Showing papers on "Experiential learning published in 2001"

Self-regulated learning and academic achievement : theoretical perspectives

Abstract: Contents: Preface. B.J. Zimmerman, Theories of Self-Regulated Learning and Academic Achievement: An Overview and Analysis. F.C. Mace, P.J. Belfiore, J.M. Hutchinson, Operant Theory and Research on Self-Regulation. B.L. McCombs, Self-Regulated Learning and Academic Achievement: A Phenomenological View. D.H. Schunk, Social Cognitive Theory and Self-Regulated Learning. P.H. Winne, Self-Regulated Learning Viewed From Models of Information Processing. L. Corno, Volitional Aspects of Self-Regulated Learning. M. McCaslin, D.T. Hickey, Self-Regulated Learning and Academic Achievement: A Vygotskian View. S.G. Paris, J.P. Byrnes, A.H. Paris, Constructing Theories, Identities, and Actions of Self-Regulated Learners. B.J. Zimmerman, D.H. Schunk, Reflections on Theories of Self-Regulated Learning and Academic Achievement.

Andragogy and Self‐Directed Learning: Pillars of Adult Learning Theory

Abstract: Andragogy and self-directed learning continue to be important to our present-day understanding of adult learning.

Shopping Online for Freedom, Control, and Fun

Abstract: Consumers shop online for both goal-oriented and experiential reasons. However, goal-oriented motives are more common among online shoppers than are experiential motives. This article identifies and discusses attributes that facilitate goal-oriented online shopping, including accessibility/convenience, selection, information availability, and lack of unwanted sociality from retail sales help or shopping partners such as spouses. Importantly, consumers report that shopping online results in a substantially increased sense of freedom and control as compared to offline shopping. While consumers are more likely to describe offline rather than online shopping in experiential terms, evidence of experiential motivations for online shopping is emerging. Also, while closing transactions at web sites is one important e-commerce goal, companies should not lose site of the continuing importance and power of their web site as an information and communications vehicle.

Informal and Incidental Learning

Abstract: This chapter provides a theory of informal and incidental learning and updates this theory based on recent research.

Organizational Improvisation and Learning: A Field Study:

Abstract: An inductive study of improvisation in new product development activities in two firms uncovered a variety of improvisational forms and the factors that shaped them. Embedded in the observations we...

An affective model of interplay between emotions and learning: reengineering educational pedagogy-building a learning companion

Abstract: There is an interplay, between emotions and learning, but this interaction is far more complex than previous theories have articulated. The article proffers a novel model by which to: 1). regard the interplay of emotions upon learning for, 2). the larger practical aim of crafting computer-based models that will recognize a learner's affective state and respond appropriately to it, so that learning will proceed at an optimal pace.

Learning through work: workplace affordances and individual engagement

Abstract: Identifies factors that shape how learning proceeds in workplaces. Focuses on the dual bases of how workplaces afford opportunities for learning and how individuals elect to engage in work activities and with the guidance provided by the workplace. Together, these dual bases for participation (co‐participation) at work, and the relations between them, are central to understanding the kinds of learning that workplaces are able to provide and how improving the quality of that learning might proceed. The readiness of the workplace to afford opportunities for individuals to engage in work activities and access direct and indirect support is a key determinant of the quality of learning in workplaces. This readiness can promote individuals’ engagement. However, this engagement remains dependent on the degree by which individuals wish to engage purposefully in the workplace.

Multimodal Teaching and Learning: The Rhetorics of the Science Classroom

Abstract: Introduction 1. Rhetorics of the Science Classroom: A Multimodal Approach 2. Multimodality 3. Analysing Action in the Science Classroom 4. Shapes of Knowledge 5. Rethinking Learning in the Multimodal Environment: Learning to Be Scientific 6. Written Genres and the Transformation of Multimodal Communication: Students' Signs as Evidence of Learning 7. Materiality as an Expression of Learning 8. Conclusion

Using Journal Writing to Enhance Reflective Practice

Abstract: Journals promote reflection on experience. This chapter examines features of journal writing that aid reflective practice and circumstances inhibiting their use for this purpose.

