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This empirical paper provides an experiential account of learning from self-help books by the teachers of the management stream from the Indian context. The current environment is posing new and unprecedented challenges to academicians, management teachers being one of them. Self-help books have for centuries helped readers to deal with such challenges. Hence, this exploratory study, using the narration method, has inquired through qualitative interviews with management teachers about their personal experiences of reading self-help books. The findings provided a broad understanding of how they learn, get inspiration, get the guidance, get healed and thus cope with the challenges in their life as a result of reading self-help books which may be extended to Poetry Therapy or unstructured Bibliotherapy in some ways. [ABSTRACT FROM AUTHOR]

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This paper introduces the smart classroom learning model based on the concept of ambient intelligence. By analyzing a smart classroom, the ambient intelligence system detects a student and determines their level of fatigue based on the data about their previous daily academic activities. This information is then used to assign the student the appropriate learning strategy. The paper describes relevant factors for developing the model. The model was tested on a sample of 80 students. By analyzing the information available through ambient intelligence, it was possible to utilize the smart classroom to provide students with the adequate learning strategy in accordance with the criteria compatible with the expected leaning outcomes. The research results have shown positive effects of the application of the ambient intelligence-based smart classroom model on learning results. [ABSTRACT FROM AUTHOR]

In this paper, we present our development of a previously articulated approach to counselling education of transformational learning through a relational dynamic approach (Macaskie et al., 2013). We replace the idea of integration with a values-based approach and supplement the notion of transformational relational learning with a not-knowing attitude. This perspective on education and learning in counselling parallels the attitude within psychotherapy that we teach our students. We argue that this unites relational approaches to learning and psychotherapy across modalities and offers a trans-theoretical approach that could explain the common factors research in psychotherapy. [ABSTRACT FROM AUTHOR]

This paper provides a description of recent transformative learning applications in four broad areas – health care study abroad, community, and the workplace. The applications were selected from a literature review of English language articles published in peer-reviewed journals from 2010 to 2020. To describe the applications in each of the four broad areas, the paper focuses on the rationale for the studies, their settings, their context, the reported transformation or outcome as well as the impediments and facilitating factors for the transformation. The paper also includes an overview of research designs and instruments that can be generally used to study applications of transformative learning. [ABSTRACT FROM AUTHOR]

This paper elaborates on a number of key success factors of transformative learning (TL) theory as well as provides arguments that validate them. The paper at hands lines out how transformative learning can improve teams in start-ups and NGOs to the direction of education for sustainable development (ESD). Moreover, social structures and belief systems can influence learning in a way that learners make transformation of their experiences in various means. It exemplifies how Mezirow's theory can be put into practice and includes results from collaborative and social learning, personal transformation, team spirit as well as learning environments. The case studies make use of new skills and values via guided interviews. Data from 42 qualitative interviews are analysed and used to argument that transformative learning can be practiced, with success factors, in start-ups and NGOs. [ABSTRACT FROM AUTHOR]

Critical reflection is an important tool used by social workers to develop culturally responsive education, practice, and supervision. Current frameworks provide clearly defined processes for learners and professionals to create culturally safe learning and practice. However, in the models currently used in Australian social work, there is no representation of Aboriginal ways of knowing, being and doing. In this paper, we introduce a new model which integrates, for the first time, both Western and Aboriginal Peoples' epistemologies in critical reflection. This model is intended to be used by Aboriginal and Torres Strait Islander and non-Indigenous learners and professionals who are dedicated to creating culturally safe spaces that acknowledge and integrate Aboriginal Peoples' culture and wisdom. The aim of the model is to support social workers to reflect deeply, then integrate and act on their learning in a culturally responsive way that may create transformative practice. [ABSTRACT FROM AUTHOR]

This paper follows recent debates on the ontological turn in the social sciences and humanities to exemplify how this turn creates important openings of methodological and political potential in education. In particular, the paper makes an attempt to show two things: first, the new questions and possibilities that are opened from explicitly acknowledging the methodological and political consequences of the ontological turn in education—e.g. concerning agency, transformation, materiality and relations; and second, the importance of being clear about how educators and educational researchers conceptualize ontology and engage with debates on the ontological turn in related disciplines. The paper sketches some of the methodological and political implications of the ontological turn for education, focusing in particular on the concept of learning. [ABSTRACT FROM PUBLISHER]

