Relevant bibliographies by topics / Sustaining learning groups

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Sustaining learning groups'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Sustaining learning groups"

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Mayende, Godfrey, Andreas Prinz, Ghislain Maurice Norbert Isabwe, and Paul Birevu Muyinda. "Learning Groups in MOOCs: Lessons for Online Learning in Higher Education." International Journal of Engineering Pedagogy (iJEP) 7, no. 2 (2017): 109. http://dx.doi.org/10.3991/ijep.v7i2.6925.

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when there is interaction within online learning groups, meaningful learning is achieved. Motivating and sustaining effective student interactions requires planning, coordination and implementation of curriculum, pedagogy and technology. For our aim to understand online learning group processes to identify effective online learning group mechanisms, comparative analysis was used on a massive open online course (MOOC) run in 2015 and 2016. Qualitative (interaction on the platform) and quantitative (survey) methods were used. The findings revealed several possible ways to improve online learning
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Tahrun, Tahrun. "SUSTAINING INTERACTION THROUGH GROUP WORK IN ENGLISH FOREIGN LANGUAGE CLASSROOM." INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW 1, no. 2 (2019): 62–70. http://dx.doi.org/10.33369/ijer.v1i2.8847.

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The purpose of teaching and learning English as a foreign language in Indonesia is to enable the learners to use English for communication in various contexts. To promote communication in teaching and learning activities, the teachers should be able to initiate interaction. To initiate interaction, the teachers may use questions, by which the teachers should consider the appropriate types of question that match with the students. In addition, the teachers should be able to maintain or sustain the interaction in their teaching and learning context. One of the activities which are effective to s
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Mahmud, Siti Nur Diyana, Hazrati Husnin, and Tuan Mastura Tuan Soh. "Teaching Presence in Online Gamified Education for Sustainability Learning." Sustainability 12, no. 9 (2020): 3801. http://dx.doi.org/10.3390/su12093801.

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Gamification in education refers to the introduction of game elements in the design of learning processes. Our gamification approach was based on the self-determination theory. According to this theory, people need to have competence, social connectedness, and autonomy in order to feel determined to perform certain activities. We aimed to investigate the effects of teaching presence in online gamification on sustainability learning and self-determination as well as identify the driving factors and barriers to sustaining students’ participation in online gamified activity. A mobile application
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de Diego-Balaguer, Ruth, Lluis Fuentemilla, and Antoni Rodriguez-Fornells. "Brain Dynamics Sustaining Rapid Rule Extraction from Speech." Journal of Cognitive Neuroscience 23, no. 10 (2011): 3105–20. http://dx.doi.org/10.1162/jocn.2011.21636.

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Language acquisition is a complex process that requires the synergic involvement of different cognitive functions, which include extracting and storing the words of the language and their embedded rules for progressive acquisition of grammatical information. As has been shown in other fields that study learning processes, synchronization mechanisms between neuronal assemblies might have a key role during language learning. In particular, studying these dynamics may help uncover whether different oscillatory patterns sustain more item-based learning of words and rule-based learning from speech
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العنزي, سعد, and مصطفى اسماعيل. "Developing and Sustaining a Multilevel Competitive Learning Organization – A Behavioral and Cognitive Approach." Journal of Economics and Administrative Sciences 17, no. 61 (2011): 1. http://dx.doi.org/10.33095/jeas.v17i61.1078.

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To maintain a sustained competitive position in the contemporary environment of knowledge economy, organizations as an open social systems must have an ability to learn and know how to adapt to rapid changes in a proper fashion so that organizational objectives will be achieved efficiently and effectively. A multilevel approach is adopted proposing that organizational learning suffers from the lack of interest about the strategic competitive performance of the organization. This remains implicit almost in all models of organizational learning and there is little focus on how learning organizat
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Bogoslov, I. A., M. R. Georgescu, and A. G. Pitic. "Linking Facebook to WordPress for educational purposes – a proposed architecture sustaining social learning." Bulletin of Taras Shevchenko National University of Kyiv. Economics, no. 212 (2020): 6–11. http://dx.doi.org/10.17721/1728-2667.2020/212-5/1.

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Ensuring social educational processes does not only represent a trend in terms of the evolution of e-Learning systems, but also one of the main points of interest targeted by the developers of certain social platforms. In fact, raising awareness with respect to the importance of using Social Media tools in education leads to a two-way approach: both by integrating social tools into e-Learning systems and by integrating learning facilities into Social Media platforms. Over time, the social network Facebook has benefited from intense use at global level, including in e-Learning processes. In ord
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Shtivelband, Annette, Patricia A. Aloise-Young, and Peter Y. Chen. "Sustaining the Effects of Gatekeeper Suicide Prevention Training." Crisis 36, no. 2 (2015): 102–9. http://dx.doi.org/10.1027/0227-5910/a000304.

