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1
Pletser, Jayne. "Inclusion in the international school context: implications for school development." Journal of Research in International Education 18, no. 2 (August 2019): 199–211. http://dx.doi.org/10.1177/1475240919866929.
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This small-scale study was carried out in the elementary department of an international school considered successful in removing barriers to learning for a wide diversity of learners. A qualitative approach sought to gather data in order to understand the organisational context through a case study of how the school had removed barriers to learning for three students in different levels of learning support. The findings indicated that inclusion in this context was a process bound up in a proactive, dynamic, continuous cycle with a focus on learning, access and solution seeking.
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Walsh, Mary E., Maureen E. Kenny, Kristin M. Wieneke, and Kara R. Harrington. "The Boston Connects Program: Promoting Learning and Healthy Development." Professional School Counseling 12, no. 2 (December 2008): 2156759X0801200. http://dx.doi.org/10.1177/2156759x0801200218.
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The Boston Connects Program is a school-community-university partnership in which school counselors play a pivotal role in coordinating a comprehensive system of preventive services and student supports. The program is designed to promote healthy academic, social-emotional, and physical development for all children; reduce barriers to academic learning; and enhance the health-promoting and growth-fostering characteristics of the urban elementary school environment (Walsh, Barrett, & DePaul, 2007). Consistent with the ASCA National Model® (American School Counselor Association, 2005), the Boston Connects approach is programmatic, collaborative, preventive, and data-driven, and it supports the development of all children. This article describes the role of the school counselor in coordinating a comprehensive array of strengths-based supportive and developmental interventions and provides evidence to support the benefits of this approach.
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Skelcher, Shannon. "Cultural Conceptions of Flipped Learning." International Journal of Information and Communication Technology Education 13, no. 4 (October 2017): 17–27. http://dx.doi.org/10.4018/ijicte.2017100102.
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The use of flipped learning as a pedagogical approach has increased in the 21st century. While there is an existing survey of literature regarding the development in American educational institutions – and fewer in an Asian context – there are some unique cultural considerations that may need to be examined regarding flipped learning's adoption and adaptation in Asia. This paper serves as a literature review focusing on several Asian nations with respect to three major considerations in comparison to the United States: geographical, educational, and cultural. After the comprehensive review, which comments on the number of relevant publications available per nation, this paper concludes that there is no significant barrier to the implementation of flipped learning in Asia beyond the existing considerations apparent in the United States (access, time, and institutional support). Additionally, the prevalence of flipped learning in Asia, and the purposes of various studies surveyed, indicate that cultural barriers, at least in this area, are becoming less notable or authoritative as national or historical distinctions are diminishing through Millennials' tendencies toward globalization.
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Fang, Guangbao, Philip Wing Keung Chan, and Penelope Kalogeropoulos. "Secondary School Teachers’ Professional Development in Australia and Shanghai: Needs, Support, and Barriers." SAGE Open 11, no. 3 (July 2021): 215824402110269. http://dx.doi.org/10.1177/21582440211026951.
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Using data from the Teaching and Learning International Survey (TALIS; 2013), this article explores teachers’ needs, support, and barriers in their professional development. The research finds that Australian teachers expressed greater needs in information and communication technology (ICT) use and new technology training for teaching, while Shanghai teachers required more assistance to satisfy students’ individual learning and pedagogical competencies. More than 80% of Australian and Shanghai teachers received scheduled time to support their participation in professional development, whereas less than 20% of Australian and Shanghai teachers received monetary or nonmonetary support. In terms of barriers, Australian and Shanghai teachers reported two significant barriers that conflicted with their participation in professional development: “working schedule” and “a lack of incentives to take part.” This article reveals implications of the study in the design of an effective professional development program for Australian and Shanghai teachers and ends with discussing the limitations of the research and future research directions.
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Šuťáková, Valentína, Janka Ferencová, and Martina Kosturková. "School Environment as a Determinant of Organizational Learning Support." Lifelong Learning 9, no. 1 (2019): 20–44. http://dx.doi.org/10.11118/lifele2019090120.
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Organizational learning as a strategic tool for organizational change and stabilization of success has been discussed in a school environment since the 1990s. Its importance is increasing in the context of dynamic development of the society and the need to flexibly adapt to constant changes. Organizational learning research focuses on analyzing factors that are important to organizational learning and adaptability. The study aim was to examine a school environment as a determinant of organizational learning support. We chose a design of qualitative research, in which a group interview with 32 teachers from four schools was carried out. Based on the interviews we specified five categories of organizational learning support – psychological safety, open communication, cooperation, openness to new ideas, engagement and participation. Through an analysis of participants‘ responses, we identified the most significant barriers to organizational learning in the environment of selected schools. Their recognition has made it possible to formulate recommendations related to school management and to the promotion of organizational learning at schools.
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Kalafatis, Scott E., Jasmine Neosh, Julie C. Libarkin, Kyle Powys Whyte, and Chris Caldwell. "Experiential Learning Processes Informing Climate Change Decision Support." Weather, Climate, and Society 11, no. 3 (July 1, 2019): 681–94. http://dx.doi.org/10.1175/wcas-d-19-0002.1.
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Abstract Climate scientists are increasingly called upon to collaborate with policy makers to develop climate science–informed policy decisions. However, there are concerns that existing professional and cultural boundaries will remain persistent barriers to fulfilling the potential promise of these collaborations. The perception that scientists will be learning by doing while pursuing these efforts does little to assuage these concerns because more research is needed into how scientists actually learn to collaborate more effectively. Using interviews with 18 individuals identified by their peers as particularly successful participants in collaborations between Native American Tribes and climate science organizations, this paper offers suggested practices and examines learning processes underlying the development of these suggestions. The development of the list of suggested practices highlights the extent to which having the right attitude, taking the right actions, and cultivating the right processes are intertwined factors associated with success in these collaborations. Analysis of the learning processes underlying interviewees’ suggestions for suggested practices offered five sources of information that frequently led interviewees to reflect on their experiences and gain new knowledge from them. Despite these common trends, each interviewee described a reflection system that they had cultivated to continually monitor and enhance their work in collaborations that was personalized and distinctive from those the other interviewees used. Increased attention to these tailored reflection systems offers a path forward for understanding how experiential learning can most effectively enhance climate change decision support.
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Teoh, YTE, JJH Chew, ALI Lee, UP Selvam, and FC Wee. "Life Support Course for Nurses: beyond competency training." Singapore Medical Journal 62, no. 08 (August 31, 2021): 424–26. http://dx.doi.org/10.11622/smedj.2021111.
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The Life Support Course for Nurses (LSCN) equips nurses with the resuscitation skills needed to be first responders in in-hospital cardiac arrests. Previous published articles on the LSCN were mainly focused on the development of the LSCN in Singapore, as well as nurses’ confidence level, defibrillation experience and outcomes, the perceived barriers faced by nurses and the usefulness of the course. This paper highlights the importance of two key learning methodologies in the LSCN: deep learning and reflection.
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Adams, Maree, Paul Aylward, Nicholas Heyne, Charmaine Hull, Gary Misan, Judy Taylor, and May Walker-Jeffreys. "Integrated support for Aboriginal tertiary students in health-related courses: the Pika Wiya Learning Centre." Australian Health Review 29, no. 4 (2005): 482. http://dx.doi.org/10.1071/ah050482.
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The barriers to Indigenous people entering tertiary education, succeeding, and gaining employment in the health professions are broad and systemic. While efforts have been made to address these barriers, the number of Indigenous health professionals remains extremely low across Australia. The Pika Wiya Learning Centre in South Australia provides a range of practical, social, cultural, and emotional supports for tertiary students to increase the number of Indigenous health professionals, especially registered nurses, in the region. This paper reports on the Centre?s strengths that may represent best practice in student support, and the obstacles to further development.
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Hanlon, Michelle, Michael Hogan, Hannah Durand, Monika Pilch, Owen Harney, Gerard Molloy, and Andrew W. Murphy. "Designing an e-learning tool to support health practitioners caring for patients taking multiple medications." HRB Open Research 3 (September 1, 2020): 59. http://dx.doi.org/10.12688/hrbopenres.13110.1.
