A review of the use of portable technologies as observational aids in the classroom

2019 ◽  
Vol 120 (3/4) ◽  
pp. 228-241
Author(s):  
Felicia Goh ◽  
Annemaree Carroll ◽  
Robyn M. Gillies
Keyword(s):  
Teaching And Learning ◽  
Ethical Issues ◽  
Classroom Observation ◽  
Self Report ◽  
Portable Devices ◽  
Time Data ◽  
Content Type ◽  
Learning And Teaching ◽  
Portable Technology ◽  
Observation Strategies

Purpose Current classroom observation strategies include questionnaires, interviews, tests, self-report metrics and live or video review observation. However, these traditional methods are subject to biases from observers in determining behavior nuances, as well as being difficult to analyze for rapid and practical feedback. In addition, the invasiveness of extra body equipment in the classroom may alter the dynamic between students and teachers. The emergence of portable devices into mainstream usage has opened a pathway for a relatively novel source of quantitative data, free from observer bias and often with accompanying analytical tools for convenience. The purpose of this study is to summarize current uses of portable technology and explore how such devices could be used as monitoring tools by both schools and education researchers. Design/methodology/approach Functions based on utility outside the education field are proposed for monitoring student activity, posture and movement, as well as proximity and relationships to others and their environment. Deterrents to device implementation in regular classroom use, such as the importance of considering ethical issues and hardware limitations, are also covered. Findings While current portable technology is unlikely to replace more commonly used techniques of observing classes, they have the capacity to augment qualitative strategies, particularly in the area of real-time data output. Research limitations/implications Ideally, the lack of unbiased observational tools available and increased adoption of portable devices in classrooms could prompt future advances in technology for teaching and learning environments. Originality/value This review summarizes potential uses for portable technology in classroom observation strategies undertaken by researchers and teachers to improve learning and teaching practices.

Data-based ethical decision making, lateral relations, and organizational commitment

2018 ◽  
Vol 40 (6) ◽  
pp. 946-963 ◽  
Author(s):  
Sean Robert Valentine ◽  
David Hollingworth ◽  
Patrick Schultz
Keyword(s):  
Decision Making ◽  
Organizational Commitment ◽  
Information Flow ◽  
Structural Equation ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Ethical Issues ◽  
Self Report ◽  
Equation Modeling ◽  
Content Type

Purpose Focusing on ethical issues when making organizational decisions should encourage a variety of positive outcomes for companies and their employees. The purpose of this paper is to determine the degree to which data-based ethical decision making, lateral relations and organizational commitment are interrelated in organizations. Design/methodology/approach Data were collected from business professionals employed at multiple locations of a financial services firm operating in the USA. Mediation analysis (based on structural equation modeling) was used to test the proposed relationships. Findings Results indicated that employees’ perceptions of data-based ethical decision making were positively related to perceived lateral relations, and that perceived lateral relations were positively related to organizational commitment. Research limitations/implications Given that information was collected using only a self-report questionnaire, common method bias could be an issue. In addition, the study’s cross-sectional design limits conclusions about causality. Another limitation involves the study’s homogenous sample, which decreases the generalizability of the findings. Finally, variable responses could have been impacted by individual frames of reference and other perceptual differences. Practical implications Results suggest that information flow enhancements should support or be consistent with horizontal information flow enhancements, and that together these factors should increase employee commitment. Originality/value Given the dearth of existing research, this interdisciplinary investigation is important because it fills gaps in the management literature. This study is also important because the results could inform decisions regarding the use of data analysis in ethical decisions and lateral forms of organizational structuring to improve work attitudes.