This study describes the barriers and supportive factors for learning about and using Information and Communication Technologies (ICT) present during a learning intervention designed to enable older adults to use ICT for fostering healthy aging in terms of promoting functional ability. Forty-one adults, older than 60 years, participated in a blended learning environment to learn how to use ICT for supporting cognitive performance and social interaction. The classrooms sessions were video recorded, and the data were analyzed using an inductive process of content analysis. The main observed barriers for learning about and using ICT were lack of experience with ICT, negative emotions such as fear, and shame related to the learning process and restrictions for individual support. On the other hand, the main supportive factors for ICT learning were a collaborative learning environment, the motivation for becoming efficient and independent ICT users, and using learning strategies focused on supporting cognitive abilities and overcoming lack of experience with ICT. The most observed factors for overcoming the identified barriers included peer support, the motivation for using ICT independently, and the opportunities for practising the learned skills. Based on the results, the paper discusses some opportunities for improving the design and implementation of this type of learning interventions. [ABSTRACT FROM AUTHOR]

This paper presents a novel approach and a method of learning analytics to study student agency in higher education. Agency is a concept that holistically depicts important constituents of intentional, purposeful, and meaningful learning. Within workplace learning research, agency is seen at the core of expertise. However, in the higher education field, agency is an empirically less studied phenomenon with also lacking coherent conceptual base. Furthermore, tools for students and teachers need to be developed to support learners in their agency construction. We study student agency as a multidimensional phenomenon centring on student-experienced resources of their agency. We call the analytics process developed here student agency analytics, referring to the application of learning analytics methods for data on student agency collected using a validated instrument. The data are analysed with unsupervised and supervised methods. The whole analytics process will be automated using microservice architecture. We provide empirical characterisations of student-perceived agency resources by applying the analytics process in two university courses. Finally, we discuss the possibilities of using agency analytics in supporting students to recognise their resources for agentic learning and consider contributions of agency analytics to improve academic advising and teachers' pedagogical knowledge. [ABSTRACT FROM AUTHOR]

This article stresses the importance of learning in the transformation of an incumbent Islamist party within the context of polity re-configuration. Borrowing from the literature on diffusion and learning, it offers a case study of how Tunisia's Ennahda Movement responded to the interplay of multi-level challenges. Main argument is that Ennahda has significantly re-tailored its positioning since the critical juncture of 2013, not only by taking the route of moderation once again, but also by exercising self-restraint under the impulse of external counter-examples. Based on process-tracing readings, the analysis contained herein demonstrates how key regional and domestic events have helped reshape the party's political discourse and practices, designed to maximise the likelihood of its survival and progressive empowerment in a more markedly hostile environment. The paper thus empirically identifies three main strategies implemented by the party and reflecting learning on its part: readiness to negotiate, a reassuring attitude, and self-containment. [ABSTRACT FROM AUTHOR]

This paper begins from the premise that the challenges characterising the contemporary education environment call for more flexible approaches to leadership than the traditional reliance on codified knowledge. These more flexible approaches are likely to involve new ways of learning, dispositions and behaviours, which enable educational leadership to progress from ‘best practice’ to ‘next practice’. The paper, therefore, has two main aims. First, it seeks to illuminate a potentialmodus operandifor contending with the complex challenges that have become integral to the landscape of educational leadership. Second, it seeks to encourage consideration of the implications of thismodus operandifor processes of leadership thinking, learning and development. For this purpose, the nature of the challenges purported to define the landscape of educational leadership now and into the future is first discussed. This is followed by an examination of three interrelated leadership concepts in enabling appropriate judgements to be made in dealing effectively with highly complex circumstances, namely, ‘phronesis’, ‘contextual intelligence’ and ‘negative capability’. The paper concludes by discussing the circumstances within the professional milieu that either constrain or promote the kind of educational leadership that is deemed to be required for embracing the three concepts in question. [ABSTRACT FROM AUTHOR]

The paper makes a connection between transmission modes and constructivism in sociology and education, respectively. There are parallels between Archer’s criticism of upward and downward conflation in social theory, and approaches to learning in education. In her 2012 book, Archer seeks to reconceptualise socialisation as relational reflexivity. This paper seeks to connect this idea to thinking about learning in relational terms and links the analysis to Young’s account of ‘bringing knowledge back in’. The paper uses an example from field work on participation in learning to provide concrete examples that illuminate the points being made. It argues that learning theory needs to move away from transmission and the constructivists’ ideas about education and to consider the relational aspects of learning. [ABSTRACT FROM PUBLISHER]

The professional development of principals is a key element in improving the quality of educational systems. Although it is common for the training of educational leaders to be associated to formal pre- and in-service principal development programmes, informal learning opportunities are increasingly common. However, research analysing informal learning processes among this professional group is scarce. The purpose of this paper is to identify the factors promoting informal learning strategies, online and face-to-face, used by principals as part of their professional development. The methodology involved implementing an online self-administered questionnaire to a sample of 715 school leaders. The study begins with a univariate and bivariate descriptive analysis. Three multiple regression models are then developed, which allow to check the independent effects among the variable criteria used and the three types of learning methods under consideration. The results show that the development of formal and informal learning activities among principals clearly requires a 'learning-friendly' organisational culture, a clear motivation for the profession, a strong professional determination and a positive perception of professional competencies as principals. Schools should start promoting the transition from job-based to competence-based staff systems and structures, in which informal learning strategies become relevant as a basis for promoting innovation. [ABSTRACT FROM AUTHOR]

