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1 – 10 of over 71000
Article
Publication date: 12 October 2015

Faye Q. Miller

The purpose of this paper is to explore the informed learning experiences of early career academics (ECAs) while building their networks for professional and personal development…

12730

Abstract

Purpose

The purpose of this paper is to explore the informed learning experiences of early career academics (ECAs) while building their networks for professional and personal development. The notion that information and learning are inextricably linked via the concept of “informed learning” is used as a conceptual framework to gain a clearer picture of what informs ECAs while they learn and how they experience using that which informs their learning within this complex practice: to build, maintain and utilise their developmental networks.

Design/methodology/approach

This research employs a qualitative framework using a constructivist grounded theory approach (Charmaz, 2006). Through semi-structured interviews with a sample of 14 ECAs from across two Australian universities, data were generated to investigate the research questions. The study used the methods of constant comparison to create codes and categories towards theme development. Further examination considered the relationship between thematic categories to construct an original theoretical model.

Findings

The model presented is a “knowledge ecosystem”, which represents the core informed learning experience. The model consists of informal learning interactions such as relating to information to create knowledge and engaging in mutually supportive relationships with a variety of knowledge resources found in people who assist in early career development.

Originality/value

Findings from this study present an alternative interpretation of informed learning that is focused on processes manifesting as human interactions with informing entities revolving around the contexts of reciprocal human relationships.

Details

Journal of Documentation, vol. 71 no. 6
Type: Research Article
ISSN: 0022-0418

Keywords

Article
Publication date: 17 May 2022

Fonbeyin Henry Abanda

In the COVID-19 era, where blended learning is gaining popularity, research-informed teaching could be one of the alternatives or options to assess students' progress in Higher…

Abstract

Purpose

In the COVID-19 era, where blended learning is gaining popularity, research-informed teaching could be one of the alternatives or options to assess students' progress in Higher Education institutions. In the past, educators have assessed students' research skills gained from research-informed teaching through coursework components or assignments. However, whether the assignments can be converted into peer-reviewed output acceptable in a reputable journal or conference has hardly been investigated. This study explores how research-informed teaching has been rolled out in undergraduate/postgraduate BIM related modules/programmes in the School of the Built Environment, Oxford Brookes University and which has culminated in high quality published outputs.

Design/methodology/approach

The method used is purely qualitative in-depth interviews, where students who have published were tracked and invited to share their experiences. In total, nine former students of the 12 invited, participated in the interviews. Inductive content analysis, a suitable qualitative data analysis technique was used in analysing the feedback from the interviews.

Findings

The main finding is that research-informed teaching can be done in a technical and complex BIM discipline and students' coursework components or assignments can further be converted into published outputs.

Research limitations/implications

The main limitation of this study was that the sample was small. That notwithstanding, it has provided valuable insights into the understanding of student's ability to undertake research while studying and experiences of how educators can deliver research-informed teaching to students in Higher Education institutions.

Originality/value

The study adds to the existing body of literature about undergraduate and postgraduate research-informed teaching and goes further to provide strong evidence through published outputs thereby confirming that students at both levels can indeed conduct and publish peer-reviewed research articles while undertaking their studies.

Details

Journal of Applied Research in Higher Education, vol. 15 no. 2
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 10 October 2017

Hilary Hughes, Rike Wolf and Marcus Foth

The purpose of this paper is to explore social living labs as a participatory methodology and context for fostering digital literacy and community well-being. This approach is…

Abstract

Purpose

The purpose of this paper is to explore social living labs as a participatory methodology and context for fostering digital literacy and community well-being. This approach is examined through a case study of Food Rescue Townsville, a voluntary community organisation in North Queensland, Australia.

Design/methodology/approach

Using qualitative case study methodology, the research investigated volunteers’ experience of a social living lab where they selected, installed and used open source Food Rescue Robot software.

