scholarly journals Toward Age-Friendly High Education: An Intergenerational Participatory Co-Design Approach

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 525-525
Author(s):  
W Q Lou Vivian ◽  
Esther Woo ◽  
Nicol Pan ◽  
Peter J Cobb ◽  
Xiao Hu ◽  
...  
Keyword(s):  
High Education ◽  
Capacity Building ◽  
Learning Community ◽  
Role Models ◽  
Digital Data ◽  
Learning Context ◽  
Learning Groups ◽  
Team Members ◽  
Continuous Innovation ◽  
Human Lifespan

Abstract Objective When aging becomes a global challenging, we believe it is timely important to equip aging knowledge among university students regardless of their disciplinary study subjects. This study aims to describe principles and process of development an aging-related curriculum in high education entitled “Intergenerational Participatory Co-design Project (IPCP)” and evaluate its impacts. Methodology: Guided by a key principle of involving participants of any learning context as co-creators of both the learning process and learning outcomes, IPCP went through four stages of development including capacity building, co-creation on learning objectives, deliberated content learning, and learning outcome dissemination. Mixed methodology including qualitative in-depth interview and quantitative questionnaire were applied in evaluation. A total of 26 participants, from three generations recruited from one university, one secondary school, and a pool of senior champions under a geron-infusion initiative participated. Findings: after attaining capacity building workshops applying Optimal Quality Intergeneration Interaction Framework, three learning groups formulated. A common theme “preserving cultural heritage” emerged, while each group has identified a specified focus (e.g., food, Tai Ji, and historic sites guide). Quotes collected and survey data revealed positive impacts in reducing stereotype and enhancing learning experiences. Conclusion IPCP demonstrated good practices in role models in multi-disciplinary collaboration in pedagogy innovation. It also paved solid way towards a learning community interwoven with continuous innovation: IPCP becomes a pioneer contributor of library’s digital data hub solution; common core office starts to develop a human lifespan cluster; two research team members started new collaboration on geron-infusion in Faculty of Education.

Learning Style Flexibility for Effective Virtual Teams

2006 ◽  
pp. 32-52
Author(s):  
Pieter H.D. Toit ◽  
Peter V. Petegem
Keyword(s):  
Learning Style ◽  
Virtual Teams ◽  
Full Potential ◽  
Learning Groups ◽  
Team Members ◽  
Constructive Learning ◽  
Learning Style Preferences ◽  
Potential Formation ◽  
E Learning ◽  
Style Preferences

Changes currently taking place globally in education, training and all areas of human potential development where learning forms the crux, have implications for e-learning. Interactive participation in virtual teams has become an evident means of promoting the principles of deep and constructive learning, and the life-skill of working in teams. Team members working in virtual teams are interdependent of each other and learning to become independent learners as an end result. Value is added to learning in virtual teams when the principles of learning style flexibility (LSF) are integrated with the principles of effective collaborative e-learning. The idea of learning style flexibility proposed in this chapter underpins the notion of developing learners’ full potential and facilitating the process of becoming flexible in problem solving. The Ned Herrmann whole brain theory is used as the basis of the theoretical framework and adapted for learning style flexibility in virtual teams. In this chapter we discuss awareness of one’s own learning style preferences, flexibility in terms of learning with the aim of developing one’s full potential, formation of diverse e-learning groups according to learning style preferences for optimizing virtual group performance, and using collaborative action learning to promote constructive learning.

When Do Followers Compensate for Leader Silence? The Motivating Role of Leader Injustice

2018 ◽  
Vol 27 (1) ◽  
pp. 65-79 ◽  
Author(s):  
Alexander Zill ◽  
Michael Knoll ◽  
Alexandra (Sasha) Cook ◽  
Bertolt Meyer
Keyword(s):  
Role Models ◽  
Role Model ◽  
Speaking Up ◽  
Team Members ◽  
Justice Perceptions ◽  
Modeling Theory ◽  
New Research ◽  
And Coping ◽  
Compensatory Effect

Leaders are important for overcoming silence in organizations, because they can serve as role models and facilitate voice, for example, by being just. However, at times, leaders themselves remain silent. In such instances, trickle-down models of leadership and role-modeling theory suggest that leader silence results in follower silence. Drawing on research on laissez-faire leadership and coping, we challenge these approaches proposing that team members can compensate for their leader’s silence. This compensatory effect, in turn, is proposed to be contingent on followers’ justice perceptions, although in a counterintuitive way: Drawing on the fairness heuristic and collective action research, we propose that perceiving the leader as unjust makes it less likely that followers use their leader as a role model and can motivate followers to overcome fear and resignation, eventually resulting in followers’ speaking up in cases when leaders fail to do so. Results from two studies in organizations support our assumption that jointly considering leader and follower silence can reveal surprising effects and thus inspire new research complementing current approaches to overcome silence and its detrimental effects for organizations and their stakeholders. Additionally, we discuss theoretical and practical implications regarding the role of leaders, followers, and context as antecedents of silence.