In the United Kingdom, undertaking continuing professional development (CPD) is required for revalidation with regulatory authorities for general practitioners, general practice nurses and registered pharmacy staff – pharmacists and pharmacy technicians. A survey of CPD preferences and activities of these four professions has been published and this paper focuses on one qualitative question in the survey: 'Please describe any changes that you anticipate in the way in which you will undertake CPD over the next 12 months.' Responses were analysed using content analysis, then codes and themes were developed into a coding framework. 1,159 respondents provided comments to the question and five themes were identified: options for learning, time, appraisal and revalidation, people in transition and use of technology. There was a desire for face-to-face courses, for interactive learning and for variety of learning methods. Respondents valued learning with others and Practice-Based Small Group Learning was considered to be flexible and promoted inter-professional learning and socialisation. Lack of time for learning was seen as a barrier for respondents. Respondents considered that CPD was needed to support them as their roles developed in primary healthcare. [ABSTRACT FROM AUTHOR]

This paper explores learning from the perspective of primary pupils in Egypt. The article explores models of learning and teaching and how pupils respond to traditional models and to changes within those. Qualitative data was collected from 57 interviews with 81 primary pupils in Alexandria, Egypt. Our research approach was interpretivist and our method was individual interview and observation. Teachers had introduced for the first time the practice of group and/or pair-work in the English language classroom. Following this change, pupils described their learning as benefiting from: peer support; exercising self-direction; participating more actively; and enjoyment of collaborative work. These findings accord with the research literature on collaborative learning. We conclude that even in traditional sites of learning, children appreciate aspects of collaborative learning. [ABSTRACT FROM AUTHOR]

This paper examines the use of reflective practices in the personal learning journey of a part-time, volunteer, youth sport coach. Using autoethnographic and reflective texts, the paper explores the centrality of values in coaching practice, the tensions and conflicts created by them and their denial, and the consequent impact on the coach’s behaviour and emotions. The use of reflection in a practice setting to gain a deeper understanding of those values and conflicts is discussed. The paper concludes with an assessment of the potential benefits of, and obstacles to, effective and critical reflective practices for the youth sport coach and offers some recommendations for further research. [ABSTRACT FROM PUBLISHER]

Approaches to learning have been shown to have a significant impact on student success in technical units. This paper reports on an action research study that applied the principles of constructive alignment to improve student learning outcomes in programming units. The proposed model uses frequent formative feedback to engage students with unit material, and encourage them to adopt deep approaches to learning. Our results provide a set of guiding principles and a structured teaching approach that focuses students on meeting unit learning objectives, the goal of constructive alignment. The results are demonstrated via descriptions of the resulting teaching and learning environment, student results, and staff and student reflections. [ABSTRACT FROM AUTHOR]

In the 1990s, courses on sustainable development (SD) were introduced in technological universities. After some years of practice, there is increased interest in the evaluation of the most effective ways for teaching SD. This paper introduces the use of conceptual maps as a tool to measure the knowledge acquired by students when taking a Sustainability course. Pilot measurements have been made to evaluate the concepts and their interrelations in order to evaluate the students' learning. These measurements were carried out using a sample of more than 700 European students. To measure the learning outcomes of courses, the evaluation is done twice. Before the course starts, the students' previous knowledge on sustainability is measured; once the students have completed the course they are evaluated again. By comparing conceptual maps drawn by each student, the improvement of the students' knowledge is evaluated. This paper shows the measuring process, and points out the suitability of using conceptual maps for research in education. Moreover, the correlation between the learning outcomes the pedagogical techniques used in each course may indicate the effectiveness of the pedagogical strategies in education for sustainable development. [ABSTRACT FROM AUTHOR]

This paper compares and discusses aspects of methodological practices in on-the-job learning research. The focus is on contemporary research into on-the-job learning processes. Methodological practices refer to decisions of researchers in their research projects, to how they carry out the research, and how they report. This overview of methodological practices presents research instruments, on-the-job learning perspectives, paradigms, goals, researcher roles and quality and rigour considerations. The results show that, even though research in human resource development stems from different kinds of disciplines with their own data collection tools, there is nevertheless a rather limited variety in the instruments (questionnaires and interviews only) used for mapping the process of on-the-job learning. This is probably due to the implicit nature of most on-the-job learning processes. The paper proposes to apply research instruments from related research fields that could provide opportunities for future research. Combining instruments seems to offer fruitful opportunities for obtaining a more profound understanding of the process of on-the-job learning. The paper ends with a set of tentative guidelines for sound methodological practices in future research. [ABSTRACT FROM AUTHOR]

