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Kozulin, Alex. "Sociocultural Theory and the Mediated Learning Experience." School Psychology International 23, no. 1 (February 2002): 7–35. http://dx.doi.org/10.1177/0143034302023001729.
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Tzuriel, David. "Mediated Learning Experience and Cognitive Modifiability." Journal of Cognitive Education and Psychology 12, no. 1 (2013): 59–80. http://dx.doi.org/10.1891/1945-8959.12.1.59.
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The focus of this article is on the effects of mediated learning experience (MLE) interactions on children’s cognitive modifiability. In this article, I discuss the MLE theory, and selected research findings demonstrating the impact of MLE strategies in facilita ting cognitive modifiability. Research findings derive from mother–child interactions, peer-mediation and cognitive education programs. Mediation for transcendence (expanding) was found consistently as the most powerful strategy predicting cognitive modifiability and distal factors in samples of children with learning difficulties directly predict cognitive modifiability. Findings of peer-mediation studies indicate that children in experimental groups participating in the Peer Mediation with Young Children program showed better mediational teaching style and higher cognitive modifiability than children in control groups. Application of dynamic assessment as a central evaluation method reveals that the contribution of the cognitive education program was not simply supporting the development of a particular skill practiced during the program; it also involved teaching children how to benefit from mediation in a different setting and consequently improve their cognitive performance across other domains.
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Lebeer, Jo. "Conductive education and the mediated learning experience theory of Feuerstein." European Journal of Special Needs Education 10, no. 2 (June 1995): 124–37. http://dx.doi.org/10.1080/0885625950100203.
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Leng Chua, Bee, Oon-Seng Tan, and Paulina Sock Wah Chng. "Mediated Learning Experience: Questions to Enhance Cognitive Development of Young Children." Journal of Cognitive Education and Psychology 16, no. 2 (2017): 178–92. http://dx.doi.org/10.1891/1945-8959.16.2.178.
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Mediated learning experience (MLE) stresses that the quality of interaction between the child and the environment via a human mediator plays a pivotal role in the cognitive development of the individual. Feuerstein’s theory of structural cognitive modifiability posited that humans have the propensity to change the structure of their cognitive functioning. Therefore, teachers and practitioners can intervene early during early childhood to potentially enhance cognition functions of young children, which will prepare them for successful adaptation to the rapidly changing environment. This article rides on the theoretical underpinnings of Feuerstein’s theory of MLE to elaborate appropriate use of questions to enhance cognitive development during early childhood. Essentially, appropriate conditions foster the mediation of intentionality and reciprocity, meaning, and transcendence, the three parameters necessary for mediated interaction to take place and questions are used to mediate the parameters as we scaffold through teacher–student interactions.
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Shin Wong, Shyh. "Providing Mediated Learning Experiences Through Multidimensional Play Therapy." Journal of Cognitive Education and Psychology 5, no. 2 (January 2005): 168–82. http://dx.doi.org/10.1891/194589505787382496.
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Multidimensional Play Therapy is an integrative, multidimensional metatheoretical approach to the use of play in working with clients’ different modalities, with specific focus on the provision of mediated learning experiences through play. It is an attempt to fill in the gap and act as a bridge to integrate different ideas and practices in the fields of cognitive education and play therapy. Specifically, Multidimensional Play Therapy expands the use of play therapy to include providing mediated learning experience, based on Feuerstein’s theory of structural cognitive modifiability and mediated learning experience. The use of play as mediation, proposed by Vygotsky, is integrated with Feuerstein’s systematic application of Vygotsky’s idea of a more competent human being (the play therapist) as mediator in the context of Multidimensional Play Therapy.
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Kaufman, Ruth. "The Process of Experiencing Mediated Learning as a Result of Peer Collaboration Between Young Adults With Severe Learning Difficulties." Journal of Cognitive Education and Psychology 5, no. 2 (January 2005): 215–16. http://dx.doi.org/10.1891/194589505787382540.
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Mediated learning is an interpersonal experience in which the mediator’s role is to develop in the mediatee functions essential for learning. The mediator focuses on the mediatee while identifying, analyzing, formulating, and solving problems related to everyday life and formal education frameworks. This study was focused upon the mediators, their experience in mediated learning, and the development of mediational abilities and cognitive functions as a result of social goals.Mediation was carried out in pairs and in a group format. The group was composed of low-functioning young adults suffering from severe learning problems. They acted in pairs, using a peer mediating activity, and also worked in the group to replicate their actions as well as to study the theory of mediated learning, its procedure, and its activities. The tasks were taken from Feuerstein’s cognitive intervention program, Instrumental Enrichment.Such a framework allowed me to identify and capture different aspects of students’ cognitive functioning as well as their inter- and intrapersonal mediation. Each student had to play different roles, sometimes acting as mediator to another member of the group, and thus focusing on his/her difficulties and needs, and at other times being a mediatee and receiving mediation from another group member. In addition, each student participated in the whole group activity reflecting upon, analyzing, and evaluating his/her own and his/her peer’s actions as well as those of others in the group. All this promoted strong experience in mediated learning, in different distances and modalities. Three different instruments were developed as a means of data collection and analysis: the mediation circular profile, the structural hierarchy of deficient cognitive functions map, and the process analysis flow chart.The study unfolded as a microdevelopmental process with students starting at a very low level of cognitive functioning and mediational ability and gradually progressing toward quite sophisticated methods of interaction, mediation, and problem solving. In the course of such microevolution, each group member developed his/her own position and role within the group and in the group activities.The findings support the theory of Structural Cognitive Modifiability while showing that even low-functioning people, who usually play the role of mediatee, can be mediators. By mediating to other people, they improve their own cognitive functioning, abstract level of thinking, and social and communication skills.
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Elyakim, Nitzan, Iris Reychav, Baruch Offir, and Roger McHaney. "Perceptions of Transactional Distance in Blended Learning Using Location-Based Mobile Devices." Journal of Educational Computing Research 57, no. 1 (December 28, 2017): 131–69. http://dx.doi.org/10.1177/0735633117746169.
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The current study demonstrates how blended learning using location-based mobile-learning experiences can be improved when student preparation is enhanced with techniques informed by the theory of Mediated Learning Experience (MLE). Our experiment used a sample of 216 junior-high students within the context of school field trips. Tablet computers were custom configured to implement mobile learning with an application dispensing both contextual content and field navigation assignments. A control group prepped for the field trips used traditional information and discussion while an experimental group prepped based on the principles of MLE. Following the experience, students’ subjective perceptions of transactional distance were examined. The findings suggested that those prepared with MLE principles experienced lower transactional distances and, hence, a better outcome. Additionally, gender and thinking style differences were found, highlighting the need to further adapt flexible teaching approaches in mobile-learning environments. Overall, the findings carry significant implications for pedagogic and technological aspects of implementing mobile technologies in education.
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Schur, Yaron, and Alex Kozulin. "Cognitive Aspects of Science Problem Solving: Two Mediated Learning Experience Based Programs." Journal of Cognitive Education and Psychology 7, no. 2 (January 2008): 266–87. http://dx.doi.org/10.1891/194589508787381818.
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Data generated by international science examinations such as TIMSS and PISA indicated that many students failed to solve science tasks not because of their lack of specific scientific knowledge, but because of poor general problem solving skills. The present study was triggered by the need to introduce middle-school students to strategies and techniques of working with unfamiliar material and using general symbolic tools. Feuerstein’s theory of Mediated Learning Experience and Vygotsky’s concept of psychological tools served as a theoretical basis for two intervention programs: The first program connected content-neutral cognitive tasks with TIMSS-like science tasks, while the second one offered students a new scientific experience Thinking Journey to the Moon. Middle-school students were pre- and posttested by TIMSS-like tasks that required minimal prior scientific knowledge. Both programs proved to be effective in improving students’ problem solving and the ability to justify their answers, though reflective ability continued to be weaker than problem solving. The relative importance of mediated learning experience vs. specific problem solving tasks is discussed.