Working Through Environmental Conflict: The Collaborative Learning Approach

Abstract: Preface Crafting Effective Policy in a Contentious and Complex World The Essence of Collaborative Learning Understanding Conflict Situations Collaboration as a Deliberative Process Learning as a Foundation for Good Decisions Systems Thinking Collaborative Learning, Communication, and Culture Techniques of Collaborative Learning The Practice of Collaborative Learning: Citizens, Scientists, and Foresters in Fire Recovery Planning The Practice of Collaborative Learning: Other Applications Persistent Challenges and Future Directions

Perspectives on thinking, learning, and cognitive styles

Abstract: Contents: Preface. R.J. Sternberg, E.L. Grigorenko, A Capsule History of Theory and Research on Styles. J.S. Renzulli, D.Y. Dai, Abilities, Interests, and Styles as Aptitude for Learning: A Person-Situation Interaction Perspective. R. Riding, The Nature and Effects of Cognitive Style. J. Biggs, Enhancing Learning: A Matter of Style or Approach? N. Entwistle, V. McCune, P. Walker, Conceptions, Styles, and Approaches Within Higher Education: Analytical Abstractions in Everyday Experience. G.M. Boulton-Lewis, F. Marton, L.A. Wilss, The Lived Space of Learning: An Inquiry Into Indigenous Australian University Students' Experiences of Studying. D. Watkins, Correlates of Approaches to Learning: A Cross-Cultural Meta-Analysis. L-F. Zhang, R.J. Sternberg, Thinking Styles Across Cultures: Their Relationships With Student Learning. D.A. Kolb, R.E. Boyatzis, C. Mainemelis, Experiential Learning Theory: Previous Research and New Directions. R.J. Sternberg, Epilogue: Another Mysterious Affair at Styles.

Integrating Learning and Work: Problems and Prospects.

Abstract: In spite of a widespread belief in the importance of integrating learning and work, little is known about the conditions that promote such an integration In order to both clarify the concept of le

Flexible learning in a digital world: Experiences and expectations

Abstract: 1: The place of flexible learning 2: A new model for understanding how to use educational technology: the three-space model 3: Lessons learned 4: How successful has educational technology been? 5: The instructor and flexible learning 6: The department and flexible learning 7: The University and flexible learning 8: The multi-site institution and flexible learning 9: Government and flexible learning 10: Instructional design and flexible learning 11: The future of flexible learning.

Supporting Social Interaction in an Intelligent Collaborative Learning System

Abstract: Students learning effectively in groups encourage each other to ask questions, explain and justify their opinions, articulate their reasoning, and elaborate and reflect upon their knowledge. The benefits of collaborative learning, however, are only achieved by active, well- functioning teams. This paper presents a model of collaborative learning designed to help an intelligent collaborative learning system identify and target group interaction problem areas. The model describes potential indicators of effective collaborative learning, and for each indicator, recommends strategies for improving peer interaction. This collaborative learning model drove the design and development of two tools that automate the coding, and aid the analysis of collaborative learning conversation and activity. Empirical evaluation of these tools confirm that effective learning teams are comprised of active participants who demand explanations and justification from their peers. The distribution of conversational skills used by members of a supportive group committed to their teammates' learning is compared to that of an unfocused, unsupportive group. The results suggest that structured, high-level knowledge of student conversation in context may be sufficient for automating the assessment of group interaction, furthering the possibility of an intelligent collaborative learning system that can support and enhance the group learning process.

Friend-or-Foe Q-learning in General-Sum Games

Abstract: This paper describes an approach to reinforcement learning in multiagent general-sum games in which a learner is told to treat each other agent as either a \friend" or \foe". This Q-learning-style algorithm provides strong convergence guarantees compared to an existing Nash-equilibrium-based learning rule.

