scholarly journals A holistic approach to delivering sustainable design education in civil engineering

2018 ◽  
Vol 19 (1) ◽  
pp. 197-216 ◽  
Author(s):  
Chandra Mouli Vemury ◽  
Oliver Heidrich ◽  
Neil Thorpe ◽  
Tracey Crosbie
Keyword(s):  
Learning Strategies ◽  
Undergraduate Students ◽  
Design Education ◽  
Civil Engineering ◽  
Sustainable Design ◽  
Project Based Learning ◽  
Assessment Model ◽  
Teaching Staff ◽  
Content Type ◽  
Practical Implications

Purpose The purpose of this paper is to present pedagogical approaches developed and implemented to deliver sustainable design education (SDE) to second-year undergraduate students on civil engineering programmes in the (then) School of Civil Engineering and Geosciences at Newcastle University. In doing so, the work presented offers an example of how to help students understand the contested and contingent nature of sustainability. Design/methodology/approach The research presented takes an action-based approach to the development of a teaching and assessment model centered on problem- and project-based learning in a real-world context. Findings Because of the use of a design brief, which addresses a practical infrastructure problem encountered by regional communities, the academic team were able to make arguments related to the three pillars of sustainability more accessible to the students. This suggests that pedagogical instruments based on problem- and project-based learning strategies are effective in delivering SDE. Practical implications The successful delivery of SDE requires commitment from the senior management teams leading individual departments as well as commitments embedded in the high-level strategies of Higher Education institutions. It was also found that some students need extra support from the teaching staff if their engagement through SDE is to be successful. This has practical implications for the amount of contact time built into undergraduate and postgraduate degree programmes. Originality/value The teaching and assessment model presented in this paper addresses various substantive and normative issues associated with SDE making it relevant and transferable to courses other than civil engineering.

Personality, learning strategies, and academic performance

2014 ◽  
Vol 56 (4) ◽  
pp. 343-359 ◽  
Author(s):  
Gulnara Moldasheva ◽  
Monowar Mahmood
Keyword(s):  
Academic Performance ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Survey Method ◽  
Content Type ◽  
Individual Personality ◽  
Academic Motivations ◽  
Cis Countries ◽  
Linear Regressions ◽  
Practical Implications

Purpose – The purpose of this paper is to examine the relationships between personality traits, learning strategies and academic performance among undergraduate students in the post-Soviet transition country of Kazakhstan. Design/methodology/approach – The authors used a quantitative survey method to assess individual personality, learning strategies and academic motivations. Statistical software (SPSS) was used to conduct correlations, linear regressions and multiple regressions as a means of testing the hypotheses and making inferences. Findings – The results suggest that students with different personality characteristics have different motivations and priorities in their pursuit of university degrees. However, some of these differences seem to be related to their fields of academic study and biographical backgrounds. Practical implications – The research emphasises the importance of managing individuals by focusing on their individual differences in learning strategies, rather than by relying on the personality stereotypes that existing literature suggests are prevalent. Originality/value – The findings will help educators take appropriate measures in selecting learning strategies that suit the different personality types of students, and will encourage and assist them in improving their academic performance. As this type of research has never been carried out in post-Soviet CIS countries, dissemination of the study's findings will immensely benefit students and educators in the region.

Agile ascension

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Keyword(s):  
Competitive Advantage ◽  
Case Studies ◽  
Learning Strategies ◽  
Design Methodology ◽  
Reading Time ◽  
Core Competencies ◽  
Content Type ◽  
Agile Learning ◽  
Pertinent Information ◽  
Practical Implications

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Agile learning strategies and agile core competencies are crucial to the success of organizations in the digital economy. These principles can be adopted by others to gain and maintain competitive advantage. 10; 10; Originality/value The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Beyond visual clutter: the interplay among products, advertisements, and the overall webpage