Findings

The social living lab enhanced volunteers’ digital literacy and the organisation’s efficiency. The participatory nature and transformative intentions of social living labs are similar to action research as both promote social change through collaboration.

Research limitations/implications

The case study intentionally focuses on one community organisation to gain in-depth insights of a real-life social living lab.

Practical implications

The paper models an innovative approach that contributes to community learning and well-being. It presents a social living labs framework for digital literacy development that is underpinned by participatory action research cycle and integrates informed learning principles. Social living labs provide a learning context and approach that extends beyond digital skills instruction to a holistic process of using information to learn. They enable individuals to participate as digital citizens in the creation, curation and use of digital information.

Social implications

Informed digital learning through social living labs addresses the digital divide by fostering digital participation, volunteering and community engagement.

Originality/value

The paper is of interest to researchers, information literacy educators and community groups. Theoretical insights and participatory practices of the Food Rescue Townsville case, and the proposed social living labs framework are transferable to other communities.

Details

Information and Learning Science, vol. 118 no. 9/10
Type: Research Article
ISSN: 2398-5348

Keywords

Article
Publication date: 6 April 2012

Tina Cook and Pamela Inglis

The purpose of this paper is: to add to current understandings of how people with learning disability make informed choices in relation to participation in research; and to…

1211

Abstract

Purpose

The purpose of this paper is: to add to current understandings of how people with learning disability make informed choices in relation to participation in research; and to highlight both the competencies of people with learning disability in relation to participation in research and the impact of their involvement on the quality of that research.

Design/methodology/approach

A participatory/collaborative approach, designed to engage participants in both developing processes for data generation and participating in the analysis of that data, was employed.

Findings

The complexities of research and the implications of participation were poorly understood. Collaborative, recursive approaches are important for developing understanding. Participation in the research approach by people with learning disabilities enabled the generation of new understandings.

Research limitations/implications

The small sample size means the collaborative, recursive approach, whilst researched in depth, has not been widely generalised. Whilst there have been some difficulties in taking this forward at the study site, a second phase with another 6 men with learning disability has been carried out. Four of the men from the original study acted as co‐facilitators. Although it was not formally evaluated it was considered to be a helpful way of raising issues in relation to participation in research.

Practical implications

There needs to be more careful consideration of the broader issues behind informed consent. A recursive approach to developing informed choice (rather than a single engagement) needs to be embedded in practice. Peer to peer collaboration should be recognised as an approach to developing informed choice about participation.

Originality/value

This paper will be of value to people researching with people with learning disability. It demonstrates that, given appropriate opportunities, people with learning disability can understand some of the more complex concepts in relation to participation in research and so should be involved. It offers clear insights about how this may be achieved and raises the importance of including people with learning disability as active research participants in matters that affect their own lives.

Details

Tizard Learning Disability Review, vol. 17 no. 2
Type: Research Article
ISSN: 1359-5474

Keywords

Article
Publication date: 5 December 2023

Niki Fullmer and Katie Strand

This case study explores how universal design for learning (UDL)-informed online instruction modules developed during COVID-19 can better support student information literacy…

Abstract

Purpose

This case study explores how universal design for learning (UDL)-informed online instruction modules developed during COVID-19 can better support student information literacy outcomes. This study will also examine how hybrid learning lends itself to UDL and may resolve some of the issues within library instruction.

Design/methodology/approach

This case study explores how a team of librarians at Utah State University developed three UDL-informed modules to support library instruction and hybrid learning during the height of the COVID-19 pandemic. A survey was sent to composition instructors to understand how they utilized the three new UDL-informed modules and if the modules helped their students reach information literacy outcomes.

Findings

Findings from this case study describe how academic libraries should adopt the UDL framework to support best practices for online learning as well as inclusive pedagogies. The findings indicate that the UDL-informed modules developed for hybrid instruction help students meet information literacy outcomes and goals.

Originality/value

The authors present a case study examining the current climate of information literacy instruction and UDL while providing actionable instructional practices that can be of use to librarians implementing hybrid instruction.

