Objective:Transformative learning is a learner-centered process of learning.Learners are actively engaged through critical reflection and discourse to question assumptions and expectations.The purpose of this article ...Objective:Transformative learning is a learner-centered process of learning.Learners are actively engaged through critical reflection and discourse to question assumptions and expectations.The purpose of this article is to describe a model to facilitate transformative learning in nursing education.Methods:A qualitative,exploratory,descriptive and contextual design for theory generation was selected in this study to describe a model to facilitate transformative learning in nursing education.Concept analysis of transformative learning was done in the first stage of the main study using Walker and Avant's eight step approach to clarify the conceptual identification and meaning.The results of concept analysis guided data collection in the second stage.Eleven individual agenda semi-structured interviews were conducted with nurse educators to explore and describe their perceptions regarding how transformative learning can be facilitated in nursing education.Matrix building approach was used to analyse the collected data.The third stage constituted the conceptualisation of findings from the second stage using relevant literature within the elements of practice theory.The fourth stage focused on the description and evaluation of a model to facilitate transformative learning in nursing education.Findings:Four themes and nine sub-themes emerged and were conceptualised within the six elements of practice theory namely the context,agent,recipient,dynamic,process and procedure and outcome.Conclusion:The relation statements provided the basis for model description.Reliable method was used to describe and evaluate the model.The refinement of the model by experts in model development andqualitative research was made.展开更多
Aim:To gain knowledge of how adult students experienced the first year of a blended learning master programme to better understand their learning process.Methods:A qualitative,exploratory,descriptive study based on da...Aim:To gain knowledge of how adult students experienced the first year of a blended learning master programme to better understand their learning process.Methods:A qualitative,exploratory,descriptive study based on data from two focus group interviews with students attending a blended learning Master programme.Qualitative content analysis based on Graneheim and Lundman’s procedures was applied.Findings:Our analyses revealed one main theme:aspiring for competence in a multifaceted everyday life and four main categories:acquiring professional competence,struggling to manage diverse forms of communication,demanding task juggling and confused student role.Conclusions:The participants experienced that the programme enabled them to acquire professional competence relevant to practice.Despite the challenges,the programme is recommended for prospective students who live in both urban and rural areas,who are working and also responsible for children and other family tasks.展开更多
Based on multimedia and network environment, college English teaching mode can effectively improve the teaching environment of traditional English teaching and students, and expand the capacity of English classroom in...Based on multimedia and network environment, college English teaching mode can effectively improve the teaching environment of traditional English teaching and students, and expand the capacity of English classroom information, and enrich the students’ English culture background. Therefore, as a teacher, we should first of all make efforts to learn new knowledge and teaching methods to improve our English professional quality. Strengthening the multimedia, network technology and educational psychology research, and put themselves in the teaching position. In addition, the college English teaching model based on multimedia and network environment can cultivate students’ independent thinking, autonomous learning, analysis and problem - solving ability, and promote the high efficiency of college English teaching.展开更多
The training is now expanding in quantity and variety. Massification--which sank--forces universities to meet the challenge of public diversity and to justify pedagogical research. This article takes into consideratio...The training is now expanding in quantity and variety. Massification--which sank--forces universities to meet the challenge of public diversity and to justify pedagogical research. This article takes into consideration particular way of these new requirements heuristic and praxeological referred to teaching that must take into account the expectation of the learner. This work is in a descriptive and explanatory approach and aims to promote higher teaching practices through the new interactive technology tools to stimulate educational innovation within the university system. The aim of this work is the inclusion of massification to contribute to the development of a model for interactivity and effectiveness of learning. This model was developed from a theoretical approach since the state of the art and an empirical approach for several experiments. The study focused on a database C2i exams ＂IT and lnternet certification of all learners of the Academy of Montpeilier （n = 4,254） on the online formapro platform＂. The results have shown that the success rate is highly correlated with the duration of prior self. The integration of these technologies in universities offers interactivity and learning environment for adjusting teaching practices and acquiring new skills.展开更多