In this paper the sociocultural notion of ‘scaffolding’ and the way in which various ‘scaffolding’ strategies support students' learning are examined through classroom data. A distinction is made between scaffolding at a macro level, consisting of a planned, 'designed-in' approach to a unit of work in a subject discipline and the lessons that constitute it, and contingent scaffolding that operates at a micro level or ‘at the point of need’. By drawing on Systemic Functional Linguistic (SFL) theory it has been possible to articulate the kinds of discourse and multimodal strategies that constitute the nature of scaffolding and then examine the ways in which these function in the discourse to support student learning in the local and immediate context. In addition, this paper identifies an Induction genre that provides foundational understandings about the study of history for apprentice historians. This is supported by two post-foundational lessons that form a Macrogenre. This Macrogenre reinforces the application of focus questions that are fundamental to historical study and an approach to answering these questions that is consistent with the methodology of the subject. [ABSTRACT FROM AUTHOR]

This paper uses the metaphor of a ‘theory narrative’ to discuss the way in which the connections between education, learning and work have been understood. It identifies six theory narratives, and analyses each in turn, leading to an overview that suggests the way in which these explanatory frameworks might evolve in the future. The six narratives are grouped into three types. Functionalist and Marxist narratives constitute modernist, ‘structuralist’ explanations; liberal and progressive emancipatory narratives foreground educational aims and social practice; and boundary-crossing narratives emphasize the integration of learning and work practices. The paper plots the ebb and flow of these narratives in terms of their theoretical assumptions, policy implications and the inferences made for the learner as clear distinctions between educational practices and work practices are challenged. [ABSTRACT FROM AUTHOR]

This paper explores the learning styles profile of undergraduate learners as part of a research project concerned with the design of an interactive learning system (ILS). Whilst it has been argued that an ILS has the potential to produce a high-quality learning environment that actively and purposefully engages learners, in most cases the design does not take into account actual studies of learners' different learning styles or empirical knowledge of their learning preferences. In this paper we argue that a more learner-oriented approach to ILS design should be employed in order to achieve the creation of more effective interactive learning systems. The paper describes and discusses a study we have made of the learning-style profile of a cohort of undergraduate learners at a UK university. Some suggestions are then made about how these findings might be embedded within the design of interactive learning systems. Our approach is based on a newly formulated 'balanced' learning design model called 'BLADE'. [ABSTRACT FROM AUTHOR]

A learning style indicates a person's preferred way of learning. Students do not learn in the same way and a number of different learning style preferences exist which can change according to experience, i.e. a student's learning style preference may change over time. For accounting students this experience varies according to the institution attended and the programme of study. This paper presents the results of a study of 410 students enrolled on an undergraduate accounting programme in 1998/1999 at two UK universities where students underwent different experiences. Their learning style preferences are analysed against background variables of gender, nationality and institution attended. Also the changes in learning style preferences of students enrolled on the first year in 1998/1999 and who completed their final year in 2000/2001 are analysed. The study shows that differences in learning style preferences exist and that learning style preferences change over time. The paper discusses the implications of these changes and calls for further work in the area. [ABSTRACT FROM AUTHOR]

Computer-assisted learning (CAL) was heralded in the 1970s and 1980s as the mechanism whereby educational institutions could cope cost-effectively with large numbers of students. Accordingly, many institutions brought computing into the curriculum and taught computing for its own sake. Since those early days, academic departments have shifted their emphasis away from the acquisition of computing skills to using computers as a means of demonstration and using specific software for property and construction disciplines. Even so, many departments have still to realize the potential of the computer as a mechanism for knowledge transfer. This paper discusses the possibilities of the utilization of computers as a learning environment which can enhance the learning experience for undergraduate and postgraduate students within the property and construction disciplines. It highlights current and potential future uses for CAL and seeks to encourage departments within educational establishments to adopt CAL as part of their learning strategy. The paper discusses the importance of starting with the pedagogy, rather than the solution (CAL) and by so doing a correctly targeted strategy should be developed. Within the learning environment CAL should be thought of as a strategic resource which can be used to offer students a learning experience matched to their preferred learning style and which enables them to capitalize on their strengths, while minimizing the impact of their weaknesses or which assists them in developing beyond their weaknesses. The paper discusses preferred learning styles and shows that CAL is only one of a range of solutions which may be arrived at and which all have a place within the learning strategy. [ABSTRACT FROM AUTHOR]