scholarly journals Learning Professionalism on the Touch-Line: Pedagogical Challenges and Recommendations

2018 ◽  
Vol 13 (3) ◽  
pp. 290-298 ◽  
Author(s):  
Colin Johnson ◽  
Lucy Hammond
Keyword(s):  
Professional Development ◽  
Role Models ◽  
Teaching And Learning ◽  
Hidden Curriculum ◽  
Curriculum Planning ◽  
Team Members ◽  
Health Care Students ◽  
Workplace Readiness ◽  
Reflective Practitioners ◽  
Pedagogical Frameworks

Context:Professionalism education is essential for the professional development and workplace readiness of allied health care students across the globe, but it presents a pedagogical challenge for educators. Students' understanding of professionalism varies at different educational stages and across different disciplines.Objective:To conceptualize professionalism education, with a particular focus on the sports environment, and to apply pedagogical frameworks to professionalism education in this field.Background:Traditional approaches to teaching professionalism have focused on role models; however, poor role modeling and the “hidden curriculum” present a threat to student professional development. Specific challenges to learning professionalism become apparent in the sports environment where students are exposed to cultures and practices that may be discordant with what is taught in the classroom.Synthesis:The idea of threshold concepts provides a useful pedagogical framework for conceptualizing the challenge of learning professionalism for students and can help to uncover the hidden curriculum. The evolving professional curriculum provides a framework for student professional development, focusing on developing students as reflective practitioners, skilled communicators, and collaborative team members. Students need to learn the skill of reflective practice, which can be facilitated through structured reflective models, reflective journal writing, and critical reflective group discussions. Creating opportunities for authentic reflection and discussion can facilitate students linking theory to real-world practice and help to make sense of their experiences.Recommendation(s) and Conclusion(s):Pragmatic recommendations for curriculum planning, teaching, and learning activities; stakeholder engagement; and research are proposed to develop professionalism education in the sports environment and to mitigate some risks presented by the hidden curriculum.

scholarly journals Alaska Native Elder-Centered Research Methodology

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 234-234
Author(s):  
Maria Crouch ◽  
Jordan Lewis ◽  
Rosellen Rosich
Keyword(s):  
Older Adults ◽  
Best Practices ◽  
Capacity Building ◽  
Alaska Native ◽  
Research Methodology ◽  
Role Models ◽  
Cultural Relevancy ◽  
Underrepresented Groups ◽  
Impact Research ◽  
Sustainability Strategies

Abstract Alaska Native (AN) Elders have historically been underrepresented in research. Innovative AN research posits that practice-based evidence is fundamental to culturally grounded, multifaceted methods. AN Elders is a cultural convention distinguishing Elders who continue to serve as an integral part of their family and community and recognized by their community as role models. Several studies will be discussed which employed Elders at every level of the research, ensuring cultural relevancy, outcomes, and dissemination activities. The findings lay the foundation for an Elder-centered research methodology that can be adapted and applied in other studies to encourage engagement of older adults. This methodology has potential to impact research for underrepresented groups and to rethink and reshape Western-centric practices. Findings from this research provides best practices for capacity building and sustainability, strategies for empowerment and prevention, and a framework for supporting the AN community in all phases of research.

scholarly journals Rivals When We Work Together: Team Rivalry Effects on Performance in Collaborative Learning Groups

2019 ◽  
Vol 9 (3) ◽  
pp. 61
Author(s):  
Oțoiu ◽  
Rațiu ◽  
Rus
Keyword(s):  
Team Performance ◽  
Team Learning ◽  
Negative Impact ◽  
Performance Outcomes ◽  
Learning Behaviors ◽  
Learning Groups ◽  
Team Members ◽  
Mediation Analyses ◽  
Positive Performance ◽  
Time Lagged

Team rivalry has been mostly studied in competition settings, between competing individuals or teams, and has been linked to positive performance outcomes due to its impact on increasing motivation. However, rivalry is not limited to such contexts, it can also occur in collaborative settings, among team members working on a collaborative task. We argue that in such settings rivalry in teams has a negative impact on team performance, due to its negative impact on team learning behaviors. We employed a time-lagged, survey-based design with a sample of 176 students (55 teams) to investigate the relationship between rivalry and team performance through team learning behaviors. Our results based on simple mediation analyses show that, for our sample, rivalry in teams was not in fact negatively correlated to learning behaviors. Furthermore, we did not find support for the hypothesized positive relationship between learning behaviors and team performance, nor for the partial mediation model we proposed. We show how a series of team and task characteristics could explain our results and discuss potential future directions in the study of rivalry in collaborative settings.