Technology usage for teaching and learning law in open and distance learning: a Sri Lankan perspective

2020 ◽  
Vol 15 (1) ◽  
pp. 69-81
Author(s):  
Janaka Selvaras
Keyword(s):  
Distance Learning ◽  
Sri Lanka ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Technology Usage ◽  
Content Type ◽  
Learning And Teaching ◽  
Online Social Media ◽  
Open And Distance Learning ◽  
Learning Law

PurposeThe Open University of Sri Lanka (OUSL) is the only institution to deliver legal education through Open and Distance Learning (ODL) in Sri Lanka. This study aims to analyze technology usage in learning and teaching law in the ODL under OUSL to evaluate the accessibility and also challenges.Design/methodology/approachA combination of qualitative and quantitative methodologies has been used for the study. This includes both interviews with teachers and surveying among students on the usage of technology in learning and teaching law at OUSL. Since the LL.B Degree Programme of OUSL delivered at six regional centres in Sri Lanka, this study also includes the comparative analysis of technology usage in teaching and learning at selected regional centres.FindingsThe findings indicate that the majority of students have access to technology through mobile phones and are aware of blended learning. Even though they prefer to integrate blended learning with learning law, they do not prefer learning entirely online. Social media and mobile applications are the most preferred modes of blended learning by students. It is also acknowledged that the internal staff has knowledge and access to the use of technology in teaching law while the external staff faces challenges and is in need of adequate training.Originality/valueThe original contribution of this article provides insightful guidelines not only to the OUSL of Sri Lanka but also to the institutions offering similar disciplines through ODL to understand lecturers, learners in the future integration of technology.

Seams remain in seamless learning

2016 ◽  
Vol 24 (2) ◽  
pp. 145-152 ◽  
Author(s):  
Fui Chin Hiew ◽  
Esyin Chew
Keyword(s):  
Teaching And Learning ◽  
Educational Institutions ◽  
Research Report ◽  
Content Type ◽  
Learning And Teaching ◽  
Learning Framework ◽  
Seamless Learning ◽  
Critical Issues ◽  
Practical Implications ◽  
Learning Concept

Purpose This paper aims to identify the digital gaps in seamless learning concept within the higher educational institutions (HEIs) context. Design/methodology/approach The most cited mobile-assisted seamless learning framework, recent Educause higher education research report and relevant articles have been reviewed. Findings The digital gaps among educators and students hinder the implementation of the seamless learning framework in HEIs. Practical implications The finding will inform HEIs in addressing digital gaps to ensure learning and teaching enhancement with educational technology across institutions. It will also be useful for the design and improvement of the seamless learning framework. The finding may also be useful in creating awareness among educators and students as to the benefit of educational technologies. Originality/value No previous viewpoints have been published on digital gaps in the seamless learning concept. The digital gaps among educators and students constitute one of the most critical issues in implementing technology-assisted teaching and learning design in HEIs. This paper addresses the root of the problem by examining the digital gaps among educators and students within the seamless learning framework.

Transitional trajectories of academic progress for low-status students at a University in South Africa

2019 ◽  
Vol 10 (1) ◽  
pp. 275-292
Author(s):  
Bhekimpilo Mpofu ◽  
Musawenkosi Khanyile
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Ethical Issues ◽  
Human Life ◽  
Academic Progress ◽  
Disadvantaged Students ◽  
Content Type ◽  
Academic Records

Purpose The purpose of this paper is to explore the perceptions of university undergraduate students who originate from disadvantaged South African schools. The perceptions probed are those that relate to their material circumstances, learning and teaching environment and academic progress. Design/methodology/approach The paper draws on a theoretical framework that underscores the primacy of the environment blended with transition theory to explain environmental influences on disadvantaged students’ academic progression at university. Data were gathered through detailed face-to-face interviews with eight participants and from the open-ended section of a questionnaire administered to 41 students from which the 8 students were drawn. Findings The findings demonstrate that disadvantaged students require both physical and socio-psychological support in order to succeed at university. Research limitations/implications A university in South Africa and the students from low quintile schools provide the case study for the explication of the findings of this study. Ethical issues such as seeking the informed consent of the participants to access their academic records weighed against the potency or robustness of the results of this study, because few of the participants allowed this researcher to access their results. Thus, this study focussed on potentially sensitive areas such as the academic records of students and poverty. As such it was extremely difficult to persuade disadvantaged students to participate in this study. Practical implications The study is thus useful for the school system, families and higher education institutions in the quest to provide the much-needed socio-psychological or “empathetic infrastructure” that acts as the cytoplasm for disadvantaged students’ academic progress at university. Social implications By invoking the primacy of the environment under the rubrics of epigenetics, this study also sought to contribute to the debate around the human genome – a grand ambitious global scientific project launched in the late 1980s to generate a catalogue of all the genes present in humans. However, this was a smokescreen because there are simply not enough genes to account for the complexity of the human life or human disease. By invoking the theory of transition, this study sought to fathom how to promote a favourable teaching and learning environment for poor students at university in a holistic manner. Originality/value This study utilised an empirically supported definition of disadvantage: that of students coming from no fee schools, as classified by the Department of Education based on Household Expenditure statistics of 2002 using the quintile system. The quintile system is based on average measures of income, unemployment rates and educational levels. To date, there is no published research utilising the school quintile system to define disadvantaged students in higher education in South Africa. This paper, which investigates such a sample from a university, is therefore ground-breaking and novel.