This paper is concerned with the ways in which reflective practice is learnt, taught and assessed within the profession of occupational therapy. It utilises individual experiences of reflection of both students and staff members in university and practice placement settings. The discussion places reflection within learning a profession’s way of being and individual learner’s relation to this ‘sense of being’. It concludes that the ‘rote’ way in which reflection is currently used to demonstrate evidence of reflective practice is detrimental to the development of a reflective professional, in this instance, an occupational therapist. [ABSTRACT FROM PUBLISHER]

Formative assessment is about strengthening student learning and can dramatically improve student achievement when it guides changes in day-to-day classroom practice. Any attempt to understand formative assessment must therefore be grounded in a notion of learning, which this paper approaches from a constructivist/experiential perspective. Importantly, for a teacher to genuinely know if a student is learning, the teacher needs to deeply question the learner so as to enter into a student’s thinking. Such deep questioning needs to be on going, not one-off single recall questions. This is not something that can be done from the front of the classroom using traditional didactic type approaches or using the initiation–response–feedback–response–feedback (IRFRF) which relates to formative practices. It requires micro-questioning skills on a developmental process, so that such on-going questioning does not degenerate into a sequence of closed interrogative recall questions. Fine-grained analysis of the dialogue used to promote high-level thinking through a questioning scaffold for facilitating formative learning is proposed. [ABSTRACT FROM PUBLISHER]

Background: Growing demand for Global Health (GH) training and the internationalisation of education requires innovative approaches to training. Blended learning (BL, a form of e-learning combining face-to-face or real-time interaction with computer-assisted learning) is a promising approach for increasing GH research capacity in low- to middle-income countries. Implementing BL, however, requires additional skills and efforts from lecturers. This paper explores lecturers' views and experiences of delivering BL courses within the context of two north-south collaborative research capacity building projects, ARCADE HSSR and ARCADE RSDH. Design: We used a qualitative approach to explore the experiences and perceptions of 11 lecturers involved in designing and delivering BL courses collaboratively across university campuses in four countries (South Africa, Uganda, India and Sweden). Data were collected using interviews in person or via Skype. Inductive qualitative content analysis was used. Results: Participants reported that they felt BL increased access to learning opportunities and made training more flexible and convenient for adult learners, which were major motivations to engage in BL. However, despite eagerness to implement and experiment with BL courses, they lacked capacity and support, and found the task time consuming. They needed to make compromises between course objectives and available technological tools, in the context of poor Internet infrastructure. Conclusions: BL courses have the potential to build bridges between low- and middle-income contexts and between lecturers and students to meet the demand for GH training. Lecturers were very motivated to try these approaches but encountered obstacles in implementing BL courses. Considerable investments are needed to implement BL and support lecturers in delivering courses. [ABSTRACT FROM AUTHOR]

This paper reports on the findings of qualitative, semistructured interviews conducted with 40 older Australian participants who either did or did not engage in organized learning. Phenomenology was used to guide the interviews and analysis to explore the lived learning experiences and perspectives of these older people. Their experiences of learning can be described in two main categories of pleasure and leisure or purpose and relevance. Almost all the activities described in these categories have the potential to support health and wellbeing. Organizers of activities should take these reasons into account. [ABSTRACT FROM PUBLISHER]

The objective of this paper is to map the role of capital in the process of learning to become a postgraduate supervisor. Economic, technological and geopolitical changes in higher education call into question previous assumptions about supervision. Supervision is no longer primarily seen as an intellectual and social enterprise but is increasingly seen as professional work, where one's capital (or lack of) shapes the process of being and becoming a supervisor. It is frequently assumed that the students are the only ones learning in a supervisory relationship. Novice supervisors are, however, often left to their own devices to discover or learn the inherent rules, epistemologies and ontologies in becoming and being supervisors through a process of compromise and negotiation. In this article, we specifically focus on the need fornovice supervisorsto understand and navigate the field, and plot their career trajectories, as a constant exchange of different aspects of capital. This article is conceptual, rather than empirical. We suggest that it may be helpful to understand the field of supervision in a Bourdieusian sense, with specific reference to the role of (academic) capital in the formative processes of becoming and being a supervisor. We discuss social capital, gender and race, age, values, beliefs and experiences, as well as linguistic abilities, as factors influencing the individualhabitusof the supervisor in relation to thedoxaof the field. [ABSTRACT FROM AUTHOR]

This paper reports on the development of metalearning capacity in the learning of athreshold concept– capacity of transformative significance relative to metalearning in the general response context of a discipline or subject. The development of metalearning capacity is framed within a protocol that invites students to self-construct a ‘learning profile’ of themselves; reflect on it in light of theoretical considerations; and accordingly self-initiate changes to their learning behaviour. Findings are consistent with other studies in different disciplinary contexts that employed the same methodology – namely, that metalearning activity can be successfully focused on a particular threshold concept to benefit a substantial majority of students in a variety of ways ranging across a positive reinforcement of self, a change in conception of what ‘learning is’, to self-initiated change. Metalearning activity is advocated as a theoretically sound, and pedagogically driven, learning intervention – one that adds value to the student learning experience. [ABSTRACT FROM PUBLISHER]