Social Learning Through Networks: The Adoption of New Agricultural Technologies in Ghana

Abstract: The adoption of new technology is a central feature of the transformation of farming systems during the process of economic development. There is a rich tradition of social science research, therefore, on the adoption of new technologies (Evenson and Westphal; Feder, Just and Zilberman). Much of this research has focused on the problem faced by individual farmers as they decide whether to adopt a potentially proÞtable new technology. How do farmers learn about a new technology? There are many possible sources of information about the new technology (Rogers). A farmer may learn from his or her own experimentation with the technology. Advice and technical information may be available from the extension service or the media. If there are many farmers in somewhat similar circumstances, then the process of learning about the new technology may be social. Farmers may learn about the characteristics of the new technology from their neighbors' experiments. There is a natural way of thinking about this process of 'social learning' that has motivated much of the existing work on the topic (Besley and Case; Foster and Rosenzweig; Munshi). Consider the village (or other appropriate social group) as a unit of learning engaged in a process of collective experimentation. Each farmer in the village observes the farming activities of each of the other farmers, including of course those who are experimenting with the new technology. Each farmer then updates his or her own opinion regarding the technology using this information, makes decisions regarding cultivation for the next season,

The Power of Feelings: Emotion, Imagination, and the Construction of Meaning in Adult Learning

Abstract: Emotions and imagination are integral to the process of adult learning. The imaginal method is discussed as an alternative to rational and reflective processes of meaning-making.

Literacy and Learning Out of School: A Review of Theory and Research

Abstract: In this article we review research on literacy in out-of-school settings. Our first purpose is to identify the conceptual advances in theories of literacy that have arisen from non-school-based research and to trace their evolution. We are especially interested in clarifying the historical roots of current theories. A second purpose is to highlight recent research on literacy in out-of-school settings that exemplifies the range and dimensions of current work. Finally, we call for an examination of the relationships between school and nonschool contexts as a new direction for theory and research. We ask, How can research on literacy and out-of-school learning help us to think anew about literacy teaching and learning across a range of contexts, including school?

The Action Turn: toward a transformational social science

Abstract: We offer an epistemological basis for action research, in order to increase the validity, the practical significance, and the transformational potential of social science. We start by outlining some of the paradigmatic issues which underlie action research, arguing for a “turn to action” which will complement the linguistic turn in the social sciences. Four key dimensions of an action science are discussed: the primacy of the practical, the centrality of participation, the requirement for experiential grounding, and the importance of normative, analogical theory. Three broad strategies for action research are suggested: first-person research/practice addresses the ability of a person to foster an inquiring approach to his or her own life; second-person research/practice engages a face-to-face group in collaborative inquiry; third-person research/practice asks how we can establish inquiring communities which reach beyond the immediate group to engage with whole organizations, communities and countries. The article argues that a transformational science needs to integrate first- second- and third-person voices in ways that increase the validity of the knowledge we use in our moment-to-moment living, that increase the effectiveness of our actions in real-time, and that remain open to unexpected transformation when our taken-for-granted assumptions, strategies, and habits are appropriately challenged. Illustrative references to studies that begin to speak to these questions are offered.

Collaborative Learning vs. Lecture/Discussion: Students' Reported Learning Gains*

Abstract: This study examined the extent to which undergraduate engineering courses taught using active and collaborative learning methods differ from traditional lecture and discussion courses in their ability to promote the development of students’ engineering design, problem-solving, communication, and group participation skills. Evidence for the study comes from 480 students enrolled in 17 active or collaborative learning courses/sections and six traditional courses/sections at six engineering schools. Results indicate that active or collaborative methods produce both statistically significant and substantially greater gains in student learning than those associated with more traditional instructional methods. These learning advantages remained even when differences in a variety of student pre-course characteristics were controlled.

