To date, game-based learning programs that include comprehensive creativity skills and disposition training are still very limited. The present researchers developed a comprehensive game-based creativity learning program for fifth and sixth grade pupils. Further analysis presented relationship trends between mindful learning experience, flow experience, self-efficacy, and mastery experience. Eighty-three 5th and 6th grade participants undertook the six-week game-based creativity learning program. Upon the completion of experimental instruction, those who scored higher on the concerned variables improved more (...) in self-evaluation of both creativity ability and confidence, than their counterparts. Additionally, path model analysis revealed that mindful learning experience was a powerful predictor of both mastery experience and flow experience; it also influenced mastery experience through flow experience and self-efficacy during game-based creativity learning. The findings support the effectiveness of the game-based learning program developed in this study. Moreover, this study contributes to the theoretical construction of how game-based learning can be designed to facilitate mindful learning experience, flow experience, self-efficacy, and mastery experience during creativity training among pupils. Effective mechanisms include providing rewards for high-quality performance, challenging tasks, free choices of design components, immediate feedback, and idea sharing. The profound theoretical framework proposed in this study provides a valuable approach for creativity instruction through game-based learning or classroom instruction. (shrink)

As developed and developing countries move towards greater technological development in the 21st century, the need for engineers has increased substantially. Japan is facing the dilemma of insufficient engineers; therefore, the country has to rely on foreign workers. This problem may be resolved if there is a continuous effort to increase the number of women engineers, who currently represent only 1%–2% of engineers in Japan. In this study, the satisfaction level of the learning experience of Japanese female engineering students (...) was measured to determine its relationship with the students’ intention to choose engineering as their profession. Socio-cultural influences on the respondents’ intentions to pursue careers in the field were also studied. The findings revealed that learning experience was directly related to female students’ intention to pursue their career in engineering whereas socio-cultural values of a society have strong influences on students’ motivation to pursue careers in engineering in general. Additionally, some strategies are proposed to attract young girls to pursue engineering courses, as well as for current female engineering students to continue their studies and choose professions in the field as their career. (shrink)

Generalized probabilistic learning takes place in a black-box where present probabilities lead to future probabilities by way of a hidden learning process. The idea that generalized learning can be partially characterized by saying that it doesn’t foreseeably lead to harmful decisions is explored. It is shown that a martingale principle follows for finite probability spaces.

The COVID-19 pandemic has drastically changed the lives of people all over the world. In particular, an unprecedented educational crisis has occurred due to the circumstances of physical distancing and remote learning. This article focuses specifically on the meaningful learning experiences in the everyday lives of adolescents during the pandemic. 72 meaningful learning experiences were identified from 11 participants who recorded their specific learning experiences for a week by a means of a journal (...) recorded by themselves. A content analysis was undertaken in order to identify the ecology of the different learning experiences. The results show a prevalence of personal and conceptual learning, a presence of both formal and specifically informal, everyday activities among the meaningful learning experiences detected, the importance of peers, teacher and “learning experiences while alone,” and the use of digital technologies as learning resources; they also reveal the assistance of others in the learning process. The main contribution of this study illustrates how students in everyday life during pandemics are involved in a whole range of different activities both at school and at home. (shrink)

The paper describes the particular design of a mandatory course in business ethics for MBA students at the Norwegian School of Management. The title “Ethics, Values, and Integrity in Management” instead of “business ethics” was chosen on purpose in order to allow students—who all come with extensive job experience—to distinguish on their own between moral leadership and ethics management by the end of the course. The ultimate goal of the course is to help students understand the normative demands of good (...) leadership without sacrificing either managerial effectiveness or ethics. Especially, when the international student body consists of participants from different parts of the world, it was important to make sure that students could relate ethics to the concept of leadership based on their own cultural traditions. A short survey conducted for this paper among the alumni MBA students yielded information about the usefulness of the course after it has been running for 10 years. The survey confirmed increased ethical awareness and the usefulness of skills for moral reflections and decision making. (shrink)

UK National statistics for science, engineering and technology studies and careers confirm the under-representation of women in these disciplines. A literature review formed the basis for developing survey questionnaires exploring issues of female students' attraction to, and retention in, engineering and technology studies. Findings indicate that having family members in the engineering or technology industry plays an important part in the students' choice of degree topic and future career. In particular, we found that female students need to be encouraged to (...) study a "male dominated" subject, such as engineering or technology but that teachers do not contribute much to such encouragement. While at university, female students were more comfortable in small practical sessions rather than in a large lecture theatre environment and, when evaluating self-confidence in their skills at graduation, the female students were less confident than their male colleagues. In addition, the study highlights that gaining work experience through an industrial placement should be one of the priorities for engineering and technology students. A high level of determination and wanting to do engineering or technology is especially necessary for women who may be discouraged by the stereotyped image of engineering and technology studies and professions. (shrink)