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Background: Population ageing and improvements in healthcare mean the number of people living with two or more chronic conditions, or ‘multimorbidity’, is rapidly increasing. This presents a challenge to current disease-specific care delivery models. Adherence to prescribed medications appears particularly challenging for individuals living with multimorbidity, given the often-complex drug regimens required to treat multiple conditions. Poor adherence is associated with increased mortality, as well as wasted healthcare resources. Supporting medication adherence is a key priority for general practitioners (GPs) and practice nurses as they are responsible for much of the disease counselling and medication prescribing associated with chronic illnesses. Despite this, practical resources and training for health practitioners on how to promote adherence in practice is currently lacking. Informed by the principles of patient and public involvement (PPI), the aim of this research was to develop a patient informed e-learning resource to help GPs and nurses support medication adherence. Method: Utilising collective intelligence (CI) and scenario-based design (SBD) methodology, input was gathered from 16 stakeholders to gain insights into barriers to supporting people with multimorbidity who are receiving polypharmacy, strategies for overcoming these barriers, and user needs and requirements to inform the design of the e-learning tool. Results: In total, 67 barriers to supporting people who are taking multiple medications were identified across 8 barrier categories. 162 options for overcoming the identified barriers were then generated. This data was used in the design of a short and flexible e-learning tool for continuous professional development, that has been integrated into general practice and clinical education programmes as a supportive tool. Conclusions: Using CI and SBD methodology was an effective way of facilitating collaboration, idea-generation, and the co-creation of design solutions amongst a diverse group of stakeholders. This approach could be usefully applied to address other complex healthcare-related challenges.
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Hanlon, Michelle, Michael Hogan, Hannah Durand, Monika Pilch, Owen Harney, Gerard Molloy, and Andrew W. Murphy. "Designing an e-learning tool to support health practitioners caring for patients taking multiple medications." HRB Open Research 3 (April 6, 2021): 59. http://dx.doi.org/10.12688/hrbopenres.13110.2.
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Background: Population ageing and improvements in healthcare mean the number of people living with two or more chronic conditions, or ‘multimorbidity’, is rapidly increasing. This presents a challenge to current disease-specific care delivery models. Adherence to prescribed medications appears particularly challenging for individuals living with multimorbidity, given the often-complex drug regimens required to treat multiple conditions. Poor adherence is associated with increased mortality, as well as wasted healthcare resources. Supporting medication adherence is a key priority for general practitioners (GPs) and practice nurses as they are responsible for much of the disease counselling and medication prescribing associated with chronic illnesses. Despite this, practical resources and training for health practitioners on how to promote adherence in practice is currently lacking. Informed by the principles of patient and public involvement (PPI), the aim of this research was to develop a patient informed e-learning resource to help GPs and nurses support medication adherence. Method: Utilising collective intelligence (CI) and scenario-based design (SBD) methodology, input was gathered from key stakeholders in medication adherence to gain insights into barriers to supporting people with multimorbidity who are receiving polypharmacy, strategies for overcoming these barriers, and user needs and requirements to inform the design of the e-learning tool. Results: In total, 67 barriers to supporting people who are taking multiple medications were identified across 8 barrier categories. 162 options for overcoming the identified barriers were then generated. This data was used in the design of a flexible e-learning tool for continuous professional development, that has been integrated into general practice and clinical education programmes as a supportive tool. Conclusions: Using CI and SBD methodology was an effective way of facilitating collaboration, idea-generation, and the co-creation of design solutions amongst a diverse group of stakeholders. This approach could be usefully applied to address other complex healthcare-related challenges.
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Manesis, Dionysios. "Barriers to the Use of Games-Based Learning in Pre-School Settings." International Journal of Game-Based Learning 10, no. 3 (July 2020): 47–61. http://dx.doi.org/10.4018/ijgbl.2020070103.
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The main aim of this research is to investigate how teachers perceive the barriers that limit the adoption and implementation of games-based learning in early childhood education on Cyprus. Teachers are working in public and private pre-schools. A 19-item questionnaire was administered to 148 early childhood teachers in Cyprus (78 public pre-school teachers and 70 private pre-school teachers). Factor analysis reveals three types of barriers to the use of games-based learning in early childhood classroom: lack of confidence, lack of support, and lack of equipment. The higher the teachers' self-efficacy in using digital games is, the lower the level of teachers' perception regarding the barrier lack of confidence becomes. Teachers with no frequent use of computer and digital games in the classroom perceive lack of confidence as a major barrier. Public pre-schools teachers have significantly more positive attitudes toward the usefulness of GBL than private pre-schools teachers.
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Wu, Rachel, Jiaying Zhao, Cecilia Cheung, Misaki N. Natsuaki, George W. Rebok, and Carla M. Strickland-Hughes. "Learning as an Important Privilege: A Life Span Perspective with Implications for Successful Aging." Human Development 65, no. 1 (2021): 51–64. http://dx.doi.org/10.1159/000514554.
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Research has demonstrated the cognitive and mental health benefits of learning new skills and content across the life span, enhancing knowledge as well as cognitive performance. We argue that the importance of this learning – which is not available equally to all – goes beyond the cognitive and mental health benefits. Learning is important for not only the maintenance, but also enhancement of functional independence in a dynamic environment, such as changes induced by the COVID-19 pandemic and technological advances. Learning difficult skills and content is a privilege because the opportunities for learning are neither guaranteed nor universal, and it requires personal and social engagement, time, motivation, and societal support. This paper highlights the importance of considering learning new skills and content as an <i>important privilege</i> across the life span and argues that this privilege becomes increasingly exclusionary as individuals age, when social and infrastructural support for learning decreases. We highlight research on the potential positive and negative impacts of retirement, when accessibility to learning opportunities may vary, and research on learning barriers due to low expectations and limited resources from poverty. We conclude that addressing barriers to lifelong learning would advance theories on life span cognitive development and raise the bar for successful aging. In doing so, our society might imagine and achieve previously unrealized gains in life span cognitive development, through late adulthood.
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McGowan, Ursula. "Integrated academic literacy development: Learner-teacher autonomy for MELTing the barriers." Journal of University Teaching and Learning Practice 15, no. 4 (October 1, 2018): 90–107. http://dx.doi.org/10.53761/1.15.4.6.
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Effective and continuing development of tertiary students’ academic literacy during their undergraduate years has become a crucial issue for Anglophone universities into the 21st century. Research into pedagogies aimed at supporting students’ academic literacy development has pointed to the inadequacy of generic approaches delivered as remedial support services, and has called instead for the integration of the teaching and learning of academic literacy into discipline content courses. Successful models tended to require collaboration between discipline and communication specialists. However, reluctance by discipline specialists to engage with language in favour of content teaching, and financial implications of collaboration represent two major barriers to the uptake and scalability of curriculum-integrated academic literacy development. This paper describes a collaborative approach to genre pedagogy that has the potential for overcoming the content-language dichotomy and also the cost barrier. It provides a method for the discipline lecturer’s progress from initial dependence on the literacy specialist’s expertise towards learner and teacher autonomy. The pedagogy is demonstrated by two Models of Engaged Learning and Teaching (MELT) that are derived from the Research Skill Development framework. This paper describes the two models and their potential role in overcoming barriers to curriculum-integration of academic literacy development.
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Jebara, T., A. Power, A. Boyter, S. A. Jacob, J. Portlock, and S. Cunningham. "Exploration of inter-professional learning in experiential Learning for student pharmacists in Scotland: A qualitative study." International Journal of Pharmacy Practice 29, Supplement_1 (March 26, 2021): i38—i39. http://dx.doi.org/10.1093/ijpp/riab015.047.