Textbook questions and exercises are quintessential part of every textbook. One can easily locate textbook questions at the end of the every chapter and also in between the texts. What are they meant for? Usually we think they are meant for assessing learners’ understanding regarding subject knowledge, providing clue to teacher to form other questions. However, besides these popular notions, textbook questions implicitly communicate messages about what is ‘worth’ knowledge and what learning is about? The present paper takes geography textbook questions as a unit of analysis and tries to analyze the nature of textbook questions with reference to content and cognitive processes perspective. [ABSTRACT FROM PUBLISHER]

This paper examines the relationship between reflective practice and instrumental learning within the context of continuing professional development (CPD). It is argued that instrumental learning is a unique process of adult learning, and reflective practice’s impact on learning outcomes in instrumental learning contexts remains unclear. A new conceptualisation of instrumental learning in CPD is provided to illustrate the issue’s relevance and potential implications. Three justifications for further investigation are suggested: (a) to clarify the function of reflective practice activities in the immediate context of instrumental learning; (b) to protect the welfare of clients and professionals; and (c) to sustain the continuing success of the field of CPD. It is argued that an empirical investigation using scientific methodology is the most effective approach to address this issue. [ABSTRACT FROM PUBLISHER]

This paper proposes incorporating the concept of the ‘observing eye/I’, from cognitive analytic therapy (CAT), to Hawkins and Shohet's seven modes of supervision, comprising their transtheoretical model of supervision. Each mode is described alongside explicit examples relating to CAT. This modification using a key idea from CAT (in the form of the addition of a Mode 8 ‘observing us’) enhances the model's utility in supervisory practice. With this adaptation, the model could also be used, with greater breadth and depth, in therapies where the primary focus is not relational. The collaboratively reflexive ‘observing us’ ensures that the very process of supervision is effectively monitored and attended to. The inclusion of this eighth level leads to more formal emphasis on the meta communication and meta commentary levels in supervision. [ABSTRACT FROM PUBLISHER]

The lead article by Wylie, McAllister, Davidson, and Marshall (2013) puts forward pertinent issues facing the speech-language pathology profession raised by the World Report on Disability. This paper continues the discussion by reporting on a capacity building action research study on the development, implementation, and evaluation of a new approach to early intervention speech-language pathology through clinical education in Malaysia. This research evaluated a student-led service in community-based rehabilitation that supplemented existing and more typical institution-based services. A Malaysian community-based rehabilitation project was chosen due to its emphasis on increasing the equitability and accessibility of services for people with disabilities which was a catalyst for this research. Also, expanding awareness-building, education, and training activities about communication disability was important. The intention was to provide students with experience of working in such settings, and facilitate their development as advocates for broadening the scope of practice of speech-language pathology services in Malaysia. This article focuses on the findings pertaining to the collaborative process and the learning experiences of the adult participants. Through reflection on the positive achievements, as well as some failures, it aims to provide deeper understanding of the use of such a model. [ABSTRACT FROM AUTHOR]

The ADEQUA research project has gained empirical evidence on how the situationally adequate use of learning strategies can be facilitated during cooperative reading tasks in the EFL (English as a foreign language) classroom. Two video studies were conducted with ninth-grade EFL learners in German schools: the first (laboratory) study investigated the students’ use of strategies while working in dyads and without teacher support on a given task. The second study, a field study, focused on teachers’ actions to support their students while working on a series of tasks in their regular classrooms. In this paper, we present the findings from a specific subsample of students (n = 30 from the first study and n = 228 from the second one), focusing on (1) the extent to which the students employed specific strategies adequately and successfully, and (2) the types of support actions taken by the teachers and to what extent these actions facilitated the students’ strategy use. The microanalytic approach adopted here allows us to identify those strategies which especially appear to require a teacher's support in order to be employed more adequately and successfully. Furthermore, by distinguishing between teachers’ support actions which are more versus less conducive to self-regulation and facilitating students’ strategy use, we are able to provide recommendations on how to fine-tune teachers’ assistance. [ABSTRACT FROM AUTHOR]

