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1 – 10 of over 4000Peng Wang, Peng Wu, Xiangyu Wang, Xin Chen and Tao Zhou
Facility structures in liquefied natural gas (LNG) plants require tremendous amounts of scaffolding to facilitate relevant industrial operation and maintenance. As such, the…
Abstract
Purpose
Facility structures in liquefied natural gas (LNG) plants require tremendous amounts of scaffolding to facilitate relevant industrial operation and maintenance. As such, the productivity of scaffolding operations in turnaround maintenance (TAM) has attracted much attention in recent years. In addition, health and safety issues have been recognised as a key contributor along with productivity improvement in the LNG industry. This study aims to integrate work posture analysis into value stream mapping to achieve an optimised and balanced improvement in both productivity and health and safety.
Design/methodology/approach
A case study approach is adopted to integrate lean and work posture analysis in a TAM site. The lean improvement is conducted through value stream mapping, and the work posture analysis is conducted through the Ovako Working Posture Analysis System method. A three-step optimisation strategy is then developed for achieving optimised performance in waste reduction and work posture improvement.
Findings
It is found that the implementation of value stream mapping can help eliminate waste in the installation process, therefore eliminating potential health and safety risks. However, health and safety of onsite workers does not always improve as lean implementation intensifies. There is an optimised erection schedule that has the lowest health and safety risk within a waste reduction target.
Originality/value
In contradiction to previous studies, which rely on qualitative assessment to identify the a positive correlation between lean and health and safety, this study reveals the distinct difference between lean attributes and health and safety attributes through a quantitative assessment and is more readily to be implemented at the site level for simultaneous improvement in lean and health and safety.
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This study aims to present a scaffolding framework incorporating sophisticated technology that can inform instructional design to support student inquiry learning in the…
Abstract
Purpose
This study aims to present a scaffolding framework incorporating sophisticated technology that can inform instructional design to support student inquiry learning in the self-regulated online environment.
Design/methodology/approach
The classic predict, observe and explain (POE) framework has been extended through the incorporation of an additional evaluate (E) phase into the model to enhance the self-regulated online learning environment. The extended POEE scaffolding approach, in this study, has been conceptualized as an implicit guide to support the process of guided inquiry for learning particular science concepts. Digital tools were sourced and integrated into this design framework to substitute for the support typically offered by teachers and peers in classrooms.
Findings
The findings suggest that the POEE pedagogical design facilitated the inquiry process through promoting self-regulation and engaged exploration. It also promoted positive emotions in students towards the scaffolded learning modules.
Originality/value
Integrating technologies that benefit students differentially in educational settings remains a considerable challenge. More specifically, in science education, an appropriate inquiry learning context that allows access to well informed pedagogical design is imperative. The application of this inquiry-based scaffolding framework can inform educators in the process of creating their own instructional designs and contexts to provide more effective guided learning.
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AbdulLateef Olanrewaju, Jack Son Khor and Christopher Nigel Preece
Statistics show that the construction sector has the second-highest number of accident cases in Malaysia. A total of 100, 000 construction workers suffer from work-related bad…
Abstract
Purpose
Statistics show that the construction sector has the second-highest number of accident cases in Malaysia. A total of 100, 000 construction workers suffer from work-related bad health each year. Scaffolding accidents are the second cause of accidents on construction sites. Therefore, this present research provided answers to the following questions: (1) what are the causes of scaffolding accidents and (2) what are the possible measures to reduce scaffolding accidents?
Design/methodology/approach
The research developed a questionnaire instrument that included 24 causes of scaffolding accidents and 21 remedial actions. The research was based on a cross-sectional survey questionnaire administered to 129 members of construction organizations.
Findings
Data revealed that scaffolding-related cases caused a total of 70% of the deaths/injuries on sites. Furthermore, scaffolding accidents were mainly caused by a lack of guard rails on scaffoldings, poor inspections, improper assembly, a poor safety culture, poor attitudes towards safety, poor footing of scaffoldings and unsecured planking. To reduce scaffolding accidents, there must be a lifeline on scaffolding, proper guardrails and proper assembling of scaffoldings, and preventing access to incomplete or defective scaffoldings. The 24 causes are structured into six factors through factor analysis and the 21 remedial actions into six factors.
Originality/value
This research serves as the first attempt to conduct broad research on the causes and remedial actions concerning scaffolding accidents on construction sites in Malaysia. Theoretically, the research has provided fresh insights into the impact of scaffolding accidents.