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Abstract Introduction Additional Cost of Teaching for Pharmacy (ACTp) funding from Scottish Government supports the development of experiential learning (EL) placements for student pharmacists [1]. Interprofessional learning (IPL) has been built into initial education for many healthcare professionals [2]. In 2019, a National Pharmacy EL Stakeholder event recommended exploring the further development of IPL within EL for the MPharm. Aim To scope existing IPL in EL and explore the feasibility for further development within the MPharm in Scotland Methods Online qualitative interviews were conducted with key stakeholders from Schools of Pharmacy, NHS Education for Scotland, EL sites, and Scottish health boards. All were involved in the development/delivery of these activities. The interview schedule was developed by the research team, reviewed for face and content validity, piloted prior to use, and modified based on early interviews. All interviews were audio-recorded, transcribed, and independently thematically analysed by two researchers. Interviews continued until data saturation and good representation from all settings were achieved. All ethical approvals were sought prior to the interviews. Results Twenty interviews were conducted with three key themes emerging; (1)current IPL within EL activities, (2)future developments, and (3)perceptions of enablers and barriers to developing/delivering IPL within EL. There were limited examples of existing IPL within EL activities including: a pilot pharmacy longitudinal clerkship and hospital-based pharmacy/medical student IPL week. Some stakeholders indicated that current IPL involves mainly campus-based activities but other EL based initiatives were planned but not yet implemented. Respondents indicated that future developments should be carefully planned in collaboration with other stakeholders and tailored to students’ stage of study to ensure their success. There was significant support for incorporating IPL within EL initiatives as part of the MPharm course to complement traditional ways of teaching. “I think if we don't do it, we're missing a big trick… Doing something in a classroom or doing something within a small tutorial is a very false way of learning, whereas in practice, where they're going to end up working together, it seems ideal.” Many enablers were highlighted mainly relating to the expected benefits of such activities on students, facilitators, patients, and the healthcare system. Logistics and planning difficulties were perceived to be barriers to implementation of IPL within EL. “We've tried to do it, it was with the medical school and they were receptive to it, but the logistics just didn't work out… when you've got two very different timetables to try and bring together, it is very, very difficult to do.” Conclusion Pharmacy stakeholders highlighted that the majority of IPL currently undertaken in Scotland is not based in EL settings but they supported developing it. Enablers and barriers articulated highlight the need for careful planning of these activities. A strength of this study is it involved a broad range of key stakeholders from across Scotland ensuring representativeness of views and ideas. A limitation may be that, given the Scottish focus, findings may lack direct transferability to other countries. Future research should focus on designing a framework for developing and implementing IPL within EL in Scotland. References 1. NHS Education for Scotland, 2020. Experiential learning for student pharmacists in Scotland. [online]. Edinburgh: NHS Education for Scotland. Available from: https://www.nes.scot.nhs.uk/our-work/experiential-learning-for-student-pharmacists-in-scotland/ [Accessed 07/10/2020]. 2. Barr H. Interprofessional Education-The Genesis of Global Movement. 2015. https://www.caipe.org/resources/publications/barr-h-2015-interprofessional-education-genesis-global-movement. [Accessed 4 Aug 2020]
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Mantai, Lilia, and Elaine Huber. "Networked Teaching: Overcoming the Barriers to Teaching Experiential Learning in Large Classes." Journal of Management Education 45, no. 5 (February 13, 2021): 715–38. http://dx.doi.org/10.1177/1052562920984506.
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As student enrolments grow and student diversity increases in many areas of higher education, faculty face challenges to support and ensure individual student learning and development. At the same time, active and experiential approaches to learning are recognized for their potential to develop autonomy and critical thinking, among other valuable skills. However, such approaches are challenging to implement at scale and alter the educator’s role from a directive one to a more facilitating role. This article reports on a questionnaire with 66 business academics at a large Australian metropolitan university that examined teaching experiences at scale and identified perceived barriers and enablers of experiential learning in large classes. Academics reported their lived experiences of teaching at scale and revealed the need to recognize teaching practice as a highly networked and distributed activity. In experiential learning, and particularly in large classes, the locus of control for learning shifts to the student, leading to feelings of disorientation and disempowerment. We make several recommendations for teaching development, faculty, and future research.
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Petts, Judith. "Barriers to Deliberative Participation in EIA: Learning from Waste Policies, Plans and Projects." Journal of Environmental Assessment Policy and Management 05, no. 03 (September 2003): 269–93. http://dx.doi.org/10.1142/s1464333203001358.
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Despite increased legislative, political and social support for extended public engagement in environmental assessment, questions remain over the best means to integrate more analytic-deliberative processes within extended and fragmented decision-making frameworks. Using evidence from waste management decision-making in Britain this paper discusses institutional, cultural and technical barriers to effective integration of analysis and deliberation. The barriers are seen to limit effective participation intra decisions but particularly inter-decisions and hence to limit public impact on assessments and achievement of consensus on the optimum integrated waste management strategies. Institutional, technical and cultural barriers to effective process are discussed that compound the problems of enhancing public participation and promote maintenance of the status quo. Thus, environmental assessment still largely proceeds in advance of discussion with the public rather than through discussion with them.
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Rogers, Tanya, and John Nelson. "Supporting Open and Distance Learners with Computer Conferencing: Potential Benefits and Barriers." Psychology Learning & Teaching 2, no. 2 (June 2002): 127–33. http://dx.doi.org/10.2304/plat.2002.2.2.127.
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The aim of this paper is to outline the issues surrounding online support for open and distance learners in a dual-mode department. In recent years with the acceptance of learning as a lifelong process, many UK universities have broadened their remit to embrace a larger and more diverse learner population. This cultural change in education policy has corresponded with rapid developments in educational technology. The Open Learning Unit (OLU), University of Wales, Aberystwyth, was established in 1993 specifically to develop open and distance learning degree schemes. It is directed by an educational philosophy of learner-centred, open and flexible learning. Central to this work is the implementation and maintenance of a learner support system, which includes the use of computer conferencing. Using over 600 distance learners from a Department of Information Studies as a case study, this paper aims to outline the issue of support for open and distance learners, describe the benefits and barriers of computer conferencing as a support medium, and consider the potential of social cognition research to investigate lurking behaviour in online teaching and learning environments.
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Dneprovskaya, N. V., and I. V. Shevtsova. "Open Educational Resources in the Development of Digital Learning Environment." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 12 (December 31, 2020): 144–55. http://dx.doi.org/10.31992/0869-3617-2020-29-12-144-155.
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During the period of the forced transition of universities around the world to the online education, the demand for digital free access services has grown. A unique opportunity has appeared to supplement and develop the theoretical and methodological provisions of online learning based on the analysis of the empirical results that characterize the relevance and effectiveness of the digital environment parts. The educational materials free available at the Internet are the part of the digital environment, which are combined into the concept of open educational resources (OER). The purpose of the study is to assess the relevance of OER for faculty, systematize the main ways of working with them, identify the motives and barriers for the development of OER by faculty. The study conducted among the lecturers at Russian universities showed the high importance and value of OER for their teaching and methodological activities to create and develop the training course content in digital environment. More than half of the faculty staff create and distribute their copyright materials on the Internet on their own initiative for the convenience of their students. The faculty and students freely exchange educational materials using a variety of web services. In conditions of increasing demands on faculty and content of training-course, OER is a valuable resource for educational activities. The analysis of the regulatory framework revealed a lack of OER policy in Russian universities, which is one of the barriers for lecturers to create OER. The results of the study made it possible to develop recommendations for the development of OER in the field of higher education: consolidate the concept of OER in the regulatory framework of education, provide methodological and legal support for the creation and use of OER by faculty, and conduct an information campaign to reveal the prospects and advantages of using OER in higher education.
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Dneprovskaya, N. V., and I. V. Shevtsova. "Open Educational Resources in the Development of Digital Learning Environment." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 12 (December 31, 2020): 144–55. http://dx.doi.org/10.31992/0869-3617-2020-29-12-144-155.
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During the period of the forced transition of universities around the world to the online education, the demand for digital free access services has grown. A unique opportunity has appeared to supplement and develop the theoretical and methodological provisions of online learning based on the analysis of the empirical results that characterize the relevance and effectiveness of the digital environment parts. The educational materials free available at the Internet are the part of the digital environment, which are combined into the concept of open educational resources (OER). The purpose of the study is to assess the relevance of OER for faculty, systematize the main ways of working with them, identify the motives and barriers for the development of OER by faculty. The study conducted among the lecturers at Russian universities showed the high importance and value of OER for their teaching and methodological activities to create and develop the training course content in digital environment. More than half of the faculty staff create and distribute their copyright materials on the Internet on their own initiative for the convenience of their students. The faculty and students freely exchange educational materials using a variety of web services. In conditions of increasing demands on faculty and content of training-course, OER is a valuable resource for educational activities. The analysis of the regulatory framework revealed a lack of OER policy in Russian universities, which is one of the barriers for lecturers to create OER. The results of the study made it possible to develop recommendations for the development of OER in the field of higher education: consolidate the concept of OER in the regulatory framework of education, provide methodological and legal support for the creation and use of OER by faculty, and conduct an information campaign to reveal the prospects and advantages of using OER in higher education.