“Maestro, what is ‘quality’?”: Language, literacy, and discourse in project-based science

Abstract: Recent curriculum design projects have attempted to engage students in authentic science learning experiences in which students engage in inquiry-based research projects about questions of interest to them. Such a pedagogical and curricular approach seems an ideal space in which to construct what Lee and Fradd referred to as instructional congruence. It is, however, also a space in which the everyday language and literacy practices of young people intersect with the learning of scientific and classroom practices, thus suggesting that project-based pedagogy has the potential for conflict or confusion. In this article, we explore the discursive demands of project-based pedagogy for seventh-grade students from non- mainstream backgrounds as they enact established project curricula. We document competing Discourses in one project-based classroom and illustrate how those Discourses conflict with one another through the various texts and forms of representation used in the classroom and curriculum. Possibilities are offered for reconstructing this classroom practice to build congruent third spaces in which the different Discourses and knowledges of the discipline, classroom, and students' lives are brought together to enhance science learning and scientific literacy. fl 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 469 - 498, 2001 Recent curriculum design projects have attempted to engage students in responsive or authentic science learning experiences in which students engage in inquiry-based research pro- jects about questions of interest to them (Goldman, 1997; Krajcik, Blumenfeld, Marx, Bass, & Fredricks, 1998; Merino & Hammond, 1998; Warren, Rosebery, & Conant, 1989). Typically, the features of what is often called project-based pedagogy include (a) questions that encompass worthwhile and meaningful content anchored in authentic or real-world problems; (b) inve- stigations and artifact creation that allow students to learn apply concepts, represent knowledge, and receive ongoing feedback; (c) collaboration among students, teachers, and others in the community; and (d) use of literacy and technological tools (Cognition and Technology Group, 1992; Krajcik et al., 1998; Mercado, 1993). Project-based pedagogy engages children in textual and experiential inquiry about authentic questions, and so can be considered discourse enabling. That is, project-based pedagogy affords

Learning Together: Children and Adults in a School Community

Abstract: 1. Lessons about Learning as a Community Part 1: Origins, Principles, and Structure of a Community of Learners Constructing Ourselves: The Beginning of an Evolving Philosophy An Orientation to Principles-in-Action Seeing the Big Picture Part 2: How Is This a Community? A Home and School Community Coming Home to School Setting the Scene: Coordinating a Classroom Community The Classroom Community "in Control" Part 3: Children Learning in a Community Creating Curriculum with Children Caring Conversations Respect from Respect "What about Sharing?" Learning to Manage Time Helping Children Learn to Make Responsible Choices Part 4: Teachers Learning about Teaching Children in a Community Teaching by Learning from Children Risking Saying "I Don't Know" A New Teacher Learning to Share Responsibility with Children Part 5: Parents Learning Principles of Children's Learning in a Community Becoming a Cooperative Parent in a Parent Co-operative Kindergarten, Again Parents' Learning about Children's Learning Becoming an Adult Member in a Community of Learners Part 6: Teachers Learning about Parent Learning in a Community Qualifying to Help People Learn: Becoming a Beginner A New Teacher Learning to Share Responsibility with Parents A Teacher Learning about Adult Learning Part 7: Communities Learning Together, Creating Learning Communities Teachers Learning Together in Forming a Learning Community Decision Making in a Learning Community OC Teachers Take Their Learning to Other Schools Never-Ending Learning

Public Reflection as the Basis of Learning

Abstract: It is through public reflection that we may create a collective identity as a community of inquiry. But how does public reflection differ from introspection, and how does it contribute to self and organizational learning? In this article, the author uncovers the many traditions which constitute the process of critical reflective practice, as may be practiced as part of a project-based learning experience. After defining the concept, the article illustrates why reflection is fundamental to learning and how it can be brought out in the company of trusted others through dialogue. The article goes on to illuminate the relationships between public reflection and the common good, experience, and time, as well as to characterize the skills associated with reflective practice.

Effective Strategies for Cooperative Learning.

Abstract: J. Cooperation & Collaboration in College Teaching, 10(2), 69–75 (2001). About 15 years ago one of the authors (RF) began to experiment with groupwork in his engineering courses. After making every mistake in the book (which he had not yet read), he recognized that there must be more to getting students to work together effectively than simply putting them in groups and asking them to do something, but he wasn’t sure what it was. Then, like so many of his colleagues in engineering, he attended a workshop given by Karl Smith, heard the gospel of cooperative learning according to Johnson et al., and was converted. Things went much better after that, although every course he taught produced additional items on his lists of things that work and things to avoid.