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hyunjoo Im ◽  
Hae Won Ju ◽  
Kim K.P. Johnson
Keyword(s):  
Undergraduate Students ◽  
Visual Complexity ◽  
Content Type ◽  
Consumer Responses ◽  
Marketing Effectiveness ◽  
Consumer Experiences ◽  
Visual Clutter ◽  
Negative Relationships ◽  
Practical Implications

PurposeLittle research has been done to understand how individual elements (e.g. advertisements) within a webpage are processed and evaluated when visual complexity is increased. Thus, this study aimed to investigate how consumers allocate attention and evaluate products and advertisements on complex webpages when they are casually browsing.Design/methodology/approachThis study conducted two experiments to test the causal effects of different degrees of visual complexity on consumer responses to products and advertisements. An eye-tracking experiment (n = 90) and a follow-up online experiment (n = 121) were conducted using undergraduate students as participants.FindingsParticipants formed a global impression from the overall webpage complexity, which spilled over to evaluation of individual elements on the webpage (e.g. product, advertisement). The inverted U-shaped relationships (vs. linear negative relationships) between webpage visual complexity and attitude toward the webpage, products, and advertisements were observed. The focal product was given a consistent level of attention regardless of the complexity level.Practical implicationsThis study provides implications for website organization and design to maximize positive consumer experiences and marketing effectiveness. The findings provide implications for retailers and advertisement buyers.Originality/valueThis study expanded the knowledge by examining the interplay between individual elements of webpages and the whole webpage complexity when consumers browse visually complex webpages. It is a novel finding that the overall webpage complexity effect spills over to locally attended products or advertisements.

Supporting learners’ STEM-oriented career pathways with digital badges

2019 ◽  
Vol 120 (1/2) ◽  
pp. 87-107 ◽  
Author(s):  
Caroline R. Pitt ◽  
Adam Bell ◽  
Rose Strickman ◽  
Katie Davis
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Career Pathways ◽  
Research Approach ◽  
Digital Badges ◽  
Content Type ◽  
Technology Industry ◽  
Learning Pathways ◽  
And Mathematics ◽  
Practical Implications

Purpose This paper aims to investigate the potential for digital badges to support alternate learning and career pathways in formal and informal learning environments. Stakeholder groups in higher education and industry discussed how digital badges might transform current processes of admitting undergraduate students and hiring young professionals. Design/methodology/approach This research uses a thematic analysis of in-depth interviews with 30 stakeholders in higher education and the technology industry. Findings Interview participants expressed optimism about the potential for digital badges to make learning pathways visible to learners and external audiences and to promote equity in STEM (STEM: science, technology, engineering, and mathematics) education and careers. Participants noted several obstacles, largely focused on issues of credibility and logistics of working with badges across settings. Research limitations/implications Though the research approach is limited in geographic scope, the findings have broad applicability and insight for the use of digital badges in general. Practical implications Education policymakers, employers and scholars will be able to use the insights from this investigation in their efforts to find innovative ways to expand and diversify the STEM workforce, as well as support a wider range of learners than is currently supported by initiatives aligned with the school-to-workforce pipeline metaphor. Originality/value This paper directly confronts issues of real-world applications of digital badges by discussing practical implications with college admissions officers and employers. The current study fills a need for research that investigates the use of digital badges across – as opposed to within – contexts.

scholarly journals “When I saw my peers annotating”

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jeremiah Holden Kalir ◽  
Esteban Morales ◽  
Alice Fleerackers ◽  
Juan Pablo Alperin
Keyword(s):  
Undergraduate Students ◽  
Student Perception ◽  
Perceived Value ◽  
Learning Technology ◽  
Digital Resources ◽  
Content Type ◽  
Course Content ◽  
Social Annotation ◽  
Upper Level ◽  
Practical Implications