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Cengiz, Behice Ceyda. "Review of "Disruptive Technologies and the Language Classroom: a complex systems theory approach"." EuroCALL Review 29, no. 1 (April 20, 2021): 93. http://dx.doi.org/10.4995/eurocall.2021.14141.
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<p>Which dynamics of language learning and teaching change when traditional face-to-face language classrooms are moved to the online medium? And more importantly, does the advent of online technologies change the ways language teachers teach and language learners learn? In “Disruptive Technologies and the Language Classroom”, Hampel (2019) provides new insights into these important questions. She points out that online language learning and teaching destabilizes the language classroom by affecting its overall dynamics and by opening up new venues for language learning and teaching. By referring to her years-long experience in online language teaching and research, she argues that understanding the effects of these online technologies will better help language learners to communicate successfully in the second language (L2). Viewing communication as an aim and instrument in language learning, she focuses on the idiosyncrasies of computer-mediated communication and presents a theoretical discussion of computer-mediated communication’s unique features and affordances in reference to related literature. </p>
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Parke, Karl, Nicola Marsden, and Cornelia Connolly. "Lay Theories Regarding Computer-Mediated Communication in Remote Collaboration." Open Praxis 9, no. 1 (March 31, 2017): 17. http://dx.doi.org/10.5944/openpraxis.9.1.502.
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Computer-mediated communication and remote collaboration has become an unexceptional norm as an educational modality for distance and open education, therefore the need to research and analyze students' online learning experience is necessary. This paper seeks to examine the assumptions and expectations held by students in regard to computer-mediated communication and how their lay theories developed and changed within the context of their practical experiences in conducting a remote collaborative project, through computer-mediated communication. We conducted a qualitative content analysis of students' final reports from an inter-institutional online course on computer-mediated communication and remote collaboration. The results show that students’ assumptions were altered and indicate the strong benefits of teaching how to collaborate remotely, especially if a blended approach of theory and practical application are combined.
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Zhou, Quan, Chei Sian Lee, Sei-Ching Joanna Sin, Sijie Lin, Huijie Hu, and Muhammad Fahmi Firdaus Bin Ismail. "Understanding the use of YouTube as a learning resource: a social cognitive perspective." Aslib Journal of Information Management 72, no. 3 (March 31, 2020): 339–59. http://dx.doi.org/10.1108/ajim-10-2019-0290.
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PurposeDrawing from social cognitive theory, the purpose of this study is to examine how personal, environmental and behavioral factors can interplay to influence people's use of YouTube as a learning resource.Design/methodology/approachThis study proposed a conceptual model, which was then tested with data collected from a survey with 150 participants who had the experience of using YouTube for learning. The bootstrap method was employed to test the direct and mediation hypotheses in the model.FindingsThe results revealed that personal factors, i.e. learning outcome expectations and attitude, had direct effects on using YouTube as a learning resource (person → behavior). The environmental factor, i.e. the sociability of YouTube, influenced the attitude (environment → person), while the behavioral factor, i.e. prior experience of learning on YouTube, affected learning outcome expectations (behavior → person). Moreover, the two personal factors fully mediated the influences of sociability and prior experience on YouTube usage for learning.Practical implicationsThe factors and their relationships identified in this study provide important implications for individual learners, platform designers, educators and other stakeholders who encourage the use of YouTube as a learning resource.Originality/valueThis study draws on a comprehensive theoretical perspective (i.e. social cognitive theory) to investigate the interplay of critical components (i.e. individual, environment and behavior) in YouTube's learning ecosystem. Personal factors not only directly influenced the extent to which people use YouTube as a learning resource but also mediated the effects of environmental and behavioral factors on the usage behavior.
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Sandoval-Obando, Eduardo Enrique, Alberto Moreno Doña, Katherina Walper Gormáz, Diana Leguizamón Martínez, and Matías Salvador Bertone. "Pedagogical Strategies to Promote Mediated Learning Experiences in Vulnerable Contexts." Universitas Psychologica 17, no. 5 (December 5, 2018): 1–13. http://dx.doi.org/10.11144/javeriana.upsy17-5.pspm.
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Education is conceived as a multifaceted, multidimensional and complex process of social transformation; nevertheless, schools operate within a passive environment that restricts the learning of young people from vulnerable contexts. This qualitative study explores the pedagogical strategies of four educators from one public institution in Valdivia who work with students who have been associated with episodes of law infraction. Analytical procedures rely on content analysis following the logic of grounded theory and In-depth Interviews. From a biographical perspective, the present study identifies the pedagogical strategies of these autonomous and optimistic educators to favor the construction of modifying active environments in this vulnerable context. It also seeks to generate new lines of research on critical pedagogy in vulnerable educational contexts, strengthening and enriching the competencies of educators from Mediated Learning Experiences.
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Bowen, Tracey. "23. Journal Writing as Taking Ownership of Internship Experiences." Collected Essays on Learning and Teaching 1 (July 1, 2011): 127. http://dx.doi.org/10.22329/celt.v1i0.3192.
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Many disciplines employ journal writing as a tool for students to record and reflect on their learning experiences. In the internship program in Communications Culture and Information Technology at the University of Toronto Mississauga students experience the transfer of classroom theory to practice in the “real” work world during a once a week placement. Students use journals to account for these experiences reflecting on the knowledge they gain from their observations and how this knowledge incorporates into everyday work life. However, journal writing has pedagogical affordances that extend beyond recording and reflecting on experience. Language mediates the learning as students choose what to say about what they experience. They take ownership of these connections and make meaning by appropriating these ideas as part of who they are and who they are becoming as industry professionals. Identifying the ways in which students use journal writing to construct their professional selves will contribute to the evolving scholarship of experiential education.
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Fasso, Wendy, Cecily Knight, and Bruce Allen Knight. "A Learner-Centered Design Framework for E-Learning." International Journal of Online Pedagogy and Course Design 4, no. 4 (October 2014): 44–59. http://dx.doi.org/10.4018/ijopcd.2014100104.
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This paper presents a design framework for online learning. The framework is based upon the taxonomy devised by Dettmer (2006). In a learner-centered focus, it draws together the cognitive, affective, social, and sensorimotor domains of learning, and is situated with the concept of online personal learning spaces and environments. It is at this intersection of learning domains that the graduate attributes and general capabilities of students are able to be intentionally supported and demonstrated. The proposed framework draws on recognized theory, principles, and practical considerations of contemporary online learning to clarify considerations of the learning outcomes, learning processes and learner performance when designing online learning that is mediated by education technology. This integrative approach will support mentored, reflective learning design and design-based research aimed at improving both the experience and outcomes of online students. The paper contends that this framework presents a useful design that reflects the nature of contemporary online learning environments.
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Alves de Araújo, Neuton, Cristiane De Sousa Moura Teixeira, Francisco de Paula Santos de Araujo Junior, and Anna Karla Barros da Trindade. "Process of Appropriating Mathematical Concepts Mediated by Teaching Activity." International Journal for Innovation Education and Research 8, no. 10 (October 1, 2020): 365–83. http://dx.doi.org/10.31686/ijier.vol8.iss10.2690.
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Given the importance of Teaching Orientation Activity (AOE) as an articulated set of teachers' intentionality with the possibility of promoting mathematical theoretical-scientific thinking, the purpose of this study is to analyze the process of appropriation of mathematical concepts of teaching elementar school teachers, inserted in a project of continuous formation in the perspective of Historical-Cultural Theory / Activity Theory. Regarding the process of apprehension of the investigated phenomenon, the historical logical movement of the concepts was based, based on the assumptions of Historical and Dialectical Materialism, advocated by Karl Marx. The evidence was being evidenced, especially through the preparation and development of AOE by teachers participating in continuing education, which allowed us to go beyond the appearance and fossilization of the process of appropriation of concepts, apprehending the historical mediations that comprised the phenomenon under investigation . On the techniques of data production, field observations, video recordings of the formative meetings and reflective session were worked on. It was adopted as an analytical procedure, the method of deployment in units of analysis proposed by Vigotski and complemented by the idea of "episodes" of learning (MOURA, 2004). It was observed that the teachers during the experience with the AOE, in a dialectical movement, little by little, were identifying different elements of the problem situations, commonly worked in the classroom, subsidized by formal logic. Thus, they acquire a level of awareness in the sense that as teachers, the need must be created, as well as the objective and subjective reasons and conditions for students to enter into learning activity.