Competence is traditionally viewed as the attainment of a static set of attributes rather than a dynamic process in which physicians continuously use their practice experiences to “progress in competence” toward the attainment of expertise. A competency-based continuing professional development (CPD) model is premised on a set of learning competencies that include the ability to (a) use practice information to identify learning priorities and to develop and monitor CPD plans; (b) access information sources for innovations in development and new evidence that may potentially be integrated into practice; (c) establish a personal knowledge management system to store and retrieve evidence and to select and manage learning projects; (d) construct questions, search for evidence, and record and track conclusions for practice; and (e) use tools and processes to measure competence and performance and develop action plans to enhance practice. Competency-based CPD emphasizes self-directed learning processes and promotes the role of assessment as a professional expectation and obligation. Various approaches to defining general competencies for practice require the creation of specific performance metrics to be meaningful and relevant to the lifelong learning strategies of physicians. This paper describes the assumptions, advantages, and challenges of establishing a CPD system focused on competencies that improve physician performance and the quality and safety of patient care. Implications for competency-based CPD are discussed from an individual and organizational perspective, and a model to bridge the transition from residency to practice is explored. [ABSTRACT FROM AUTHOR]

The article sets out to understand how academically successful students learn. Self-regulated learning theory is used as a lens to explicate the learning strategies adopted by a cohort of academically successful dentistry students. Data were collected from self-report interviews, observations of individual student's learning in a quasi-realistic context, and post-observation interviews. Discussion focuses on the cognitive and metacognitive strategies adopted by these students, and highlights the way in which positive motivation supported their use of these strategies, especially when learning was challenging. The paper concludes by drawing on these findings to argue for appropriate ways to support effective learning for all students. [ABSTRACT FROM AUTHOR]

An integrated, multi-level software system simulator has been developed to support teaching and learning of undergraduate computer architecture and operating systems modules. In this paper the rationale for the development of the simulator and its main features are described; the teaching and learning strategy is briefly explained; the simulator evaluation methodology is defined and the preliminary results of the evaluation are presented. [ABSTRACT FROM AUTHOR]

This paper reports on the implementation of a guided note taking strategy to promote Thai students' understanding of electromagnetism during a lecture course. The aim of the study was to enhance student learning of electromagnetism concepts. The developed guided notes contain quotations, diagrams, pictures, problems, and blank spaces to encourage student interactive engagement with the lectures. The guided note templates were critiqued by a group of experienced university physics lecturers and piloted with graduate physics education students to check the content validity. Over 300 first year university students (aged about 18-19 years) attended lectures that did not involve guided note taking. Six hundred students participated in the guided note taking approach. Students' understanding of electromagnetism was investigated using a conceptual test. Comparison of the pre- and post-test results of the two groups of students indicated that students who were involved in the guided note taking approach performed better on the conceptual test than students who were not involved in this approach. From interviews, it was found that students viewed the guided note taking approach as a supportive tool that helped them concentrate on the lecture. Promoting student involvement in the lecture class through the process of guided note taking was shown to be a meaningful learning strategy for first year university physics classes. [ABSTRACT FROM AUTHOR]

This paper describes the use of active learning strategies to teach research methods in a criminal justice course. We investigated the public's response to a drunk asking for help unlocking a car door to drive home. Students learned the methodology of simulations and then participated in creating a psychological and social state of drinking and acting drunk while asking for help in unlocking their car door. We review the literature on active learning and present an overview of DUI laws. We then describe our methodology of teaching and simulations. The simulation produced 112 incidences of a student drunk asking for help unlocking their car door. One-third (35.7%) of the subjects who said they thought the student was drunk helped him unlock the car door, compared with 62% 25 years earlier (Formby & Smykla, 1984, Journal of Police Science and Administration, 12, 379-384). We conclude with findings and discuss the use of simulations as a pedagogical tool. [ABSTRACT FROM AUTHOR]

This paper presents a description of the interaction between one student's emotional states and mathematical learning during an introductory Real Analysis course. This case study illustrates the important influence affect can have on a student's success or failure in learning Real Analysis. In particular, it shows how frustration and anxiety led the observed student to place more emphasis on rote learning strategies and avoid engaging in the course material. The case study also describes how the student's small gains in her understanding provided her with feelings of pleasure and encouragement, which in turn motivated her to seek out opportunities to study the material further. [ABSTRACT FROM AUTHOR]

The various political and technological drivers that are currently prevalent within many educational institutions increasingly encourage educationalists to experiment with tools that promote e-learning. Many then engage in this activity in the belief that this will help in the development of more autonomous, responsible learners. Strategies for the integration of technology are, however, often less well researched. This paper, therefore, explores the relationship between pedagogy, ethics and technology, as three important constructs for the development of an e-learning strategy. It then proposes a framework that will allow future research to define more clearly how each of these concepts overlap, and to identify the impact that they have on each other. As a consequence, the framework provides insight into the mutual dependencies of pedagogy, ethics and technology, with the aim of avoiding ethical risks in developing e-teaching and e-learning. [ABSTRACT FROM AUTHOR]