Details

Reference Services Review, vol. 52 no. 1
Type: Research Article
ISSN: 0090-7324

Keywords

Open Access
Article
Publication date: 29 July 2021

Stefan Hrastinski

An issue that has received limited attention is how teachers make informed decisions when designing learning activities, which makes effective use of resources and technologies…

Abstract

Purpose

An issue that has received limited attention is how teachers make informed decisions when designing learning activities, which makes effective use of resources and technologies. The aim of this paper is to explore how teachers suggest informing their designs for learning.

Design/methodology/approach

The study is based on documentation from workshops where adult education teachers were encouraged to suggest how a design for learning can draw on what is known, how the design can be evaluated and how the design and lessons learned can be shared. The data was analyzed using thematic analysis.

Findings

Most teachers did not explicitly suggest how to inform their designs for learning, although some suggested to draw on learning theories. The teachers were able to provide many examples of how their designs for learning could be evaluated based on student perceptions and assessment. They primarily suggested to discuss and share their designs and lessons learned at the school.

Practical implications

The workshop format could be adapted and used in practice.

Originality/value

Relatively little attention has been paid to how teachers inform their designs for learning. A key challenge for teachers is to understand design for learning as an informed practice, which could be integrated as part of their daily work.

Details

The International Journal of Information and Learning Technology, vol. 38 no. 4
Type: Research Article
ISSN: 2056-4880

Keywords

Article
Publication date: 3 May 2019

Faye Q. Miller

The purpose of this paper is to provide an emerging framework for university libraries’ research and reference services, which aims to strengthen partnerships between research…

Abstract

Purpose

The purpose of this paper is to provide an emerging framework for university libraries’ research and reference services, which aims to strengthen partnerships between research information specialists and early career researchers (ECRs).

Design/methodology/approach

The conceptual model used in this paper was originally developed from a constructivist grounded theory study, analyzing data from a sample of ECRs across multiple disciplines at two universities and contextualized by a review of recent research into ECRs’ information experiences, and researcher–librarian partnerships in experiential learning spaces within and beyond libraries.

Findings

This paper provides a review of the literature on one aspect of the knowledge ecosystem model relevant to research information specialists: tangible forms of information such as texts, tools, humans, cultures and environments encountered during informal learning experiences in six spaces: professional development programs, formal coursework, events, community, home and social media.

Research limitations/implications

This paper is a catalyst for discussions and research into how research information specialists can facilitate access to the forms of information and learning experienced by ECRs, and what research information specialists can do with tangible information to respond to ECRs needs for experiential learning.

Practical implications

As the previous study found that ECRs perceived their knowledge as vital resources toward their research career progression, it would be useful for research information specialists to understand and design services paying attention to the importance of ECRs’ initial encounters with tangible information to create the knowledge they need.

Social implications

Working toward improved engagement and partnership through increased awareness and understanding of informed learning experiences between ECRs, their mentors and other developers and research librarians/information specialists can result in higher quality development and communication of new research, which can impact on society’s innovation and advancement.

Originality/value

The new integrative framework presented in this paper can assist in terms of identifying what informs ECRs professional development toward strengthening ECR and librarian/information specialist partnerships.

Article
Publication date: 12 June 2019

Dragan Gasevic, Yi-Shan Tsai, Shane Dawson and Abelardo Pardo

The analysis of data collected from user interactions with educational and information technology has attracted much attention as a promising approach to advancing our…

1425

Abstract

Purpose

The analysis of data collected from user interactions with educational and information technology has attracted much attention as a promising approach to advancing our understanding of the learning process. This promise motivated the emergence of the field of learning analytics and supported the education sector in moving toward data-informed strategic decision making. Yet, progress to date in embedding such data-informed processes has been limited. The purpose of this paper is to address a commonly posed question asked by educators, managers, administrators and researchers seeking to implement learning analytics – how do we start institutional adoption of learning analytics?