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Hua, Jing, Guilin Zhang, Charles Coco, Teng Zhao, and Ning Hou. "Proactive Personality and Cross-Cultural Adjustment." Journal of International Students 10, no. 4 (November 15, 2020): 817–35. http://dx.doi.org/10.32674/jis.v10i4.1274.
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Combining proactive literature, the social learning/cognitive theory, and cross-cultural adjustment literature, we examined the sojourners’ experience from a positive perspective. Using a three-wave prospective design and a sample of 135 international students, we found that proactive personality was positively related to adjustment self-efficacy, which in turn positively related to academic and social adjustment. Meanwhile, adjustment self-efficacy mediated the link between proactive personality and adjustment. Implications, limitations, and future research are discussed.
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Danysko, Oksana V., and Larysa A. Semenovska. "ҐЕНЕЗА ТА СУЧАСНИЙ ЗМІСТ ПОНЯТТЯ ЗМІШАНОГО НАВЧАННЯ В ЗАРУБІЖНІЙ ПЕДАГОГІЧНІЙ ТЕОРІЇ І ПРАКТИЦІ." Information Technologies and Learning Tools 65, no. 3 (July 1, 2018): 1. http://dx.doi.org/10.33407/itlt.v65i3.2138.
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Genesis and modern content of the concept «blended learning» in the foreign pedagogical theory are grounded in the article based on modern approaches. The components (traditional full-time education, distance learning (independent and collaborative) and e-learning (synchronous and asynchronous) education) are distinguished. The levels (activity, course, educational programme, university) of practical realization of the blended learning in educational practice are defined. It was determined, that the concept evolved from understanding blended learning as combination of traditional education elements, distance and e-learning with facilities of information and communication technologies to its awareness as synergetic concept of enriching educational experience of educational process subjects. It is realized by means of integration of different strategies and levels of direct and computer-mediated pedagogical cooperation. Conceptual principles of blended learning are distinguished based on generalization and systematization of foreign researchers’ scientific works. First, it can be realized only within the frames of the formal educational programme. Second, it is done under teacher’s control in conditions when one part of educational cooperation takes place in the training room in the process of direct communication (face-to-face); the other part is realized in the mediated virtual environment. It can be individual or group work in the training room, or independent distant work with educational materials, for example, at home; in its turn, it creates possibility for the students of determining time, place, way and/or their pace of learning. Third, such educational cooperation results in forming student’s individual cognitive experience where components of traditional and interactive online-education supplement each other, and are characterized by differentiated, integrative, open, accessible, flexible and adaptive models of physical and virtual interaction.
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Barnes, Stuart J., Jan Mattsson, Flemming Sørensen, and Jens Friis Jensen. "The Mediating Effect of Experiential Value on Tourist Outcomes from Encounter-Based Experiences." Journal of Travel Research 59, no. 2 (March 27, 2019): 367–80. http://dx.doi.org/10.1177/0047287519837386.
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In this paper, we examine the mediating effect of experience value between experiential elements of employee–tourist encounters and the final experiential outcomes. The Tourism Encounter Mediated Experience Value (TEMEV) model is tested via a survey at 13 different locations (attractions, hotels, and retail) in Copenhagen (n=2,955). The findings illustrate how, for different types of tourism companies, experiential value plays varying roles as a mediator between employee–tourist encounter characteristics and tourists’ intentions to recommend an experience as well as their memory of the experience. The most complex relationship identified is for hotels, where experiential value is a significant mediator for the personalized, flexible, and emotional constructs of encounters. Surprisingly, experiential value plays no significant mediating role between cocreation or knowledge/learning in encounters and memory or recommendation intention in any of the sectors examined. The study concludes with implications for theory, practice, and study limitations.
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Muleya, Gistered, Francis Simui, Kasonde Mundeende, Fabian Kakana, Godfrey Mwewa, and Prof Boniface Namangala. "Exploring Learning Cultures of Digital Immigrants in Technologically mediated Postgraduate distance learning mode at the University of Zambia." Zambia ICT Journal 3, no. 2 (November 30, 2019): 1–10. http://dx.doi.org/10.33260/zictjournal.v3i2.83.
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In this study, we interrogate the Learning Cultures of Peace Leadership and Conflict Resolution Postgraduate learners in their quest for higher education within the University of Zambia using the Learning Management System. The thrust of the study is on learning cultures of digital immigrants in technologically mediated postgraduate distance learning mode to inform the development of learner responsive services. The study rides on Hermeneutics Phenomenology approach to elicit lived experiences of seventeen (17) purposively selected year two students. The study approach is well suited as it empowers Digital immigrants to voice out their lived realities while following the digital mediated Masters of Science in Peace Leadership and Conflict Resolution Programme to forge best ways of harnessing their learning opportunities. The findings reveal that whereas learners have migrated to the Learning Management System, their learning culture is profoundly still in the print age as they keep on requesting for print based educational resources. Secondly, there is limited interactivity among learners and between learners and their learning facilitators, negating the very essence upon which the Learning Management System has been created. This state of affairs has had a bearing on their motivation to engage effectively in the actual learning process as informed by Moore’s theory of Interactivity and Siemens’ theory of Connectivism. To this end, the study recommends that learners are effectively oriented in the use of digital resources to empower them as they exploit the available educational opportunities. Additionally, there is need to strengthen capacity building mechanisms in order to bridge the gap between the learners and the learning facilitators.
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Alkurtehe, Khaled Ali Mohammed, and Hisham Dzakiria. "An Overreview of the Sociocultural Theory and Vocabulary Development." JEES (Journal of English Educators Society) 3, no. 1 (April 4, 2018): 41. http://dx.doi.org/10.21070/jees.v3i1.1227.
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Vegotesky theory is a paramount for the vocabulary development with its multidimensional approach, which has the impact on the cognitive affective contextual aspects and social interaction.Socio-cultural theory(SCT) is the mental development of specific sphere human. It also concerns mediation and the different kinds of mediation tools adopted and valued by society.This paper highlighted that learning as a mediated process in social in origin and then becomes individual as a result of linguistically mediated interaction between the child and more experienced members of the society including parents, teachers, and peers. The relation of mediation of SCT and environment is to enhance vocabulary development in teaching EFL students. It also helps EFL students to use the target language in their daily life .With the help of this theory, the students can master vocabulary and improve their language.This theory focuses on the interaction with the students and shows the social environment. It links the learners with the trainer, if a child/student gets a guidance in an appropriate way he/she can learn more and can enhance his/her capacity of learning.This study tried to look at the influence of SCT on learning and teaching vocabulary. Consequently, This study recommends the use of the SCT while teaching EFL Libyan learners to enhance English language vocabulary.
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MacLean, Piers, and Marie Cahillane. "The human factor in learning design, research, policy, and practice." International Journal of Information and Learning Technology 32, no. 3 (June 1, 2015): 182–96. http://dx.doi.org/10.1108/ijilt-12-2014-0029.
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Purpose – The purpose of this paper is to highlight the importance of coherent alignment of current theory from cognitive psychology with practice and policy in training and education institutions developing e-learning materials and present recommendations emphasising the human factor within processes. Design/methodology/approach – In this paper a recent empirical study which applies current theory from cognitive psychological and multimodal learning research provides the backdrop to discussion about alignment of strategic vision, through policy, to effective practice. Findings – Despite advances in cognitive psychology which can be applied to targeting effective and measurable training and education, many institutions fail to maintain updated e-learning strategy and policy resulting in a negative impact on practice and the learner experience. Practical implications – The model presented in this paper is intended to promote thoughtful discussion about the processes and framework necessary for improved collaboration and communication supported by ongoing evaluation of institutional e-learning policy such that policy becomes a dynamic process congruent with developments in the learning sciences. Social implications – The paper includes recommendations for a refined view of knowledge, skills, and attitudes and alignment of policy with practice and theory and will be of interest to training and education institutions seeking to review their policies for training needs analysis and e-learning. Originality/value – This paper offers an up-to-date view of training needs analysis and multimedia design for training discrete psychomotor skills. It will be of value to organisations and institutions providing training and education mediated by technology as well as those involved in the design of training interventions.