Purpose Social annotation (SA) is a genre of learning technology that enables the annotation of digital resources for information sharing, social interaction and knowledge production. This study aims to examine the perceived value of SA as contributing to learning in multiple undergraduate courses. Design/methodology/approach In total, 59 students in 3 upper-level undergraduate courses at a Canadian university participated in SA-enabled learning activities during the winter 2019 semester. A survey was administered to measure how SA contributed to students’ perceptions of learning and sense of community. Findings A majority of students reported that SA supported their learning despite differences in course subject, how SA was incorporated and encouraged and how widely SA was used during course activities. While findings of the perceived value of SA as contributing to the course community were mixed, students reported that peer annotations aided comprehension of course content, confirmation of ideas and engagement with diverse perspectives. Research limitations/implications Studies about the relationships among SA, learning and student perception should continue to engage learners from multiple courses and from multiple disciplines, with indicators of perception measured using reliable instrumentation. Practical implications Researchers and faculty should carefully consider how the technical, instructional and social aspects of SA may be used to enable course-specific, personal and peer-supported learning. Originality/value This study found a greater variance in how undergraduate students perceived SA as contributing to the course community. Most students also perceived their own and peer annotations as productively contributing to learning. This study offers a more complete view of social factors that affect how SA is perceived by undergraduate students.

Lightweight alternative tech: a study of Chromebooks in the academic library classroom

2019 ◽  
Vol 38 (3) ◽  
pp. 554-562
Author(s):  
Beth Seyala ◽  
Erin Burns ◽  
Shannon Richie ◽  
Amy L. Deuink ◽  
Valerie Lynn
Keyword(s):  
Undergraduate Students ◽  
Online Survey ◽  
Academic Library ◽  
Battery Life ◽  
Library Instruction ◽  
Content Type ◽  
Computer Laboratory ◽  
Classroom Use ◽  
Minimal Effort ◽  
Practical Implications

Purpose The purpose of this paper is to evaluate Chromebooks as an alternative to the traditional computer laboratory for library instruction in an academic environment. The results of this study could help inform the creation of a mobile instruction lab that students and librarians quickly construct inside any classroom with minimal effort and no software to manage. Design/methodology/approach An online survey was distributed to student participants. The survey contained two demographic questions followed by seven user experience questions related to the in-classroom use of Chromebooks; most questions were quantitative in nature. Findings The majority of respondents (84 percent) strongly or somewhat agreed that Chromebooks were easy to use, and 15 percent of the respondents reported some difficulty accessing the university’s Wi-Fi system while using the devices. Research limitations/implications This introductory study was limited to a survey population primarily comprised of lower-level undergraduate students in their first two years of study. Additionally, Chromebooks were not tested in an educational environment using G Suite for Education, which could increase the opportunities for use in an academic setting. Practical implications The study’s findings, combined with the portability and long battery life of Chromebooks, make them a candidate for a mobile instruction lab. Originality/value This research seeks to explore the viability of Chromebooks as an affordable and easy to manage alternative to wired instruction rooms, using a light laptop technology that is becoming increasingly familiar to college students.

Scholars and learners: a case study of new library spaces at Indiana University

2016 ◽  
Vol 117 (1/2) ◽  
pp. 35-48 ◽  
Author(s):  
Diane Dallis
Keyword(s):  
Undergraduate Students ◽  
Academic Libraries ◽  
Service Planning ◽  
Bring Your Own Device ◽  
Library Services ◽  
Indiana University ◽  
Planning Stage ◽  
Content Type ◽  
Practical Implications

Purpose – This case study aims to describe the renovations and intended functions for rooms; explain the different design approaches implemented for the different end-user populations; provide an overview of traditional, new and non-library services for which spaces were designed; briefly explain training and planning; and describe the spaces and services that function well and those that do not. Indiana University Libraries completed two significant renovations in late 2014. They renovated the Learning Commons, which is a 27,000 square feet (SQF) facility designed to meet the needs of undergraduate students, and they created the Scholars’ Commons, which is a 15,000 SQF facility supporting graduate student and faculty research. Design/methodology/approach – Both spaces were thoughtfully designed to support new and traditional library services, as well as services supported by non-library units. Staff training and service planning took place during the construction process, with the goal of having outstanding services operating on opening day. Findings – The goal of creating flexible space was achieved, but it presents organizational and staffing challenges. Libraries seeking to create multifunctional environments must consider the practical implications of daily operation and use of such spaces. Research limitations/implications – This case study describes two library environments that are in their first year of operation and the assessment of the use and impact is underway. The stage of the work limits the research to be reported upon. Practical implications – The spaces described provide very practical information for other academic libraries that seek to renovate spaces and provide innovative services. Originality/value – Academic libraries that are in the planning stage of a learning space should take note of the variety of spaces, strategies for working with cavernous spaces, use of natural light and “bring-your-own-device” interior designs. In addition, the service hub model implemented in the Scholars’ Commons is a unique approach for digital scholarship centers.

