vol. 15 no. 6
Type: Research Article
ISSN: 0262-1711

Keywords

Open Access
Article
Publication date: 3 July 2017

Khar Kheng Yeoh

This Scholarship of Teaching and Learning research is a part of the larger study grant to analyze written reflections through learning log among the third and final year students…

15727

Abstract

Purpose

This Scholarship of Teaching and Learning research is a part of the larger study grant to analyze written reflections through learning log among the third and final year students undertaking BPME 3073 Entrepreneurship module in University Utara Malaysia (UUM). The paper aims to discuss these issues.

Design/methodology/approach

The data collection techniques are researcher-directed textual data through reflective learning log, taken from 140 students from three classes. A thematic approach was utilized to present the reflections of the students and all data were recorded in a verbatim format.

Findings

The findings show that most students have never written a reflective log or essay in the formative assessment. As a consequence, they had difficulty in writing the reflection when being requested to do so. A total 75 (approximately 55 percent) of the reflective logs were identified as level 1 (from 1 to 5 percent) in which reflections were simply written in a descriptive manner, resulted in a balance of 61 learning logs being utilized for further analysis. The students’ reflections on their entrepreneurship’s experience systematically categorize into four different themes comprised of: the nature of entrepreneurship module, entrepreneurial characteristics, opportunity recognition, and creativity and innovation.

Research limitations/implications

As for the limitation of the study, it is important to not to underestimate the challenges of introducing a grade assessment that most of them are not familiar with in their university academic journey. Students need guidance, assurance and confidence writing something that require personal opinion, own thinking, sensitive and personal nature of narration. For most students as found out in this study, self-confessional writing is hard to come by (they dare not attempt it in the first place), only a handful appreciating the writing start with “I,” “me” as first person. More research in this study should be conducted across the university to gauge the response from the students to see if the result of this study is only applicable to this group of students or to this discipline of studies. The researchers would also like to recommend for future studies which take the form of a longitudinal study of similar kind to examine the problems and challenges with regards to promoting learning reflection at the undergraduate level.

Practical implications

Based on the result of the 61 students who had demonstrated an ability in reflective writing, it is suggested that perhaps the university should consider offering coursework that contains a component of reflective writing as part of the assessment. As such, if this is implemented, students of such ability like the one in this sample group would have been benefitted from such assessment which look at reflective ability (Greene, 2014) and which they were allowed to form a broader perspective in relation to the module undertaken. This in turns will foster the growth of reflective ability which is recognized as a learned behavior (Gustafson and Bennett, 1999). In addition, for the future exercise of this reflective learning log, the researcher opined that we should encourage our students to engage with another student (e.g. close friend) in a way that encourages talking with, questioning, or confronting, helped the reflective process by placing the learner in a safe environment in which self-revelation can take place. In addition, students were able to distance themselves from their actions, ideas and beliefs, by holding them up for scrutiny in the company of a peer with whom they are willing to take such risks (Hatton and Smith, 1995).

Originality/value

The results of this research have strongly suggested the need to urgently develop among the students the skills in writing reflectively as they go through the process of higher education which is useful in molding their future professional and entrepreneurial behavior as when they entered the job market which requires a critical reasoning ability.

Details

Journal of Research in Innovative Teaching & Learning, vol. 10 no. 2
Type: Research Article
ISSN: 2397-7604

Keywords

Article
Publication date: 1 June 2004

Alison Winch and Hadyn Ingram

This paper emphasizes the importance of learning in the workplace through reflecting after action, as in Kolb's experiential learning cycle. One of the most effective ways of…

2657

Abstract

This paper emphasizes the importance of learning in the workplace through reflecting after action, as in Kolb's experiential learning cycle. One of the most effective ways of producing insights from personal experience is by keeping a learning log as a means of reflecting upon, and articulating past actions. However, many busy practitioners fail to capitalize on experiential learning opportunities, perhaps because of the time and discipline involved. One way of resolving this problem is to combine the features of a diary and learning log into an integrated learning navigator that provides an accessible framework for reflective learning.

Details

International Journal of Contemporary Hospitality Management, vol. 16 no. 4
Type: Research Article
ISSN: 0959-6119

Keywords

Article
Publication date: 22 October 2020

Helle Neergaard, Sarah Robinson and Sally Jones

This paper introduces “pedagogical nudging” as a method, which can transform student dispositions and their perceived “fit” with the field of entrepreneurship. The authors…

1081

Abstract

Purpose

This paper introduces “pedagogical nudging” as a method, which can transform student dispositions and their perceived “fit” with the field of entrepreneurship. The authors investigate what characterises the identity change process experienced by students when exposed to pedagogical nudging.