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Burt, Brian A. "Learning competencies through engineering research group experiences." Studies in Graduate and Postdoctoral Education 8, no. 1 (May 8, 2017): 48–64. http://dx.doi.org/10.1108/sgpe-05-2017-019.
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Purpose In some fields, research group experiences gained in laboratories are more influential than the classroom in shaping graduate students’ research abilities, understandings of post-graduate careers and professional identities. However, little is known about what and how students learn from their research group experiences. This paper aims to explore the learning experiences of engineering graduate students in one chemical engineering research group to determine what students learned and to identify the practices and activities that facilitated their learning. Design/methodology/approach Ethnography was used to observe the experiences of one research group in chemical engineering. Fieldwork included 13 months of observations, 31 formal interviews (16 first-round and 15 second-round interviews) and informal interviews. Fieldnotes and transcriptions were analyzed using grounded theory techniques. Findings Research group members developed four dominant competencies: presenting research, receiving and responding to feedback, solving problems and troubleshooting problems. Students’ learning was facilitated by the practices and activities of the research group (e.g. weekly full group and subgroup meetings) and mediated through the interactions of others (i.e. peers, faculty supervisor and lab manager). Originality/value This study adds to the engineering education literature and contributes to the larger discourse on identifying promising practices and activities that improve student learning in graduate education.
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Tanuwijaya, Kelvin, and Ignatius Roni Setyawan. "Can financial literacy become an effective mediator for investment intention?" Accounting 7, no. 7 (2021): 1591–600. http://dx.doi.org/10.5267/j.ac.2021.5.011.
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The lifestyle of Indonesian people who are very consumptive makes it difficult for people to invest. This can be shown in the number of capital market investors in Indonesia which is only 0.61% of the total population. The low level of financial literacy in Indonesia is one factor. Many people do not understand finance so they cannot manage finances properly. In this study, we look for 130 respondents who are college students to find out how financial socialization and financial experience influence on investment intention through financial literacy. The theory used in this research is theory of planned behavior and social learning theory. In this study, financial literacy can only mediate the financial experience of investment intention. The results of this study are in accordance with the theory of planned behavior in which one of the elements is perceived behavioral control with self-control factors originating from within, namely experience so that the financial experience is expected to generate interest in investing.
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Wulandari, Fitri, Christantius Dwiatmadja, and Imronudin. "THE MEDIATING ROLES OF PRO-COMMITMENT TO LEARNING AND ADAPTABILITY TO TECHNOLOGICAL CHANGE: PROFESSIONAL EXPERIENCE PORTFOLIO TOWARD EMPLOYEE PERFORMANCE." Business: Theory and Practice 21, no. 2 (December 22, 2020): 859–68. http://dx.doi.org/10.3846/btp.2020.12657.
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To overcome the problem of declining performance, organizations need a variety of professional experience portfolio and strong pro-commitment to learning in addition to the need for employees to adapt to various changes, especially technological changes. Adopting the role of organizational learning theory and human capital, this study aims to analyse the pro-commitment to learning and adaptability to change whether it is able to mediate the influence of the professional experience portfolio on employee performance. The sample of this research consists of the managers and supervisors at PT POS Region VI in Indonesia. Using stratified random sampling, this research sample involves 223 participants. Research data were analysed using Equation Model (SEM). The results show that there are positive and significant influences of all of the variables studied, except for the direct effect of the professional experience portfolio on employee performance. Thus, the role of pro-commitment to learning mediation and adaptability to technological change are fully mediating variables on the effect of professional experience portfolio toward employee performance. It takes an appropriate linear and crossfield experience for managers and supervisors to increase innovative new opportunities through strength of commitment to learning and readiness in encountering technological changes so that companies can survive amidst sharp competition.
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Pathan, Habibullah, Rafique A. Memon, Shumaila Memon, Ali Raza Khoso, and Illahi Bux. "A Critical Review of Vygotsky’s Socio-Cultural Theory in Second Language Acquisition." International Journal of English Linguistics 8, no. 4 (April 25, 2018): 232. http://dx.doi.org/10.5539/ijel.v8n4p232.
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The purpose of this study is to explore Vygotsky’s contribution to the socio-cultural theory in the field of education in general, and applied linguistics in particular. The study aims to elaborate the impact of social-cultural theory in the existing body of literature. The study also reviews implications and applications of socio-cultural theory in second language acquisition (SLA). Moreover, this study also critiques the basic concepts of the theory and how far these concepts have been implicated in the domain of research. The central focus is to explore and to critically understand central ideas such as Zone of Proximal Development, mediation, scaffolding, internalization, and private speech. The socio-cultural theory focuses on what learners learn and the solution to their learning problems. Socio- cultural theory has made a great effect on learning and teaching languages. It also regards learning second language as a semiotic process where participation in socially mediated activities is very important (Ellis, 2000). Vygotsky (1987) singled out and studied the dynamic social surroundings which indicate the connection between teacher and the child. Moreover, he focused on the social, cultural and historical artifacts which play a pivotal role in the children’s cognitive development as well as their potential performance. The study concludes with the idea of Williams & Burden (1997) that socio-cultural theory suggests that education should be associated with learning to learn and making learning experiences meaningful and relevant to the learner. The study also suggests some pedagogical implications and offers teaching and learning practices in relation to socio-cultural theory.
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Albusaidi, Saud. "Using Activity Theory to Explain How a Student Learns in an Internationalised Classroom from a Sociocultural Perspective." Journal of Language Teaching and Research 10, no. 6 (November 1, 2019): 1142. http://dx.doi.org/10.17507/jltr.1006.02.
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This paper focuses on mediation, which is one of the concepts developed by Vygotsky under the umbrella of sociocultural theory. It also draws on activity theory as a theoretical framework to understand the learning experiences undertaken by an international student engaged in a 12-month programme in the UK for one year. This study adopted a qualitative approach; which involved conducting a semi-structured interview with the participant to provide an in-depth understanding of how tools and artefacts in culture and in wider society mediated the process of learning and development. Activity theory helped elucidate how this process was facilitated by socialising with others and through mediational tools. This paper identified three areas where dynamic and complex social activities took place: speaking English, attending class on time, and critical thinking.
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Miller, Martin B., and Howard Yager. "Homage to Reuven Feuerstein: A Review of Kozulin and Rand’s Edited Volume, Experience of Mediated Learning: An Impact of Feuerstein’s Theory on Education and Psychology." Journal of Cognitive Education and Psychology 2, no. 1 (January 2001): 88–91. http://dx.doi.org/10.1891/1945-8959.2.1.88.
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Lo, Chung Kwan, and Gaowei Chen. "Improving Experienced Mathematics Teachers’ Classroom Talk: A Visual Learning Analytics Approach to Professional Development." Sustainability 13, no. 15 (August 2, 2021): 8610. http://dx.doi.org/10.3390/su13158610.
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The professional development of experienced teachers has received considerably less attention than that of novice teachers. This study focuses on four experienced secondary mathematics teachers in Shanghai, China, with two participating in a year-long professional development program (treatment teachers) and the other two received conventional knowledge-based professional development (comparison teachers). The program introduced productive classroom talk skills which can facilitate teachers’ formative assessment of student learning during class. To encourage teachers to reflect on their classroom discourse when reviewing recordings of their teaching, we used visual learning analytics with the treatment teachers and theorized the use of this technology with activity theory. After completing the program, the treatment teachers were better able to use productive talk moves to elicit student responses and to provide timely formative feedback accordingly. Specifically, the percentage of word contributions in lessons from students and the length of their responses increased noticeably. Qualitative findings suggest that the use of visual learning analytics mediated the treatment teachers and improved classroom discourse. Based on these findings and activity theory, we provide recommendations for future use of visual learning analytics to improve teachers’ classroom talk and designing professional development activities for experienced teachers.