This paper describes the implementation of an e‐learning strategy at a single higher education institution in terms of the levers used to promote effective uptake and ensure sustainable embedding. The focus of this work was at the level of the academic school using a range of change practices including the appointment of school‐based learning technologists and e‐learning champions, supporting schools to write their own strategies, a pedagogical framework of engaging with e‐learning, and curriculum development and evaluation of school‐supported projects. It is clear that the implementation of the e‐learning strategy has led to a large and increasing proportion of our students experiencing blended learning. In addition, there are initial indications that this has enhanced some learning and teaching processes. Where there has been sustainable embedding of effective e‐learning, the following levers were identified as particularly important: flexibility in practices that allow schools to contextualise their plans for change, the facilitation of communities of key staff and creating opportunities for staff to voice and challenge their beliefs about e‐learning. [ABSTRACT FROM AUTHOR]

The importance of developing effective learning strategies and motivational beliefs has been widely acknowledged as a way of meeting the demand to acquire lifelong learning capabilities for successful functioning as professionals in the ‘information age’. The study reported in this paper examined the learning orientations and strategies of prospective teachers as well as their assessment preferences and compared them with those of in‐service teachers. The Motivated Learning Strategies Questionnaire (MSLQ) and the Assessment Preferences Inventory (API) were used to test the hypothesis that in‐service teachers will exhibit a deeper approach to learning and assessment due to their constant engagement in meaningful learning experiences. The results confirmed the hypothesis and their implications for teacher education programmes were then discussed. [ABSTRACT FROM AUTHOR]

This paper presents findings from a study of teaching and learning strategies co-constructed by peers in a Spanish/English dual language first grade classroom. Grounded in sociocultural theory and developed using ethnographic approaches to data collection and analysis, the study analyses the children's mediation of their own and each other's language learning within and across languages, focusing on strategies that support learning. The strategies are analysed within the context of teaching/learning interactions in a Dual Language Programme with attention given to the children's ongoing negotiation of the linguistic roles of novice, expert, and dual language expert when working in mixed groups in the English and Spanish classrooms. [ABSTRACT FROM AUTHOR]

E‐learning is in a rather extraordinary position. It was born as a ‘tool’ and now finds itself in the guise of a somewhat wobbly arrow of change. In practice, changing the way thousands of teachers teach, learners learn, innovation is promoted and sustainable change in traditional institutions is achieved across hundreds of different disciplines is a demanding endeavour that will not be achieved by learning technologies alone. It involves art, craft and science as well as technology. This paper attempts to show how it might be possible to capture and model complex strategic processes that will help move the potential of e‐learning in universities to a new stage of development. It offers the example of a four‐quadrant model created as a framework for an e‐learning strategy. [ABSTRACT FROM AUTHOR]

This paper discusses the findings of a collective case study of two junior colleges in Singapore. It aims to identify and describe the scaffolding strategies used by teachers to engage students in computer-mediated lessons. For students to engage in the learning process, they need to be equipped with the learning strategies and see the relevance of the concepts and principles presented. By employing methods such as observations, focus group discussions with students and face-to-face interviews with teachers, an account of how scaffolding strategies are used in computer-mediated lessons is generated. The account identifies and describes four categories of scaffolding strategies: orienting activities, peer interactions, prompts and modelling. [ABSTRACT FROM AUTHOR]

This paper explores learning experiences from both a general and a medical education perspective. A broad range of learning experiences, both planned and incidental, are identified. The former is dealt with in greater detail as it would seem to have more immediate practical relevance. Ultimately, all learning experiences should in some way be linked to the stated learning objectives. Planned learning experiences cover such traditional teaching-learning methods as lectures, tutorials, projects and assignments. The application and explosion of new technologies is also discussed. Modern computer, video and Internet technology is playing an increasing role in medical education, particularly in bringing rural and remote participants into closer contact with their city counterparts. The advantages and disadvantages of each approach are examined. A successful approach to teaching and learning in medical education is likely to involve the application of a number of different types of learning experiences. [ABSTRACT FROM AUTHOR]

Although the health care community expects its members to make effective presentations, presentation strategies are seldom explicitly taught.Those who do attempt to systematically teach or learn these skills soon realize that 'how to' guides for making effective presentations contain useful, but not sufficient, information. To become an effective presenter, it is necessary to understand not only the generic strategies that characterize effective presentations, but also the context-specific presentation strategies of a particular practice community.The framework for making effective presentations proposed in this paper is grounded in the knowledge of how experts acquire and use strategy knowledge, and takes into account not only the 'how to' of making presentations, but the circumstances and belief systems that determine effective presentation strategies in varying contexts.The framework is designed to make presentation strategy knowledge more transparent, and to permit presenters to learn from every presentation they give and attend. [ABSTRACT FROM AUTHOR]