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Background: Gatekeeper training is a promising suicide prevention strategy that is growing in popularity. Although gatekeeper training programs have been found to improve trainee knowledge, self-efficacy, and perceived skills, researchers have found that the benefit of gatekeeper training may not last over time. Aims: The purpose of this study was to identify strategies for strengthening the long-term effects of suicide prevention gatekeeper training. Method: In-depth interviews and focus groups were conducted with gatekeepers (N = 44) and data were analyzed using a qualitative research approa
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Gong, Yang (Frank), Mengyao Ma, Tien Ping Hsiang, and Chuang Wang. "Sustaining International Students’ Learning of Chinese in China: Shifting Motivations among New Zealand Students during Study Abroad." Sustainability 12, no. 15 (2020): 6289. http://dx.doi.org/10.3390/su12156289.

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This paper reports on an inquiry that examined groups of New Zealand students’ motivational shifts related to learning Chinese before and after relocation to China. In the inquiry, we encouraged 15 participants to write reflective journals and conducted two rounds of interviews before and after their study abroad trip to China. The analysis revealed that most participants had their motivation enhanced by the trip, and expected to sustain their heightened motivation for learning Chinese in the future. The findings suggest that the participants’ motivational shifts happened during their period o
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Subramaniam, Nantha Kumar, and Maheswari Kandasamy. "Mastering New Information through Facebook and a Discussion Forum: A Comparative Analysis." Asian Association of Open Universities Journal 9, no. 1 (2014): 1–15. http://dx.doi.org/10.1108/aaouj-09-01-2014-b002.

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This paper investigated the effect of productive failure (PF) as an instructional strategy in computer-supported collaborative learning (CSCL) groups using Facebook and a discussion forum. PF is an instructional mode design that advocates the delaying of support for the learners during learning — the more they struggle, and even fail, while trying to master new information, the better they are likely to recall and apply that information later. PF has been used successfully in the classroom. However, it is not known whether the use of a PF instructional modewith adult learners in CSCL groups su
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Goff, Lori, and Kris Knorr. "Three heads are better than one: Students, faculty, and educational developers as co-developers of Science curriculum." International Journal for Students as Partners 2, no. 1 (2018): 112–20. http://dx.doi.org/10.15173/ijsap.v2i1.3333.

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Curriculum planning should be a shared responsibility that involves students. To encourage higher education students to actively participate in their own education, we believe in the idea of engaging students as partners in learning and teaching. We have developed an Applied Curriculum Design in Science course at McMaster University that is aimed at engaging students as co-creators of curriculum. In this course, upper-year students form partnerships with faculty and educational developers and work in groups to co-create learning modules that become key components of a foundational Science cour
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Dissertations / Theses on the topic "Sustaining learning groups"

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Goodall, Helen. "Professional development and beyond : a participative study of a self-facilitated learning group." Thesis, University of Plymouth, 2015. http://hdl.handle.net/10026.1/3428.

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This is a participative case study of a self-facilitating, collaborative, women’s learning group. The group’s longevity afforded a unique opportunity to investigate, in depth, both what encouraged its members to join at its outset, and what has sustained the participation of its current members for thirteen years. Its longevity also provided an opportunity to explore the impact of sustained membership on the women in the group. These two components of the study are its most significant original contributions to the existing literature which does not appear to cover anything similar. The initia
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Wolff, Susan J. "Sustaining systems of relationships : the essence of the physical learning environment that supports and enhances collaborative, project-based learning at the community college level." Thesis, 2001. http://hdl.handle.net/1957/32263.

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The purpose of this study was to: (a) determine the design features of the physical learning environment that support and enhance collaborative, project-based learning at the community college level; and (b) to gain an understanding of the rationale for the selection of the features. The characteristics of the physical environment investigated in the study were scale, location, functionality, relationships, and patterns. Aspects of the rationale or purpose for the selected features included: (a) important factors for consideration, (b) sequence of consideration among the factors, (c) relations
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Books on the topic "Sustaining learning groups"

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Federman, Stein Ruth, ed. Building and sustaining learning communities: The Syracuse University experience. Anker Pub. Co., 2004.

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Sustaining and Improving Learning Communities. Jossey-Bass, 2004.

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Stein, Ruth Federman, and Sandra N. Hurd. Building and Sustaining Learning Communities: The Syracuse University Experience (JB - Anker Series). Jossey-Bass, 2007.

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Manna, Ruth, Carma L. Bylund, Richard F. Brown, Barbara Lubrano di Ciccone, and Lyuba Konopasek. Facilitating communication role play sessions. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0054.