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Diamantopoulou, Sophia. "Engaging with children's graphic ensembles of an archaeological site: A multi-modal social semiotic approach to learning." HERMES - Journal of Language and Communication in Business 21, no. 41 (August 28, 2017): 81. http://dx.doi.org/10.7146/hjlcb.v21i41.96815.
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Children’s drawings have been widely used in the field of museum education as indicators for learning, as well as means for evaluating the teaching that takes place in a museum or a heritage site. This paper employs social semiotics and multimodality as tools for introducing a different perspective when it comes to building a descriptive and an interpretative framework for analysing children’s production, as representative of their learning. The insight into their work is based on the assumptions that learning can be multi-modally mediated through a particular pedagogy and further be made accessible to us through the material realisation of children’s production across multiple modes. The paper aims to explore the implications of this position for generating knowledge about children’s learning. The main argument discussed here is that engaging with a child’s graphic ensemble through a multimodal and social semiotic perspective can enable us, hypothetically, to recover children’s meanings about the archaeological site as well as the aspects of their overall learning experience. Viewing their graphic ensembles as constructions that are interest driven and multi-modally realized could open up more possibilities for accessing the agendas and interests that guide their learning. The paper further uses this visual material as an opportunity to argue that when engaging with children’s learning, multimodality can work not as a theory on its own means, but as the framework that conditions a theory (e.g. social semiotics and discourse) into a direction of encompassing more possibilities for reading their understanding of the world.
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Cook, John. "Mobile Phones as Mediating Tools within Augmented Contexts for Development." International Journal of Mobile and Blended Learning 2, no. 3 (July 2010): 1–12. http://dx.doi.org/10.4018/jmbl.2010070101.
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This paper argues for the need to re-examine approaches to the design of, and research into, learning experiences that incorporate mobile phones in the learning context. Following an overview of ‘mobile learning’ the author’s argument describes two initiatives: Firstly, Design Research is presented as an approach that tends to have interventionist characteristics, and is process-oriented and contributes to theory building. Secondly, describing Augmented Contexts for Development; these place context as a core construct that enables collaborative, location-based, mobile device-mediated problem-solving where learners generate their own ‘temporal context for development’, and a case study is used to reify this Vygotskian-oriented initiative. This paper revisits Design Research by making use of various questions, and concludes by briefly outlining intentions on how to move toward some preliminary generalized design principles and implications for broader theory.
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Tousignant, Wayne, Darren Stanley, Geri Salinitri, and Kara Smith. "7. Negotiating Shared Understandings of Our Work Through a Collaborative Curriculum: Exploring the Experience of Creativity in Cross Discipline Visual Arts Projects." Collected Essays on Learning and Teaching 1 (July 1, 2011): 40. http://dx.doi.org/10.22329/celt.v1i0.3176.
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In 1994, the National Arts Education Association created a research agenda to address major research issues in the field of visual arts education for the purpose of examining, negotiating, and modifying commonly held beliefs in the field of art education. Research by arts educators has done much to inform visual arts education theory and practice, but largely through studies by individuals with few collaborative efforts. In 1991, Neil Owen Houser proposed a collaborative processing model for arts education, which reflects the experiential or constructivist nature of instruction. In this paper, we present our reflections on our shared work where we explored the benefits of interdisciplinary collaboration, the role of play in the process of problem solving, and how experiential learning strategies and techniques could be applied to the teaching of various subjects through visually-mediated arts projects.
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Hinchion, Carmel. "Student English teachers: participatory learning and developing identities-in-practice." English Teaching: Practice & Critique 16, no. 2 (September 4, 2017): 238–51. http://dx.doi.org/10.1108/etpc-10-2016-0123.
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Purpose This paper looks at how participation in a community of learners can be a resource for learning and identity making (Wenger, 1998). The paper is an interpretation of the selected pedagogical scripts (learning journals) of three student teachers in an English Pedagogics module over a 13-week period in one university context in the south of Ireland. The paper highlights how participation is both a personal experience and a social process, and how the mind is a distributed force in meaning making and a socially mediated phenomenon. The paper draws attention to how sociocultural theory and the concept of participation can extend and support our understanding of learning. Design/methodology/approach The analysis is deductive and interpreted through an existing literature frame. In contrast to “indigenous concepts” inducted from the data the author draws on Patton’s (2002) notion of “sensitizing concepts” which have their origins in social research theory and the research literature: “Sensitizing concepts give the analyst ‘[…] a general sense of reference’ and provide ‘direction along where to look’ (Blumer,1996: 148). Using sensitizing concepts involves examining how the concept is manifested and given meaning in a particular setting or among a particular group of people” (p. 456). Connecting the theoretical sensitizing concepts of “participatory learning” and “identities-in-practice” to the data set of learning journals, three emblematic themes emerge: “Using cultural artefacts to generate teacher identities”, “Participation as learning” and “Challenges of participatory learning”. Findings The narrated excerpts from student English teachers’ learning journals, read in the light of sociocultural theory, highlight the process of rendering an identity in participation. Student teachers have worked towards conceptual reach, emotional awareness, experiential understanding and understanding scaffolded learning practices. Research limitations/implications The reading of student teachers’ written work in this paper is both particular and partial and aims to illuminate understandings of the practices and processes of participatory learning rather than make generalizable and validity claims. The student cohort is small and is not representative of larger classes. Practical implications Wenger (1998) writes that it is the experience of meaning that counts in our human endeavours and in this study the author focuses on student teachers’ meaning making as they develop a professional identity through participation. Dam and Blom (2006) stress that the acquisition metaphor for knowledge is not adequate in preparing student teachers and he makes the case for a balanced coexistence with the participation metaphor. In this paper, the author focuses on the practice of participation for learning. Social implications Hall et al. (2014) explain that sociocultural theory has significant explanatory power for understanding and supporting learning. They claim that, particularly in Western societies, learning is often seen as individual, decontextualized and focused on discrete bodies of knowledge. They welcome the sociocultural perspective which does not divorce the individual from their context and highlight how participating with others has a powerful impact cognitively and emotionally. Originality/value There has been a dearth of empirical studies focusing on the process of participation in rendering an identity. In this paper, the author has theorised and explicated the process of participation and participatory learning. Participation in the practices of teaching, enriched with reflection and inquiry (Cremin, 2009), has the potential to change the pointing rituals (Sumara, 1996) of teaching and deepen the learning. Furthermore, through such activity, desired behavioural gestalts can be embodied, and the perennial theory practice divide in initial teacher education has the potential for more integration.
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Fu, Lihua, Zhiying Liu, and Suqin Liao. "Is distributed leadership a driving factor of innovation ambidexterity? An empirical study with mediating and moderating effects." Leadership & Organization Development Journal 39, no. 3 (May 8, 2018): 388–405. http://dx.doi.org/10.1108/lodj-05-2017-0134.
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Purpose The purpose of this paper is to examine how and when distributed leadership (DL) enhances innovation ambidexterity by considering knowledge sharing as a mediator and element of organizational structure as a moderator. Design/methodology/approach Data obtained from 269 questionnaires were analyzed empirically to reveal the relationship of the variables. Findings The results suggest that DL has a positive effect on innovation ambidexterity, and the relationship was partially mediated by knowledge sharing. Connectedness positively moderated the relationship between knowledge sharing and innovation ambidexterity. Practical implications The complexity and ambiguity that organizations often experience increases the difficulty for a single leader to successfully perform necessary leadership functions. The results show that DL is crucial to the promotion of innovation ambidexterity. Originality/value By building on organizational learning theory and integrating insights from knowledge creation theory, this study extends the prior research by uncovering the mechanism through which DL promotes innovation ambidexterity and the moderating effect of informal organizational structure.
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Zhang, Xiaocheng Vicky, and Suk Ha Grace Chan. "Do Knowledge and Experience Value Affect Green Tourism Activity Participation and Buying Decision? A Case Study of Natural Dyeing Experience in China." Sustainability 13, no. 15 (July 31, 2021): 8579. http://dx.doi.org/10.3390/su13158579.