With the increasing level of internationalization in higher education, the number of international students in mainland China is rapidly increasing. However, limited research has considered that student results may be affected by a reduced motivation to learn. Therefore, the aim of this research is to explore the effect of the learning motivation on the learning outcomes of international students and the moderating role of learning experience. A sample of 130 international students from 23 countries studying in mainland (...) China was analyzed. The study found a significant correlation between the learning motivations and international students' learning outcomes. It was also determined that learning experience has significantly enhances the relationship between learning motivation and the learning outcomes of international students. This study contributes to the higher education literature of on learning motivation by students and learning outcomes. (shrink)

The paper describes the particular design of a mandatory course in business ethics for MBA students at the Norwegian School of Management. The title “Ethics, Values, and Integrity in Management” instead of “business ethics” was chosen on purpose in order to allow students—who all come with extensive job experience—to distinguish on their own between moral leadership and ethics management by the end of the course. The ultimate goal of the course is to help students understand the normative demands of good (...) leadership without sacrificing either managerial effectiveness or ethics. Especially, when the international student body consists of participants from different parts of the world, it was important to make sure that students could relate ethics to the concept of leadership based on their own cultural traditions. A short survey conducted for this paper among the alumni MBA students yielded information about the usefulness of the course after it has been running for 10 years. The survey confirmed increased ethical awareness and the usefulness of skills for moral reflections and decision making. (shrink)

As coronavirus disease 2019 swept the world in early 2020, all the Chinese universities and colleges adopted online learning to fulfill the directive saying “classes suspended but learning continues.” Understanding the impact of this large-scale online learning experience on the future online learning intention of Chinese university students can help design better blended-learning activities. This study applies flow experience and theory of planned behavior to construct a theoretical framework for assumption making and the assumptions made (...) are validated by data gained from questionnaires. A total of 6,933 students from 54 institutions in China participated in the investigation, with 5,456 valid questionnaires returned. This study employs partial least squares regression and confirmative factor analysis to analyze and estimate the measurement model and the structural model. The results indicate that the experience of home-based learning significantly influenced the attitudes of Chinese university students, which in turn had a positive influence on their intention to continue online learning. The research findings provide a theoretical framework and practical guidelines on building a scientific online learning platform with appropriate online learning environments and tasks for a post-COVID-19 era blended-learning in Chinese universities. (shrink)

The paper describes the particular design of a mandatory course in business ethics for MBA students at the Norwegian School of Management. The title “Ethics, Values, and Integrity in Management” instead of “business ethics” was chosen on purpose in order to allow students—who all come with extensive job experience—to distinguish on their own between moral leadership and ethics management by the end of the course. The ultimate goal of the course is to help students understand the normative demands of good (...) leadership without sacrificing either managerial effectiveness or ethics. Especially, when the international student body consists of participants from different parts of the world, it was important to make sure that students could relate ethics to the concept of leadership based on their own cultural traditions. A short survey conducted for this paper among the alumni MBA students yielded information about the usefulness of the course after it has been running for 10 years. The survey confirmed increased ethical awareness and the usefulness of skills for moral reflections and decision making. (shrink)

Public education in museums has the interdisciplinary nature of STEAM education contemporary learning. In the contemporary learning process of the public, digital museums can rely on mobile terminals to provide people with opportunities for mobile learning. Especially since the global outbreak of COVID-19, many offline museums have been forced to close their doors or impose restrictions. How to use digital museums to better carry out the learning experience of visitors is a problem worthy of attention. Effective (...) dissemination of visual information can help digital museums conduct educational activities more efficiently. The purpose of this study was to explore a research method for visual evaluation of visitors’ learning experiences in digital museums. The visual evaluation of visitors in the digital museum learning experience involves the layout of exhibition content, the form of exhibition space, and the way of display of exhibits. Through eye-tracking engineering experiments, we obtain and analyze the visual data of visitors during the educational experience of the digital museum to form an accurate evaluation. This method can be used to assess the visual satisfaction of visitors with the educational experience of a digital museum in mobile learning. This kind of evaluation research can provide strong data support and design optimization direction guidance for the development of digital museum public education. (shrink)