Learning Styles, Culture and Inclusive Instruction in the Multicultural Classroom: A Business and Management Perspective

Abstract: This article examines the learning style profile exhibited by students in a multicultural class of international business management, and how cultural conditioning is reflected in the learning style preferences of home and international students. Using the Felder and Soloman's Index of Learning Styles , this study finds that each learning style dimension measured by the instrument is amply represented and that the scores reported by international students on all but one learning style dimension show much wider measures of dispersion compared to those of home students suggesting that greater variations in learning preferences are likely to co-exist in culturally heterogeneous cohorts. Suggestions on how to move toward a multistyle teaching approach to business management education so as to enfranchise all students in the multicultural classroom are then put forward. Finally, a discussion of the implications of these findings with respect to the business management curriculum design is provided.

Work-based learning: a new higher education?

Abstract: Work-based learning in higher education involves students undertaking their qualification primarily in the workplace with their learning opportunities arising from normal work rather than being manufactured for study purposes. This arrangement involves a partnership between the workplace, the learner and the university. This publication locates work-based learning as part of major changes influencing universities and explores the changes in academic work practices associated with work-based learning. Part one, 'Framing work-based learning', contains the following papers: New practices for new times / David Boud, Nicky Solomon and Colin Symes; Repositioning universities and work / David Boud and Nicky Solomon; Knowledge at work: issues of learning / David Boud; Creating a work-based curriculum / David Boud. Part two, 'Case studies', contains: From once upon a time to happily ever after: the story of work-based learning in the UK higher education sector / Norman Evans; Making it work institutionally / Derek Portwood; Ensuring a holistic approach to work-based learning: the capability envelope / John Stephenson; Working with partners to promote intellectual capital / Jonathan Garrett, Alison Comerford and Neville Webb; The possibilities in a traditional university / Lynne Caley; Implementing work-based learning for the first time / Jenny Onyx; Smart work: what industry needs from partnerships / Nicholas Shipley; A challenge to assessment and quality assurance in higher education / Richard Winter; Setting the standards: judging levels of achievement / Frank Lyons and Mike Bement; Earning academic credit for part-time work / Iain S. Marshall and Lynn S. M. Cooper. Part three, 'Past, present and future', contains: Capital degrees: another episode in the history of work and learning / Colin Symes; Future directions for work-based learning: reconfiguring higher education / David Boud and Nicky Solomon.

Teachers Caught in the Action: Professional Development That Matters

Abstract: In their newest volume, Lieberman and Miller enlist a stellar group of contributors to offer - once again - the best of what is known and practiced about professional development in schools. What is the purpose of staff development? What ends does it seek? To answer these often overlooked questions, the editors turn to the distinguished Maxine Greene, Carl D. Glickman, Derrick P. Aldridge, Judith Warren Little, Marilyn Cochran-Smith, and Susan L. Lytle. In opening chapters they remind us that it is essential to tie what we do in staff development to larger goals. Because what we do in staff development can best be understood in terms of Contexts, Strategies, and Structures, the remainder of the book features distinguished educators who write from their own unique experiential and theoretical stances. Jacqueline Ancess describes how teachers in New York City secondary schools increase their own learning while improving student outcomes * Milbrey W. McLaughlin and Joel Zarrow demonstrate how teachers learn to use data to improve their practice and meet educational standards * Lynne Miller presents a case study of a long-lived school-university partnership * Beverly Falk recounts stories of teachers working together to develop performance assessments, to understand their student's learning, to re-think their curriculum, and much more * Laura Stokes analyzes a school that successfully uses inquiry groups. There are further contributions (including some from novice teachers) by Anna Richert Ershler, Ann Lieberman, Diane Wood, Sarah Warshauer Freedman, and Joseph P. McDonald. These powerful exemplars from practice provide a much-needed overview of what matters and what really works in professional development today.