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With the rapid development of niche tourism, green tourism activity has become known to the wider public. By taking into account the extended theory of planned behaviour (TPB), this study takes natural dyeing experience as a case study, with the aim of determining the tourist purchase intention of green products under the destination experience scenario. A quantitative approach was adopted, and 349 valid sets of data were collected from individuals who have participated in natural dyeing activities. Partial least squares–structural equation modelling (PLS–SEM) analysis was conducted to test the conceptual model. The results indicate that experience value (EV) had a significant impact on green purchase conception and intention. In addition, subjective norm had a significant positive influence on tourism green purchase attitude. However, environmental knowledge failed to predict green purchase attitude and perceived behavioural control. The PLS–SEM analysis confirmed the extended TPB model, which showed relatively good predictive validity. Findings suggest that TPB mediated the relationship between EV and purchase intention. The extended model considerably contributes to improving understanding of the impact on green tourism products and dissects theoretical and practical implications to practitioners. Apart from strengthening the experience value from attaining, learning, escapism, and fantasy aspects, on the basis of previous literature, this study concludes that practically, environmental education regarding the experimental environment in tourism destinations in China should return to green activity itself and induce the support of green tourism products. Tourism marketers should trigger personal green knowledge through sense experience in the process of stimulating and promoting green tourism activities, as well as stimulate purchasing power.
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Haerens, Leen, Christa Krijgsman, Athanasios Mouratidis, Lars Borghouts, Greet Cardon, and Nathalie Aelterman. "How does knowledge about the criteria for an upcoming test relate to adolescents’ situational motivation in physical education? A self-determination theory approach." European Physical Education Review 25, no. 4 (July 22, 2018): 983–1001. http://dx.doi.org/10.1177/1356336x18783983.
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Students’ knowledge about the criteria for an upcoming test is a crucial component of assessment quality. Grounded in self-determination theory, we investigated whether knowledge about the criteria for an upcoming test related to students’ situational motivation and experienced anxiety during physical education (PE). We also examined whether these relations were: (a) mediated by need-based experiences; and (b) moderated by teachers’ motivating style. Participants were 659 students (55.54% boys, 44.46% girls, mean age 14.72 years, standard deviation = 0.94) out of 40 classes from 32 schools taught by 39 different PE teachers. Analyses through multilevel structural equation modeling showed that students with more knowledge about the criteria for an upcoming test valued and enjoyed the lesson more (i.e. autonomous motivation), and felt less aloof (i.e. amotivation). Relations between knowledge about the criteria and students’ situational motivation were mediated by experienced need satisfaction. Specifically, students who had more knowledge about the criteria for an upcoming test felt more in charge of their learning process (i.e. autonomy satisfaction), felt more effective in reaching their goals (i.e. competence satisfaction) and felt more connected to the teacher (i.e. relatedness satisfaction). Although relations between knowledge about the criteria and students’ motivation were not moderated by teachers’ motivating style, teachers’ motivating style displayed independent relations with students’ motivation. Implications for assessment quality and students’ motivation in PE are discussed.
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Babini, Mohammad H., Vladimir V. Kulish, and Hamidreza Namazi. "Physiological State and Learning Ability of Students in Normal and Virtual Reality Conditions: Complexity-Based Analysis." Journal of Medical Internet Research 22, no. 6 (June 1, 2020): e17945. http://dx.doi.org/10.2196/17945.
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Background Education and learning are the most important goals of all universities. For this purpose, lecturers use various tools to grab the attention of students and improve their learning ability. Virtual reality refers to the subjective sensory experience of being immersed in a computer-mediated world, and has recently been implemented in learning environments. Objective The aim of this study was to analyze the effect of a virtual reality condition on students’ learning ability and physiological state. Methods Students were shown 6 sets of videos (3 videos in a two-dimensional condition and 3 videos in a three-dimensional condition), and their learning ability was analyzed based on a subsequent questionnaire. In addition, we analyzed the reaction of the brain and facial muscles of the students during both the two-dimensional and three-dimensional viewing conditions and used fractal theory to investigate their attention to the videos. Results The learning ability of students was increased in the three-dimensional condition compared to that in the two-dimensional condition. In addition, analysis of physiological signals showed that students paid more attention to the three-dimensional videos. Conclusions A virtual reality condition has a greater effect on enhancing the learning ability of students. The analytical approach of this study can be further extended to evaluate other physiological signals of subjects in a virtual reality condition.
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Ni, Yongmei, Andrea K. Rorrer, Diana Pounder, Michelle Young, and Susan Korach. "Leadership matters: preparation program quality and learning outcomes." Journal of Educational Administration 57, no. 2 (April 8, 2019): 185–206. http://dx.doi.org/10.1108/jea-05-2018-0093.
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Purpose Informed by learning transfer theory, the purpose of this paper is to validate the instrument measuring educational leadership preparation program (LPP) quality attributes and graduates’ leadership learning and to assess the direct and indirect relationships among them, as reported by program graduates. Design/methodology/approach This study uses data collected from the 2016 INSPIRE-G Survey, which gathers information from LPP graduates in the USA on their perceptions of program quality and leadership learning. Structural equation modeling was used to determine which program quality factors directly and indirectly influence graduate leadership learning. Findings The results suggest significant relationships between the assessed LPP attributes and leadership learning. Faculty quality and program rigor and relevance (PRR) had the strongest association with leadership learning, although the relationship between faculty quality and learning was fully mediated by PRR. Internship experiences and peer relationships were also important predictors of leadership learning. Studying with a cohort had a small but positive relationship with graduates’ leadership learning, although the relationship was fully mediated by perceived peer relationships. Originality/value This study further validates the INSPIRE-G Survey and affirms the imperative role of leadership preparation as a predictor to graduate reported learning outcomes and learning transfer. Moreover, this study illustrates the importance of leadership preparation by demonstrating positive relationships between program quality features and reported leadership learning outcomes. Finally, the INSPIRE-G instrument demonstrates its utility as a reliable measure of program quality, which opens the door to large-scale and longitudinal studies of the transfer of learning from leader preparation to practice.
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Răducu, Camelia-Mădălina, and Elena Stănculescu. "Adaptability to Online Teaching during Covid-19 Pandemic: A Multiple Mediation Analysis Based on Kolb’s Theory." International Journal of Environmental Research and Public Health 18, no. 15 (July 29, 2021): 8032. http://dx.doi.org/10.3390/ijerph18158032.
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The process of transferring to online teaching during the pandemic COVID-19 lockdown has been a core issue for teachers around the globe. The main aim of this paper was to investigate the direct and indirect effects of emotional intelligence (EI) and general self-efficacy on the adaptability to online teaching (AOT). A multiple-mediation model was proposed, including the mediating effect via the teacher’s Facilitator role and teacher’s concrete experience learning mode (CE-LM), as defined in experiential learning theory (ELT). Methods: Data were collected from a sample of 330 preschool and primary school teachers (84 males, Mage = 38.3, SD = 9.14). Path analysis was performed based on maximum likelihood estimation with the resampling method. Results: The findings showed that the proposed model fit the data well. A serial mediation path between EI and AOT via the teacher’s Facilitator role and CE-LM was obtained. In addition, CE-LM mediated the relationship between general self-efficacy and AOT. Conclusion: To date, this is the first study to analyse the direct and indirect effects of dispositional traits, such as EI and general self-efficacy, on AOT in the framework of Kolb’s ELT. Our results highlight the mediating mechanisms of this relationship, that is, the teacher’s Facilitator role and CE-LM. The current research provides an empirical body based on which new instructional strategies will be developed to improve the quality of online teaching during the COVID-19 pandemic and beyond.
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Zhang, Jing. "Developing proximity of possible disciplinary selves in narratives: An alternative approach to explore the representation of individual in context." Discourse Studies 20, no. 4 (February 1, 2018): 544–62. http://dx.doi.org/10.1177/1461445618754430.