In a society where mobility, globalization and contact with people from other cultures have become its basic descriptors, the enhancement of plurilingualism and intercultural understanding seem to be of the utmost concern. From a Positive Psychology Perspective, agency is the human capacity to affect other people positively or negatively through their actions. This agentic vision can be related to mediation, a concept rooted in the socio-cultural learning theory where social interaction is considered a fundamental cornerstone in the development of (...) cognition. Social interactions in the language learning setting may be facilitated through musical activities due to its social bonding effect. This paper tries to offer insights on how a musical-mediated experience in language learning may develop students’ interpersonal and collaborative competences to become active members of a more inclusive society. Mediation, considered as a paradigm shift in the foreign language classroom and the different out-of-class language learning possibilities, could also provide an environment where learners maximize their emotional intelligence. Our paper focuses on this paradigm shift spearheaded by the CEFR Companion Volume and the considerable repercussions it is bound to have for foreign language didactics, as cooperative tasks become central to foreign language learning. We hypothesize that mediated language learning experiences imply a socioemotional change in learners, focusing on the others, on their needs and interests, by trying to help them understand texts, concepts or facilitating communication with their peers. An intervention with a musical-mediated language learning experience was designed and implemented in the classroom. A self assessment scale with mediation descriptors and the socioemotional expertise scale (SEE) were administered. Results show that students become more mindful of their strengths, of their capacity for collaborating and team working. This leads to more awareness of their mediation skills. Students’ mediation skills correlate significantly with their socio-emotional skills, more concretely with their expressivity. The implementation of a musical-mediated experience also promoted tolerance and enhanced learners’ intrinsic motivation for language learning at the same time as they acknowledged their diversity. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Disturbances and Dislocations: Understanding Teaching and Learning Experiences in Indigenous Australian Women’s Music and DanceSarah H. WattsElizabeth Mackinlay. Disturbances and Dislocations: Understanding Teaching and Learning Experiences in Indigenous Australian Women’s Music and Dance (Bern: Peter Lang, 2007).Elizabeth Mackinlay, a lecturer in the Aboriginal and Torres Strait Islander Studies Unit at the University of Queensland, documents her unique pedagogical approaches and ways of thinking about (...) the teaching and learning of music and dance in her book, Disturbances and Dislocations: Understanding Teaching and Learning Experiences in Indigenous Australian Women’s Music and Dance. A university-level anthropology course dealing with the music and dance traditions of Australia’s Yanyuwa women was the setting for this “ethnographic case study” (p. 17). Through this course, Mackinlay sought to help students connect Indigenous Australian performance practices to social and political issues while fostering awareness of gender issues and learning processes within Indigenous Australian music and dance performance contexts. These objectives were met through a distinctive approach—by disposing of the strict lecture class format and bringing the field into the classroom. Disturbances and Dislocations documents the experiences of Mackinlay, her students, and several Yanyuwa women who come together as part of the course to engage in hands-on, authentic music and dance exchanges that bring the Yanyuwa women’s voices to the fore. [End Page 90]From the very beginning of the book, Mackinlay highlights her unique point of view as author of this work. She is a “white, middle class, educated woman” (p. 15) researching the experiences of and teaching university-level courses relating to Indigenous Australian and Torres Strait Islander peoples, a cultural background that is not her own. She is a political, educational, and ethnic outsider to the groups of peoples she studies. The wife of an Aboriginal man and mother to Aboriginal children, she is afforded links to the Yanyuwa people that provide her with a measure of status as a family member within the community. The dichotomy of being at once an insider and an outsider in the Yanyuwa community lends a fascinating level of complexity to Mackinlay’s exploration and analysis of the presence and impact of Yanyuwa culture-bearers in her classroom. The warmth, honesty, and openness with which she addresses her unique role in this learning exchange is engaging to the reader, and allows her personal situation to add humanity and life to the words on the page.The eight-chapter book commences with an introductory section that reflects upon her personal experiences in engaging in scholarship relating to Indigenous Australian issues. Additionally, the reader is introduced to the site of the ethnography, her classroom, in which her personal and professional lives intertwine. The next chapter further establishes the context of the ethnography by discussing a pilot project that laid foundations for the main study presented in the book. In this 1999 pilot project, a group of Mackinlay’s students, largely white women, participated in hands-on music and dance workshops under the guidance of Mackinlay and several Yanyuwa women. Student responses from this pilot project indicated that they felt awkward at times, but valued the time spent with the Yanyuwa guests and wished for more of these types of class sessions. Mackinlay determined that this cultural exchange could be even richer if more class time could be dedicated to it, an important observation for her own work, and also for others who seek to furnish cultural encounters for students.The fourth chapter delves into a theoretical discussion of the meanings of the inclusion of the study of Aboriginal and Torres Strait Islander peoples in contemporary classroom settings. Issues of political positioning, representation of Indigenous voices, identity, and “speaking from and of in-between spaces” (p. 64) as one with a foothold in both white and Indigenous worlds are all addressed, engaging the reader in Mackinaly’s own complex journey of coming to terms with her own teaching and scholarly pursuits. It is refreshing to the reader that Mackinlay acknowledges her unique viewpoint as facilitator of this course and this research study. While she is an authority in this realm, she highlights her own backgrounds and biases, her individual lens... (shrink)

