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1.
Karen MacFarlane 《高等教育研究与发展》2018,37(6):1201-1215
Student success in higher education (HE) is dependent on the possession of a positive learner identity, the development of which is a complex longitudinal process of change. Exploring the growth of learner identity within the transition between school and university is therefore apposite, especially for learners from disadvantaged backgrounds who may not have sufficient cultural capital to make an easy intellectual transition from school pupil to university student. Learner identity is positively linked with both the academic and social context of learning as well as with concepts of engagement and a sense of belonging in HE. This article explores the findings of a Scottish study involving 30 students who took part in a unique widening participation model based on immersing learners in the university environment whilst still at school. Findings include evidence of the development of a transformative HE learner identity which is enabled by an immersive experience of university prior to entry. A model for HE learning identity formation is suggested. In the context of the current dialogue on fair access and widening participation to HE internationally, findings point policy makers to the benefits of long-term immersion in HE prior to entry for successful transition to university. 相似文献
2.
A vast body of research has indicated the importance of distinguishing new vs. continuing students’ learning experiences in blended and online environments. Continuing learners may have developed learning and coping mechanisms for ‘surviving’ in such learning environments, while new learners might still need to adjust their learning approaches to the new learning context. In this large-scale replication study, we investigated whether and how the learning satisfaction experiences of 16,670 new vs. 99,976 continuing students were different. Using logistical regression modelling of learner satisfaction scores of 422 undergraduate blended and online modules (including 232 learner and module learning design variables), our findings indicated that new learners indeed differed subtly in their learning and teaching experiences across two consecutive academic years. The minor differences in key drivers between the 2014 and 2015 cohorts also indicate that institutions need to continuously monitor and act upon changing learning needs. 相似文献
3.
Recognition of prior learning (RPL) refers to recognition of non-credentialled or informal learning. In the university context, there are difficulties in determining the appropriateness and extent of experiential learning since there is no research-based modelling to guide the process. This article draws on an Australian Research Council grant project which aims to draw up research-based, nationally applicable protocols and procedures for RPL in education faculties in Australia. It concludes that there is room for greater development of procedures for recognising prior learning than exists in many faculties of education. 相似文献
4.
Yi-Ping Huang 《Teaching in Higher Education》2018,23(4):435-449
The internationalization of higher education has resulted in the growth of English-medium instruction (EMI) practices and research. The existing EMI research has documented learners’ favorable attitudes toward EMI but not necessarily its practices. Learners’ dissatisfaction has not been viewed as a form of resistance. Through the notion of learner resistance that underscores agency in defiance, this study examined the occurrences of learner resistance and the reasons for it by investigating Chinese learners’ experiences in an undergraduate business English-taught program in Taiwan. Multiple sources of data, including interviews, stories, and class observations, were gathered for analysis. The findings showed that most Chinese learners resisted an unhelpful curriculum, pedagogy, and context. Their resistance may be related not simply to academic disciplines but more importantly to a Confucian Heritage Culture of learning. Such findings highlight learner agency in resisting actions and call for further investigation into potential learner resistance in EMI practices. 相似文献
5.
Karen Daniels 《Education 3-13》2013,41(3):300-315
This discussion presents the author/classroom teacher's findings during an action research study evaluating the impact of photographic learning stories with young children. This is placed in the context of recent policy documentation that asserts the learner as a unique individual and literature promoting the need to support the development of positive learning dispositions and learner identity. The ethnographic study examines how learning stories can be developed as a tool to promote positive learning dispositions and support the mediation of home and school culture, suggesting that their potential lies in how they create an accessible and mutually constructed document that is accessed by children, parents and the teacher. The discussion supports reservations about the production of a definitive ‘list’ of dispositions and describes tensions between the aim of supporting positive dispositions and the unique learner in an education culture where effectiveness is measured by the statutory assessment of hierarchical goals. 相似文献
6.
Satu Tuomainen 《International Journal of Lifelong Education》2013,32(6):676-688
ABSTRACTRecognition of prior learning (RPL) is a principle in education to acknowledge and validate learning acquired during and throughout an individual’s lifetime. Formal, non-formal and informal learning can be assessed, recognised and accredited for various purposes in an individual’s education or professional life. The methods of assessing prior learning vary across educational levels but examinations and portfolios are the most common methods in European higher education. This study investigated how Finnish university students perceived and RPL examination as the method of recognising their non-formal and informal learning of English for academic purposes. During a three-year period data were collected with a questionnaire and interview from RPL participants studying Business and Economics, and with an electronic survey with non-participant students from the same degree programme. The findings indicate that Finnish university students in both groups preferred the examination as the RPL method for non-formal and informal learning of academic English, and some RPL participants were critical of the option of a portfolio for the assessment of prior language learning. This can be seen to emphasise the use of similar assessment methods in both the RPL assessment and the equivalent formal learning instruction. 相似文献
7.
