Search results

1 – 10 of over 2000
Open Access
Article
Publication date: 27 April 2020

Robert Weinhandl, Zsolt Lavicza and Tony Houghton

Flipped classroom approaches (FCA) are an educational innovation that could increase students' learning outcomes in, and their enjoyment of, mathematics or STEM education. To…

2260

Abstract

Purpose

Flipped classroom approaches (FCA) are an educational innovation that could increase students' learning outcomes in, and their enjoyment of, mathematics or STEM education. To integrate FCA into education sustainably, professional teacher development (PTD) is a promising tool. The research aim is to explore which aspects should be considered when developing and implementing professional mathematics or STEM teacher development for flipped approaches.

Design/methodology/approach

A total of 20 expert interviews were conducted and analysed according to a synthesis of grounded theory approaches and qualitative interview study principles.

Findings

Evaluating the interview data indicates that the characteristics of different teacher types in PTD, learning activities in PTD and the DSE model derived in this study could be vital elements in professional mathematics or STEM teacher development for flipped approaches.

Originality/value

Evaluating the interview data indicates that the characteristics of different teacher types in PTD, learning activities in PTD and the DSE model derived in this study could be vital elements in professional mathematics or STEM teacher development for flipped approaches.

Content available
Article
Publication date: 1 March 1999

34

Abstract

Details

Kybernetes, vol. 28 no. 2
Type: Research Article
ISSN: 0368-492X

Content available
Book part
Publication date: 8 March 2021

Abstract

Details

George Spencer Brown's “Design with the NOR”: With Related Essays
Type: Book
ISBN: 978-1-83982-611-5

Open Access
Article
Publication date: 1 June 2010

David J. Gallacher, Angela Skuba and Roudha Al-Bahri

In recent years there has been a large increase of Higher education options in the United Arab Emirates. Emirati school leavers must choose among newly established institutions…

Abstract

In recent years there has been a large increase of Higher education options in the United Arab Emirates. Emirati school leavers must choose among newly established institutions that provide unproven qualifications, at the same time as their society undergoes a rapid transformation. Online surveys were administered to female Emirati students in the first (n = 407) and second (n = 188) semester of the Zayed University general education program, to investigate entering student awareness and perceptions of the seven majors available. Respondents indicated they were motivated by a desire to learn, and had selected their institution for its high academic standards. Half thought they had already decided their major, and while most felt they had made the decision themselves, they were influenced mostly by their immediate family members. Business was ranked highest for potential salary and job availability, and was second only to International Studies for potential social status. All other majors effectively compete with Business for students. Student awareness of Health Sciences and International Studies lagged behind other majors, indicating a need for promotion and/or rebranding. Respondents expressed a clear desire for the introduction of Engineering, Medicine and Law to the course offerings.

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 7 no. 1
Type: Research Article
ISSN: 2077-5504

Content available
39

Abstract

Details

Kybernetes, vol. 37 no. 1
Type: Research Article
ISSN: 0368-492X

Content available
Book part
Publication date: 4 March 2024

Oswald A. J. Mascarenhas, Munish Thakur and Payal Kumar

Abstract

Details

A Primer on Critical Thinking and Business Ethics
Type: Book
ISBN: 978-1-83753-312-1

Content available

Abstract

Details

Library Hi Tech News, vol. 20 no. 3
Type: Research Article
ISSN: 0741-9058

Content available
Book part
Publication date: 18 June 2020

Abstract

Details

Refugee Crises and Third-World Economies
Type: Book
ISBN: 978-1-83982-191-2

Open Access
Article
Publication date: 13 June 2018

Eamonn Newman and Margaret Farren

This purpose of this paper is to use autoethnographic methods to enable an individual to reflect on their learning practices and habits in their professional role in computing and…

3344

Abstract

Purpose

This purpose of this paper is to use autoethnographic methods to enable an individual to reflect on their learning practices and habits in their professional role in computing and data science.

Design/methodology/approach

Action reflection cycles with autoethnographic methods are used in this enquiry to examine and transform the self-driven learning in the role of a professional in the context of computing and data science. Data are collected using personal thoughts and emotions in order to determine to what degree the changes that are brought about are improving their learning practice.

Findings

An incongruity between espoused theory and theory-in-use is identified. In this paper the authors explore how engaging in reflection within the structure of an action research framework can change the learning behaviour of an individual, motivating them to engage more positively and consistently with self-directed learning in their workplace environment.

Research limitations/implications

Through analysis of reflective journals key aspects of personal and professional life that influences the individual’s approach to the learning tasks is identified. In addition, activity logs are maintained which collect information on the tasks that are undertaken. These activity logs are automatically generated using specific task-tracking software. Double-loop learning (Argyris and Schön, 1974) helps to identify the values that underpin the learning practice.

Practical implications

By resolving the tension created due to the incongruity of values, the individual has been able to find more motivation for learning and thus become more engaged in the learning process.

Social implications

Participation in the knowledge economy requires individuals to engage in continuous learning. Organisations that support individuals in continuous learning are best adapted to take advantage of emergent and evolving knowledge and skill requirements.

Originality/value

This paper examined the behaviour of an individual engaging in self-directed learning and showed how through engagement with reflection and critical self-analysis, he increased his motivation and efficiency for self-directed learning. The authors show how this skill becomes increasingly important in modern knowledge economy workplaces.

Details

Journal of Work-Applied Management, vol. 10 no. 1
Type: Research Article
ISSN: 2205-2062

Keywords

Content available

Abstract

Details

Kybernetes, vol. 41 no. 7/8
Type: Research Article
ISSN: 0368-492X

1 – 10 of over 2000