The importance of the hidden curriculum is recognised as a practical training ground for the absorption of medical ethics by healthcare professionals. Pakistan’s healthcare sector is hampered by the exclusion of ethics from medical and nursing education curricula and the absence of monitoring of ethical violations in the clinical setting. Nurses have significant knowledge of the hidden curriculum taught during clinical practice, due to long working hours in the clinic and front-line interaction with patients and other practitioners.

Research on Augmented Reality in education has demonstrated that AR applications designed with diverse components boost student motivation in educational settings. However, most of the research conducted to date, does not define exactly what those components are and how these components positively affect student motivation. This study, therefore, attempts to identify some of the components that positively affect student motivation in mobile AR learning experiences to contribute to the design and development of motivational AR learning experiences (...) for the Vocational Education and Training level of education. To identify these components, a research model constructed from the literature was empirically validated with data obtained from two sources: 35 students from four VET institutes interacting with an AR application for learning for a period of 20 days, and a self-report measure obtained from the Instructional Materials Motivation Survey. We found that the following variables: use of scaffolding, real-time feedback, degree of success, time on-task and learning outcomes are positively correlated with the four dimensions of the ARCS model of motivation: Attention, Relevance, Confidence, and Satisfaction. Implications of these results are also described. (shrink)

Name der Zeitschrift: Semiotica Jahrgang: 2016 Heft: 212 Seiten: 199-217.

Background: Undergraduate nursing students have been documented to experience ethical distress during their clinical training and felt poorly supported in discussing the ethical issues they encountered. Research aims: This study was aimed at exploring nursing students’ perceived opportunity to discuss ethical issues that emerged during their clinical learning experience and associated factors. Research design: An Italian national cross-sectional study design was performed in 2015–2016. Participants were invited to answer a questionnaire composed of four sections regarding: socio-demographic data, previous clinical (...) learning experiences, current clinical learning experience quality and outcomes, and the opportunity to discuss ethical issues with nurses in the last clinical learning experience. Participants and research context: Participants were 9607 undergraduate nursing students who were attending 95 different three-year Italian baccalaureate nursing programmes, located at 27 universities in 15 Italian regions. Ethical considerations: This study was conducted in accordance with the Human Subject Research Ethics Committee guidelines after the research protocol was approved by an ethics committee. Findings: Overall, 4707 perceived to have discussed ethical issues ‘much’ or ‘very much’; among the remaining, 3683 and 1217 students reported the perception of having discussed, respectively, ‘enough’ or ‘never’ ethical issues emerged in the clinical practice. At the multivariate logistic regression analysis explaining 38.1% of the overall variance, the factors promoting ethical discussion were mainly set at the clinical learning environment levels. In contrast, being male was associated with a perception of less opportunity to discuss ethical issues. Conclusion: Nursing faculties should assess the clinical environment prerequisites of the settings as a context of student experience before deciding on their accreditation. Moreover, the nursing faculty and nurse managers should also enhance competence with regard to discussing ethical issues with students among clinical nurses by identifying factors that hinder this learning opportunity in daily practice. (shrink)

The rise of learning analytics, the application of complex metrics developed to exploit the proliferation of ‘Big Data’ in educational work, raises important moral questions about the nature of what is measurable in education. Teachers, schools and nations are increasingly held to account based on metrics, exacerbating the tendency for fine-grained measurement of learning experiences. In this article, the origins of learning analytics ontology are explored, drawing upon core ideas in the philosophy of computing, such as (...) the general definition of information and the information-theoretic account of knowledge. Drawing upon a reading of Descartes Meditatio II, which extends the phenomenology of Jean-Luc Marion into a pedagogy of intentionality, the article identifies a fundamental incompatibility between the subjective experience of learning and the information-theoretic account of knowledge. Human subjects experience and value their own information incommensurably with the ways in which computers measure and quantify information. The consequences of this finding for the design of online learning environments, and the necessary limitations of learning analytics and measurement are explored. (shrink)

