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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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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

Keywords

Article
Publication date: 23 August 2021

The authors assessed the following six popular online theories: Cognitivism, connectivism, heutagogy, social learning, transformative learning theories and Vygotsky’s zone…

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Abstract

Purpose

The authors assessed the following six popular online theories: Cognitivism, connectivism, heutagogy, social learning, transformative learning theories and Vygotsky’s zone of proximal development (ZPD). The theories were selected because of their relevance to improving online instruction.

Design/methodology/approach

To compare them, the authors reviewed literature on adult learning theories from the following databases: Academic Search Premier, ERIC and ProQuest. They chose the most relevant articles about each theory published between 2007 and 2017, summarized them and extracted relevant information.

Findings

The theories suggest various pointers to help course designers to improve online learning. Based on cognitivism, instructors can use media-based instruction designed especially for the working memory. Similarly, connectivism informs instructors to design instruction integrated with technology. Heutagogy also promotes the integration of technology with online learning and encourages self-directed learning. Meanwhile, social learning theory informs instructors to design group discussions and activities to foster collaboration. The other three theories - cognitivism, connectivism and heutagogy – promote the integration of technology.

Originality/value

The authors said the paper was useful as it provided a theoretical framework for adult instructors and theory designers. The paper was a follow-up to another study by the sane authors of online theories. There are also research implications. While pedagogical frameworks are well-established for online learning, studies on learner motivation would establish a wider understanding of richer design formats, the authors say.

Details

Human Resource Management International Digest , vol. 29 no. 6
Type: Research Article
ISSN: 0967-0734

Keywords

Article
Publication date: 1 December 2001

Paul Hager

Judgement is a pivotal notion for understanding learning. But how we view judgement is crucially shaped by our favoured conception of learning. The favoured conception of

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Abstract

Judgement is a pivotal notion for understanding learning. But how we view judgement is crucially shaped by our favoured conception of learning. The favoured conception of learning is shown to distort judgement, while an emerging conception of learning does justice both to judgement and learning from work.

Details

Journal of Workplace Learning, vol. 13 no. 7/8
Type: Research Article
ISSN: 1366-5626

Keywords

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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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

Keywords

Article
Publication date: 1 July 1981

John M. Hughes

It was Kurt Lewin, pre‐war pioneer of applied psychology, and inventor of the term group dynamics, who reputedly said: There is nothing so practical as a good theory. How…

Abstract

It was Kurt Lewin, pre‐war pioneer of applied psychology, and inventor of the term group dynamics, who reputedly said: There is nothing so practical as a good theory. How right he was. In these days when action learning is all the rage, such a saying is a timely reminder both of the need for and the value of theories in the execution of practice. For we all have theories; we use them constantly, and managers are no exception. Consciously or unconsciously we employ them to guide our actions: theories about the world and the way it works, about men, money, machines and materials, about management, and the different ways of “handling” people and things.

Details

Education + Training, vol. 23 no. 7
Type: Research Article
ISSN: 0040-0912

Article
Publication date: 6 December 2022

Geoffrey Wake

This article aims to explore, by drawing on, and coordinating and combining Cultural Historical Activity Theory and Community of Practice theoretical perspectives, what we…

Abstract

Purpose

This article aims to explore, by drawing on, and coordinating and combining Cultural Historical Activity Theory and Community of Practice theoretical perspectives, what we might learn about how to design for Lesson Study that best supports both collective and individual learning.

Design/methodology/approach

The article primarily makes a theoretical contribution. It does, however, draw on, and is informed by, the design of a large-scale study that sought to improve teaching and learning in mathematics with the particular aim of improving grades of post-16 learners in national examinations in England. Lesson Study was central to the designed intervention and such design is explored from the two theoretical perspectives.

Findings

Theoretical analysis suggests how the careful design of Lesson Study can facilitate both individual and collective learning in terms of the theories networked here. In particular, it is suggested that supporting collective learning requires careful attention to how “disturbances” in activity systems need to be designed for rather than being left to chance and how architectures that can support individual learning in terms of identity development should pay attention to supporting emerging practices as well as defining what is non-negotiable.

Originality/value

The article takes a novel approach by coordinating and combining two different, and well established, theoretical approaches, which, significantly, are used quite widely in social science research. Together they provide a rich view of learning at both individual and collective levels and suggest ways in which we might better support design for Lesson Study.

