Search

Purpose |!|#8211; The purpose of this paper is to examine students|!|#39; experiences with a case-enhanced e-learning environment in a higher-education institute. Design/methodology/approach |!|#8211; In total, 67 graduate students volunteered to take part in this experiment. The participants were assigned to treatment groups using tutorial with case-based learning (CBL) module or comparison groups using tutorial only. They completed a background survey, a technological proficiency survey, a pre- and post-knowledge test, and a learner perception survey of the e-learning environment. Findings |!|#8211; The present study found a significant increase in the level of domain knowledge in both a tutorial-only group and a tutorial with CBL module group. The tutorial with CBL group scored significantly higher on learners|!|#39; perceptions of the e-learning environment in terms of ease of use, satisfaction, and usefulness. In addition, the results of the use of a CBL module based on individual differences such as gender, degree level, and information technology self-efficacy are discussed. Practical implications |!|#8211; Designing an e-learning environment for adult learners needs to consider their needs and motives. Adult learners who have specific learning goals tend to be more satisfied with an interactive and supportive e-learning environment using real cases, rather than sequential and less flexible e-learning only. Originality/value |!|#8211; This paper describes an e-learning system including the case module to enhance learner|!|#39;s satisfaction and knowledge. The paper contributes to the literature on CBL in adult learning and higher education context and in the design of a practical learning environment for user satisfaction. [ABSTRACT FROM AUTHOR]

Purpose |!|#8211; The purpose of this paper is to examine the effectiveness of participation in workplace learning among senior secondary students in Australia. Work placements are deemed to be effective if they meet policy objectives of improving student transitions by (a) enhancing Year 12 completion rates and (b) increasing the engagement of participants in post-school work or study. Engagement is defined as full-time study, full-time work, some full-time/part-time combination, or two simultaneous part-time engagements (e.g. part-time work and part-time study). Design/methodology/approach |!|#8211; Propensity score matching is used to address selection bias into work placements. After controlling for numerous student background characteristics and creating equivalent comparison groups, we estimate the influence of participation in work placements on Year 12 completion and post-school engagement. Findings |!|#8211; It is found that participation in work placements during Year 11 is associated with a 5.2 percent increase in Year 12 completion and a 3.8 percent increase in full-time engagement one year after the modal Year 12 completion age. Research limitations/implications |!|#8211; The study is somewhat limited by its moderate sample size (n=880; 440 workplace learning participants matched with 440 comparable non-participants). Moreover, it seems likely that considerable variation exists in the quality of workplace learning programmes. It would be useful to examine what specific qualitative aspects of work placements produce positive transition outcomes. Practical implications |!|#8211; The findings suggest potential benefits from increasing participation in work placements during Year 11 for students who undertake vocational education and training in schools (VETiS) and those who are lower-achieving. Originality/value |!|#8211; Previous research has questioned the value of VETiS for Year 12 completion, and the overall benefit of Year 12 completion to lower-achieving students. This paper expands on the extant literature by suggesting that participation in workplace learning may contribute to more successful transition outcomes for lower-achieving students and those taking VET courses. [ABSTRACT FROM AUTHOR]

Purpose ? The purpose of this paper is to explore the field of learning, learning style, meta-cognition, strategies and teaching by classifying different levels of the learning process. The paper aims to present an attempt to identify how students' awareness of learning style and teachers' matched instruction might affect students' learning and motivation. Design/methodology/approach ? The paper is a conceptual paper in which a theoretical framework built on empirical research was identified by connecting and systemizing different parts of the learning process. Findings ? The paper finds that teaching based on individual learning styles is an effective way to ensure students' achievement and motivation. Awareness of learning styles, it is argued, influences meta-cognition and choice of relevant learning strategies. Consciousness of own improvement provides students with new perspectives of their learning potential. Such positive academic experiences may enhance self-efficacy. Originality/value ? The paper provides useful information on unraveling concepts, methods and effects which can aid students, teachers and researchers in understanding, evaluating and monitoring learning, thus having practical implications for promoting lifelong learning, self-efficacy and salutogenesis. [ABSTRACT FROM AUTHOR]

Purpose ? The purpose of this study is to identify the types of questions that students ask during the learning of chemistry; discuss the role of students'' questions in the process of constructing knowledge, and investigate the relationship between students'' questions, approaches to learning, and learning styles. Design/methodology/approach ? The questions raised by 100 first-year chemistry students in Science and Engineering courses at the University of Aveiro, Portugal, were collected. These students were invited to complete Kolb''s Learning Styles Inventory (LSI) and were observed during diverse class activities. Ten of these students were then selected for interview. Findings ? The paper finds that the data enable the placement of students at different stages of learning development, at an ?acquisition?, ?specialisation? or ?integration? phase. The ten interviews confirm the results of the LSI survey, and indicate that these students show either ?deep? or ?surface? approaches to learning, with evidence of a meso approach (intermediate between the two, with characteristics of both). The paper concludes that it is possible to relate students'' questions to their learning styles and approaches to learning. Students, who show a surface approach and stay within the acquisition stage, tend to formulate low-level questions. Students at the other end of this continuum seem disposed to ask higher-level questions. Research limitations/implications ? The generalisability of the overall study is limited because of the few students involved in the interviews. However, there are some clear pointers here for the relationship between the level of students'' question asking and increasing sophistication in learning. Practical implications ? Appreciating the diversity of learners, and their approaches to learning, enhances the possibilities of improving the quality of teaching at this level. Originality/value ? This paper expands on two congruent models that are frequently considered separate and distinct. [ABSTRACT FROM AUTHOR]

