Search results
1 – 10 of 329
This study aims to determine whether partial least squares path modeling (PLS) is fit for purpose for scholars holding scientific realist views.
Abstract
Purpose
This study aims to determine whether partial least squares path modeling (PLS) is fit for purpose for scholars holding scientific realist views.
Design/methodology/approach
The authors present the philosophical foundations of scientific realism and constructivism and examine the extent to which PLS aligns with them.
Findings
PLS does not align with scientific realism but aligns well with constructivism.
Research limitations/implications
Research is needed to assess PLS’s fit with instrumentalism and pragmatism.
Practical implications
PLS has no utility as a realist scientific tool but may be of interest to constructivists.
Originality/value
To the best of the authors’ knowledge, this study is the first to assess PLS’s alignments and mismatches with constructivist and scientific realist perspectives.
Details
Keywords
Development theory in college describes and explains how students develop. This chapter explores ways to balance and consolidate differentiation and integration in this theory…
Abstract
Development theory in college describes and explains how students develop. This chapter explores ways to balance and consolidate differentiation and integration in this theory. First, it traces the origins, history and current development of the theory, which evolves from an integrative understanding to a differentiated one. Subsequently, it identifies the tensions between integration and differentiation in this evolution. This chapter consider two directions towards the theoretical consolidation of differentiation and integration: (1) returning to how integrative understandings were achieved and exploring research directions that further advance integrative understandings; (2) recognizing the parallel evolution of North American student development theory in theorising about learning from a critical realism perspective, and, by overlaying this theory upon such a perspective, reconstructing it towards consolidation. This chapter concludes by discussing two implications for further higher education research that draws on student development theory.
Details
Keywords
Paul Lyons and Randall P. Bandura
The purpose of this essay is the provision of a conceptual approach for a manager-as-coach to use for instructional purposes with an employee. Using scenistic materials (cases…
Abstract
Purpose
The purpose of this essay is the provision of a conceptual approach for a manager-as-coach to use for instructional purposes with an employee. Using scenistic materials (cases, incidents, stories), the aim of the essay is to assist the practitioner apply a practical and relatively adaptable instructional approach. While it is intended for application with a single employee, the approach, with modifications, may be used in a small group environment.
Design/methodology/approach
The methodology was directed to the study of manager-as-coach, application of a class of instructional tools, theories of constructivism and situated cognition and the joint (manager–employee) implementation of an action guide aimed at learning and performance improvement. Review and coordination of these areas resulted in a detailed guide for action.
Findings
Use of scenistic materials for instructional purposes adds to the repertoire of tools for a manager desiring to act in a coaching capacity. A step-by-step program of activities is offered for practical application. Created for experimentation and use is a research result-driven practical guide/action plan.
Practical implications
The design of the approach expressed requires the manager-as-coach to prepare for instruction and participate in it to the extent that the manager likely contributes to her/his own knowledge and skills in the areas under study. The step-by-step design not only guides the instructional process, it demands that the participants are fully engaged in creating new knowledge, assumptions and examples of practical implementation of what has been learned.
Originality/value
Currently, there is little information or research available to guide a manager in a coaching capacity in the use of situation-based (scenistic) instructional materials. The approach offered in this essay not only considers employee knowledge apprehension but also aims at performance3 improvement in a particular context. Additionally, the approach presented requires dialog, negotiation and focused application, all of which may help the participants improve the quality of their relationship.
Details
Keywords
This chapter reviews different ontological positions and uses modernism, postmodernism, structuralism, and poststructuralism to illustrate how each changes the nature of research…
Abstract
This chapter reviews different ontological positions and uses modernism, postmodernism, structuralism, and poststructuralism to illustrate how each changes the nature of research when attempting to decolonize the research method.
Details
Keywords
Anthony Clarke and Juanjo Mena
The impact of Covid-19 on students and teachers, on courses and programs, and on schools and universities is unparalleled in the history of education. Indeed, many authors have…
Abstract
The impact of Covid-19 on students and teachers, on courses and programs, and on schools and universities is unparalleled in the history of education. Indeed, many authors have gone as far as to contend that the pandemic resulted in a paradigm shift in education. This chapter explores this contention by first looking at the history of paradigm shifts in education writ large, and then the implication of those shifts on teacher education, in general, and on practicum mentoring, specifically.
Details
Keywords
Muhammad Mujtaba Asad and Aisha Malik
Unprecedented progressions in the sector of Information and Communication Technologies (ICTs) have led to the trendsetting of Education 4.0 paradigms. A byproduct of breakthroughs…
Abstract
Purpose
Unprecedented progressions in the sector of Information and Communication Technologies (ICTs) have led to the trendsetting of Education 4.0 paradigms. A byproduct of breakthroughs in Education 4.0 is the “Cybergogy” paradigm that particularly stimulates learning and builds competencies in a virtual environment for the new era. Toward that, the objective of this review paper is to explore how cyber-physical learning is being adopted within cybergogy paradigms with its current state-of-the-art, traits, design models, applications and difficulties in Higher Education Institutions (HEIs) around the globe.