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This article adopts a Systemic Functional Linguistics framework of appraisal theory to interpret the behavioural and attitudinal resources in written narratives and proposes the idea of proximity as an alternative representation to explain the meaning-making process of Chinese students’ possible selves in a less examined context of UK-based transnational university in China, by focusing on the lexical and semantic explanation of how these Chinese students use and are mediated by contextual resources in discourse. Six written narratives were collected from six Chinese students from the School of International Communications at the University of Nottingham Ningbo China (UNNC). The overall findings revealed that all six Chinese students from different years shaped proximal past, current and future possible disciplinary selves through repeated engagement and positive alignment with the contextual values, although they had differentiated developmental processes of using and being mediated by the contextual recourses. This article concludes by arguing for a need to investigate the Chinese learners in the current changing world by looking at their repertoire experience of disciplinary learning and reservoir context.
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Kosunen, Riitta. "Discussing course literature online: analysis of macro speech acts in an asynchronous computer conference." ReCALL 21, no. 3 (September 2009): 337–51. http://dx.doi.org/10.1017/s0958344009990073.
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AbstractThis paper presents a macro speech act analysis of computer-mediated conferencing on a university course on language pedagogy. Students read scholarly articles on language learning and discussed them online, in order to make sense of them collaboratively in preparation for a reflective essay. The study explores how the course participants made use of computer-mediated conferencing for such collaborative text processing. A discussion thread with 97 messages was analyzed for its macro speech acts. The conference messages were treated as pragmatic macrostructures where micro-level speech act sequences can be mapped onto a higher-level, global speech act or textual function. The discussion turned out to be reader-centred and practice-oriented. Approximately two thirds of the messages were concerned with interpreting theory from a practical point of view, expressing the students’ personal experience, opinion or idea about a certain issue related to the article. In comparison, only one tenth dealt with checking the explicit propositional content of the article. The results are interpreted in terms of the distinction between a narrative and paradigmatic/expository discourse.
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Adams, Harvey B., and Belle Wallace. "The Assessment and Development of Potential of High School Pupils in the Third World Context of Kwa-Zulu/Natal." Gifted Education International 5, no. 3 (September 1988): 132–37. http://dx.doi.org/10.1177/026142948800500302.
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Part III of this series of articles describes an approach to the teaching of Thinking and Problem-Solving, presenting a rationale and framework for a pilot course designed for pupils of 15+ years. The course is entitled TASC: Thinking and Action in a Social Context and is derived from Vygotsky's seminal work which argues that the development of higher levels of thinking is dependent on social transaction. In addition Feuerstein's theory of cognitive modifiability and the concept of mediated learning experiences together with Sternberg's theory of intelligence as information processing and problem-solving have provided major influences.
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Loperfido, Fedela Feldia, Anna Dipace, and Alessia Scarinci. "Qualitative learning analytics to detect students’ emotional topography on EduOpen." Research on Education and Media 10, no. 1 (June 1, 2018): 49–60. http://dx.doi.org/10.1515/rem-2018-0007.
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Abstract What emotions can students experience in digitally mediated learning processes? In this paper, we connect Learning Analytics to the Grounded Theory in order to analyse the emotional world of students of 11 courses within the EduOpen (www.eduopen.org) massive open online course (MOOC) platform. Namely, we have used NVivo 11 Plus software and have adopted a bottom–up process to analyse the forum dedicated to students’ self-presentation from all the courses. Proceeding with the analysis, we defined a set of categories composed of a three-level system. At a more general level, we have two dimensions that we named, respectively, ‘Sentiments about shell’ and ‘Sentiments towards the pulp’. Each of these dimensions is composed of a number of ‘child’ categories and subcategories (which are the nodes in NVivo’s language). After defining the entire set of categories and categorising all the texts (which was a circular process), we run some graphs on NVivo showing the hierarchical structure of the dimensions, the relations between the dimensions and the sources and the clusters of dimensions by coding similarity. The results show how some courses are composed of more negative or more positive sentiments (towards the topic and/or the logistic arrangement of the course) and how the motivation dimension characterises the broad emotional dimension of students heavily. In an evidence-based action-research perspective, these results provide interesting suggestions to personalise the learning activities proposed to students by EduOpen.
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Calic, Goran, Sebastien Hélie, Nick Bontis, and Elaine Mosakowski. "Creativity from paradoxical experience: a theory of how individuals achieve creativity while adopting paradoxical frames." Journal of Knowledge Management 23, no. 3 (April 8, 2019): 397–418. http://dx.doi.org/10.1108/jkm-03-2018-0223.
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PurposeExtant paradox theory suggests that adopting paradoxical frames, which are mental templates adopted by individuals in order to embrace contradictions, will result in superior firm performance. Superior performance is achieved through learning and creativity, fostering flexibility and resilience and unleashing human capital. The creativity mechanism of paradox theory is limited by a few propositions and a rough underlying theoretical logic. Using the extant theoretical base as a platform, the paper aims to develop a more powerful theory using a computational simulation.Design/methodology/approachThis paper relies on a psychologically realistic computer simulation. Using a simulation to generate ideas from stored information, one can model and manipulate the parameters that have been shown to mediate the relationship between paradoxes and creative output – defined as the number of creative ideas generated.FindingsSimulation results suggest that the relationship between paradoxical frames and creative output is non-monotonic – contrary to previous studies. Indeed, findings suggest that paradoxical frames can reduce, rather than enhance, creative output, in at least some cases.Originality/valueAn important benefit of adopting paradoxical frames is their capacity to increase creative output. This assumption is challenging to test, because one cannot measure private cognitive processes related to knowledge creation. However, they can be simulated. This allows for the extension of current theory. This new theory depicts a more complete relationship between paradoxical frames and creativity by accounting for subjective differences in how paradoxical frames are experienced along two cognitive mechanisms – differentiation and integration.
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Holzer, Julia, Selma Korlat, Christian Haider, Martin Mayerhofer, Elisabeth Pelikan, Barbara Schober, Christiane Spiel, et al. "Adolescent well-being and learning in times of COVID-19—A multi-country study of basic psychological need satisfaction, learning behavior, and the mediating roles of positive emotion and intrinsic motivation." PLOS ONE 16, no. 5 (May 12, 2021): e0251352. http://dx.doi.org/10.1371/journal.pone.0251352.
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The sudden switch to distance education to contain the outbreak of the COVID-19 pandemic has fundamentally altered adolescents’ lives around the globe. The present research aims to identify psychological characteristics that relate to adolescents’ well-being in terms of positive emotion and intrinsic learning motivation, and key characteristics of their learning behavior in a situation of unplanned, involuntary distance education. Following Self-Determination Theory, experienced competence, autonomy, and relatedness were assumed to relate to active learning behavior (i.e., engagement and persistence), and negatively relate to passive learning behavior (i.e., procrastination), mediated via positive emotion and intrinsic learning motivation. Data were collected via online questionnaires in altogether eight countries from Europe, Asia, and North America (N = 25,305) and comparable results across countries were expected. Experienced competence was consistently found to relate to positive emotion and intrinsic learning motivation, and, in turn, active learning behavior in terms of engagement and persistence. The study results further highlight the role of perceived relatedness for positive emotion. The high proportions of explained variance speak in favor of taking these central results into account when designing distance education in times of COVID-19.
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Pipitone, Jennifer M., and Chitra Raghavan. "Socio-Spatial Analysis of Study Abroad Students’ Experiences in/of Place in Morocco." Journal of Experiential Education 40, no. 3 (May 26, 2017): 264–78. http://dx.doi.org/10.1177/1053825917709823.
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This article builds upon existing place-based research through the application of a socio-spatial perspective to make sense of how students’ experiences in/of place shape, and are shaped by, the production of experiential learning space. Rather than focusing on the individual as the unit of analysis, this article is concerned with understanding how knowledge was produced during a 3-week study abroad program to Morocco. Data were collected with eight participants through participant-observation and narratives in the form of eight reflective journals. We conduct a socio-spatial analysis of this data guided by Lefebvre’s spatial theory and offer three spatial readings of our findings including a diverse country of paradox, encountered histories, and positioned bodies through narrative. Findings suggest the production of experiential learning space was mediated through social interactions, engagement with local rhythms and histories, and intentional narrative activities. Engaging students with place is fundamental to the production of experiential learning space. Lefebvre’s spatial triad is a useful tool for pedagogical practice; its relational structure affords educators an opportunity to consider how learning spaces are socially produced via engagement with surrounding environments, and provides multiple entry points to engage students meaningfully with place.