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Hashey, Andrew I., Katie M. Miller, and Lauren L. Foxworth. "Combining Universal Design for Learning and Self-Regulated Strategy Development to Bolster Writing Instruction." Intervention in School and Clinic 56, no. 1 (March 22, 2020): 22–28. http://dx.doi.org/10.1177/1053451220910733.
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Students with disabilities encounter persistent barriers in writing, which manifest within all phases of the writing process. These challenges can involve both higher order processes (e.g., organization, idea development) as well as lower order processes (e.g., legibility, spelling) related to writing. Educators can apply the principles of the universal design for learning (UDL) to lesson design by prioritizing student engagement considerations, promoting increased options for composing writing, and representing key ideas through multiple modalities. To further support struggling writers, teachers can use the self-regulated strategy development (SRSD) instructional approach to equip students with the knowledge, skills, dispositions, and self-regulatory behaviors that skillful writers regularly employ in their writing. By combining UDL and SRSD, educators have the opportunity to both broaden the reach of their writing instruction from the outset, and to optimize individualized supports for all writers in today’s classrooms.
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Arana-Catania, Miguel, Felix-Anselm Van Lier, Rob Procter, Nataliya Tkachenko, Yulan He, Arkaitz Zubiaga, and Maria Liakata. "Citizen Participation and Machine Learning for a Better Democracy." Digital Government: Research and Practice 2, no. 3 (July 2021): 1–22. http://dx.doi.org/10.1145/3452118.
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The development of democratic systems is a crucial task as confirmed by its selection as one of the Millennium Sustainable Development Goals by the United Nations. In this article, we report on the progress of a project that aims to address barriers, one of which is information overload, to achieving effective direct citizen participation in democratic decision-making processes. The main objectives are to explore if the application of Natural Language Processing ( NLP ) and machine learning can improve citizens’ experience of digital citizen participation platforms. Taking as a case study the “Decide Madrid” Consul platform, which enables citizens to post proposals for policies they would like to see adopted by the city council, we used NLP and machine learning to provide new ways to (a) suggest to citizens proposals they might wish to support; (b) group citizens by interests so that they can more easily interact with each other; (c) summarise comments posted in response to proposals; and (d) assist citizens in aggregating and developing proposals. Evaluation of the results confirms that NLP and machine learning have a role to play in addressing some of the barriers users of platforms such as Consul currently experience. CCS concepts: • Human-centred computing→Collaborative and social computing • Computing methodologies→Artificial intelligence→Natural language processing
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Adamska, Agata. "Effectiveness of E‑Learning in Higher Schools." Kwartalnik Ekonomistów i Menedżerów 44, no. 2 (April 1, 2017): 83–95. http://dx.doi.org/10.5604/01.3001.0010.3166.
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The article provides a review of the literature, containing research into various aspects of e‑learning, especially in universities. The starting point was an attempt to define the concept of e‑learning itself, the understanding of which is varied and changes over time. The next step was to analyze the use of various forms and tools of e‑learning in the practice of university in the context of its three functions in relation to a traditional teaching: support, supplement or replace. Then two dimensions of the effectiveness of e‑learning were discussed – learning effectiveness and cost effectiveness. Referring to the results of earlier published studies, the main barriers and factors affecting the growth of this effectiveness were indicated. The analyzes carried out lead to the conclusion that the best way of development of modern forms of education within universities is blended learning.
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Suparjan, Suparjan. "INTEGRATING INFORMATION AND COMMUNICATION TECHNOLOGY IN ELEMENTARY SCHOOLS: TEACHERS’ ATTITUDES AND BARRIERS." Ta'dib 24, no. 1 (June 28, 2021): 151. http://dx.doi.org/10.31958/jt.v24i1.2584.
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Unquestionably, the rapid development of ICT has had a significant impact on various areas of human life including education in the past few decades. The use of Information and Communication Technology (ICT) to support educational activities in schools has increased significantly in several developing countries as in the case of Indonesia. The study aims to examine the attitudes of teachers of elementary schools located in all districts in West Kalimantan, one of the provinces on the Island of Kalimantan, Indonesia, towards ICT as a medium to support teaching and learning activities which includes the ease of use, effectiveness and satisfaction. This study investigates how elementary school teachers view ICT as a supporting tool for classroom learning activities and the barriers faced regarding the use of the technology in teaching and learning activities. A total of 102 elementary school teachers were involved in this investigation by acting in response to a questionnaire and 13 participants were selected voluntarily to take part in in-depth interviews about their attitudes on the use of ICT as a tool for educating activities and the barriers these teachers encountered. The findings indicate that elementary school teachers had a positive attitude towards the employment of ICT for instruction along with the various barriers they faced during teaching and learning activities.
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Bates, Claire, Louise Terry, and Keith Popple. "Supporting people with learning disabilities to make and maintain intimate relationships." Tizard Learning Disability Review 22, no. 1 (January 3, 2017): 16–23. http://dx.doi.org/10.1108/tldr-03-2016-0009.
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Purpose The purpose of this paper is to understand some of the barriers people with learning disabilities experience with regards to relationships and consider the possible changes professionals could make to address these. Design/methodology/approach The current paper will draw on case studies extracted from Bates et al. (2016), using them to illustrate a number of themes/issues that relate to the support that people with learning disabilities received and needed from staff to develop and maintain relationships. Findings People with learning disabilities continue to experience barriers with regards to relationships. Their rights and choices are not always respected and a climate of risk aversion persists in areas such as sexual relationships. The research highlighted the balancing act staff must engage in to ensure that they remain supportive without being controlling or overprotective of individuals in relationships. Research limitations/implications Professional/support provider views were not included but these could have lent an additional perspective to the issues discussed. Practical implications An increased understanding of human rights entitlements should be encouraged among people with learning disabilities so they know when their freedom is being unlawfully restricted. Sexuality and relationship training would be beneficial for support staff. This could cover a wider range of areas such as contraception and supporting individuals who have experienced sexual/domestic abuse in starting new relationships. Originality/value This paper explores the barriers to relationships from the perspective of people with learning disabilities and offers practical solutions to address them.
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Bodary, Peter F., and M. Melissa Gross. "Innovative Teaching and Learning Strategies in Kinesiology." Kinesiology Review 7, no. 4 (November 1, 2018): 321–27. http://dx.doi.org/10.1123/kr.2018-0037.
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Although the use of active-learning strategies in the classroom is effective, it is underutilized due to resistance to change from the traditional classroom, a limited evidence base for optimizing engaged learning, and limited support for faculty to overhaul their course structure. Despite these barriers, engaged learning is highly relevant, as the expected job skills of graduates continue to grow and are biased away from rote memorization and toward critical thinking and communication skills. The STEM (science, technology, engineering, and math) disciplines continue to accrue evidence demonstrating that different engaged-learning formats provide for better learning and preparation for careers. This article describes 2 innovative course formats the authors have used to increase student engagement and enhance competence in the areas of critical thinking, evidence gathering, and scientific communication. Furthermore, the authors discuss what they have learned while applying these teaching approaches to the development of new courses and the enhancement of established courses.
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Lindsey, Jennifer L., Laura L. Wayman, Etoi A. Garrison, Mario Davidson, and Charlene M. Dewey. "Technology Use in Ophthalmology Resident Education: Results to Aid Program Directors in Curriculum Development." Journal of Academic Ophthalmology 11, no. 02 (July 2019): e1-e6. http://dx.doi.org/10.1055/s-0039-1692705.