How do speakers learn the social meaning of different linguistic variants, and what factors influence how likely a particular social–linguistic association is to be learned? It has been argued that the social meaning of more salient variants should be learned faster, and that learners' pre‐existing experience of a variant will influence its salience. In this paper, we report two artificial‐language‐learning experiments investigating this. Each experiment involved two language‐learning stages followed by a test. The first stage introduced the artificial (...) language and trained participants in it, while the second stage added a simple social context using images of cartoon aliens. The first learning stage was intended to establish participants' experience with the artificial language in general and with the distribution of linguistic variants in particular. The second stage, in which linguistic stimuli were accompanied by images of particular aliens, was intended to simulate the acquisition of linguistic variants in a social context. In our first experiment, we manipulated whether a particular linguistic variant, associated with one species of alien in the second learning phase, had been encountered in the first learning phase. In the second experiment, we manipulated whether the variant had been encountered in the same grammatical context. In both cases we predicted that the unexpectedness of a new variant or a new grammatical context for an old variant would increase the variant's salience and facilitate the learning of its social meaning. This is what we found, although in the second experiment, the effect was driven by better learners. Our results suggest that unexpectedness increases the salience of variants and makes their social distribution easier to learn, deepening our understanding of the role of individual language experience in the acquisition of sociolinguistic meaning. (shrink)

Many philosophy instructors want their students to change the way they think about and act in the world. Reflection can be one way to bring this about, yet it is common for student reflections to fail to enable this desired transformative learning experience. Our research investigated how instructors can design better reflective assignments to cultivate a more transformative learning experience for students. Using thematic analysis, a qualitative research method, we analyzed student reflection data to identify themes and patterns (...) of student work. Findings include concrete guidelines for cultivating better student reflections, including: designing for reflection, explicitly limiting summary, and incentivizing students to make specific claims while bringing personal experience to bear. (shrink)

Many philosophy instructors want their students to change the way they think about and act in the world. Reflection can be one way to bring this about, yet it is common for student reflections to fail to enable this desired transformative learning experience. Our research investigated how instructors can design better reflective assignments to cultivate a more transformative learning experience for students. Using thematic analysis, a qualitative research method, we analyzed student reflection data to identify themes and patterns (...) of student work. Findings include concrete guidelines for cultivating better student reflections, including: designing for reflection, explicitly limiting summary, and incentivizing students to make specific claims while bringing personal experience to bear. (shrink)

With the emergence of the COVID-19 pandemic, virtual simulation games have provided an effective teaching method for online entrepreneurship education. By exploring the mechanisms that influence student engagement and learning outcomes from different perspectives, such as game design, team and individual perspectives, numerous scholars have demonstrated that such a teaching method can effectively improve students’ engagement and learning performance. However, the existing studies are relatively scattered, and there is a scarcity of studies in which the effects of said (...) factors are considered. Based on the learning process 3P model proposed by Biggs, students’ perceived experience of game design, teamwork and self-efficacy were taken as variables in the early learning stage in the present study, and the influence mechanism of virtual simulation game learning experience on students’ engagement and entrepreneurial skill development was explored, so as to close the gap in existing research. In the present study, 177 college students from Chinese universities were surveyed and the data were surveyed using AMOS 23.0 software. Although the empirical results show that students’ “goal and feedback” and “alternative” experience of game design did not have a significant positive impact on students’ engagement, there was a direct and significant effect the development of entrepreneurial skills. Students’ experience of teamwork and general self-efficacy could not only directly and significantly affect the development of entrepreneurial skills, but also indirectly affect the development of entrepreneurial skills through learning engagement. The research results are practically significant for teachers in the selection and development of virtual simulation games, can be effectively applied in teaching process management, and can improve students’ engagement and learning performance. (shrink)

With a variety of technology-enabled tools and environments to choose from, it is increasingly difficult for educators to ascertain the factors that influence the quality of the students' learning experience and hence make appropriate choices for the use of technology. In this paper, we discuss the role of two technologies — wikis and blogs — in teaching and learning. We provide case studies of two courses at the Open Umiversity, UK and empirical evidence of students' experiences, perceptions, (...) and expectations on these courses. We discuss the context of these courses and the usage of these technologies: The pedagogical underpinnings and the rationale for introducing these technologies; the intended learning outcomes from the usage of these tools; and the extent to which the activities based around these tools have enabled the intended learning and facilitated the learning process. We report on the social, usability, and pedagogical factors that have influenced the quality of students' learning experience. The research reported in this paper aims to provide guidance to course designers and educators for choosing tools, particularly wikis and blogs, for their contexts and for creating value and generating a positive student experience to engender student satisfaction and retention. (shrink)