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Facilitating small group role play is an integral component in effective communication skills training (CST) for healthcare professionals, and requires its own training and review in order to provide replicable high-quality CST. This chapter outlines the structure and critical elements of facilitator-led role play sessions. Elements include the importance of structuring the role play; recognizing the importance of established learning goals as expressed by each learner; navigating and directing the simulated patient (SP) to partake in a realistic clinical encounter relevant to the learner; man
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Book chapters on the topic "Sustaining learning groups"

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Jackson, Emil, and Andrea Berkeley. "On the leading edge of learning: work discussion groups for headteachers." In Sustaining Depth and Meaning in School Leadership. Routledge, 2020. http://dx.doi.org/10.4324/9781003015901-7.

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Bligh, Brett, and Mike Sharples. "Affordances of Presentations in Multi-Display Learning Spaces for Supporting Small Group Discussion." In Sustaining TEL: From Innovation to Learning and Practice. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16020-2_38.

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Augar, Naomi, Ruth Raitman, Elicia Lanham, and Wanlei Zhou. "Building Virtual Learning Communities." In Web-Based Intelligent E-Learning Systems. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-729-4.ch004.

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This chapter introduces the concept of virtual learning communities and discusses and further enhances the theory and definitions presented in related literature. A model comprising four criteria essential to virtual learning communities is presented and discussed in detail. Theory and case studies relating to the impact of virtual learning communities on distance education and students from diverse cultural groups are also examined. In addition, this chapter investigates the enabling technologies and facilitation that is required to build virtual learning communities. Other case studies are used to illustrate the process of building virtual learning communities. Emerging technologies such as wikis and video lectures are also analysed to determine the effects they have on building and sustaining effective virtual learning communities.
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Augar, Naomi, Ruth Raitman, Elicia Lanham, and Wanlei Zhou. "Building Virtual Learning Communities." In Virtual Technologies. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-955-7.ch014.

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This chapter introduces the concept of virtual learning communities and discusses and further enhances the theory and definitions presented in related literature. A model comprising four criteria essential to virtual learning communities is presented and discussed in detail. Theory and case studies relating to the impact of virtual learning communities on distance education and students from diverse cultural groups are also examined. In addition, this chapter investigates the enabling technologies and facilitation that is required to build virtual learning communities. Other case studies are used to illustrate the process of building virtual learning communities. Emerging technologies such as wikis and video lectures are also analysed to determine the effects they have on building and sustaining effective virtual learning communities.
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Fetter, Sibren, Adriana J. Berlanga, and Peter B. Sloep. "Peer-Support and Open Educational Resources." In Collaborative Learning 2.0. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0300-4.ch014.

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Traditionally, the Open Educational Resources (OER) movement has focused on the production, distribution, and retrieval of open content. There is, however, more to OER than the resources alone. For OER to function properly, underlying communities are needed to support learners and teachers in the use, development, and dissemination of OER. A central question is how learners and teachers can be supported in their use of OER, while at the same time building up and sustaining the needed community. These support and community formation aspects are especially important in a non-formal context. Peer-support is claimed to be ideal for providing encouragement as well as building up of a community. In this chapter, an explanation is given of peer support in a non-formal learning context, called Ad Hoc Transient Groups. These help to foster collaboration in OER networks. Based on this concept, the chapter presents the design of a stakeholder-validated peer support service. Some related work pointing out how peer support for non-formal learning with OER can be best organized is then given.
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Solli-Sæther, Hans, and Petter Gottschalk. "Outsourcing Governance." In Managing IT Outsourcing Performance. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-796-6.ch009.

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The overall objective of this chapter is to concentrate on the important issues of strategy, structure, and management of IT outsourcing arrangements. First, we take a look at the broader issue of governance. Learning that IT outsourcing governance includes not only information and IT assets, but also such aspects as human, financial, physical, intellectual property, and relationship assets, we present in the next section the interaction approach as a model that focuses both on short-term episodes and general long-term relationships in dyadic buyer-supplier ventures. Then we discuss how appropriate governance structures – including management control systems and the development of trust – may work to reduce risk and decrease failure. We continue by presenting the important partnering process, where management can take actions when building and sustaining outsourcing relationships. Important stakeholder groups are presented as they may have distinct expectations and goals in outsourcing and for outsourcing relationships. Hard and soft sides of outsourcing management are presented, as both sides are keys to success. Finally, using theoretical perspectives described earlier and experience earned from several business case studies, we present a governance model for successful management of IT outsourcing relationships.
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Fleener, Jayne, Lianfang Lu, Jian Dun, and Yang Mingquan. "Sustaining a Teacher Professional Learning Community in China Through Technology." In Research Anthology on Facilitating New Educational Practices Through Communities of Learning. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7294-8.ch040.

