Showing papers in "The International Journal of Learning: Annual Review in 2011"

A play-based curriculum: Hong Kong children's perception of play and non-play

Abstract: Hong Kong policy makers have been advocating ‘learning through play’ as the core element of the curriculum and pedagogy in the pre-primary education for many years. However, many pre-primary institutions are still inclined to stress the intellectual aspects rather than focusing on children’s developmental needs, interests and abilities. In order to promote the use of a play-based pedagogy, it is essential to understand what ‘play’ is from the children’s perspective. This qualitative study aims to explore how ‘play’ and ‘non-play’ are conceptualized amongst young children in the Hong Kong context. Two 5-6 year-old from pre-schools and two Primary one children with 6-7 year-old were invited to participate in the project. They were asked to: 1) take photographs of other children ‘playing’ and ‘non-playing’ in their preschool/schools and home/community settings; and, 2) draw pictures of ‘play’ and ‘non-play’. Individual interviews were conducted to discuss about their drawings and the photographs they took and hence to understand how they made sense of ‘play’ and ‘non-play’. The findings showed that both groups of children regarded ‘play’ as ‘joyful’ activities and ‘non-play’ as something related to work or task. The results also demonstrated the significant role of cultural context in influencing children’s interests and hence their play.

University Students’ Emotions in Lectures: The Effect of Competence Beliefs, Value Beliefs and Perceived Task-difficulty, and the Impact on Academic Performance

Abstract: This study examined (a) students’ experienced emotions in the lectures of the compulsory courses of Psychology, Linguistics and Physics, (b) the role of students’ emotions, performance expectations, ability self-perceptions, value beliefs and estimated task-difficulty in the perception of their exam performance as successful or unsuccessful in the above courses, and (c) the role of students’ performance expectations, value beliefs, ability self-perceptions and perceived task-difficulty in the formulation of the emotions, and in the impact of the emotions on exam performance. The sample comprised 320 Early Childhood Education female students of 2nd and 3rd year. The results showed that the students experienced a rich variety, and a variation of intensity, of positive emotions in the lectures of the courses which positively influenced the perception of performance as successful or not (mainly, in Psychology). Similarly, value beliefs (not in Psychology) and competence beliefs (mainly, ability self-perception in Psychology, performance expectation in Linguistics, perceived task difficulty in Physics) discriminated the two groups of students in each course. Also, competence beliefs influenced the generation of emotions, but their predictive strength varied across the academic courses and within each academic course, while value beliefs proved weak predictor of emotions. In addition, emotions explained a significant amount of the variability in academic performance (particularly, in Psychology), and altogether, emotions, perceived task difficulty, value beliefs, and competence beliefs generated performance (least, in Linguistics). Finally, the effects of competenceand valuebeliefs in the impact of emotions on academic performance differed across the courses, in favoring Physics.

An Ecological Approach to Supporting Children after Parental Separation: Resilience, Social Capital and Sense of Community in the School Classroom

Abstract: Parental separation and divorce is a significant social issue in Australia. There are well reported academic, behavioural, psychological and social difficulties faced by children and adolescents of divorce. In this paper we suggest that a school classroom-based intervention which aims can directly engage children in an open discussion of parental separation and divorce in a supportive environment to help children build a preventative collective action for their resilience (Chaskin, 2008).

Capabilities Associated with University Group-work Activities: Experiential Benefits, Personal Attributes and Practically-acquired Skills

Abstract: This paper reviewed the contemporary literature to identify and document the benefits that an undergraduate student might expect to acquire as a result of participating in university group-work activities. The benefits associated with student group-work projects were partitioned into three distinct types of student capabilities — experiential, personal and skills related. Experiential capabilities were found to be holistic in nature, tending to shape student persona and allowed the student to derive benefits that embodied elements of socialisation, role playing and interactive learning. The personal capabilities noted to be derived from group-work participation allow the individual to develop as an independent entity, whilst practically acquired skills embodied important elements of activity that potentially enhanced student collaboration, resource and time management, leadership and conflict resolution. The paper is an important contribution to the literature noting and documenting the benefits of group-work and segmenting these benefits into distinct areas of student capabilities

Love Grammar: Student-driven Grammar Learning Games

Abstract: The words "grammar learning" and "boring" are often, unfortunately, associated. Traditional grammar teaching and learning fails to engage students in active and lifelong learning. There is a need for learner-centred approaches that help students learn grammar in a second language or foreign language classroom in a more engaging and enjoyable way. Grammar learning games represent a particularly promising addition to the grammar teacher's arsenal. Little is known about how studentdriven grammar learning games can be used in the class, however, this paper provides an account of a classroom based study, giving an early insight based on a research study that explored the impact that the use of a game-based grammar learning approach had on the grammar learning experience of tertiary students learning Spanish in Australia.

Work based learning: creative, imaginative and flexible approaches

Abstract: Traditional education has long been supplier driven and in doing so has failed to meet certain learning needs of the individual and organisation. Middlesex University has pioneered and led on the developments of Work Based Learning (WBL) since the early 1990’s. WBL is viewed as a ‘field of study’ within its own right – learning for, through and at the workplace, providing flexibility and versatility towards learning. This mode of enquiry facilitates individual led investigation, negotiating their own programme of study and providing a more meaningful learning experience (rather than just a ‘training experience’). Through this process of learning individuals are expected to engage in critical enquiry within the work place and acquire new knowledge. Whilst complex in nature, WBL offers a creative, imaginative and collaborative approach to life long learning that enables the development of a workforce that is ‘fit for purpose’. Middlesex University offers customised learning programmes (all academic levels/disciplines) that can be tailored to the specific needs of the individual/organisation. This can be facilitated through various medium of on-site tutorials/workshops through to remote learning through our virtual learning environment (VLE). Through a review of learning, previous learning is acknowledged and valued and accredited.

The Interaction between Cognitive and Motivational Co-regulated Processes on a Collaborative Task

Abstract: Co-regulated learning (CRL) describes the social processes group members employ to regulate their shared work on a joint task (Vauras et al., 2003). Research has suggested that effective CRL is a characteristic of successful collaborative groups and that effective collaboration is associated with higher performance on tasks and positive social outcomes (Roschelle & Teasley, 1995). While recent research has certainly added to our understanding of CRL, most studies have focused on either co-regulation of cognitive (e.g., planning, monitoring, evaluation) or motivational (e.g., efficacy, attributions) processes ignoring the interaction between these processes. Using a socio-cultural framework (McCaslin, 2004), this study built on the extant literature by describing cognitive and motivational instances of co-regulation within two, sixth grade collaborative groups (N=8) and then explaining how these processes inter-related and co-occurred. Video transcripts (N=18; 2,880 minutes) of group interactions over 9-weeks served as the data for this analysis. Following coding procedures used by Volet et al. (2009) and Wolters, Pintrich and Karabenick (2005) the data were categorized by type (other vs. shared) and regulatory process (cognitive vs. motivational). Using standard qualitative methods (Creswell, 1998) a cross-narrative analysis was constructed to describe instances of cognitive and motivational co-regulation and to discuss their relationship. Results of the analysis indicated that agreement and interest led to sustained co-regulation of cognitive processes, while verbal put-downs thwarted it. Understanding how cognitive and motivational processes co-occurred and interacted not only adds to our understanding of CRL, but can be used in practice to improve how peers work effectively within the collaborative context.