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Background The Accreditation Council for Graduate Medical Education in ophthalmology lists the use of information technology to optimize learning as a common program requirement. The use of technology in published studies often takes the form of e-learning. No study to date outlines what methods are preferred by residents and faculty in United States Ophthalmology programs. Objective We conducted a needs assessment to evaluate the current state of technology in teaching and learning in an ophthalmology residency program, to identify barriers to using technology, and to determine areas for future curriculum development. Methods We used an anonymous online survey to assess current residents and faculty within our ophthalmology residency program. Results Residents identified their primary learning styles as visual and kinesthetic and they preferred videos and online question banks.More than 35% of faculty respondents “never” use technology in teaching. Among faculty who do use technology, online quizzes and videos were the most common modalities used to supplement lectures. Common barriers to incorporating technology included lack of time, lack of knowledge of available technologic tools, and lack of skill in using technology.Both faculty and residents identified a Web platform for curricular elements and a feedback app as potentially beneficial additions to the curriculum. Each group rated an app to receive feedback more highly than an app to provide it. The two groups disagreed on the usefulness of online quizzes. There was variability among faculty responses regarding the usefulness of technology in teaching. Conclusion Our needs assessment identified areas of agreement among residents and faculty as well as mismatches and barriers regarding the use of technology to support learning by ophthalmology residents. Our study is an example of a best practice for use of a needs assessment to provide a framework for curriculum development and program improvement in an individual program. Further research is needed to generalize these results across ophthalmology programs.
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Waite, Sue. "Where Are We Going? International Views on Purposes, Practices and Barriers in School-Based Outdoor Learning." Education Sciences 10, no. 11 (October 30, 2020): 311. http://dx.doi.org/10.3390/educsci10110311.
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Popular demand for school-based outdoor learning is growing throughout the world, but there is relatively little use of international comparisons to inform the development and support of this growth. Motivations for providing outdoor learning may vary within and across countries/areas. Through understanding how different purposes are being approached internationally, we can learn how outdoor learning might best be supported to achieve particular outcomes. Eighty expert commentators on outdoor learning from 19 countries/areas responded to a short online survey about motivations for and practices in school-based outdoor learning, based on their experience working in this field. The survey was designed using a conceptual framework of student outcomes from outdoor learning, derived from policy analysis and five major reviews of the field. The three most frequently reported forms of outdoor learning practiced in schools were field studies, early years outdoor activities, and outdoor and adventure education. Among identified purposes for outdoor learning provision within schooling, supporting environmental awareness and action and pupil health and well-being were the most common. Some alignment of forms of outdoor learning and specific outcomes are discussed and implications for future policy, practice, and research considered.
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Solekhah, Heny. "Distance Learning of Indonesian Early Childhood Education (PAUD) during the Covid-19 Pandemic." International Journal of Emerging Issues in Early Childhood Education 2, no. 2 (November 30, 2020): 105–15. http://dx.doi.org/10.31098/ijeiece.v2i2.409.
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The outbreaks of Covid-19 influence the Indonesian education nationally, including early childhood education (PAUD). Since the school closures in March, the teachers have attempted to implement the distance learning. This study is conducted in a school in Kendal. The teacher shared her experiences in conducting the learning based on the emergency curriculum. It is found that the government has given the support by publishing the twelve books for the learning at home policy and providing the internet data. Most of the books are about playing with children and positive communication. Parents’ roles in distance learning have greater proportion than the teachers. Parents in this situation have the duties to supervise the learning, to conduct the learning, and to assist teachers in assessment. The teachers construct the weekly lesson plan, communicate the steps of learning process, and evaluate the students’ progress. However, both teachers and parents experience barriers due to the lack of skills in using technology and inability to provide learning materials to support six aspects of child development.
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Leopold, Hannah, and Ann Smith. "Implementing Reflective Group Work Activities in a Large Chemistry Lab to Support Collaborative Learning." Education Sciences 10, no. 1 (December 27, 2019): 7. http://dx.doi.org/10.3390/educsci10010007.
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Many classrooms in higher education are becoming increasingly diverse. Diversity is an asset when student interactions are promoted and facilitated by instructors. The challenge is, many times students are grouped together for a collaborative project without attention to or skilled support for the learning and development that can occur through the intercultural collaborative process itself. Instructors often assume this learning happens automatically or organically and does not need to be acted upon explicitly. However, collaboration skills do not come naturally; simply putting students in groups is not enough. When collaboration is facilitated skillfully it benefits all students, especially those from marginalized and historically underserved groups. Here, we enumerate barriers instructors face in supporting groups, describe/share a model, and explore the implementation of this model in a general chemistry lab, which relies heavily on group work. We found that these activities are feasible in a large STEM class, that students participated and found value in them, and that they enhanced students’ content learning and the development of cross-cutting competencies sought by employers. We hope after reading this paper, instructors will recognize the responsibility and opportunity they have in supporting interactions, and have new inspiration and a pathway to do so.
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Williams, Ryan Thomas. "A Systematic Review of the Continuous Professional Development for Technology Enhanced Learning Literature." Engineering International 8, no. 2 (December 31, 2020): 61–72. http://dx.doi.org/10.18034/ei.v8i2.506.
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There is a large body of international research on raising the quality of education, with particular emphasis on CPD to support professional and pedagogical growth. From an educator’s perspective, there is widespread agreement that effective CPD is an important component of educational success. Therefore, it is unsurprising that research interest in this area has grown, particularly in light of the digital agenda. In a TEL context, educators report one of the main barriers to effective use is the lack of training in this area. This review of literature will examine some of the key ideas that form successful TEL CPD delivery, more specifically with relation to transformative models of CPD. Likewise, the section attempts to understand the context in which educators are operating and make sense of the challenges that relate to continuing professional development (CPD). In order to fully explore this phenomenon, personal development (PD) frameworks are explored, with a specific focus on Aileen Kennedy’s (2005) 9 typologies.
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Mason, Victoria, and Val Williams. "Enabling good emotional support for and with people with learning disabilities." Tizard Learning Disability Review 22, no. 3 (July 3, 2017): 144–47. http://dx.doi.org/10.1108/tldr-04-2017-0017.
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Purpose Picking up from Cotter et al.’s article on the transferential process, the purpose of this paper is to set out some arguments about the ways of meeting the emotional needs of people with learning disabilities. Design/methodology/approach The commentary draws on two studies: one is about understanding and changing disabling practices, and the other is about bereavement support for people with learning disabilities. Both use qualitative approaches, and in both studies, people with learning disabilities are active agents or co-researchers, who have assisted in shaping the ideas and values of the research. Findings Professional practices, including those within the therapeutic context, can act as institutional barriers which create people with learning disabilities as passive or incompetent. However, this paper sets out some preliminary findings showing that not only can people with learning disabilities support each other, but also that face-to-face support workers can support people with learning disabilities to understand and cope with their emotions. Practical implications Frontline support workers should be seen as professionals, with their own range of resources to provide good emotional support. Further, people with learning disabilities can come together in groups to develop peer support about difficult and sensitive topics. Originality/value Talking about therapies for people with learning disabilities has long been overlooked. As their value is now recognised, it is important that the views and wishes of people with learning disabilities themselves are heard, so that they can contribute to the processes which support them.
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Alharbi, Omran. "Obstructions for learners in the use of ICT in KSA institutions." Advances in Social Sciences Research Journal 7, no. 6 (June 27, 2020): 414–25. http://dx.doi.org/10.14738/assrj.76.8410.
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The advancement of digital technology has a great influence on the development of many areas of modern life. Over recent years, e-learning systems have managed to gain a competitive edge over the more traditional methods of learning. The learning and teaching techniques employed by e-learning systems allow more flexibility and provide freedom from the restrictions of time, location, physical presence and other aspects of traditional learning. Nevertheless, e-learning does have its own drawbacks, and research into the barriers to learning will assist in overcoming some of the problems associated with e-learning success. This study attempts to determine the obstacles that can influence the success of ICT within institutions in the Kingdom of Saudi Arabia. This qualitative research examined the obstacles of the use of ICT in the education process from learner’s perspectives and the potential solutions that can help to reduce these obstacles. Semi-structured interviews were conducted with seven e-learning students from one Saudi University. Purposive sample techniques were used with participants, and the results revealed that there were many barriers that hindered learners from benefitting from the use of ICT in education. These obstacles included lack of technical support, technical issues, lack of English language, lack of design e-course materials, and lack of motivation. In addition, a number of solutions were considered in this study.
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Synnott, Jonathan, Mairead Harkin, Brenda Horgan, Andre McKeown, David Hamilton, Declan McAllister, Claire Trainor, and Chris Nugent. "The Digital Skills, Experiences and Attitudes of the Northern Ireland Social Care Workforce Toward Technology for Learning and Development: Survey Study." JMIR Medical Education 6, no. 2 (September 23, 2020): e15936. http://dx.doi.org/10.2196/15936.
