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Article
Publication date: 10 April 2017

Keith Wood

The purpose of this paper is to highlight similarities between Japanese lesson study, Chinese lesson study and learning study.

Abstract

Purpose

The purpose of this paper is to highlight similarities between Japanese lesson study, Chinese lesson study and learning study.

Design/methodology/approach

This editorial review is intended to stimulate a discussion about a critical aspect of both Lesson and learning studies exemplified by the texts published in issue 6.2 of this journal.

Findings

The author identifies neriage, the comparison and discussion phase of Japanese lesson study, as a critical aspect of both Lesson and learning studies and emphasises that both involve research leading to teachers learning what makes effective lessons possible. Attention is drawn to the importance of being explicit about the theory of learning behind Lesson and learning studies and how its implementation leads to teacher learning.

Originality/value

This editorial review provides a framework for evaluating the quality of lesson and learning studies in educational institutions.

Details

International Journal for Lesson and Learning Studies, vol. 6 no. 2
Type: Research Article
ISSN: 2046-8253

Keywords

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Article
Publication date: 13 July 2015

Ulla Runesson

It has been suggested that, if pedagogical and learning theories are integrated into lesson and learning study, a systematic construction of pedagogical knowledge is…

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1478

Abstract

Purpose

It has been suggested that, if pedagogical and learning theories are integrated into lesson and learning study, a systematic construction of pedagogical knowledge is possible (Elliott, 2012). In this Special Issue, it is reported how theory and theoretical concepts can add value to lesson and learning study. The purpose of this paper is to introduce the Special Issue and explore the above concepts.

Design/methodology/approach

This paper presents the Special Issue papers thematically and the main issues are discussed.

Findings

Together the papers suggest that pedagogical theories and theorizing practice may contribute to the improvement of teachers’ practical knowledge and knowledge about teachers’ professional tasks and objects. Furthermore, some theories and theoretical concepts hitherto under-exploited in lesson and learning study are presented and discussed from the point of view how these might improve the quality of the studies.

Originality/value

As a total, this collection of papers bring out issues about the role of pedagogical and learning theories and how these could inform lesson and learning study.

Details

International Journal for Lesson and Learning Studies, vol. 4 no. 3
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 10 October 2016

Ulla Runesson

The purpose of this paper is to discuss two theoretical frameworks, Pirie and Kieren’s work (Pirie and Kieren, 1994) and variation theory of learning (Marton, 2015) in…

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785

Abstract

Purpose

The purpose of this paper is to discuss two theoretical frameworks, Pirie and Kieren’s work (Pirie and Kieren, 1994) and variation theory of learning (Marton, 2015) in relation to lesson/learning study and mathematics teaching and learning.

Design/methodology/approach

The point of departure is the article: “Folding back and growing mathematical understanding: a longitudinal study of learning” (Martin and Towers, 2016) where it is demonstrated how Pirie and Kieren’s work (1994) and particularly the notion “folding-back” can be used as the theoretical framework in lesson/learning study. By dealing with similar arrangements and different theories, the two frameworks are contrasted.

Findings

It is suggested that the theory appropriated must be in resonance with the aim and focus of the study the theoretical perspective taken since it has implications for what becomes the focus of the process and subsequently the results of lesson/learning study.

Originality/value

This paper contributes to the discussion about how a more theory-informed lesson study and a broader theoretically framed learning study would improve and change the scope and progress of the two.

Details

International Journal for Lesson and Learning Studies, vol. 5 no. 4
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 18 March 2020

Keith Wood

The purpose of this article is to discern and discuss dimensions of variation opened by the articles in the issue 9(2) of the International Journal of Lesson and Learning

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188

Abstract

Purpose

The purpose of this article is to discern and discuss dimensions of variation opened by the articles in the issue 9(2) of the International Journal of Lesson and Learning Studies (IJLLS).

Design/methodology/approach

The approach draws on the path of teachers learning through lesson and learning studies presented as a pattern of variation forming a temporal sequence.

Findings

Attention is drawn to the importance of being explicit about the theory of learning informing lesson and learning studies and how its implementation leads to teacher learning.

Originality/value

The depiction of the path of learning through lesson and learning studies is original.

Details

International Journal for Lesson & Learning Studies, vol. 9 no. 2
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 22 June 2018

Keith Wood

The purpose of this paper is to provide an introduction of the papers in the current issue.

Abstract

Purpose

The purpose of this paper is to provide an introduction of the papers in the current issue.

Design/methodology/approach

By revealing contrasting features of alternative theories of learning, this paper offers a contribution to the on-going discussion about the role of learning theory in Japanese lesson study and its global adaptations.

Findings

Attempts to theorize lesson study in contrast to the theory-based learning study reveal a fundamental difference in the learning theories used to underpin this task related to the different world views on which they are founded.

Originality/value

This paper review provides an overview of the insights into lesson and learning studies provided by the authors in this issue of the journal.