Research consultation effectiveness for freshman and senior undergraduate students

2014 ◽  
Vol 42 (1) ◽  
pp. 4-15 ◽  
Author(s):  
Allison Faix ◽  
Amanda MacDonald ◽  
Brooke Taxakis
Keyword(s):  
Undergraduate Students ◽  
Content Type ◽  
Class Rank ◽  
Composition Course ◽  
Library Research ◽  
Freshman Students ◽  
Upper Level ◽  
Senior Students ◽  
Larger Sample ◽  
Practical Implications

Purpose – The aim of this paper is to compare the effectiveness of library research consultations for freshmen and senior undergraduate students, to determine if freshmen or seniors benefit more from these sessions. Design/methodology/approach – This study looks at the results of a survey conducted with students enrolled in a senior level capstone research course and in a freshman level composition course who were required to attend library research consultations. Findings – The study finds that freshman students can be overwhelmed by the amount of resources a research consultation may help them locate, and research consultations for freshmen should be conducted with this in mind. Research limitations/implications – Because the size of our study was small, further research with a larger sample size should also be conducted. Practical implications – If librarians experience high demand for required research consultations, and have difficulty scheduling sessions, then they may take into consideration that senior students benefit more from consultations than freshmen. Research consultations should also be designed to take student class rank into account. Originality/value – This study shows that upper-level students benefit more from research consultation than freshman students. Librarians should take this research into consideration when consulting with faculty about the most effective methods of instruction for students.

Individual and contextual variables in municipal officers' workplace learning

2015 ◽  
Vol 27 (2) ◽  
pp. 95-111 ◽  
Author(s):  
Valéria Vieira Moraes ◽  
Jairo Eduardo Borges-Andrade
Keyword(s):  
Learning Strategies ◽  
Workplace Learning ◽  
Organizational Context ◽  
Longitudinal Design ◽  
Work Practice ◽  
Content Type ◽  
Work Related ◽  
Before And After ◽  
Quasi Experimental ◽  
Practical Implications

Purpose – The purpose of this paper is to investigate workplace learning among municipal officers in the high-learning-demanding organizational context of their work practice in the first year of mandate. Design/methodology/approach – A before-and-after quasi-experimental design was used to assess the effect of time of work practice on learning work requirements. Level of mastery of role-relevant knowledge, skills and attitudes (KSAs) was measured on three occasions (once before and twice after occurrence of work practice), with 126 participants. Associations have been tested between this learning and level of education, previous experience, use of learning strategies at work, population size of municipalities and participatory public planning. Findings – Findings suggest that the municipal officers showed learning of KSAs but no change in their attitude toward public administration. This learning has been positively associated to size of the municipalities, previous professional experience and learning strategies, especially regarding the cognitive strategy “intrinsic and extrinsic reflection”. A possible positive effect of the use of participatory planning on this learning could have been detected if measures were taken after 11 months. Research limitations/implications – The generalization of findings is limited, as data are restricted to the southern and southeastern regions of Brazil, in municipalities in which mayors belong to a given political party. Practical implications – The study brought useful information that may contribute to provide some clues, to municipal officers and their parties, on how to accelerate the required learning that should take place right after election. Social implications – The practical implications may be cautiously used in organizations in general. Originality/value – The feasibility of a longitudinal design to measure work-related learning was shown. Options for more comprehensive studies that may better define the phenomenon of workplace learning and identify its relationships with other variables have been demonstrated.

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