A reconstructive analysis of the potential for critical learning and change in recognition of prior learning: a Habermasian analysis 
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下载免费PDF全文 Fredrik Sandberg 《British Educational Research Journal》2014,40(4):682-698
This paper analyses a recognition of prior learning (RPL) placement process where health care assistants' prior learning is recognised through dialogue with and observation by tutors. This process is part of a procedure that uses RPL for accreditation through the administration of an in‐service training program in the health care sector. The aim of the reconstructive analysis in this paper is to examine the potential for critical learning and change in the RPL placement process by analysing this procedure using Habermas's theory of communicative action. Although prior research has justifiably been critical of the use of RPL for accreditation, these critiques are not always helpful. Rather than simply rejecting this form of RPL, this paper argues for a balance between the social environment (i.e., lifeworld) in the workplace and the education system. Viewed and analysed from the angle of communicative action, the paper argues that when RPL for accreditation is founded within worthwhile learning experiences and conducted through mutual understanding, critical learning and change can be achieved. RPL for accreditation can then be something more than a process of instrumental assessment. 相似文献
8.
This article undertakes a comparison of competency-based training (CBT) systems in a number of countries with the purpose of drawing lessons to support Ghana and other countries in the process of CBT implementation. The study focuses on recognition of prior learning and involvement of industry since these features seem crucial in achieving employability. The study shows that industry is involved in the training activities. However, recognition of prior learning (RPL) requires innovative techniques, such as e-portfolio and on-line facility, to provide greater awareness and quality information to assist learners to produce work-related evidence. Performance criteria in RPL assessment must cover situational contexts and contingency management skills to enhance flexibility and adaptable labour force in the event of changes in workplace practices. 相似文献
9.
Gwyneth Hughes 《Learning, Media and Technology》2009,34(4):291-305
Enthusiasts for new social software do not always acknowledge that belonging to e‐learning communities depends upon complex and often unresolved identity issues for learners. Drawing on the author’s previous research on belonging in social learning, the paper presents a theory of identity congruence in social learning and brings to the foreground the importance of identities which arise from expressions of gender, class, ethnicity, age, etc. in the social, operational and, in particular, the knowledge‐building aspects of learning. These three dimensions of identity congruence are used to evaluate the potential of new social software. While social software might encourage some learners to engage in social and operational identity work, there are disadvantages for others, and learner‐generated knowledge and e‐assessment practices can be divisive. Inclusive e‐learning depends upon pedagogies and assessments which enable learners to shift and transform identities, and not solely on widening the range of technologies available. Such caution should underpin future research. 相似文献
10.
Junhong Xiao 《Distance Education》2014,35(1):4-17
Learner agency plays a key role in self-regulated learning. Yet, there is a paucity of research into its role in the distance learning context. Using reflective narratives written by a distance learner of English in China, this longitudinal case study aims to investigate the ways in which learner agency mediates the language learning in the distance mode. Findings from the study suggest that agency has a major impact on learners’ self-efficacy, identity, motivation, and metacognition—four constructs which are instrumental in determining language learning success, in particular in the distance learning context. Analysis of the data indicates that positive changes in these four constructs, in turn, lead to further agentic engagement, hence forming a virtuous circle of mutual enhancement. Implications are discussed in relation to fostering distance learners’ goal awareness, enhancing their self-efficacy, maintaining their motivation, and encouraging metacognitive efforts. 相似文献
11.
E-learning allows learners individually to learn “anywhere, anytime” and offers immediate access to specific information. However, learners have different behaviors, learning styles, attitudes, and aptitudes, which affect their learning process, and therefore learning environments need to adapt according to these differences, so as to increase the results of the learning process. In addition, providing the same learning content to all the learners may lead to a reduction in the learner's performance. Hence, there is a need to classify the learners based on their performance and knowledge level. Learner profiles play an important role in making the e-learning environment adaptive. Providing an adaptive learning environment, catering to the changing needs and behavior of the learner can be achieved by evolving dynamic learner profiles. Navigation logs can be used to analyze learners’ behavior over a period of time. In this work, we propose dynamic learner profiling to cater to changing learner behaviors, styles, goals, preferences, performances, knowledge level, learner's state, content difficulty, and feedbacks. Based on the continuous observation of learner preferences and requirements, the learner profile is dynamically updated. Furthermore, we propose an automatic learner classification to construct the learner profile and identify the complexity level of learning content, using the Bayesian belief network and decision tree techniques. We evaluated our system with two traditional adaptive e-learning systems, using static profiles and behavioral aspects, through our performance evaluation method of different learner types. In addition, we compared the actual learners’ data with the system generated results for various types of learners, and showed the increased interest in their learning outcomes. 相似文献
12.
Wanda Boyer 《Early Childhood Education Journal》2010,38(4):313-321
Using a grounded theory research design, the author examined 180 reflective essays of teacher candidates who participated in a ‘Learning Process Project,’ in which they were asked to synthesize and document their discoveries about the learning process over the course of a completely new learning experience as naïve learners. This study explored (1) the use of grounded theory as a systematic and exploratory research tool, (2) the transformative insights of the teacher candidates as they discovered the impact of the naïve learner perspective on their teaching philosophies, and (3) the role of the naïve learner perspective in effective refinement of teaching and learning ability. Further discussion in this study examined the potential of the ‘Learning Process Project’ to assist post secondary instructors as mentors in supporting empathic teacher candidates who will in turn support and mentor the children in their care. 相似文献
13.