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This study was conducted in ninth- and tenth-grade classrooms with the goal of studying effective scaffolding for improving argumentative writing, both conventional and…
Abstract
Purpose
This study was conducted in ninth- and tenth-grade classrooms with the goal of studying effective scaffolding for improving argumentative writing, both conventional and digital/multimodal.
Design/methodology/approach
The author conducted a formative experiment in two high-school classrooms to study ways teachers integrated forms of multimodal composition in their classrooms and provided associated scaffolding.
Findings
Findings regarding scaffolding included the embedding of scaffolding in the writing process to blend conventional and digital forms, the use of collaboration as a needed, though resisted, part of this scaffolding, and the consideration of digital tools that mediate students’ argumentative writing.
Originality/value
This study explored the implementation of a multimodal literacies intervention, providing empirical findings to a field that has remained largely theoretical.
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Frank Fischer, Elisabeth Bauer, Tina Seidel, Ralf Schmidmaier, Anika Radkowitsch, Birgit J. Neuhaus, Sarah I. Hofer, Daniel Sommerhoff, Stefan Ufer, Jochen Kuhn, Stefan Küchemann, Michael Sailer, Jenna Koenen, Martin Gartmeier, Pascal Berberat, Anne Frenzel, Nicole Heitzmann, Doris Holzberger, Jürgen Pfeffer, Doris Lewalter, Frank Niklas, Bernhard Schmidt-Hertha, Mario Gollwitzer, Andreas Vorholzer, Olga Chernikova, Christian Schons, Amadeus J. Pickal, Maria Bannert, Tilman Michaeli, Matthias Stadler and Martin R. Fischer
To advance the learning of professional practices in teacher education and medical education, this conceptual paper aims to introduce the idea of representational scaffolding for…
Abstract
Purpose
To advance the learning of professional practices in teacher education and medical education, this conceptual paper aims to introduce the idea of representational scaffolding for digital simulations in higher education.
Design/methodology/approach
This study outlines the ideas of core practices in two important fields of higher education, namely, teacher and medical education. To facilitate future professionals’ learning of relevant practices, using digital simulations for the approximation of practice offers multiple options for selecting and adjusting representations of practice situations. Adjusting the demands of the learning task in simulations by selecting and modifying representations of practice to match relevant learner characteristics can be characterized as representational scaffolding. Building on research on problem-solving and scientific reasoning, this article identifies leverage points for employing representational scaffolding.
Findings
The four suggested sets of representational scaffolds that target relevant features of practice situations in simulations are: informational complexity, typicality, required agency and situation dynamics. Representational scaffolds might be implemented in a strategy for approximating practice that involves the media design, sequencing and adaptation of representational scaffolding.
Originality/value
The outlined conceptualization of representational scaffolding can systematize the design and adaptation of digital simulations in higher education and might contribute to the advancement of future professionals’ learning to further engage in professional practices. This conceptual paper offers a necessary foundation and terminology for approaching related future research.
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Ali Akbar Moeen, Daryoush Nejadansari and Azizolla Dabaghi
The purpose of this paper is to investigate the impact of teaching grammar through implicit and explicit approach by applying scaffolding technique on learners’ speaking abilities…
Abstract
Purpose
The purpose of this paper is to investigate the impact of teaching grammar through implicit and explicit approach by applying scaffolding technique on learners’ speaking abilities including: accuracy, fluency and complexity.
Design/methodology/approach
To this end, 90 BA students of architecture in Yazd Azad University were selected and homogenized through Oxford Placement Test. They were assigned to three groups each including 30 participants, and took an IELTS speaking as pre-test to ensure that they had the same speaking ability prior to the begging of the experiment. In the course of the study, the first experimental group (EG1) received implicit instruction through scaffolding, and the second experimental group (EG2) was taught through explicit instruction. In contrast, control group did not receive any kind of grammar teaching. After the completion of the treatment, all groups took speaking post-test.
Findings
The results of the study showed that while both explicit and implicit teaching of grammar through scaffolding had a significant impact on learners’ speaking fluency, implicit teaching in comparison with explicit teaching was more significantly effective on learners’ speaking fluency. Similarly, both implicit and explicit teaching of grammar through scaffolding had significant impact on learners’ speaking accuracy and complexity, but explicit teaching compared to implicit teaching was more significantly effective.
Practical implications
The results of the study are mainly beneficial to teachers in the way that they can teach grammar in a more efficient way, and consequently improve learners’ speaking. In addition, curriculum developers and second language learners will benefit from the results of this research.