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Background Continual development of the social care workforce is a key element in improving outcomes for the users of social care services. As the delivery of social care services continues to benefit from innovation in assistive technologies, it is important that the digital capabilities of the social care workforce are aligned. Policy makers have highlighted the importance of using technology to support workforce learning and development, and the need to ensure that the workforce has the necessary digital skills to fully benefit from such provisions. Objective This study aims to identify the digital capability of the social care workforce in Northern Ireland and to explore the workforce’s appetite for and barriers to using technology for learning and development. This study is designed to answer the following research questions: (1) What is the digital capability of the social care workforce in Northern Ireland? (2) What is the workforce’s appetite to participate in digital learning and development? and (3) If there are barriers to the uptake of technology for learning and development, what are these barriers? Methods A survey was created and distributed to the Northern Ireland social care workforce. This survey collected data on 127 metrics that described demographics, basic digital skills, technology confidence and access, factors that influence learning and development, experience with digital learning solutions, and perceived value and challenges of using technology for learning. Results The survey was opened from December 13, 2018, to January 18, 2019. A total of 775 survey respondents completed the survey. The results indicated a workforce with a high level of self-reported basic digital skills and confidence. Face-to-face delivery of learning is still the most common method of accessing learning, which was used by 83.7% (649/775) of the respondents; however, this is closely followed by digital learning, which was used by 79.0% (612/775) of the respondents. There was a negative correlation between age and digital skills (rs=−0.262; P<.001), and a positive correlation between technology confidence and digital skills (rs=0.482; P<.001). There was also a negative correlation between age and the perceived value of technology (rs=−0.088; P=.02). The results indicated a predominantly motivated workforce in which a sizable portion is already engaged in informal digital learning. The results indicated that lower self-reported basic digital skills and confidence were associated with less interest in engaging with e-learning tools and that a portion of the workforce would benefit from additional basic digital skills training. Conclusions These promising results provide a positive outlook for the potential of digital learning and development within the social care workforce. The findings provide clear areas of focus for the future use of technology for learning and development of the social care workforce and considerations to maximize engagement with such approaches.
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Hall, Meldra, Jeffrey Engler, Japera Hemming, Ernest Alema-Mensah, Adriana Baez, Kimberly Lawson, Alexander Quarshie, et al. "Using a Virtual Community (the Health Equity Learning Collaboratory) to Support Early-Stage Investigators Pursuing Grant Funding." International Journal of Environmental Research and Public Health 15, no. 11 (October 30, 2018): 2408. http://dx.doi.org/10.3390/ijerph15112408.
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Junior investigators often have limited access to networks of scientific experts and resources that facilitate competitive grant submissions. Since environments in which scientists are trained are critically important for long-term success, we built and tested a virtual environment for early-stage investigators (ESIs) working on grant proposals. The aim of this study was to evaluate the virtual community’s influence on grant submission patterns among participants from underrepresented groups. As part of a grant writing coaching model, junior investigators were recruited into a professional development program designed to develop competitive grantsmanship skills. Designed by the Research Resources and Outreach Core (RROC) of the National Research Mentoring Network (NRMN), the Health Equity Learning Collaboratory (EQ-Collaboratory) provided a virtual community for social support, accountability, constructive feedback, and access to peer networks to help investigators overcome barriers to grant submission. This study assessed differences in outcomes for participants who completed the training within the EQ-Collaboratory compared to those who did not. The analyzed data revealed a statistically significant difference in the average time to submission for participants enrolled in the EQ-Collaboratory. EQ-Collaboratory ESIs submitted proposals 148.6 days earlier, (p < 0.0001). The results suggest that a supportive virtual environment can help investigators more quickly overcome barriers to grant submission.
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Malo, Roman. "E-learning business models." Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis 57, no. 6 (2009): 153–62. http://dx.doi.org/10.11118/actaun200957060153.
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E-learning is the word which is used especially for discussion of education activities, trends and problems. However, principles of electronic education are fitness for use also within business activities in the area of a support for reaching business goals and as a part of marketing activities. These ones are examples that e-learning is not understood only in its primary form – as a tool of increasing quality of human resources. As well, applying it within supply or demand business relationships is also possible in the form of a tool increasing these processes’ efficiency. The necessity of suitable framework model existence is clear.In this paper a set of issues influencing a development of business models within e-learning area is discussed. On these basics three general e-learning business models are specified. All models are universal and that is why there is no barrier for applying their utilization within various business branches.
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Alkinani, Edrees A. "Factors Affecting The Use Of Information Communication Technology In Teaching And Learning In Saudi Arabia Universities." Psychology and Education Journal 58, no. 1 (January 29, 2021): 1012–22. http://dx.doi.org/10.17762/pae.v58i1.849.
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Technology and machine learning are becoming increasingly important in Saudi Arabia educational system. There is a growing demand for educational institutions to use machine learning to teach the skills and knowledge students need for the digital age towards Saudi Vision 2030. The integration and adoption ofdigital technologies into learning and teaching brings more opportunities for Saudi universities students and teachers to better embrace the globalized digital age. There is huge potential for the Saudi educational system to perceive the key role of digital technologies inenhancing the education process quality. The aim of this article is investigating the barriersthat affectteachers’ integration and adoptionof information communication technologies(ICT) in universityclassroom. The study adopted a qualitative research design to collect the data through the semi-structured interview. The sample of the study is four Saudi ICT-experts professors from four public universities in Saudi Arabia. The findings of the study showed that there are three types of barriers namely; teachers’ level barriers e.g. attitudes, knowledge, access, resistance to change. Technology level barriers e.g. compatibility, perceived of useful, institutional barriers. Institutional level e.g. leadership support, resources. The recommendation and suggestion for studies were suggested in light of the findings.
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Putri H., Radisya Eka, and Tine Agustin Wulandari. "PEMANFAATAN APLIKASI ZOOM CLOUD MEETING SEBAGAI MEDIA E-LEARNING DALAM MENCAPAI PEMAHAMAN MAHASISWA DI TENGAH PANDEMI COVID-19." Jurnal Common 4, no. 2 (March 10, 2021): 171–90. http://dx.doi.org/10.34010/common.v4i2.4436.
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The pandemic of Covid-19 caused the Indonesian government to issue regulations about the implementation of e-learning as a substitute for face-to-face learning. Zoom Cloud Meeting application is one of the e-learning media used in order to achieve students understanding in the midst of pandemic. The research was conducted through a qualitative approach with a case study in one of the department which has the largest number of students at Universitas Komputer Indonesia. Through the purposive technique, six research informants were obtained, consisting of quality assurance coordinator, lecturers and students involved in the learning process using Zoom Cloud Meeting application. Results showed that planning contained an overview of learning activities to be held with Zoom Cloud Meeting media as well as preparations made by lecturers and students. Implementation is the use of Zoom Cloud Meeting application as the media of e-learning to deliver learning materials, in the same way as face-to-face learning, consisting of lectures and discussions. Evaluation is related to technical barriers and the development of learning materials that should be adjusted to e-learning method through Zoom Cloud Meeting application. Researchers concluded, the use of Zoom Cloud Meeting application as the media of e-learning in general has successfully achieving students understanding in the midst of pandemic through various features that support the implementation of e-learning, this happens after all parties involved can adapt to the e-learning system. For that, it is necessary to conduct further research about the impact of e-learning in the improvement the learning quality of students. This research was conducted as part of e-learning development, although it cannot completely replace face-to-face learning but at least supports the learning process by utilizing technological advances so that students are more active and independent, because the learning process is no longer centered on lecturers.
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Kunttu, Leena, and Yrjö Neuvo. "Balancing learning and knowledge protection in university-industry collaborations." Learning Organization 26, no. 2 (February 4, 2019): 190–204. http://dx.doi.org/10.1108/tlo-06-2018-0103.