Purpose ? The purpose of this paper is to explain and develop a classification of cognitive structures (or typologies of thought), previously designated as spoke, chain and network thinking by Kinchin et al.Design/methodology/approach ? The paper shows how concept mapping can be used to reveal these conceptual typologies and endeavours to place the concept-mapping method in the broader context of learning styles and learning theory. Findings ? The findings suggest that spoke structures are indicative of a na´ve epistemology, or of ?learning-readiness?; chain structures are indicators of ?goal-orientation? and networks are indicators of expertise. Furthermore, change that comprises simple elaboration of existing spokes or chains is likely to be the result of surface learning styles and the emergence of networks indicative of deep learning. The utility of these different cognitive approaches is discussed. Research limitations/implications ? The work is limited by the general lack of empirical testing, but the approach is presented as an important source of hypotheses for future research. Practical implications ? The practical implications of the research are considerable. First, concept mapping provides a framework for documenting and assessing understanding at ?novice? and ?expert? levels. Second, where definitive criteria can be developed from the learning styles literature, cognitive change in the course of learning can be evaluated to distinguish between deep versus surface or holist versus serialist approaches, for example. Originality/value ? The papers original and comprises a synthetic approach to the study of learning style and learning theory through the use of the concept-mapping method. It has both practical and theoretical value because it suggests a new approach and is an important source of testable hypotheses. [ABSTRACT FROM AUTHOR]

Purpose ? This paper aims to review the literature on the utility of employing the construct of cognitive style in understanding behaviour in web-based learning environments. Design/methodology/approach ? The paper initially examines whether the web architecture may be matched to an individual's cognitive style in order to facilitate learning, before progressing to assess whether different architectures influence a web users' internal representations of web-based learning systems, as measured by concept map drawings. Other issues explored are users' web navigation and users' sense of learning community when receiving instruction via web-based learning environments. Findings ? The studies reviewed indicate that cognitive style is a pertinent factor for consideration when assessing the success with which users engage with web-based learning systems. Research limitations/implications ? Some of the studies reviewed here are small-scale and caution is urged in generalising the findings. Practical implications ? In terms of the practical implications, however, it is suggested that web-based systems should be designed with consideration to individual differences in user characteristics, as this is related to the success with which users learn, navigate and interact socially in an online environment. However, it is concluded that more research is required in order to produce general rules relating cognitive style to the use of web-based learning systems. Originality/value ? The findings from the numerous studies on the implications of considering the function of individual differences in using web-based learning are notable and useful in the context of web-based instruction. [ABSTRACT FROM AUTHOR]

Purpose ? The purpose of this paper is to introduce a selection of papers from the 10th Annual European Learning Styles Information Network Conference. Design/methodology/approach ? The paper looks at problems, developments in the application of style and potential styles for practice in the area of cognitive and learning styles in education and training practice, with a brief look at the papers within this issue. Findings ? The paper finds that each of the papers presented here raises a number of pertinent issues which are significant in the ongoing debate regarding the value of cognitive and learning styles in education and training practice. These are presented in the form of ten key messages. Originality/value ? The paper presents a useful insight into the problems, politicisation and potential of learning styles in education and training. [ABSTRACT FROM AUTHOR]

Purpose ? The purpose of this paper is to provide a new approach towards the understanding of teacher-student relationships in the context of management education in China, and to promote collaborative learning. Design/methodology/approach ? The paper critiqued the current model of management education in China and highlight the reasons from a cultural and historical perspective. With examples from her teaching practices the author argued why a new teacher-student relationship is necessary in developing China's future managers. Findings ? Creativity and innovativeness of Chinese learners can be fostered by a collaborative approach of teaching and learning. Practical implications ? Management educators in China need to challenge their deeply held assumptions about teaching and learning, and actively experiment with new approaches towards developing students' critical thinking ability and creativity rather than reinforce the established power relations between teacher and student. Originality/value ? This paper offers a new perspective towards understanding teacher-student relationships in China which has the potential to transform both teachers and students, and to contribute to the development of a new generation of competent Chinese managers. [ABSTRACT FROM AUTHOR]