Design/methodology/approach

A narrative review is performed to synthesize the existing literature on learning analytics adoption in higher education. The synthesis is based on the established models for the adoption of business analytics and finding two projects performed in Australia and Europe to develop and evaluate approaches to adoption of learning analytics in higher education.

Findings

The paper first defines learning analytics and touches on lessons learned from some well-known case studies. The paper then reviews the current state of institutional adoption of learning analytics by examining evidence produced in several studies conducted worldwide. The paper next outlines an approach to learning analytics adoption that could aid system-wide institutional transformation. The approach also highlights critical challenges that require close attention in order for learning analytics to make a long-term impact on research and practice of learning and teaching.

Originality/value

The paper proposed approach that can be used by senior leaders, practitioners and researchers interested in adoption of learning analytics in higher education. The proposed approach highlights the importance of the socio-technical nature of learning analytics and complexities pertinent to innovation adoption in higher education institutions.

Details

The International Journal of Information and Learning Technology, vol. 36 no. 4
Type: Research Article
ISSN: 2056-4880

Keywords

Article
Publication date: 22 July 2020

Nobuko Fujita

The purpose of this paper is to provide an overview of the practical work of learning designers with the aim of helping members of the information science (IS) and learning…

3032

Abstract

Purpose

The purpose of this paper is to provide an overview of the practical work of learning designers with the aim of helping members of the information science (IS) and learning sciences (LS) communities understand how evidence-informed learning design of online teaching and online learning in higher education is relevant to their research agendas and how they can contribute to this growing field.

Design/methodology/approach

Illustrating how current online education instructional designs largely ignore evidence from research, this paper argues that evidence from IS and LS can encourage more effective and nuanced learning designs for e-learning and online education delivery and suggest how interdisciplinary collaboration can advance shared understanding.

Findings

Recent reviews of the learning design show that tools and techniques from the LS can support students in self-directed and self-regulated learning. IS studies complement these approaches by highlighting the role that information systems and computer–human interaction. In this paper, the expertise from IS and LS are considered as important evidence to improve learning design, particularly vis-à-vis digital divide concerns that students face during the COVID-19 pandemic.

Originality/value

This paper outlines important ties between the learning design, LS and IS communities. The combined expertise is key to advancing the nuanced design of online education, which considers issues of social justice and equity, and critical digital pedagogy.

Details

Information and Learning Sciences, vol. 121 no. 7/8
Type: Research Article
ISSN: 2398-5348

Keywords

Article
Publication date: 24 November 2017

Isla Kapasi and Galina Grekova

The purpose of this paper is to examine the perceptions and perspectives of students with regards to self-determined learning in an entrepreneurship education (EE) context and its…

Abstract

Purpose

The purpose of this paper is to examine the perceptions and perspectives of students with regards to self-determined learning in an entrepreneurship education (EE) context and its potential contribution to employability.

Design/methodology/approach

This research used a mixed-methods approach with a sample of 25 students currently attending a UK higher education institute. The students had access to participation in EE modules but self-determined learning-informed modules or programmes were not currently offered. Students were invited to attend focus groups and as a result of emergent themes, a business school-wide survey was developed.

Findings

This research makes two tentative contributions to the EE field. First, the findings of this student cohort are similar to those found throughout the UK and the EU with regard to the perception of the value of a degree by students; its contribution to the hidden curriculum; and the importance of practical experience. The research also adds to the field by considering the value of a self-determined learning approach to developing the capabilities and competencies of graduates. This approach to learning in a context of EE was in general well received by potential students, particularly the applied aspect of the programme. However, there is a perception of risk about this approach to learning and students are concerned about the value of a programme like this to employers in general.

Originality/value

The study contributes to discussions on the value of EE on perceived employability and in particular self-determined learning through entrepreneurship activity.

Details

Education + Training, vol. 60 no. 7/8
Type: Research Article
ISSN: 0040-0912

Keywords

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