Details

International Journal for Lesson & Learning Studies, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-8253

Keywords

Book part
Publication date: 12 November 2021

Christine Helen Arnold, Cecile Badenhorst and John Hoben

Decolonizing involves dismantling deeply entrenched colonial systems of knowledge and power by disrupting colonial patterns of thought, questioning how teaching and…

Abstract

Decolonizing involves dismantling deeply entrenched colonial systems of knowledge and power by disrupting colonial patterns of thought, questioning how teaching and learning occurs, and critiquing the colonial practices that are merged into the fabric of higher and adult education. Within this process, scholars and practitioners engage in interrogating teaching and learning approaches and developing a critical consciousness regarding what knowledge is valued and how this value is acquired. Within higher and adult education, limited research has explicitly considered the ways in which conceptions of andragogy and its accompanying instructional approaches might be deconstructed within the context of decolonization. The purpose of this chapter is to deconstruct and decolonize foundational higher and adult learning conceptual and theoretical frameworks that are routinely embedded within courses and programs. The conceptual and theoretical frameworks selected and analyzed include self-directed learning, transformative learning, and action learning as conventional examples of individual and collective instructional approaches employed within higher and adult learning settings. Maōri scholar Linda Tuhiwai Smith's (2012) nine characteristics of theory that contribute to colonizing discourses and 25 Indigenous projects/principles are employed as the lenses that frame this analysis. These lenses include social science and methodological approaches and strategies that decolonize populations and promote Indigenous epistemologies.

Article
Publication date: 1 December 2003

Kaija Collin and Päivi Tynjälä

The integration of theory and practice has been recognised as one of the key questions in the development of professional expertise and vocational competence. In this…

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Abstract

The integration of theory and practice has been recognised as one of the key questions in the development of professional expertise and vocational competence. In this study the question of how theory and practice meet each other during professional development was approached from the point of view of two different groups of learners: employees with varying length of work experience and university students taking a working life project course. Altogether 18 employees and 51 students were interviewed, after which transcribed interviews were qualitatively categorised. The opinions expressed by the informants indicate that work‐based learning is not a unified phenomenon but varies in different contexts and between actors. The findings suggest, however, that the transformation of students’ explicit “book knowledge” into implicit or tacit knowledge may begin already while the student is still in education, provided that formal knowledge is used for authentic problem solving.

Details

Journal of Workplace Learning, vol. 15 no. 7/8
Type: Research Article
ISSN: 1366-5626

Keywords

Open Access
Article
Publication date: 31 March 2022

Praveen Kulkarni, Prayag Gokhale, Y.M. Satish and Basavaraj Tigadi

This study aims to investigate gamification-based training program through the lens of self-determination theory and in the context of corporate training programs. It…

Abstract

Purpose

This study aims to investigate gamification-based training program through the lens of self-determination theory and in the context of corporate training programs. It integrates the self-determination theory, game elements and learning outcomes in gamified training programs to derive insights.

Design/methodology/approach

Data is sourced from software development companies operating in the city of Bangalore in India. It applies the partial least square structural equation modeling to investigate the relationship between the self-determination learning theory and game elements and the impact it has on learning outcomes.

Findings

As a precursor to the development of a game-like learning ecosystem, the authors study the perception of trainers and human resource managers toward game-based training programs in the organization. The authors find that game-based learning makes training more engaging, immersive and contextual for the learners.

Research limitations/implications

The study is based on a specific sector, i.e. software development companies, and so the results may lack in generalizability. Future research, therefore, may consider other industrial sectors such as manufacturing, banking and telecom to understand the relationship between the constructs.

Practical implications

This study provides insights for the trainers, human resource managers and academicians on the effectiveness of gamification-based training programs. It also provides information on how the learning theory can be leveraged to understand gamification-based training programs.

Social implications

This work fulfills an identified need of the training industry to understand new methods of training with an aim to improve the learning outcomes among the learners.

Originality/value

This study provides a deep understanding on the effectiveness of training tools such as gamified training programs in enhancing and improving the learning outcomes among the learners.

Details

Organization Management Journal, vol. 19 no. 5
Type: Research Article
ISSN: 1541-6518

Keywords

Article
Publication date: 14 August 2007

Yrjö Engeström and Hannele Kerosuo

The purpose of this paper is to show how activity theory transcends the boundary between workplace learning and organizational learning.

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Abstract

Purpose

The purpose of this paper is to show how activity theory transcends the boundary between workplace learning and organizational learning.

Design/methodology/approach

Activity‐theoretical analyses examine collectives and organizations as learners. On the other hand, activity theory is committed to pedagogical and interventionist actions to change and learning characteristic of workplace learning.

Findings

Activity‐theoretical studies put an emphasis on the object, i.e. on what is done and learned together in inter‐organizational networks, instead of studying only connections and collaboration of networks. The theory of expansive learning enables a longitudinal and rich analysis of inter‐organizational learning and makes a specific contribution in outlining the historical transformation of work and organizations by using observational as well as interventionist designs in studies of work and organization.

Originality/value

The paper shows that activity theory and the theory of expansive learning provide useful analytical tools for the enrichment of studies in workplace learning, as reported in the articles included in this special issue.

Details

Journal of Workplace Learning, vol. 19 no. 6
Type: Research Article
ISSN: 1366-5626

Keywords

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