With a variety of technology-enabled tools and environments to choose from, it is increasingly difficult for educators to ascertain the factors that influence the quality of the students’ learning experience and hence make appropriate choices for the use of technology. In this paper, we discuss the role of two technologies — wikis and blogs — in teaching and learning. We provide case studies of two courses at the Open Umiversity, UK and empirical evidence of students’ experiences, perceptions, (...) and expectations on these courses. We discuss the context of these courses and the usage of these technologies: The pedagogical underpinnings and the rationale for introducing these technologies; the intended learning outcomes from the usage of these tools; and the extent to which the activities based around these tools have enabled the intended learning and facilitated the learning process. We report on the social, usability, and pedagogical factors that have influenced the quality of students’ learning experience. The research reported in this paper aims to provide guidance to course designers and educators for choosing tools, particularly wikis and blogs, for their contexts and for creating value and generating a positive student experience to engender student satisfaction and retention. (shrink)

ABSTRACT In this study, the learning experiences of four elementary school teachers who were basketball coaches were explored. Specifically, the learning experiences gained through observing professional basketball coaches’ sessions were examined by employing van Manen’s hermeneutic-phenomenological approach, which focuses on the thematic analysis of lived experiences. Previous coaching studies that have focused on the professional development of coaches have revealed that observing elite coaching sessions could be a major source of practical coaching knowledge because coaches (...) could learn from experienced coaches. Quantitative studies of this learning effect have revealed that observers learn new coaching methods from a general perspective. However, this study revealed that teachers give specific meaning and value to observed phenomena from the perspective of personal interest based on their coaching or teaching beliefs. This learning was interpreted from a multifaceted perspective, which was evident from their coaching interests and questions. This study disclosed that teachers reflect on their coaching philosophy, methods and attitude. Furthermore, even if teachers generally tend to highlight their coaching methods, this has a qualitatively complex nature because the meaning and value given to coaching methods varied in each teacher’s reflection. The perspective of problem-solving highlighted how to answer their personal questions based on practical coaching problems by observing a coaching session. Discovering the methodological differences between the observation session and the daily coaching session were highlighted. (shrink)

The purpose of this study is to make clear the relationships between student’s self-efficacy and learning experience of information education in case of junior high school. Two investigations were implemented in this study. The aim of first investigation was to grasp the present status of students’ feeling of effectiveness of their learning experience in information education. Also, the aim of second investigation was to verify the relationships between students’ self-efficacy and the abilities for information utilizing that promoted in (...) information education. The first investigation with a question: “What kind of a learning experience do you feel is useful in your life?” was conducted on 426 junior high school students. As a result, almost half of the students feel effectiveness of gaining computer-operating skills in “Information and Computer” class. Also, it is suggested that utilization of Internet could promote the feeling of effectiveness in current daily lives. In second investigation, the relationship between self-efficacy and abilities for information utilizing was examined by using multi-regression analysis on 544 junior high school students. As a result, abilities for information utilizing were affected from self-evaluation of “social position of abilities” and “positive attitude to activities” in self-efficacy. Also, self-efficacy was affected from “processing ability of information” and “creation ability of information” in abilities for information utilizing. By the results of these investigations, it is suggested that these two factors are formed as a gradual cycle which promote each other. From these results, some suggestions for improvement of classroom activities in information education were proposed. (shrink)

A growing number of children in the United States are exposed to multiple languages at home from birth. However, relatively little is known about the early process of word learning—how words are mapped to the referent in their child-centered learning experiences. The present study defined parental input operationally as the integrated and multimodal learning experiences as an infant engages with his/her parent in an interactive play session with objects. By using a head-mounted eye tracking device, (...) we recorded visual scenes from the infant’s point of view, along with the parent’s social input with respect to gaze, labeling, and actions of object handling. Fifty-one infants and toddlers from an English monolingual or a diverse bilingual household were recruited to observe the early multimodal learning experiences in an object play session. Despite that monolingual parents spoke more and labeled more frequently relative to bilingual parents, infants from both language groups benefit from a comparable amount of socially coordinated experiences where parents name the object while the object is looked at by the infant. Also, a sequential path analysis reveals multiple social coordinated pathways that facilitate infant object looking. Specifically, young children’s attention to the referent objects is directly influenced by parent’s object handling. These findings point to the new approach to early language input and how multimodal learning experiences are coordinated socially for young children growing up with monolingual and bilingual learning contexts. (shrink)