Originality/value
There has always been a controversy over an effective way to teach speaking skill in EFL classes over the last decades. In this regard, one of the most controversial approaches to teaching speaking arose from the dichotomy of teaching grammar through implicit or explicit teaching of rules. This paper has originality in that it delves into this controversial issue at length and in details.
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The purpose of this paper is to examine if and how supervisors’ use of two kinds of potential scaffolding means – asking questions and giving instructions – could contribute to…
Abstract
Purpose
The purpose of this paper is to examine if and how supervisors’ use of two kinds of potential scaffolding means – asking questions and giving instructions – could contribute to fulfilling the scaffolding intention of student independence, in the context of supervision of degree projects within higher education.
Design/methodology/approach
The paper is based on qualitative content analysis of two series of supervision meetings between a supervisor and a student in Swedish higher education, comprising a total of eight recorded sessions. The theoretical framework of the paper is centered on scaffolding and independent learning, and central concepts are contingency, fading, transfer of responsibility and student independence.
Findings
The analysis shows how the supervisors’ use of questions, and in some respect instructions, could contribute to fulfilling the scaffolding intention of student independence through enabling active participation of both student and supervisor and that the supervision was based on contingency. The analysis further shows that the supervisors tended to become more directive as the work came along, especially when students appeared to be running out of time. The supervision processes did thus not appear to be characterized by fading and transfer of responsibility.
Originality/value
This paper contributes to the research field of higher education through discussing student independence as a potential scaffolding intention within supervision of degree projects, based on recorded supervision meetings. Supervision of degree projects is a highly relevant context for discussing scaffolding, since it combines increased student independence with close interaction between student and supervisor for an extended period.
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Krista D. Glazewski and Cindy E. Hmelo-Silver
This paper aims to lay out the goals and challenges in using information for ambitious learning practices.
Abstract
Purpose
This paper aims to lay out the goals and challenges in using information for ambitious learning practices.
Design/methodology/approach
Through a review of the literature, the authors integrate across learning, information sciences and instructional design to identify challenges and possibilities for information searching and sense-making in ambitious learning practices (ALPs).
Findings
Learners face a number of challenges in using information in ALPs such as a problem-based learning. These include searching and sourcing, selecting information and sense-making. Although ALPs can be effective, providing appropriate scaffolding, supports and resources is essential.
Originality/value
To make complex ALPs available to a wide range of learners requires considering the information literacy demands and how these can be supported. This requires deep understanding and integration across different research literature areas to move toward solutions.
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November 10, 1969 Building — Safety regulations — Applicability — Safe means of access and egress — Building site occupied by main contractor — Unusually encumbered by plant and…
Abstract
November 10, 1969 Building — Safety regulations — Applicability — Safe means of access and egress — Building site occupied by main contractor — Unusually encumbered by plant and machinery — Suspended cable left by employee of main contractor — Injury to workman employed by independent scaffolding contractors — Liability of main contractor as occupier — Liability of independent contractor to own workman — Whether bound by safety regulations — Indemnity — Independent contractors to indemnify main contractors for “any liability… arising… in respect of personal injuries by reason of any act, default, or omission on our part…” — Construction (Working Places) Regulations, 1966 (S.I. 1966, No. 94), regs. 2(1), 3(1), 6(1).
Md. Meraz Ahmed, Anika Rahman, Md. Kamal Hossain and Fatimah Binti Tambi
This study was intended to ensure learner-centred pedagogy in an open and distance learning environment by applying scaffolding and positive reinforcement techniques.
Abstract
Purpose
This study was intended to ensure learner-centred pedagogy in an open and distance learning environment by applying scaffolding and positive reinforcement techniques.
Design/methodology/approach
This study critically analysed the context and current instructional practice of Bangladesh Open University (BOU) via document analysis and literature review. The conceptual framework of this study was adapted from the ADDIE model, i.e. the analysis, design, development, implementation and evaluation model.
Findings
The study explored that the instructional practice of BOU was dominated by teacher-centred pedagogy. Hence, to ensure learner-centred pedagogy, the researchers developed three model lesson plans. These lesson plans infused the theoretical directives of scaffolding and positive reinforcement as well as several assessment tasks which can assess the learners’ lower-order and higher-order thinking skills. The researchers also presented possible challenges for the sound implementation of these model lesson plans and suggested pragmatic solutions accordingly.
Originality/value
This study recommended that the combined application of scaffolding and positive reinforcement would effectively ensure learner-centred pedagogy.
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