Details

International Journal for Lesson and Learning Studies, vol. 7 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

Content available
Article
Publication date: 1 January 2014

John Elliott

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989

Abstract

Details

International Journal for Lesson and Learning Studies, vol. 3 no. 1
Type: Research Article
ISSN: 2046-8253

Content available
Article
Publication date: 13 April 2015

Mun Ling Lo

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371

Abstract

Details

International Journal for Lesson and Learning Studies, vol. 4 no. 2
Type: Research Article
ISSN: 2046-8253

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Book part
Publication date: 26 September 2013

Airi Rovio-Johansson

The purpose of this chapter is to investigate students’ qualitatively different ways of understanding the learning object in three undergraduate courses in the discipline…

Abstract

The purpose of this chapter is to investigate students’ qualitatively different ways of understanding the learning object in three undergraduate courses in the discipline of accounting. The theoretical framework of variation theory, a general learning theory, is applied. The lecturers chose a learning object which is investigated under two different teaching conditions – the conventional lecture model and the variational method. Two student groups were identified as a comparison group and a target group, comparable in various relevant parameters. All students took three required accounting courses. In the comparison group, the lecturers used the conventional lecture model and in the target group the variational model. The results indicated significant differences between the two groups’ examination results in the three courses, with students in the target group performing much better. The educational implications and limitations of the study, and areas for further research, are discussed.

Details

Theory and Method in Higher Education Research
Type: Book
ISBN: 978-1-78190-682-8

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Article
Publication date: 30 April 2021

Daniel F.O. Onah, Elaine L.L. Pang, Jane E. Sinclair and James Uhomoibhi

Massive open online courses (MOOCs) have received wide publicity and many institutions have invested considerable effort in developing, promoting and delivering such…

Abstract

Purpose

Massive open online courses (MOOCs) have received wide publicity and many institutions have invested considerable effort in developing, promoting and delivering such courses. However, there are still many unresolved questions relating to MOOCs and their effectiveness in a blended-learning context. One of the major recurring issues raised in both academic literature and in the press about MOOCs is the consistently high dropout rate of MOOC learners.

Design/methodology/approach

In this study, we applied mixed methods as an exploratory case study, which prioritised the quantitative and qualitative approaches for the data collection processes. The data were collected using a MOOC Online Self-regulated Learning Questionnaire (MOSLQ) adapted and created from an existing measuring instrument. The quantitative data was analysed using Statistical Package for the Social Sciences (SPSS Version 22) tool to conduct descriptive analysis. The qualitative results obtained from the transcribed focus group interviews in this study revealed the various behavioural patterns of how undergraduate students self-directed their learning. This focus group interview was conducted to reveal the various ways students organised and strategised their learning patterns in order to derive satisfaction in their distinctive learning behaviours and encourage motivation within their study approaches. Quantitative data collected online included a 30 items survey of which 17 respondents completed the survey items in the blended-learning study. The online course survey included 19 items of which data were gathered from 11 respondents.

Findings

Across the data, it is noticeable and clear that time management and goal setting were among the dimensions that are highly rated close to high level among SRL skills investigated in this study. We found that goal setting and task strategies predicted much better attainment of individuals controlling personal course goals, while help seeking was associated with lower goal attainment among majority of the participants.

Research limitations/implications

The study also identified several challenges. For example, there were some challenges in learners completing the survey questions even when several reminders were sent out forth nightly. At this preliminary stage, learners participated as lurkers without engaging fully with other non-academic and academic interactive activities such as surveys, in course quizzes and forums. Most of the participants in this course said they enrolled to know more about the new trend MOOC, to make friends, to have fun and so on. Although, these are some of their intentions for participating, some of the participants at some points contributed to discussion forums.

Practical implications

Our platform currently allows learners to direct their learning within the course and also allow the choice of content prerequisite in order to recommend resources necessary for their learning. This study indicates the necessity to support SRL skills and directing development of self-determination skills among the participants. This study when applied to a larger sample will demonstrate effective measurement on areas of reliability and validity as results from this small sample has indicated some high SRL skill levels for individual learners within the research.

Social implications

However, the success of any e-learning or MOOC platform should consider the following best practices and objectives: the learners' entire learning experience, the strategies used in developing the course content, the planning of the course delivery and the methods of delivery. Therefore, all e-learning platforms should be designed with a primary focus on the way students learn to improve their own learning skills and help them regulate their own independent learning habits. In another related study, the success of any e-learning course implementation should be carefully considered with regards to the course's underlying pedagogy and how learners engage with the content.

Originality/value

There are many e-learning platforms in existence globally, but little has been mentioned about the development of a MOOC platform in general that could allow independent learning and also adequately demonstrating the components and features used in these MOOC designs. This research's implication is to aid instructional designers to apply best practices in the development of an online course. The best approach in designing a good course is to consider the learners and how they could engage with the course resources independently and develop the ability to self-direct their learning. One of the main goals of e-learning platforms is primarily based on developing learning resources that would be suitable for linear course structure as directed by the course developer or instructor.

Details

The International Journal of Information and Learning Technology, vol. 38 no. 3
Type: Research Article
ISSN: 2056-4880

Keywords

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Article
Publication date: 31 August 2012

Angelika Kullberg

The purpose of this study is to explore whether the insights gained by teachers in a learning study can be shared by others and used to enhance other students’ learning.

Abstract

Purpose

The purpose of this study is to explore whether the insights gained by teachers in a learning study can be shared by others and used to enhance other students’ learning.

Design/methodology/approach

An exploratory study analysed how four Mathematics teachers implemented the knowledge gained about student learning from a learning study about decimal numbers in their teaching. The teachers enacted two lessons with different conditions in terms of the knowledge identified about student learning in a total of eight classes in the fifth and sixth grades.

Findings

The findings indicate that, when the teachers enacted the knowledge in their lessons, students’ learning improved significantly as compared to when only some parts of this knowledge were enacted.

Practical implications

This suggests that teachers can produce knowledge that is also usable for other teachers and that enables better possibilities for student learning.

Originality/value

The study provides insights as to what extent findings from learning studies can be valuable for others.

Details

International Journal for Lesson and Learning Studies, vol. 1 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

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