Purpose ? Action learning has long been a recognized mechanism for ensuring deep and effective learning. The purpose of this paper is to describe an MBA program where the approach to study is informed and driven by action learning. Design methodology/approach ? The nature, ethos, and theoretical foundations of this degree are described. Action learning principles are outlined, the design of the course is described and its contribution to participants and their organizations considered. Findings ? The effectiveness of an action learning approach in management education is demonstrated through consideration of the program, the nature of the learning experience it entails, students' experiences and their uptake of learning, examples of which are discussed in the paper. Research limitations/implications ? The paper shows how a program can be formulated with action learning at its core and some of the implications of doing so. It also discusses the impact that action learning has on the effectiveness of participants in the workplace. Originality/value ? Take-up of an action learning approach in formal management education has been slow, the paper offers a unique example of how this can be integral to a course and lead individuals to develop new managerial mindsets. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to examine the use of learning styles in developing learning in a higher education context. Design/methodology/approach - The paper employs a case study of a year one introductory module for first-year university students in a post-1992 university. Findings - It is suggested that learning styles in association with concepts of engagement and identity may be usefully and successfully employed in supporting, guiding and developing student learning. The importance of contextual factors is a factor that will influence learning strategies. Originality/value - The paper is critical of other uses of learning styles and makes suggestions to develop and broaden the role of learning styles. [ABSTRACT FROM AUTHOR]

This paper describes the process and outcomes by which an e-learning strategy was developed for the Scottish further and higher education sectors. It summarises the context in which the Scottish Funding Councils have supported developments in Information and Communication Technology and e-learning and identifies the main external drivers which shaped policy development. The paper presents the main conclusions of the e-learning strategy and indicates the actions which the councils are now taking. The paper provides a useful case study of the process of strategy development at the national level and identifies key concepts which we in Scotland believe are essential components for the effective deployment of e-learning in colleges and universities. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to examine the relationships between personality traits, learning strategies and academic performance among undergraduate students in the post-Soviet transition country of Kazakhstan. Design/methodology/approach – The authors used a quantitative survey method to assess individual personality, learning strategies and academic motivations. Statistical software (SPSS) was used to conduct correlations, linear regressions and multiple regressions as a means of testing the hypotheses and making inferences. Findings – The results suggest that students with different personality characteristics have different motivations and priorities in their pursuit of university degrees. However, some of these differences seem to be related to their fields of academic study and biographical backgrounds. Practical implications – The research emphasises the importance of managing individuals by focusing on their individual differences in learning strategies, rather than by relying on the personality stereotypes that existing literature suggests are prevalent. Originality/value – The findings will help educators take appropriate measures in selecting learning strategies that suit the different personality types of students, and will encourage and assist them in improving their academic performance. As this type of research has never been carried out in post-Soviet CIS countries, dissemination of the study's findings will immensely benefit students and educators in the region. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to overview the Backpack-to-Briefcase project which established a set of prototype career development learning strategies for Australian university career services, with the aim of contributing to their services for supporting students and graduates to make a smoother transition into graduate employment and the world-of-work. Design/methodology/approach - A case study analysis of the development and implementation of three career development learning interventions is described. These interventions include: employability skills workshops for students; career mentoring for students; and services to small and medium sized employers to support their recruitment and induction of new graduates into their worksites. Findings - The prototype interventions developed in the project extended the work of the university's Career Service. The interventions were judged as having the capacity to be readily implemented by university career services. A key outcome was the success of the graduate-induction initiative which engaged small and medium sized employers traditionally unfamiliar with or unable to enter the graduate recruitment market. Originality/value - This case study highlights the value of university career services' contributions to undergraduate preparation for the world-of-work, particularly in regional areas. Furthermore, the case study highlights the importance of inter-departmental cooperation within the university environment, and the value of university-industry collaboration toward the goal of improving graduates' transitions into the workforce, particularly in rural and regional areas. [ABSTRACT FROM AUTHOR]

Purpose ? The present study seeks to compare scores on factors from the Course Experience Questionnaire (CEQ) with scores on an abbreviated version of the Approaches and Study Skills Inventory for Students (ASSIST) and examination grade among undergraduate psychology students. The purpose is to investigate the relationship between course experience and approaches to learning, and to examine their relative importance as predictors of academic achievement. Design/methodology/approach ? Confirmatory factor analyses and structural equation modelling were utilised in order to find measurement models for each of the constructs and to test hypothesised structural relations between these constructs. Findings ? The original CEQ and ASSIST factors were reproduced. A model in which course experience factors predicted SAL was supported, but the same model did not provide evidence for any indirect or mediator effect between course experience, approaches to learning and academic achievement. Indirect empirical support for a hypothesised causal link between course experience and approaches to learning was found. Research limitations/implications ? Weak relations between the predictor variables (course experience/approaches to learning) and academic achievement limited the possibility of identifying mediator effects, and future research should address this issue. Practical implications ? Lecturers and course designers should take into account that students'' approaches to learning are influenced by course experience, especially with respect to the adoption of a surface approach to learning. Originality/value ? This paper included a comparison between course experience, approaches to learning, and academic achievement, whereas most previous research has not included academic achievement. The utilisation of confirmatory factor analysis and structural equation modelling gave a stronger test of construct validity than exploratory analyses, and it facilitated the testing of hypothesised structural models. [ABSTRACT FROM AUTHOR]