This paper considers a theory and practices of Japanese manabi （学） as an alternative concept of learning in the era of post-globalization. Although the term manabi is widely used as the translation of learning and ...This paper considers a theory and practices of Japanese manabi （学） as an alternative concept of learning in the era of post-globalization. Although the term manabi is widely used as the translation of learning and Lernen in the field of pedagogy and in Japanese schools, it is important to understand its meaning, since the meaning of manabi is a comprehensive concept that differs semantically from the words learning, Lernen, and Bildung in the Western words. Faced with the globalization in the 21st century, there has been a tendency to promote educational reform and curriculum policies that could be characterized as ＂learnification＂ in which ＂21st century skills,＂ ＂competency-based learning,＂ and ＂learner-centered education＂ are emphasized. While the Western idea of learning that highlights active self is attractive to change classroom practices from the transmission of knowledge to an innovative style of active, collaborative, communicative learning, and problem-solving, Japanese education sustains traditional values that derive from selflessness and nothingness in Eastern philosophy.展开更多
The purpose of this article is to highlight the importance of parent involvement and intervention in early childhood education. What formulates the lock and key theory in early childhood programs is parental participa...The purpose of this article is to highlight the importance of parent involvement and intervention in early childhood education. What formulates the lock and key theory in early childhood programs is parental participation versus educational achievement. Upon the parents＇ vital involvement, it is perceived that social and cognitive development, aided by educators, will be significantly achieved. Furthermore, parent＇s early intervention is an added value to classrooms and schools, for it creates a dimension of involvement in the decisions which shape the children＇s education as a whole. Moreover, and due to parent/teacher cooperation in the classroom and at home, the child＇s interest in learning will be triggered, yielding other positive outcomes. Therefore, people must emphasize the parent＇s role in order to aid children＇s complex and evolving multi-cultural and global nature.展开更多
This paper is based on the findings of a survey on 120 students involved in the Interdisciplinary Course on Intercultural Competences （ICIC）, a three-year EU Lifelong Intensive Program project aimed at developing in...This paper is based on the findings of a survey on 120 students involved in the Interdisciplinary Course on Intercultural Competences （ICIC）, a three-year EU Lifelong Intensive Program project aimed at developing intercultural competency in the education, social work and health care professions. The Program approached intercultural competency as a culturally aware ability to cope with unfamiliar situations continuously arising in the current ever-changing society, in which learning has become an ＂endemic condition＂, and the new media have created symbolic resources for actively expressing and constructing identities as an in-progress and negotiated project. Intercultural competency is therefore rethought from a holistic perspective as a part of an educational mission that particularly values one＇s communicative and social experiences as a strategic resource for facilitating learning processes and enhancing professional competency. The presented data show sociality as a clustering factor for intercultural learning and displays a factorial structure, from which a model for intercultural education is inferred, in which bridging social capital, media practice and reflective attitude become crucial for gaining and valuing competency in terms of human capital.展开更多
The present paper examines an EFL/ESL teacher＇s potential in generating and developing his/her own knowledge base and theories of teaching and learning independent of the knowledge base manufactured by the ＂experts...The present paper examines an EFL/ESL teacher＇s potential in generating and developing his/her own knowledge base and theories of teaching and learning independent of the knowledge base manufactured by the ＂experts＂ in those fields. It also makes an effort to pave the way for them to go beyond the edge and advance towards an innovation that deviates from simple, certain, controlled and established ways of teaching and conducting researches towards complex, uncertain and less-controlled ones. It scrutinizes how instead of simply testing, ＂idealizing and reifying＂ the traditional, already established literature, an EFL/ESL teacher takes it as a point of departure in order to develop their own framework based on their practical experiences. The readymade professional theories and pedagogies are mostly generalizations--sometimes overgeneralizations---of the patrons of certain ideology to privilege a certain political or cultural group to place it over others. This usually sets barrier to an individual teacher＇s professional development since they are often set back from ＂theorizing what they practice and practice what they theorize＂ denying his/her idiosyncratic knowledge base that is convincingly capable of helping him/her grow professionally. It also leads to denying the teachers＇ and learners＇ socio-politico-cultural faiths that mould up a person as a whole. However, this paper also recognizes the traditional knowledge base as the ground for individual teachers to leap offand advance towards innovation.展开更多