Victoria Wyszynski Thoresen 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(6):915-934
Oases of learning which are transformative and lead to significant behavioural change can be found around the globe. Transformational learning has helped learners not only to understand what they have been taught but also to re-conceptualise and re-apply this understanding to their daily lives. Unfortunately, as many global reports indicate, inspirational transformational learning approaches for sustainable development are rare and have yet to become the norm – despite calls for such approaches by several outstanding educators and organisations. This article examines three learning approaches developed by the network of the Partnership for Education and Research about Responsible Living (PERL). These approaches are structured around core elements of transformative learning for sustainable development, yet focus particularly on the ability to care, consult with others and be creative. They seem to depend on the learners’ ability to articulate their perceptions of sustainable development in relation to their own values and to identify how these are actualised in their daily life. Together with other core elements of transformative learning, an almost magical (not precisely measurable) synergy then emerges. The intensity of this synergy appears to be directly related to the individual learner’s understanding of the contradictions, interlinkages and interdependencies of modern society. The impact of this synergy seems to be concurrent with the extent to which the learner engages in a continual learning process with those with whom he/she has contact. The findings of this study suggest that mainstreaming transformational learning for sustainable development in ways that release the “magic synergy of creative caring” can result in the emergence of individuals who are willing and able to move from “business as usual” towards more socially just, economically equitable, and environmentally sensitive behaviour. 相似文献
14.
近几年,元认知策略作为学习策略中一种高级策略,已经受到越来越多学者的关注。相关研究表明,对元认知知识具有良好理解力的语言学习者通常会根据他们自己的设定的目标制定相应的学习计划,并有意识的监控和评价他们自己的学习过程。因此,元认知策略的应用和自主学习之间是有密切的关系。该研究是针对元认知策略培训和自主学习之间的相关性的实证研究。 相似文献
15.
互联网的高速发展导致网络学习资源数量迅速增长,案例教学、理论教学等教学资源的个性化推荐受到更多关注。学习者模型是实现个性化推荐的依据。文章以CELTS-11学习者模型规范为基础,针对学习者的个性差异,在学习过程中对基本信息、学习风格、知识状态、认知能力、兴趣偏好等个性化特征展开研究,解决目前资源推荐系统的学习者模型中学习者特征描述不全面、个性化程度不高等问题,构建出了个性化的学习者模型,为学习资源的推送提供了有力的依据,应用效果表明了该方法的有效性。 相似文献
16.
Junhong Xiao 《Distance Education》2017,38(1):123-135
Interaction is a recurrent theme in the literature on distance education. Much of the research along these lines is dedicated to reciprocal interpersonal interaction, that is, learner–learner and learner–instructor interaction. But there is far less research interest in learner–content interaction despite its fundamental and critical role in ensuring the effectiveness of the distance learning experience and education more generally. This article reflects on the interrelationship and interplay between learner–content, learner–instructor and learner–learner interactions by drawing on the three-types-of-interaction framework, equivalency theorem and other interaction research literature. It concludes by calling for more effort to be made to understand how distance learners study course materials or content, arguing that distance learning course materials may not be able to cater for distance learners and achieve their intended learning outcomes unless their design and production are informed by empirical research on learner–content interaction. 相似文献
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邱磊 《河北北方学院学报(社会科学版)》2010,26(4):78-80
以英语专业二年级学生为调查对象,分析了他们在英语写作中写前计划阶段的自主性策略运用情况。研究结果表明,英语专业二年级学生在写作计划阶段能够自主运用一些写作元认知策略和写作认知策略,表现出了一定程度的自主性,但不同水平的写作者的策略运用情况存在显著差异：写作成绩好的写作者较多运用相关自主性策略,而且写作策略的运用又进一步促进了写作的顺利完成。科学合理的写作策略培训可以提高学习者的自主性,从而促进他们的写作学习。 相似文献
19.
李淑苹 《齐齐哈尔师范高等专科学校学报》2010,(4):149-152
自主学习在外语学习中占据重要的作用,是学习者对自己学习负责的一种能力,同时又受到各种主观和客观因素的制约。本文对影响自主学习运行的各种因素进行分析,并为自主学习能力的培养提出应对措施。 相似文献
20.
Kendra R. Brewster 《Equity & Excellence in Education》2013,46(3-4):347-361
Critical service learning requires that students grapple with power even as they negotiate with discourses that frame service as transformative for others, without the reciprocal effect of service learners being transformed. To highlight microprocesses in power, this article uses figured worlds to explore the positional identities of service learners based on how participants viewed their experience, perceived the service site, and understood others’ structural and biographical contexts. Three positional identities emerged from this inquiry: (1) service learner as role model, (2) service learner as future professional, and (3) service learner as beneficiary. Each successive positional identity demonstrated more critical and relational content. Positional identities that emphasized the service learner as a transformative agent featured more acriticality and less relationality than those that positioned the service learner as having been transformed. However, neither position explicitly addressed race, class, or other dimensions used to distribute power. This article illustrates the value that examining small moments of positioning might offer service learners and instructors as a reference point for their own criticality. 相似文献