Design/methodology/approach
A narrative review of literature has been conducted in which major electronic bibliographic databases are targeted for study selection. Seven themes have emerged from the literature search that descript the resourcefulness, inventiveness and challenges of cyber-technology in transferring learning and interaction in and outside HEI boundary walls.
Findings
Grounded on the findings, it is valuable to mention that cybergogy media facilitates an array of options for collaboration, information gathering, intellectual discussions, the convenience of access, etc. among higher education learners. Consisting of interconnected technology, distinctive intricate digital systems and physical elements working together, the trend has implementation efforts of a smart learning institution for providing engaged learning and advanced skills training. However, there are certain implementation risks and consequences that must be considered thoughtfully.
Practical implications
This review can be used as an effective guide in designing cyber-technology-mediated teaching instruction and strategies for supporting collaborations and inventive learning in higher academia. Future researchers interested in exploring cyber-physical blends and media usage in education will also be facilitated with this review.
Originality/value
This literature review is unique because it details significant practices of collaborative learning for the twenty-first century through cybergogy in Higher Education 4.0 that was not examined previously.
Details
Keywords
The purpose of the current study was to examine the role of distance learning in enhancing introverted students’ lack of communication and social interaction to improve their…
Abstract
Purpose
The purpose of the current study was to examine the role of distance learning in enhancing introverted students’ lack of communication and social interaction to improve their performance in translation class. Cain (2013) and Kuzeljevich (2017) agreed that identifying “introverted” and “extroverted” students is important for meeting their learning needs. While extroverted students have strong social skills that allow them to interact comfortably in different learning environments, introverted students tend to be more shy, quiet, and silent, thus, requiring more careful planning in classroom settings. Therefore, educators need to support introverted students in reaching their full academic and social potential.
Design/methodology/approach
The present case study adopted a qualitative research method to explore the role of online/distance learning during the COVID-19 pandemic in enhancing introverted students’ performance and communication abilities in translation classes. The researcher of the current study spent a considerable time observing and set herself as part of the group (i.e. translation students of level 6 class) to understand the phenomenon, events and the new situation of having translation students interact in online settings. Data collection was based on this observation, interviews with the participants and archival documents. To enhance the validity and credibility of this research, the researcher employed the method of triangulation.
Findings
The results (see Appendixes A, B and C) revealed the level of students interactions in translation classes and their attitudes toward online learning. Based on the observations made by the instructor, the researcher found that the involvement of the introverted students during online translation learning was remarkable, as they provided their translation outputs in the chat window of Microsoft Teams with no hesitation. Consequently, 65% of the students were providing their translation output through the chat window, which indicates that they are more introverted and preferred not to speak. Comparing this result to face-to-face translation class, the researcher found that 25% of the students provided their translation outputs through oral participation.
Originality/value
This study contributes to the field of translation and education. Previous studies have not sufficiently examined the role of distance learning in enhancing the performance and communication of introverted students in translation classes. The current study is also expected to provide insight into the field of technical translation in remote teaching and learning settings.
Details
Keywords
This study demonstrates how individual paradigms implicate the questions asked, methods used and results drawn in association with a common object of study in human information…
Abstract
Purpose
This study demonstrates how individual paradigms implicate the questions asked, methods used and results drawn in association with a common object of study in human information behavior (HIB) research – the relationship between uncertainty and decision-making.
Design/methodology/approach
The author uses textual case studies to examine uncertainty and decision-making through the framework of four paradigms used in HIB research: positivism, cognitivism, collectivism and constructionism and suggests deconstructionism as a paradigm which raises new questions around this topic.
Findings
Positivistic approaches to uncertainty are often systems oriented; cognitive approaches are often user-oriented; collectivist approaches are intersubjective; and constructionist approaches blend a subjective and intersubjective research orientation. Deconstructionism raises new questions around ethics and responsibility in relation to decision-making, and the author therefore situates it as a new paradigmatic approach for this topic in HIB research.
Originality/value
Despite the presence of research aimed at recognizing and defining paradigms in HIB research, a comparative micro-examination of how individual paradigms implicate a specific research topic has yet to be conducted. Each paradigm uniquely shapes the ways in which uncertainty and decision-making are characterized, but the four central ones examined here have thus far left out questions of ethics and responsibility as being core elements of decision-making as tied to uncertainty. Therefore, this paper introduces deconstructionism as a paradigm new to HIB uncertainty research, arguing that it provides an important and novel complication of existent research questions and approaches.
Details