This study extends the theory of planned behavior framework by introducing three further variables to explain how behavioral intention and actual behavior are induced by situational factors as well as green advertising from the company. Then, this study has four objectives. First, this study will assess the direct effect of personal factors and contextual factors on learning experience and the direct effect of personal factors on subjective norms. Second, this study will assess the direct effect of learning experience (...) on social cognitive factors for a specific green product. Third, this study will assess the direct effect of social cognitive factors on intention purchasing behavior. Finally, this study will assess the role of green marketing as a moderating variable for the relationship between intention and purchasing behavior. Data used in this study were primary data, which were collected through closed questionnaires with a five-point Likert scale. This study succeeded in obtaining 602 valid data from the results of filling out questionnaires by participants. This study uses the partial least square method with SmartPLS 3.0 for data processing. The result of data processing indicated that outcome expectation, self-efficacy, and subjective norms had significant positive effects on purchase intention for green personal care products. This study also found that the learning experience influenced both outcome expectation and self-efficacy. Although weak, the learning experience was influenced by demographic factors and contextual factors. The demographic factors that affect learning experience were gender and level of education. The contextual factor has a more substantial influence on learning experience in developing consumption-related attitudes to green personal care products than the demographic factor. Finally, this study also found the direct effect of intention on actual purchase behavior and the positive role of green marketing as the moderating variable. (shrink)

The purpose of this exploratory action research study was to examine how the modeling by a collaborative team of instructors regarding technology integration and information literacy would affect the quality of the lessons that elementary teacher-education students designed and taught in their field placements. The research was conducted over two distinct years with two different cohorts of methods students placed at a local elementary school that had received new interactive whiteboards, SMART boards, in every classroom at the beginning of the (...) previous school year. Based upon field-supervisor/instructor observations, reflections, and oral and written feedback from host-teachers and students, an analysis was conducted to determine the effectiveness of the interventions. Findings suggest that teacher education students' level of engagement increased regarding the integration of technology, information literacy, ethical information use, and children were more engaged and actively involved during the teaching of methods students' mathematics and science lessons. (shrink)

Students in an undergraduate legal and ethical issues course continually told the authors that they did not have time to study for the course because they were busy studying for their clinical courses. Faculty became concerned that students were failing to realize the value of legal and ethical concepts as applicable to clinical practice. This led the authors to implement a transformational learning experience in which students applied legal and ethical course content in a high-fidelity human simulation (HFHS) scenario. (...) A preliminary evaluation compared the new HFHS experience with in-person and online student groups using the same case. Based on both student and faculty perceptions, the HFHS was identified as the best of the three approaches for providing a transformational learning experience regarding legal and ethical content. (shrink)

Studies of AGL have frequently used training and test stimuli that might provide multiple cues for learning, raising the question what subjects have actually learned. Using a selected subset of studies on humans and non‐human animals, Trotter et al. demonstrate how a meta‐analysis can be used to identify relevant experimental variables, providing a first step in asssessing the relative contribution of design features of grammars as well as of species‐specific effects on AGL.

Children’s learning often happens in the interactions with more knowledgeable members of the society, frequently parents, as stated by the sociocultural theory. Parent-child conversations provide children with a new understanding and foster knowledge development, especially in informal learning contexts. However, the family conversations in museums and science centers can be contingent on the motivation for the family visit or the activities organized on the spot. In order to establish how family motivation and on-the-spot activities influence children’s informal (...) class='Hi'>learning experience, the present study was carried out in a family science center. The study focused on children’s learning experience in a hands-on exhibit featuring objects that allow for the exploration of the concepts of sound waves and light. Thirty-nine 7–10-year-old children and their families participated in the study. Twenty families received a worksheet to prompt an experimentation activity with one of the light exhibits. Motivation for the family visit was probed at the end of the visit. The target children of the families wore a GoPro HERO 5 camera attached to a chest harness throughout their visit. The video was coded for family interaction and experimentation with the light exhibit. Family conversations were coded for open-ended questions, responses to open-ended questions, explanations, associations, attention directing, and reading signage aloud. Family motivation for the visit was related to the quality of family conversation during the visit. The experimentation activity prompt did not affect the likelihood of noticing and engaging with the particular exhibit. At the same time, it did affect the quality of engagement: children who received the experimentation activity prompt were more likely to explore the effects the exhibit provided and experiment rather than play with the exhibit. Family motivation and on-the-spot activities are discussed as two possible factors to influence children’s learning experience in science centers. (shrink)

