scholarly journals Can students’ perception of the diverse learning environment affect their intentions toward entrepreneurship?

2021 ◽  
Author(s):  
Ghada Haddad ◽  
Gloria Haddad ◽  
Gautam Nagpal
Keyword(s):  
Learning Environment ◽  
Diverse Learning

The impact of learning in a diversified environment: social and cognitive development of international students for global mind-set

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Muhammad Saifullah Khalid ◽  
Qi Zhanyong ◽  
Jannat Bibi
Keyword(s):  
International Students ◽  
Learning Environment ◽  
Positive Impact ◽  
Knowledge Development ◽  
Content Type ◽  
Subject Knowledge ◽  
Diverse Learning ◽  
Cognitive Transformation ◽  
Mind Set ◽  
The Impact

Purpose This study aims to assess the socio-cognitive transformation and subject knowledge development of international students studying in China's universities with diverse learning environment. Design/methodology/approach The data was collected through on-line survey and quantitative approach was adopted on a Likert scale to assess students' cognitive and social development as a responsible mind-set, ethical awareness, understanding cultural diversity and subject knowledge development. The assessment scale consisted of 25 statements to cover the foundational indicators that represent socio-cognitive transformation. The questionnaire was pilot tested for internal consistency by calculating Cronbach’s alpha. Furthermore, exploratory factor analysis was applied to ensure the traits of the construct intended to measure. A total of 316 participants responded to the survey. With descriptive statistics, X2 of association and Friedman’s two-way analysis of variance by rank was applied to test the hypothesis. Findings This study argues that diverse learning environment has positive impact on learners’ socio-cognitive transformation. It enhances students' capability to understand cultural values to accept diversity and awareness about global community issues and also subject knowledge skill development. Originality/value In the current century, study abroad programs have increased the mobility of international students, and the role of higher education institutions has become immense, multifaceted and dynamic. Universities are taking a position to play a considerable role in creating learning opportunities for awareness of societal issues and transform social behavior. Studying abroad programs is a growing concept in response to learners' cogitative and socialized transformation. There is an absence of research conducted to explore the impact of a diverse cultural environment on the socio-cognitive transformation of international students. Therefore, the current study focused on exploring the cognitive and societal development of international students studying in China.

Some Insights into the Impact of ICTs on Learning Agency and Seamless Learning

2011 ◽  
pp. 64-75
Author(s):  
Hitendra Pillay ◽  
John A. Clarke ◽  
Peter G. Taylor
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Cultural Background ◽  
Dynamic Learning ◽  
Learning Capacity ◽  
Innovation Transfer ◽  
Seamless Learning ◽  
Diverse Learning ◽  
Learning Competencies ◽  
The Impact

The learning capacity of individuals is becoming recognised as the most valued commodity in a knowledge and information society and this has fostered an increased attention on the innovation, transfer, and management of knowledge. To explain these processes, it is necessary to move beyond what has traditionally been conceived of as a learning environment and to develop alternative models that acknowledge and accommodate the learning competencies required to successfully engage with a contingent and dynamic learning culture, the changing nature of knowledge, and the influence of the cultural background of learners. Such models need to explain the lifelong and continuous nature of learning as learners move seamlessly among a range of diverse learning environments. This chapter proposes the concept of learning agency which incorporates the intelligence inherent in learning environments as a mechanism to explain seamless learning within and across environments, particularly those that are rich in technology.

Some Insights into the Impact of ICTs on Learning Agency and Seamless Learning

2008 ◽  
pp. 405-412
Author(s):  
Hitendra Pillay ◽  
John A. Clarke ◽  
Peter G. Taylor
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Cultural Background ◽  
Dynamic Learning ◽  
Learning Capacity ◽  
Innovation Transfer ◽  
Seamless Learning ◽  
Diverse Learning ◽  
Learning Competencies ◽  
The Impact

The learning capacity of individuals is becoming recognised as the most valued commodity in a knowledge and information society and this has fostered an increased attention on the innovation, transfer, and management of knowledge. To explain these processes, it is necessary to move beyond what has traditionally been conceived of as a learning environment and to develop alternative models that acknowledge and accommodate the learning competencies required to successfully engage with a contingent and dynamic learning culture, the changing nature of knowledge, and the influence of the cultural background of learners. Such models need to explain the lifelong and continuous nature of learning as learners move seamlessly among a range of diverse learning environments. This chapter proposes the concept of learning agency which incorporates the intelligence inherent in learning environments as a mechanism to explain seamless learning within and across environments, particularly those that are rich in technology.

