Evaluating teacher and learner readiness to use Facebook in an Australian vocational setting

The increase in student enrolment and the need to cater to students of diverse backgrounds have led to the adoption of blended learning in many higher learning institutions. Blended learning, which allows both face to face interaction and on-line delivery, has been adopted into many curricula. One such institution is University Technology MARA which is slowly introducing features of blended learning in its course syllabus beginning with practice to online assessments. However, to ensure successful implementation of blended learning as part of the curricula, there are several aspects for consideration such as learner and teacher readiness for blended learning. This paper examines issues regarding the use of blended learning as a delivery method at UiTM Kedah . The discussion in this paper focuses on learner’ readiness and perceptions of the blended learning environment. The data collected for this study are responses from learners to a questionnaire survey. The research findings form the basis for recommendations for the development of learning and teaching practices using blended learning approaches to enhance learners' learning experiences.

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Shifting Roles in Continuous Advising Sessions

Relay Journal ◽

10.37237/relay020110 ◽

2019 ◽

pp. 69-72

Author(s):

Huw Davies ◽

Robert Stevenson ◽

Isra Wongsarnpigoon

Keyword(s):

Learning Process ◽

Transformational Learning ◽

Learning Trajectory ◽

Learner Readiness ◽

Linguistic Support ◽

Reflective Dialogue ◽

Open Mind ◽

To Receive

It is common for learning advisors to receive a request such as conversation practice or simple linguistic support in our institution simply because learners find them accessible and friendly. Although this may not be the usual role of a learning advisor, it can be the beginning of a long-lasting reflective dialogue. Learning advisors are aware that the learners’ initial interest is not necessarily an opportunity for reflection on their learning process. Nevertheless, they also acknowledge the fact that learner readiness for reflection varies depending on the learner. Thus, while advisors appear to be “conversation partners” at first, they endeavor to create reflective dialogues by incorporating advising strategies in each session. As the learning trajectory that the learner follows is not always straightforward, keeping an open mind and engaging in each advising session is crucial. The following stories depict the importance of openness to learners’ needs and maintaining continuous advising sessions in order to generate transformational learning.

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Exploring readiness of learners to transfer training: an interactionist approach

European Journal of Training and Development ◽

10.1108/ejtd-05-2020-0085 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Ragini ◽

Piyali Ghosh

Keyword(s):

Supervisor Support ◽

Training Transfer ◽

Training Programme ◽

Situational Factor ◽

Learner Readiness ◽

Content Type ◽

Indirect Impact ◽

Transfer Training ◽

Motivation To Transfer ◽

Interactionist Approach

Purpose Purpose of this study is to investigate the role of learner readiness in enhancing transfer of training by empirically testing a moderated mediation mechanism in which learner readiness influences transfer through motivation to transfer, and this indirect impact is moderated by supervisor support. Design/methodology/approach The perception of trainees about the constructs considered has been captured through a survey of 250 employees of a unit of a manufacturing organization in India. For hypotheses testing, PROCESS macro developed by Hayes (2013) has been used. Findings Results have confirmed the significant role played by learner readiness in predicting transfer. This apart, supervisor support has been proved to moderate the indirect impact of learner readiness on transfer. Practical implications Trainees need to have pre-requisite knowledge to learn the content of a training programme, which would enable them to grasp such content and transfer the same subsequently to work. It is also essential that trainees are willing to attend any training voluntarily. Specific interventions may be designed for supervisors to bolster their catalytic role in training transfer. Originality/value An interactionist approach has been adopted by focussing on learner readiness as a less-studied trainee characteristic and supervisor support as a situational factor of transfer. This is construed as a significant contribution of this study to training literature. The potential overlap between learner readiness and motivation to transfer as trainee characteristics is seen to be neutralized by the presence of supervisor support as a moderator. Findings help in understanding how a trainee’s readiness and motivation, together with supervisor’s positive attitude, can enhance transfer.

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English learners’ readiness for online flipped learning: Interrelationships with motivation and engagement, attitude, and support

Language Teaching Research ◽

10.1177/13621688211027459 ◽

2021 ◽

pp. 136216882110274

Author(s):

Lianjiang Jiang ◽

Haoran Meng ◽

Nan Zhou

Keyword(s):

English Learners ◽

Flipped Learning ◽

Learner Readiness ◽

Learner Motivation ◽

Environmental Support ◽

Motivation And Engagement ◽

Learner Attitude ◽

High Level ◽

Survey Responses ◽

The Impact

As one variant of the conventional flipped model, online flipped learning is increasingly implemented and it becomes important to explore how learners may be ready for it and how learner readiness may relate to motivation, attitude, and support. Informed by a multidimensional conceptualization of learner readiness and motivation and engagement, this study investigates the current situation of learner readiness, focusing on the moderating roles of learner attitude and environmental support in moderating the interrelationships between learner readiness and motivation and engagement in online flipped learning. Based on survey responses from 6,364 English learners across 11 Chinese universities, the results reveal that the students exhibited a generally high level of readiness for online flipped learning, though with significant demographic differences. The results also indicate that learner attitudes and environmental support moderated the impact of learner readiness upon learner motivation and engagement in online flipped learning. The findings call for attention to examine closely what dimensions of learner readiness could shape what aspects of motivation and engagement rather than simply assuming a linear causal relationship between readiness and motivation and engagement. A potential polarizing effect in online flipped learning is also highlighted, with implications discussed.

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