The importance of the topic of the article lies in the fact that in the era of postmodernism, informatization of the elementary school allows you to improve the quality of the educational process, through the use of information and communication technologies (ICT) to simplify management of the educational process, to organize the exchange of teaching experience, to expand didactic capabilities of the lesson. The purpose of the article is the need to study and justify the importance of using new ICT (...) in primary school lessons, to expand the experience of e-learning in primary school. The article expands the concept of information and communication technologies and their benefits in primary school; given the rationale for conducting a lesson using ICT; the experience of e-learning in the primary school of the postmodern era is characterized. Thus, one of the priorities of the development of education in postmodern society is the professional application in all areas of information technology and e-learning, which can increase the interest of present students and improve the ability to adapt to current electronic information society. The formation of knowledge and skills in the field of computer literacy of teachers and students will be an indicator of compliance of its level with current requirements. (shrink)

This article focuses primarily on our research group’s year of preparation before the opening of a new K-7 publicly funded ecological ‘school’ for students aged 5–12. The article begins with a discussion of the reasons for seeking ways to change the values of a culture which fails to confront the consequences of its destructive practices, and for looking for a new approach to ecological education which sees the more-than-human world as an integral part of the learning situation. Five principles (...) are introduced and explained—principles that have grown out of the evolving experience of the research group, and then four ‘slogans’, which have served to guide the ongoing work of development, are described and illustrated. As part of the purpose of this project to change social and cultural values, the change of values within the research group during its ongoing work is also explored. (shrink)

One of the many drastic changes caused by Covid-19 was the quick implementation of distance learning which represented a great technological challenge to many teachers and students. In fact, Italy ranks 24th amongst the 27-EU member countries in digital competitiveness which testifies to the significant delays and gaps in basic digital skills amongst the population. Based on the difficulties encountered in organizing distance learning, we assumed that teachers' perceived stress increased. Given that transversal skills can be associated with (...) this relationship, we hypothesized that among these skills, self-efficacy mediated the relationship between the difficulties in organizing distance learning and perceived stress. Since we targeted teachers from Italy and other European countries, we also hypothesized that this mediator effect would be different for both samples. Our sample was composed of a total of 366 primary/middle school teachers of which 86% female. After doing a mediation analyses with Process, Hayes' Model 4, we confirmed H1 but not H2: resulting in a partial mediation effect of self-efficacy for each individual group of teachers. Since difficulties of distance learning can affect the perception of stress, we believe that the promotion of transversal skills, such as self-efficacy, can better equip teachers when facing stressful situations. (shrink)

The music learning environment is a context in which fundamental forces and values underlying human musicality may be evident. Social bonding within music-making groups is characterized by a high degree of complexity whereas issues of clarity, accuracy, and coordination remain the focus of learning. Physical and cognitive impairments that compromise music learning opportunities offer a critical test of music's link to social bonding.

What importance do we recognize to the relationship between education and individuality in today’s educational institutions? Recent educational policy choices are increasingly focused on proposing curricula based on the skills to be acquired, (standard) action parameters for schools and on the use of “accountability” devices aimed at verifying the achievement of expected results. Following a similar approach, the individuality of each appears as a neglected element. In this article, the link between education and individuality in school curricula is addressed, according (...) to a phenomenological perspective. The starting point outlines a synthetic picture of the ways in which the philosophy of contemporary education thematizes the issue; then, in a second part, it develops a phenomenological description of the relationship between education and individuality such as to integrate and broaden the contributions of today’s philosophy of education. The article concludes by showing some implications aimed at rethinking the school experience as an opportunity for integral education and suggests indications for possible further research. (shrink)

More than 1.5 billion students experienced disruption to education as a result of COVID-19, representing the most substantial interruption to global education in modern history. Many educational institutions transitioned to emergency remote teaching (ERT) overnight, which has presented an array of distinct challenges for educators. Using virtual interviews and an experiential approach to thematic analysis, the study examined Scottish primary teachers’ (n = 10) lived experiences of adapting to ERT practice. Findings demonstrated three main themes; ‘Meeting Learners’ Needs,’ ‘Influencing (...) Engagement’, and ‘The Impact of ERT on Teachers’. Key findings suggested that differentiating learning, engaging, and communicating with learners is more difficult during ERT than face-to-face teaching. Parental engagement is vital, however, is influenced by several mitigating factors. Finally, ERT is likely to have substantial effects on the wellbeing of those involved. Implications of these findings are considered and discussed. (shrink)

This qualitative study explores the experiences and challenges SPED teachers face amidst the new normal of education. Employing Heidegerian Phenomenology and Interpretative Phenomenology analysis, findings suggest that the SPED teachers can’t enjoy their life outside work because of a lack of support from the government, physically and financially; thus, they experience burnout. Also, the salary they earn is not even enough to raise a family, and the fact that they almost shoulder the learning resources in the class makes (...) it worse. Moreover, the participants need practical training to adapt to the needs of their students amidst the challenges of the new learning modality. (shrink)