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Purpose The purpose of this study is to examine the tension between learning and protection in university-industry relationships (UIRs) and, in particular, to identify practices that facilitate ways of coping with this tension. Design/methodology/approach The empirical work for the study is based on a qualitative comparative case analysis of six successful, long-term relationships between industrial technology firms and university research groups in Finland. Findings The findings of the study reveal that the development of mutual trust, based on personal-level relationships, adaptation and reaching a consensus about the utilization of research results represent the key processes that enable partners to balance learning and protection and lower the informational barriers within the collaboration. Research limitations/implications The case data have been collected from IT industry, in which the need for knowledge is changing rapidly and the need for learning is typically high. However, generalization of the results may need additional case studies including from other industrial areas. Practical implications The results highlight a rich set of practices that can support both industrial actors and academics in improving their engagement in collaboration and to facilitate successful knowledge creation and utilization in UIRs. Originality/value This study extends the existing literature on UIR learning by presenting organizational practices, which help UIR actors to balance learning and protection in their collaboration. Along with mutual trust and adaptation achieved in long-term personal relationships, these practices allow partners to overcome organizational barriers that result from different orientations, attitudes and incentives.
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McBeath, Margaret, Maureen T. B. Drysdale, and Nicholas Bohn. "Work-integrated learning and the importance of peer support and sense of belonging." Education + Training 60, no. 1 (January 8, 2018): 39–53. http://dx.doi.org/10.1108/et-05-2017-0070.
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Purpose The purpose of this paper is to explore the relationship between peer support and sense of belonging on the mental health and overall well-being, with a specific focus on comparing the perceptions of students in a work-integrated learning (WIL) program to those in a traditional non-WIL program. Design/methodology/approach Semi-structured group interviews were conducted with 25 participants, selected from a university with a WIL program. Interview data captured perceptions of peer support, sense of belonging, and how these influenced mental health, overall well-being, and confidence in making school-to-work transitions. Analysis followed the grounded theory approach of Glaser. Findings The analysis revealed that peer support and sense of belonging were essential protective factors for university student’s mental health and well-being, particularly during off-campus work terms or when transitioning to the labor market after graduation. Data suggested that participating in a WIL program can exacerbate students’ perceived barriers to accessing peer support resources and, in turn, lead to poor mental health. Originality/value The findings provide evidence for the importance of peer support and sense of belonging on mental health and help-seeking behaviors. Findings are important for the development of health programs, initiatives, and policies, particularly in light of the increase in mental illness amongst university students during their studies and as they prepare for the competitive labor market after graduation.
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Ada, Nesrin, Yigit Kazancoglu, Muruvvet Deniz Sezer, Cigdem Ede-Senturk, Idil Ozer, and Mangey Ram. "Analyzing Barriers of Circular Food Supply Chains and Proposing Industry 4.0 Solutions." Sustainability 13, no. 12 (June 16, 2021): 6812. http://dx.doi.org/10.3390/su13126812.
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The concept of the circular economy (CE) has gained importance worldwide recently since it offers a wider perspective in terms of promoting sustainable production and consumption with limited resources. However, few studies have investigated the barriers to CE in circular food supply chains. Accordingly, this paper presents a systematic literature review of 136 papers from 2010 to 2020 from WOS and Scopus databases regarding these barriers to understand CE implementation in food supply chains. The barriers are classified under seven categories: “cultural”, “business and business finance”, “regulatory and governmental”, “technological”, “managerial”, “supply-chain management”, “knowledge and skills”. The findings show the need to identify barriers preventing the transition to CE. The findings also indicate that these challenges to CE can be overcome through Industry 4.0, which includes a variety of technologies, such as the Internet of Things (IoT), cloud technologies, machine learning, and blockchain. Specifically, machine learning can offer support by making workflows more efficient through the forecasting and analytical capabilities of food supply chains. Blockchain and big data analytics can provide the necessary support to establish legal systems and improve environmental regulations since transparency is a crucial issue for taxation and incentives systems. Thus, CE can be promoted via adequate laws, policies, and innovative technologies.
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Brandt, Jan-Ole, Lina Bürgener, Matthias Barth, and Aaron Redman. "Becoming a competent teacher in education for sustainable development." International Journal of Sustainability in Higher Education 20, no. 4 (May 7, 2019): 630–53. http://dx.doi.org/10.1108/ijshe-10-2018-0183.
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Purpose This paper aims to provide a holistic approach to assessing student teachers’ competence development in education for sustainable development (ESD). This is to provide evidence on which teaching and learning formats help to foster which aspects of ESD-specific professional action competence in teachers. The studied competencies consist of content knowledge (CK), pedagogical content knowledge (PCK) and the willingness to actively support and implement ESD. Design/methodology/approach A multiple case study design was used on two sequential modules of a university’s teacher education program. A mixed-methods approach was applied that combined surveys, videotaped and PhotoVoice-supported focus groups, as well as pre- and post-assessment tools. Qualitative data analysis was based on the coding paradigm of the qualitative content analysis, whereas quantitative data were interpreted by means of descriptive statistics and paired sample t-tests. Findings The results from this study clearly indicate that the two courses contributed to a shift in students’ non-cognitive dispositions. The study also provides evidence on the students’ competence development and demonstrates how two different learning settings support different dimensions of teachers’ professional action competence in terms of ESD. Originality/value The triangulation of data enabled not only a mere competence assessment but also deeper insights into learning processes, as well as into the drivers of and barriers to competence development. Furthermore, the study introduces an innovative approach to assessing the development of PCK.
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Mai, Dac, Tiffani Howell, Pree Benton, Virginia Lewis, Lynette Evans, and Pauleen C. Bennett. "Facilitators and Barriers to Assistance Dog Puppy Raisers’ Engagement in Recommended Raising Practices." Animals 11, no. 5 (April 21, 2021): 1195. http://dx.doi.org/10.3390/ani11051195.
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Many assistance dog providers use volunteer raisers to manage each puppy’s learning and daily experiences, which partly determines the puppy’s behavioural development. Therefore, it is important that raisers engage in recommended practices. Three common recommendations from the literature include frequent socialisation and consistent training for the puppies, and effective training for the raisers. However, what facilitates or hinders raisers’ engagement in these practices remains unclear. To understand this, we interviewed eight raisers (three men and five women) every month during their year-long puppy raising program, and pseudo-randomly selected 16 from 48 interviews for data analysis. Thematic analyses revealed several facilitating and/or hindering factors corresponding to each of the three recommended practices. Frequent socialisation was influenced by the raisers’ availability, sharing of puppy raising responsibility with others, support from their workplace, and the puppy’s behaviours (e.g., soiling indoors, jumping). Consistent training was challenged by the presence of everyday distractors, accessibility to timely advice, perceived judgement from others, and the puppy’s undesirable behaviours. Effective learning was facilitated by having information available in raisers’ preferred learning modality, opportunities for peer-learning, and willingness to seek help. Future research should examine these factors quantitatively, which will enable more robust evaluation of programs aimed at supporting puppy raisers.
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Ennes, Megan, and Imani Lee. "Distance Learning in Museums: A Review of the Literature." International Review of Research in Open and Distributed Learning 22, no. 3 (February 24, 2021): 162–87. http://dx.doi.org/10.19173/irrodl.v21i3.5387.
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Distance learning has become an important tool in many fields of education. Museums, like other educational institutions, have been offering distance learning programs to their audiences for more than 30 years. This scoping study examined the published literature related to distance learning programs in museums to inform future research in this field. Searches were conducted in three academic databases in addition to journal hand searches. This resulted in 954 unique citations associated with distance learning in museums. Of these, 17 articles met the criteria for inclusion in the study. Forwards and backwards searches resulted in the addition of two books. A search of the research hosted by the Center for Advancement of Informal Science Education resulted in one additional study for a total of 20 manuscripts. Upon analysis, four major themes were identified. These included benefits and barriers related to distance learning programs in museums, partnerships, and educators’ changing roles as they relate to distance learning programs. Each of these themes is described and areas for future research are identified. Future work should move beyond the predominately evaluative case studies and pursue larger questions about how future research might support museums as they continue to design and implement online programming. This may include exploring best practices in museum-based distance learning and how to develop effective professional development opportunities for the educators engaged in these programs. Such research will enhance museum-based distance learning programs so that they can continue to support global learners.
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Riskiyana, Rilani. "THE CHALLENGE OF IMPLEMENTING ONLINE INTERPROFESSIONAL EDUCATION FOR UNDERGRADUATE STUDENTS: A LITERATURE REVIEW." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 10, no. 1 (March 31, 2021): 54. http://dx.doi.org/10.22146/jpki.58989.