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This study explores the evolution of a professional learning community (PLC) of Chinese teachers over a multi-year period. A group of 16 teachers participated in a three-semester PLC over the 2008-2009 school years to develop master mathematics teachers in a school district in Beijing, China. The goal of the PLC, as identified by the teachers, was to improve instruction for greater student autonomy, creativity, and problem solving as they developed their master capacity building skills and networked relationships. This paper explores what has happened to these 16 teachers six years later, specifically considering how they may have used technology to further their development as master teachers. This study shows the potential of a PLC for self-adaptive, emergent behaviors and understandings that are instructional for transforming teaching practices, sustaining changes in teaching practices and preparing students for 21st century engagements.
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Narayanan, Ajayagosh. "Peer Tutoring: Developing and Sustaining Effective Teaching Practices with Mathematics Teachers in Lesotho." In Theory and Practice: An Interface or A Great Divide? WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871129.0.78.

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This paper shows how a group of educators initiated in-service workshops for primary and secondary mathematics teachers since 2012 in collaboration with the Ministry of Education and Training (MoET) in Lesotho. The prime focus of these workshops was to develop teachers’ capacity building in mathematics through peer-support. The paper also narrates how a chain of these workshops evolved to a capacity building program with innovative approaches in classrooms. These workshops explored ideas on numbers, shapes (through the use of origami) and problem solving for effective teaching/learning of mathematics. The concept of peer tutoring/learning had emerged from these workshops as an idea that suits Lesotho education system. A capacity building program was thus recommended for the sustainability of these activities.
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Fruijtier, Elisabeth. "Action Research and Open Innovation." In Cross-Disciplinary Approaches to Action Research and Action Learning. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2642-1.ch002.

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In today's world, ‘global' problems increasingly require global solutions. In order to realize these solutions, innovation processes are ‘opening up'. Both of these developments adds a level of complexity to the Action Research process that is traditionally, and perhaps inherently local in nature. However, it also offers opportunities. This chapter explores the case of an Action Research innovation that reached a global scale beyond the initial Action Research process that started it, with the help of Open Innovation strategies. From this case we learn that Open Innovation has a significant potential for sustaining Action Research ‘action' beyond its initiation and make them transferable across contexts. At the same time, such ‘open' innovations can grow very complex, and therefore so can ‘open' Action Research solutions – especially when they concern (free and open source) information systems. The concept of ‘Action Research Systems' is introduced as one way in which Action Research can help ground Open Innovation processes in dealing with this complexity.
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Martins, Isabel, Ana Martins, and Orlando Petiz Pereira. "On Trust, Knowledge Sharing and Innovation." In Advances in Human Resources Management and Organizational Development. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4530-1.ch010.

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Organisations continuously innovate, create, and are competitive if they improve their performance through continuous intellectual capital development, a key resource for value creation and organisational performance driver. Apart from sustaining competitive advantage, intellectual capital is increasingly important due to its ability to increase shareholder value, especially in public organisations. Employee learning, talent development, and knowledge creation allow the organisation to generate innovative ideas due to the quickness of knowledge obsolescence. The organisation’s dynamic capabilities create and re-ignite organisational competencies for business sustainability being co-ordinated by well-structured organisational strategic routines ensuring continuous value creation streams into the business. This chapter focuses on the relationship between notions of knowledge sharing and trust in organisations. Lack of trust can impact negatively organisational knowledge sharing, dependent on trust, openness, and communication. The research sample included graduates and postgraduate students from two universities in Portugal. The findings revealed different perceptions according to the age group.
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Conference papers on the topic "Sustaining learning groups"

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Jappie, Naziema. "HIGHER EDUCATION: SUSTAINING THE FUTURE OF STUDENTS DURING A PANDEMIC." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end128.

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The COVID-19 challenge is unprecedented; its scale still is not fully understood. Universities in the South Africa do have plans in place to continue the academic year in 2021 but have no idea to what extent education will resume to normal face to face activity. Although the future is unpredictable, given the uncertainty in the epidemiological and economic outlooks, universities have to ensure quality and sustainability for the medium and long-term implications for teaching, learning, the student experience, infrastructure, operations, and staff. Amongst the range of effects that COVID-19 will
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Howes, C. Susan, and Robert W. Taylor. "A Competency-Based Approach to Addressing the Leadership Gap in the Oil and Gas Industry." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206302-ms.

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Abstract As oil and gas industry technical professionals land their first supervisory roles, gaps in their leadership skills often become apparent. Years of technical education and training have prepared them well for roles as individual technical contributors, but stronger business, management, and leadership skills are needed as they move into emerging leadership roles in which they direct others. Competency assessments of first-level supervisors and mid-career experienced hires are conducted to determine mission-critical leadership gaps. This process is done in alignment with competency-foc
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Reports on the topic "Sustaining learning groups"

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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we condu
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