Design/methodology/approach

Using ethnography, the authors apply an experiential-explorative approach to collecting data. The authors collected 1,015 individual reflection logs from 145 students of which the authors sampled 290 for this paper combined with interviews, observational and documentary data.

Findings

Pedagogical nudging techniques help (1) expose and challenge the student habitus by planting footprints in the mind; (2) straddle the divide between student and nascent entrepreneur by enabling them to recognise and experiment with an entrepreneurial habitus and (3) figuratively learn to climb the entrepreneurial tree by embracing an entrepreneurial habitus. In the first step, the authors use the interventions as cognitive means of influencing (pedagogical nudging). In the second, students participate in an iterative meaning-making process through reflection. In the third, they internalise the “new” entrepreneurial habitus—or discard it.

Research limitations/implications

The authors extend existing knowledge about the effect of particular kinds of pedagogies in entrepreneurship teaching, and how these can support enterprising behaviour. The authors demonstrate how an exploration of the inner self, identity and beliefs develops the capacity for students to re-shape future outcomes and create value.

Practical implications

By using nudging pedagogies, educators can support students to develop new ways of acknowledging and coping with transformative learning.

Originality/value

The research documents how it is possible to 'nudge' our students towards more entrepreneurial behaviours.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 27 no. 1
Type: Research Article
ISSN: 1355-2554

Keywords

Book part
Publication date: 22 February 2010

Alison Gould Boardman, Janette K. Klingner, Amy L. Boelé and Elizabeth Swanson

While weaknesses for students with learning disabilities (LD) may exist in basic reading skills, difficulty understanding text goes beyond reading the words on the page. The…

Abstract

While weaknesses for students with learning disabilities (LD) may exist in basic reading skills, difficulty understanding text goes beyond reading the words on the page. The complex nature of reading requires educators to provide struggling readers with reading strategies that support active engagement with text, comprehension monitoring, and a means to organize their understanding before, during, and after reading. In this chapter we describe collaborative strategic reading (CSR), a multicomponent model for teaching reading comprehension strategies. CSR has been associated with reading gains for students with LD as well as low- and high-achieving students, and English language learners. We provide information about teaching reading strategies as well as suggestions for overcoming possible stumbling blocks to implementation.

Details

Literacy and Learning
Type: Book
ISBN: 978-1-84950-777-6

Article
Publication date: 31 December 2007

Feng‐jung Liu and Bai‐jiun Shih

Computer based systems have great potential for delivering learning material. However, problems are encountered, such as: difficulty of Learning resource sharing, high redundancy…

Abstract

Purpose

Computer based systems have great potential for delivering learning material. However, problems are encountered, such as: difficulty of Learning resource sharing, high redundancy of learning material, and deficiecy of the course brief. In order to solve these problems, this paper aims to propose an automatic inquiring system for learning materials which, utilize the data‐sharing and fast searching properties of the Lightweight Directory Access Protocol (LDAP) and JAVA Architecture for XML Binding (JAXB).

Design/methodology/approach

The paper describes an application to utilize the techniques of LDAP and JAXB to reduce the load of search engines and the complexity of content parsing. Additionally, through analyzing the logs of learners' learning behaviors, the likely keywords and the association among the learning course contents is ascertained. The integration of metadata of the learning materials in different platforms and maintenance in the LDAP server is specified.

Findings

As a general search engine, learners can search contents by using multiple keywords concurrently. The system also allows learners to query by content creator, topic, content body and keywords to narrow the scope of materials.

Originality/value

Teachers can use this system more effectively in their education process to help them collect, process, digest and analyze information.