scholarly journals Improving the effectiveness of students' progress assessment in a mixed learning environment at Lac Hong University

2021 ◽  
pp. 44-50
Author(s):  
Phuong V. D. Van ◽  
Hien T. Lam ◽  
Truong P. Le
Keyword(s):  
Learning Environment ◽  
Digital Technology ◽  
Educational Institution ◽  
Technology In Education ◽  
Education Students ◽  
Final Exam ◽  
Diverse Learning ◽  
Learning Flexibility ◽  
The Right ◽  
To Receive

Thanking to the application of digital technology in education, students are obtaining outstanding benefits such as diverse learning resources, more learning flexibility in both time and place. However, besides these advantages, students must wisely avoid inappropriate information sources and trends by selecting and following the right way to receive, learn and process information. In the competence-development-learning model, students become the center being proactive in selecting information, analyzing and proposing solutions for problems with support from lecturers and reference resources. Many questions exist and require educational institution and faculty to answers such as how to assess students' understanding and if it is in the right direction; how to see students’ progress to assist students positive change; how to conduct formative assessment throughout the entire student progress instead only summative ones (in final exam, final product). This paper reflects the practical results to answer these above questions when applying ePortfolio in assessing students’ performance in the blended learning environment at Lac Hong University. The research is conducted as a part of EMVITET Erasmus+ project.

scholarly journals “Tools for master’s thesis”: making the most of a diverse learning environment

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Virpi Palmgren ◽  
Kirsi Heino
Keyword(s):  
Learning Environment ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Literacy Skills ◽  
Information Searching ◽  
Final Project ◽  
Diverse Learning ◽  
Master's Thesis ◽  
Development Unit ◽  
Learning Development

The paper presents a practical approach to use a diverse learning environment to train students in the final stage of their studies. The students are extremely motivated when they are preparing their master’s thesis and their information literacy skills are really tested. The aim has been to achieve master’s theses of good quality. Therefore a course for handling the master’s thesis process was required. The planning of the course started from knowing that professors and supervisors should not use their valuable time for teaching such basic skills as writing, citing and information searching to their students. There was a demand for a course to work on a master’s thesis because there have not been any master’s thesis seminars so far. The students writing their master’s thesis do not have so many opportunities to meet with others in the same phase. The students are often quite alone with their final project. The course “Tools for master’s thesis” has been in the study programme since spring 2008. The course has been planned in co-operation with the Teaching and Learning Development Unit which has created an excellent chance to share pedagogical ideas. The methods that have been used at the course in addition to the lectures given by respective experts are group work, reflection, learning diary, fellow support, concept mapping and individual guiding in information searching. The course is organised every half semester, four times a year because there are students all year long and there have been more students coming than could have been taken into the course. This course is a continuation to the bachelor’s seminars and it is developed continuously according to the needs of the students and the supervisors. The course will be widened into a master’s thesis seminar during spring 2010. In the discussion new ideas to develop the information literacy part of the course “Tools for master’s thesis” would be greatly appreciated. The authors describe the work conducted at Helsinki University of Technology during 2008-2009. On 1st January the university was merged into the new Aalto University.

scholarly journals Improving the effectiveness of students' progress assessment in a mixed learning environment at Lac Hong University

2021 ◽  
pp. 44-50
Author(s):  
Phuong V. D. Van ◽  
Hien T. Lam ◽  
Truong P. Le
Keyword(s):  
Learning Environment ◽  
Digital Technology ◽  
Educational Institution ◽  
Technology In Education ◽  
Education Students ◽  
Final Exam ◽  
Diverse Learning ◽  
Learning Flexibility ◽  
The Right ◽  
To Receive

Thanking to the application of digital technology in education, students are obtaining outstanding benefits such as diverse learning resources, more learning flexibility in both time and place. However, besides these advantages, students must wisely avoid inappropriate information sources and trends by selecting and following the right way to receive, learn and process information. In the competence-development-learning model, students become the center being proactive in selecting information, analyzing and proposing solutions for problems with support from lecturers and reference resources. Many questions exist and require educational institution and faculty to answers such as how to assess students' understanding and if it is in the right direction; how to see students’ progress to assist students positive change; how to conduct formative assessment throughout the entire student progress instead only summative ones (in final exam, final product). This paper reflects the practical results to answer these above questions when applying ePortfolio in assessing students’ performance in the blended learning environment at Lac Hong University. The research is conducted as a part of EMVITET Erasmus+ project.

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