基金The research study was financially supported by the researcher and the partial funding of Supervisor bursaries as awarded by the University of Johannesburg
文摘Objective:Transformative learning is a learner-centered process of learning.Learners are actively engaged through critical reflection and discourse to question assumptions and expectations.The purpose of this article is to describe a model to facilitate transformative learning in nursing education.Methods:A qualitative,exploratory,descriptive and contextual design for theory generation was selected in this study to describe a model to facilitate transformative learning in nursing education.Concept analysis of transformative learning was done in the first stage of the main study using Walker and Avant's eight step approach to clarify the conceptual identification and meaning.The results of concept analysis guided data collection in the second stage.Eleven individual agenda semi-structured interviews were conducted with nurse educators to explore and describe their perceptions regarding how transformative learning can be facilitated in nursing education.Matrix building approach was used to analyse the collected data.The third stage constituted the conceptualisation of findings from the second stage using relevant literature within the elements of practice theory.The fourth stage focused on the description and evaluation of a model to facilitate transformative learning in nursing education.Findings:Four themes and nine sub-themes emerged and were conceptualised within the six elements of practice theory namely the context,agent,recipient,dynamic,process and procedure and outcome.Conclusion:The relation statements provided the basis for model description.Reliable method was used to describe and evaluate the model.The refinement of the model by experts in model development andqualitative research was made.
基金supported in part by Inland Norway University of Applied Sciences,Faculty of Health and Social Sciences,NO-2418 Elverum,Norway.No external funding.
文摘Aim:To gain knowledge of how adult students experienced the first year of a blended learning master programme to better understand their learning process.Methods:A qualitative,exploratory,descriptive study based on data from two focus group interviews with students attending a blended learning Master programme.Qualitative content analysis based on Graneheim and Lundman’s procedures was applied.Findings:Our analyses revealed one main theme:aspiring for competence in a multifaceted everyday life and four main categories:acquiring professional competence,struggling to manage diverse forms of communication,demanding task juggling and confused student role.Conclusions:The participants experienced that the programme enabled them to acquire professional competence relevant to practice.Despite the challenges,the programme is recommended for prospective students who live in both urban and rural areas,who are working and also responsible for children and other family tasks.
文摘Based on multimedia and network environment, college English teaching mode can effectively improve the teaching environment of traditional English teaching and students, and expand the capacity of English classroom information, and enrich the students’ English culture background. Therefore, as a teacher, we should first of all make efforts to learn new knowledge and teaching methods to improve our English professional quality. Strengthening the multimedia, network technology and educational psychology research, and put themselves in the teaching position. In addition, the college English teaching model based on multimedia and network environment can cultivate students’ independent thinking, autonomous learning, analysis and problem - solving ability, and promote the high efficiency of college English teaching.
文摘The training is now expanding in quantity and variety. Massification--which sank--forces universities to meet the challenge of public diversity and to justify pedagogical research. This article takes into consideration particular way of these new requirements heuristic and praxeological referred to teaching that must take into account the expectation of the learner. This work is in a descriptive and explanatory approach and aims to promote higher teaching practices through the new interactive technology tools to stimulate educational innovation within the university system. The aim of this work is the inclusion of massification to contribute to the development of a model for interactivity and effectiveness of learning. This model was developed from a theoretical approach since the state of the art and an empirical approach for several experiments. The study focused on a database C2i exams ＂IT and lnternet certification of all learners of the Academy of Montpeilier （n = 4,254） on the online formapro platform＂. The results have shown that the success rate is highly correlated with the duration of prior self. The integration of these technologies in universities offers interactivity and learning environment for adjusting teaching practices and acquiring new skills.