Details

Interactive Technology and Smart Education, vol. 4 no. 4
Type: Research Article
ISSN: 1741-5659

Keywords

Open Access
Article
Publication date: 6 March 2017

Zhuoxuan Jiang, Chunyan Miao and Xiaoming Li

Recent years have witnessed the rapid development of massive open online courses (MOOCs). With more and more courses being produced by instructors and being participated by…

2108

Abstract

Purpose

Recent years have witnessed the rapid development of massive open online courses (MOOCs). With more and more courses being produced by instructors and being participated by learners all over the world, unprecedented massive educational resources are aggregated. The educational resources include videos, subtitles, lecture notes, quizzes, etc., on the teaching side, and forum contents, Wiki, log of learning behavior, log of homework, etc., on the learning side. However, the data are both unstructured and diverse. To facilitate knowledge management and mining on MOOCs, extracting keywords from the resources is important. This paper aims to adapt the state-of-the-art techniques to MOOC settings and evaluate the effectiveness on real data. In terms of practice, this paper also tries to answer the questions for the first time that to what extend can the MOOC resources support keyword extraction models, and how many human efforts are required to make the models work well.

Design/methodology/approach

Based on which side generates the data, i.e instructors or learners, the data are classified to teaching resources and learning resources, respectively. The approach used on teaching resources is based on machine learning models with labels, while the approach used on learning resources is based on graph model without labels.

Findings

From the teaching resources, the methods used by the authors can accurately extract keywords with only 10 per cent labeled data. The authors find a characteristic of the data that the resources of various forms, e.g. subtitles and PPTs, should be separately considered because they have the different model ability. From the learning resources, the keywords extracted from MOOC forums are not as domain-specific as those extracted from teaching resources, but they can reflect the topics which are lively discussed in forums. Then instructors can get feedback from the indication. The authors implement two applications with the extracted keywords: generating concept map and generating learning path. The visual demos show they have the potential to improve learning efficiency when they are integrated into a real MOOC platform.

Research limitations/implications

Conducting keyword extraction on MOOC resources is quite difficult because teaching resources are hard to be obtained due to copyrights. Also, getting labeled data is tough because usually expertise of the corresponding domain is required.

Practical implications

The experiment results support that MOOC resources are good enough for building models of keyword extraction, and an acceptable balance between human efforts and model accuracy can be achieved.

Originality/value

This paper presents a pioneer study on keyword extraction on MOOC resources and obtains some new findings.

Details

International Journal of Crowd Science, vol. 1 no. 1
Type: Research Article
ISSN: 2398-7294

Keywords

Article
Publication date: 1 December 1994

Richard J. Holden

From a highly personal perspective seeks to discuss the outcomes fromparticipation on a particular outdoor development programme. Draws onlearning logs completed during the…

778

Abstract

From a highly personal perspective seeks to discuss the outcomes from participation on a particular outdoor development programme. Draws on learning logs completed during the programme and subsequently on return to work to reflect on a personal development agenda and on the broader potential of such learning for team building. Concludes that the problem of transfer proved a major constraint on real personal development but that provided that such issues are recognized and appropriately managed then the potential of such learning is considerable.

Article
Publication date: 8 August 2016

Sarah Robinson, Helle Neergaard, Lene Tanggaard and Norris F. Krueger

The purpose of this paper is to contribute to the discussion about the complexity and heterogeneity of entrepreneurship education. In order to achieve this objective, this paper…

7334

Abstract

Purpose

The purpose of this paper is to contribute to the discussion about the complexity and heterogeneity of entrepreneurship education. In order to achieve this objective, this paper combines educational psychology with perspectives from entrepreneurship education research to make explicit educators tacit assumptions in order to understand how these assumptions guide teaching.

Design/methodology/approach

Using ethnographic analysis, the paper reports data from the continuous development and implementation of a single course over a period of ten years bringing in the educator’s and the students perspectives on their achievements and course content.

Findings

The authors find that it is sometimes advantageous to invoke and combine different learning theories and approaches in order to promote entrepreneurial awareness and mindset. It is also necessary to move away from entrepreneurship education as being teacher led to being more student-centred and focused on experiential and existential lifelong learning practices.

Practical implications

Practically, the authors make suggestions for the design and delivery of a course that demonstrates how four diverse learning theories can be combined to consolidate entrepreneurial learning in students invoking experiential and curiosity-based learning strategies.

Originality/value

There are very few examples of concrete course designs that have been researched longitudinally in-depth using ethnographic methods. Moreover, most courses focus on the post-foundation period, whereas this paper presents a course that is a primer to the entrepreneurial process and exclusively centred on the pre-foundation phase. Rather than building on a single perspective, it combines a range of theories and approaches to create interplay and progression.

Details

Education + Training, vol. 58 no. 7/8
Type: Research Article
ISSN: 0040-0912

Keywords

1 – 10 of over 20000