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Background: Interprofessional education (IPE) is undergoing vast development recently. Online learning has been proven to help overcoming the barriers that were commonly found in traditional IPE. However, the management of online learning in IPE is not well understood. The study identified challenges in online learning in IPE as well as recommendations for better program implementation. Methods: A literature review was performed using several keywords including “online learning”, “blended learning”, “interprofessional education”, “challenges”, and “obstacles”. The databases included EBSCOHost, ProQuest, Google Scholar, and Sciencedirect. A narrative analysis was performed to meet the review objective. Results: The identified challenges in establishing online learning for IPE were categorized according to each phase, i.e. planning and implementation. Seven categories of challenge were highlighted. The recommendations to overcome each challenge were also discussed for better implementation in the future. Conclusion: Understanding the possible challenge in each phase of developing online learning for IPE could minimize the potential disruption in achieving the learning objective. Gaining support as well as faculty trainings are crucial to ensure the program sustainability
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OWENS, JONATHAN. "AN EVALUATION OF ORGANISATIONAL GROUNDWORK AND LEARNING OBJECTIVES FOR NEW PRODUCT DEVELOPMENT." Journal of Enterprising Culture 12, no. 04 (December 2004): 303–25. http://dx.doi.org/10.1142/s0218495804000166.
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This paper discusses New Product Development (NPD) Process and the perception required for effective NPD Learning (NPDL). A model of learning for NPD organisations is presented and the necessity to assess progression towards learning objectives at the individual, job and organisation level is shown. Three aspects of organisational groundwork are identified and discussed. These include developing the NPD process, implementing the NPD strategy and allocating resources for NPD and NPDL. Ten sets of learning objectives are identified and discussed. These are organisational analysis, barrier demolition, team working, flexible problem solving, use of advanced support tools, facilitating communication, maintaining communication, decision making, assessment of the NPD process and NPDL, and NPD risk analysis. It is proposed that adopting both an organisational needs analysis and individual needs analyses can support the development of NPD organisations. These analyses will identify the groundwork that should be undertaken by the organisation and the initial learning objectives for the individuals. The progression of NPD through the NPD process can then be assessed and implemented sufficiently.
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Topolska, Evgeniya. "THE TRANSACTIONAL ANALYSIS OF THE FACTORS THAT INFLUENCE THE CONTENT OF PEDAGOGICAL SUPPORT IN INCLUSIVE EDUCATION." Education and Technologies Journal 11, no. 1 (August 1, 2020): 175–79. http://dx.doi.org/10.26883/2010.201.2256.
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The difficulties of children and students in the educational process are a consequence of various factors – internal and / or external. Accurate and timely identification of these factors by general education teachers is a step towards the success of inclusive education. This report presents the transactional analysis of the factors that create difficulties for children and students in the educational process and influence the content of pedagogical support in inclusive education. For children and students at the level of general support, the transactional understanding of external and internal barriers to learning, teaching, parenting and development provides a useful starting point. Eni general support, transactional analysis can provide useful information and help improve the prevention of learning difficulties. The presented transactional analysis of the factors determining the pedagogical support ас inclusive education allows to personalize the training ас order to be adequate to the individual educational needs of the children and the students.
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Cooper, Trudi. "Curriculum Renewal: Barriers to Successful Curriculum Change and Suggestions for Improvement." Journal of Education and Training Studies 5, no. 11 (October 25, 2017): 115. http://dx.doi.org/10.11114/jets.v5i11.2737.
Full textAbstract:
This article examines the practical difficulties encountered when a renewed curriculum is implemented in higher education. Attention has been given in the literature to the importance of coherent curriculum and approaches to curriculum design. Less attention has been paid to whether the renewed curriculum can be faithfully implemented within a given university context and how constraints to implementation change the curriculum design. Practical barriers to implementation arose from several sources. These included: how to ensure that all staff understood and supported the new approaches, in the context of a casualized academic workforce; the need for academics to find sufficient time to engage with the renewal process and complete the necessary work to implement the new curriculum, in the context of intensification of academic work; how to support academic staff to gain an understanding of curriculum design changes in a context where few staff have formally studied education; and, the tension between explicit curriculum philosophies that inform alternative curriculum designs and tacit curriculum philosophies embedded in university systems. The project used an action-learning approach and situated the learning in the context of literature on curriculum, academic work and contemporary university practices, to draw conclusions about how universities can better support successful implementation of curriculum change. The article concludes that successful realisation of curriculum change requires on-going support from management and a flexible environment to ensure that planned changes can be implemented effectively. This has implications for many university systems including, academic support, professional development, academic workloads, and university reporting systems.
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Maudiarti, Santi. "PENERAPAN E-LEARNING DI PERGURUAN TINGGI." Perspektif Ilmu Pendidikan 32, no. 1 (April 30, 2018): 51–66. http://dx.doi.org/10.21009/pip.321.7.
Full textAbstract:
This research was aimed to describe the application of e-learning at the Department of Educational Technology, Faculty of Education Science, Jakarta State University. This research used case study research method with multiple data collection. Research findings revealed that (1) there are 20 courses conducted using e-learning by 7 lecturers; (2) blended learning was used; (3) e-learning itself developed through analysis, design and development phases; (4) analysis phase including students characteristics analysis, e-elarning environment analysis and content analysis; (5) design phase including online leaerning design (designing content, discussion for online discussion forum, assignment for online assignment, and test item for online evaluation) and face-to-face learning design including deep discussion, case study, and demonstration and practices; (6) student acceptance on blended was high; (7) there were several barriers in implementing e-learning due to lack of policy and ICT infrastructure support; and (8) supporting factors of implementation e-learning were the high commitment from lecturers and students, and the familiarity of students toward ICT. Based on research findings, Department of Educational Technology was recommended to have a minimum standard of development and implementation of e-learning and to enhance ICT infrastructure support, esp. access adequate internet connectivity.
References
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Allen, Justine B., and Colleen Reid. "Scaffolding Women Coaches’ Development: A Program to Build Coaches’ Competence and Confidence." Women in Sport and Physical Activity Journal 27, no. 2 (October 1, 2019): 101–9. http://dx.doi.org/10.1123/wspaj.2018-0047.
Full textAbstract:
Research continues to demonstrate the underrepresentation of women coaches and that barriers outweigh support. The purpose of this practical article is to describe the process undertaken by a National Governing Body of Sport to deliver a learning and development program to support women hockey coaches in Scotland, the Women in Coaching program. Our aim is to share understanding about this example of good practice to provide insight and direction for change that can enhance the experiences and provisions of coach education and development for women coaches. First, we explain the use of scaffolding as a concept to capture the approach adopted in the program to bring together a range of learning situations (e.g., coach education, workshops, systematic observation of coaching practice, mentoring). We then describe and discuss the evidence gathered to inform program development (i.e., workforce analysis, interviews with coaches). Next the delivery of the program and assessment of its impact are discussed (i.e., pre-post self-perceptions, players’ perceptions, coaching behaviors, reflective survey). Finally we present best practices based on the lessons learned from our involvement with the program over the past six years.
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Brauer, Hester, and Miranda de Hei. "Overcoming Barriers of Study Delay by Implementing A Warm Bounded Learning Community." Higher Education Studies 11, no. 1 (January 5, 2021): 94. http://dx.doi.org/10.5539/hes.v11n1p94.
Full textAbstract:
We hypothesise that warm bounded learning communities (WBLC) contribute to social and academic integration of students. Eleven students facing study delay participating in a WBLC to write their bachelor thesis were interviewed. They described important episodes in their graduation process, prior to and during their participation. Results indicate that a WBLC that supports interaction, stimulates the development of a community identity, focuses on student collaboration, and mutual appropriation, guides students believing in student agency and supporting a positive self-belief system, can break down barriers students experience. Characteristics of the implemented WBLC and appropriate teacher roles can enlarge motivation, sense of belonging, academic knowledge and self-efficacy. Social interdependence is an important engine to increase social connections and academic self-efficacy, enhancing the growth of academic skills. Our research indicates that well implemented WBLCs can contribute to social and academic integration of students with a study delay.