文摘This paper considers a theory and practices of Japanese manabi （学） as an alternative concept of learning in the era of post-globalization. Although the term manabi is widely used as the translation of learning and Lernen in the field of pedagogy and in Japanese schools, it is important to understand its meaning, since the meaning of manabi is a comprehensive concept that differs semantically from the words learning, Lernen, and Bildung in the Western words. Faced with the globalization in the 21st century, there has been a tendency to promote educational reform and curriculum policies that could be characterized as ＂learnification＂ in which ＂21st century skills,＂ ＂competency-based learning,＂ and ＂learner-centered education＂ are emphasized. While the Western idea of learning that highlights active self is attractive to change classroom practices from the transmission of knowledge to an innovative style of active, collaborative, communicative learning, and problem-solving, Japanese education sustains traditional values that derive from selflessness and nothingness in Eastern philosophy.
文摘The purpose of this article is to highlight the importance of parent involvement and intervention in early childhood education. What formulates the lock and key theory in early childhood programs is parental participation versus educational achievement. Upon the parents＇ vital involvement, it is perceived that social and cognitive development, aided by educators, will be significantly achieved. Furthermore, parent＇s early intervention is an added value to classrooms and schools, for it creates a dimension of involvement in the decisions which shape the children＇s education as a whole. Moreover, and due to parent/teacher cooperation in the classroom and at home, the child＇s interest in learning will be triggered, yielding other positive outcomes. Therefore, people must emphasize the parent＇s role in order to aid children＇s complex and evolving multi-cultural and global nature.
文摘This paper is based on the findings of a survey on 120 students involved in the Interdisciplinary Course on Intercultural Competences （ICIC）, a three-year EU Lifelong Intensive Program project aimed at developing intercultural competency in the education, social work and health care professions. The Program approached intercultural competency as a culturally aware ability to cope with unfamiliar situations continuously arising in the current ever-changing society, in which learning has become an ＂endemic condition＂, and the new media have created symbolic resources for actively expressing and constructing identities as an in-progress and negotiated project. Intercultural competency is therefore rethought from a holistic perspective as a part of an educational mission that particularly values one＇s communicative and social experiences as a strategic resource for facilitating learning processes and enhancing professional competency. The presented data show sociality as a clustering factor for intercultural learning and displays a factorial structure, from which a model for intercultural education is inferred, in which bridging social capital, media practice and reflective attitude become crucial for gaining and valuing competency in terms of human capital.
文摘The present paper examines an EFL/ESL teacher＇s potential in generating and developing his/her own knowledge base and theories of teaching and learning independent of the knowledge base manufactured by the ＂experts＂ in those fields. It also makes an effort to pave the way for them to go beyond the edge and advance towards an innovation that deviates from simple, certain, controlled and established ways of teaching and conducting researches towards complex, uncertain and less-controlled ones. It scrutinizes how instead of simply testing, ＂idealizing and reifying＂ the traditional, already established literature, an EFL/ESL teacher takes it as a point of departure in order to develop their own framework based on their practical experiences. The readymade professional theories and pedagogies are mostly generalizations--sometimes overgeneralizations---of the patrons of certain ideology to privilege a certain political or cultural group to place it over others. This usually sets barrier to an individual teacher＇s professional development since they are often set back from ＂theorizing what they practice and practice what they theorize＂ denying his/her idiosyncratic knowledge base that is convincingly capable of helping him/her grow professionally. It also leads to denying the teachers＇ and learners＇ socio-politico-cultural faiths that mould up a person as a whole. However, this paper also recognizes the traditional knowledge base as the ground for individual teachers to leap offand advance towards innovation.