A Close Look at Trust Among Team Members in Online Learning Communities

2019 ◽  
Vol 17 (1) ◽  
pp. 52-65 ◽  
Author(s):  
Hungwei Tseng ◽  
Hsin-Te Yeh ◽  
Yingqi Tang
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Social Presence ◽  
Online Courses ◽  
Learning Experience ◽  
Team Members ◽  
Affective Trust ◽  
Building Trust ◽  
Learner Centered ◽  
Positive Correlations

Trust is one of the important factors either fostering or damaging students' online teamwork learning experience. Building trust among team members has become a necessary step for a successful collaboration experience. The purpose of the article was to understand students' learning and teamwork experiences and further to investigate the relationships of learner-centered instructions, team trust, and social presence in an online learning community. Also, this article adds to the research on the role of social presence in promoting cognitive and affective trust. The results indicated there were positive correlations between learner-centered instructions and trust, between learner-centered instructions and social presence, and between trust and social presence. The study could provide suggestions for instructors teaching online courses for the implementation of learner-centered instructions and the importance of creating a social presence and building trust for students in a collaborative online learning environment.

scholarly journals Qualitative Analysis of Collaborative Learning Groups in Large Enrollment Introductory Astronomy

2000 ◽  
Vol 17 (2) ◽  
pp. 185-193 ◽  
Author(s):  
Chija Skala ◽  
Timothy F. Slater ◽  
Jeffrey P. Adams
Keyword(s):  
Collaborative Learning ◽  
Small Group ◽  
Learning Activities ◽  
Cooperative Groups ◽  
Learning Groups ◽  
Team Members ◽  
Course Content ◽  
Large Lecture ◽  
Group Interviews ◽  
The Impact

AbstractLarge-lecture introductory astronomy courses for undergraduate, non-science majors present numerous problems for faculty. As part of a systematic effort to improve the course learning environment, a series of small-group, collaborative learning activities were implemented in an otherwise conventional lecture astronomy survey course. These activities were used once each week during the regularly scheduled lecture period. After eight weeks, ten focus group interviews were conducted to qualitatively assess the impact and dynamics of these small group learning activities. Overall, the data strongly suggest that students enjoy participating in the in-class learning activities in learning teams of three to four students. These students firmly believe that they are learning more than they would from lectures alone. Inductive analysis of the transcripts revealed five major themes prevalent among the students' perspectives: (1) self-formed, cooperative group composition and formation should be more regulated by the instructor; (2) team members' assigned rolls should be less formally structured by the instructors; (3) cooperative groups helped in learning the course content; (4) time constraints on lectures and activities need to be more carefully aligned; and (5) gender issues can exist within the groups. These themes serve as a guide for instructors who are developing instructional interventions for large lecture courses.

Interacting with native speakers of Chinese through online learning communities: A case study with East Asian learners

2020 ◽  
Vol 6 (2) ◽  
pp. 215-235
Author(s):  
Boning Lyu ◽  
Chun Lai
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Native Speakers ◽  
Social Dimensions ◽  
Learning Context ◽  
Online Learners ◽  
Online Learning Communities ◽  
Authentic Language

Abstract Online language learning communities play an important role in providing learners of Chinese as a second language (CSL) with access to authentic language opportunities to communicate with native speakers of Chinese. However, few studies have examined CSL learners’ self-initiated naturalistic interactions with native speakers of Chinese on such platforms. This current study aims at filling this research gap by examining five East Asia CSL adult learners’ interactions with native speakers of Chinese in an informal learning context on an instruction-oriented social-networking based learning community. Adopting Henri’s (1992) analytic framework to understand the interactions between online learners from both cognitive and social dimensions, it finds that different types of interactions with native speakers of Chinese influenced learners’ differently. The study provides suggestions to CSL teachers as well as educational technology designers on how to maximize the benefits of online learning communities for CSL learners in their informal language learning beyond the classroom.

scholarly journals The development of social presence in online Arabic learning communities

2010 ◽  
Vol 26 (7) ◽  
Author(s):  
Andrea Hall ◽  
Jan Herrington
Keyword(s):  
Learning Community ◽  
Social Presence ◽  
Online Courses ◽  
Research Approach ◽  
Sultanate Of Oman ◽  
Learning Context ◽  
Online Learning Community ◽  
Design Based Research ◽  
Cultural Preferences ◽  
Synchronous Chat

<span>An effective online learning community requires the development of social presence, as this helps learners to project themselves online and feel a sense of community. A literature review found that cultural preferences are important in developing relationships online, which may explain why some learners in international contexts may not participate in the learning community, with an unsuccessful online experience as a result. The effect of culture in the development of a learning community was investigated using a design-based research approach, in two fully online courses for faculty at a university in the Sultanate of Oman. It was found that the participants, all from an Arabic cultural background, preferred to develop responsible relationships before they went online, and preferred to use tools such as synchronous chat that gave increased immediacy to the learning context.</span>

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