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Tzuriel, David, and Adina Shamir. "Mediation Strategies and Cognitive Modifiability in Young Children as a Function of Peer Mediation With Young Children Program and Training in Analogies Versus Math Tasks." Journal of Cognitive Education and Psychology 9, no. 1 (February 2010): 48–72. http://dx.doi.org/10.1891/1945-8959.9.1.48.
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The effects of a peer-mediation program and training in analogies versus math on mediation strategies, cognitive modifiability, and math were investigated with 78 tutor-tutee dyads. Experimental group tutors (EGT, n = 39) received the Peer-Mediation for Young Children program, whereas control group tutors (CGT, n = 39) received a substitute program. Grade 3 tutors taught kindergarten tutees analogies and math problems. Their interactions were videotaped and analyzed by the Observation of Mediation Interaction scale. Dynamic assessment measures were administered before and after the program. EGT showed higher levels of mediation strategies and cognitive modifiability than did CGT. EGT trained in teaching analogies showed higher mediation strategies and cognitive modifiability than did EGT trained in teaching math. EGT teaching math showed higher levels of mediation strategies than did EGT teaching analogies. EGT showed higher improvement in math than CGT. The findings are discussed in view of the mediated learning experience theory and transfer effects of intervention.
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Reoperez, Marie Grace C. "Mediators of Reading Motivation Among Filipino Collegiate Students." International Journal of Education and Literacy Studies 7, no. 1 (January 31, 2019): 18. http://dx.doi.org/10.7575/aiac.ijels.v.7n.1p.18.
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In literacy development, the affective conditions are equally important as the cognitive conditions. However, the role of motivation, an essential affective component of the reading process and what drives it are often overlooked specially among adolescent readers. Using an ethnographic approach, this paper identifies mediators of reading motivation among collegiate learners through analyses of online journals, reading profiles, and transcribed interviews of 17 Filipino collegiate students. The study draws largely from the reading model of Guthrie and Wigfield (2000) and Kozulin’s (2003) discussion of mediated learning based on Vygotsky’s (1978) sociocultural theory. Results showed that psychological and emotional satisfaction, prosocial goals, prevailing social values, and multi-modal learning experiences were the prime drivers of motivation to read among adolescent readers. The findings of this study underscore the importance of understanding and knowing what teenagers read, why they read, and what engages them to read. Such knowledge will inform instructional decisions on selection of learning resources and literacy activities that are engaging and relevant to adolescent learners’ experiences, needs, and goals.
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Toma, Madalina, Avril Blamey, Dawn Mahal, Nicola M. Gray, Laura Allison, Shobhan Thakore, and Paul Bowie. "Multi-method evaluation of a national clinical fellowship programme to build leadership capacity for quality improvement." BMJ Open Quality 9, no. 4 (October 2020): e000978. http://dx.doi.org/10.1136/bmjoq-2020-000978.
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BackgroundThis paper reports the results of the evaluation of the Scottish Quality and Safety Fellowship (SQSF)—a 10-month, lead-level international educational programme established in 2008 with the overarching aim of developing clinicians with advanced quality improvement knowledge, technical ability and essential leadership skills. The evaluation explores four levels of educational and practice outcomes associated with (1) the reaction of fellows to SQSF participation, (2) learning gained, (3) subsequent behaviour changes and (4) the overall impact on national and international level capability and capacity building.MethodsA theory-informed multi-method design was applied using (1) a search and review of the SQSF organisational database to tabulate personal, professional and demographic characteristics; (2) semi-structured telephone interviews with 16 participants using purposive and self-selected sampling; and (3) a cross-sectional online evaluation survey across all 10 cohorts involving 222 fellowsResultsSQSF was positively perceived as a high-quality learning experience containing a well-balanced mix of theory and practice, with a majority of respondents reporting career changing benefits. Most participants reported improved social, behavioural and emotional skills, knowledge and attitudes and, with sustained support of their host organisations, were able to apply and share learning in their workplace. The impact of the SQSF on a wider national and international level capability and capacity was both mediated and moderated by a wide range of interrelated contextual factors.ConclusionsThis multi-method evaluation demonstrates that SQSF has achieved significant positive outcomes for the great majority of participants. Some tentative recommendations are provided with the aim of further enhancing fellowship content, delivery, transfer and future evaluations of wider impacts at regional, national and international health system levels.
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Farias, Iara Maria de, Renata Veloso de Albuquerque Maranhão, and Ana Cristina Barros da Cunha. "Interação professor-aluno com autismo no contexto da educação inclusiva: análise do padrão de mediação do professor com base na teoria da Experiência de Aprendizagem Mediada (Mediated Learning Experience Theory)." Revista Brasileira de Educação Especial 14, no. 3 (December 2008): 365–84. http://dx.doi.org/10.1590/s1413-65382008000300004.
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A inclusão da criança com deficiência tem sido discutida em uma diversidade de contextos e a escola é o melhor local para promover a inclusão social e educacional dessas crianças, onde a relação professor-aluno é muito importante. Com referência na Teoria da Experiência de Aprendizagem Mediada, o objetivo deste estudo foi discutir sobre a prática profissional de duas professoras e suas crianças com autismo em classes de educação infantil. Foram feitas entrevistas com as duas professoras e foi utilizada a Escala de avaliação da Experiência de Aprendizagem Mediada para avaliar o padrão de interação professor-aluno. As concepções sobre inclusão foram diferentes para ambas as professoras. O padrão de mediação de ambas as professoras apresentou diferenças nos principais componentes de mediação: Intencionalidade, Significação e Transcendência. A professora Marta apresentou baixos níveis (nível 1) para todos esses componentes de mediação mencionados, enquanto que a outra professora, Carmem, apresentou níveis 3 de mediação em Intencionalidade, por exemplo. Conclui-se que a professora Marta apresenta comportamentos que não favorecem a modificabilidade cognitiva estrutural da criança. Nessa direção, a escola deve ser capaz de qualificar o professor para promover e a inclusão social e educacional e o desenvolvimento infantil.
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Mangela, Mateus Mendes, Angélica Brandão Rossow, Luiz Henrique Lima Faria, and Julia Kerkoff Ladeira. "THE EFFECT OF THE HANOI TOWER ON LEARNING THE FINITE INDUCTION PRINCIPLE FROM THE BLOOM TAXONOMY PERSPECTIVE." RINTERPAP - Revista Interdisciplinar de Pesquisas Aplicadas 1, no. 1 (September 25, 2020): 73–81. http://dx.doi.org/10.47682/2675-6552.v1n1p55-63.
Full textAbstract:
This article is the result of a research on teaching the Principle of Finite Induction (PIF) using the Tower of Hanoi (TH) as a learning object, under the perspective of Bloom's Taxonomy (TB) developed with students from the Integrated Technical courses to Ifes High School - Campus Cariacica carried out by the Research Group Active Practices in the Teaching of Mathematics (GPPAEM). The application of this research had the participation of a high school student in the form of a monitor, helping researchers in their activities. Although there are research works that address the use of the Tower of Hanoi applied in the teaching of mathematics, there is a lack of studies on this theme supported by a learning theory. Motivated by the interest to fill this gap, the research was based on TB to identify the evolution of skills related to the learning of PIF using TH. The research was carried out through the collection and analysis of experimental data results of the students' game experience with HT through the application of a pre-test where the students had only the instruction of the PIF in a theoretical way in an ex-positive class and a post-test where the PIF instruction was mediated with the use of TH. The results showed that the difference between the results of the lecture and the classes using the Hanoi tower was 4.49% for the “remember” level, 7.82% for the “understand” level, and 9.52% to the “apply” level.