A strategy for using digital mindsets and knowledge technologies to move past pandemic conditions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Cherry Stewart ◽  
Ashfaq Ahmad Khan
Keyword(s):  
Curriculum Design ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Management Accounting ◽  
Pedagogical Practice ◽  
Content Type ◽  
Theoretical Concepts ◽  
Constructive Development ◽  
Learning And Teaching ◽  
Tertiary Teaching

Purpose The purpose of this paper is to discuss the theoretical concepts of adult constructive development (ACD) in response to a requirement to teach fully online during the COVID-19 lockdown. However, responses have been unique for many university educators, regardless of the roles they have in supporting students during this time. How each person approaches the changing context can be enhanced by an understanding of their mindset as defined by Kegan’s theory. Design/methodology/approach An accounting academic and educational designer combine their expertise and engage a “digital mindset” to guide the re-design of the management accounting unit incorporating strategies that encourage students to be self-reliant yet learn from a broad diversity of perspectives. Findings Unexpected changes within an educational environment may be the catalyse needed to force significant rethinking of pedagogical practice within the online teaching space. Practical implications This paper offers practical thinking and design tips for creating interactive learning and teaching programs to develop a positive and supportive approach that challenges and facilitates cognitive growth in student knowledge, skills and learning behaviours. Social implications Stimulating student interaction via the creation of interactive and dynamic online curriculum design teachers may communicate more effectively with students as well as sharing their knowledge and skills with each other. Originality/value The authors explore Kegan’s ACD framework (1982, 1998, 2009) within the context of tertiary teaching and learning design for management accounting. The authors propose online strategies for each of the levels of development in the form of supports and challenges.

The Instructional Challenge in Improving Teaching Quality: Lessons from a Classroom Observation Protocol

2014 ◽  
Vol 116 (6) ◽  
pp. 1-32
Author(s):  
Drew Gitomer ◽  
Courtney Bell ◽  
Yi Qi ◽  
Daniel Mccaffrey ◽  
Bridget K. Hamre ◽  
...  
Keyword(s):  
Teacher Evaluation ◽  
Emotional Support ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Classroom Observation ◽  
Instructional Support ◽  
Teaching Quality ◽  
Self Report ◽  
Classroom Organization ◽  
Observation Protocol

Background/Context Teacher evaluation is a major policy initiative intended to improve the quality of classroom instruction. This study documents a fundamental challenge to using teacher evaluation to improve teaching and learning. Purpose Using an observation instrument (CLASS-S), we evaluate evidence on different aspects of instructional practice in algebra classrooms to consider how much scores vary, how well observers are able to judge practice, and how well teachers are able to evaluate their own practice. Participants The study includes 82 Algebra I teachers in middle and high schools. Five observers completed almost all observations. Research Design Each classroom was observed 4–5 times over the school year. Each observation was coded and scored live and by video. All videos were coded by two independent observers, as were 36% of the live observations. Observers assigned scores to each of 10 dimensions. Observer scores were also compared with master coders for a subset of videos. Participating teachers also completed a self-report instrument (CLASS-T) to assess their own skills on dimensions of CLASS-S. Data Collection and Analysis For each lesson, data were aggregated into three domain scores, Emotional Support, Classroom Organization, and Instructional Support, and then averaged across lessons to create scores for each classroom. Findings/Results Classroom Observation scores fell in the high range of the protocol. Scores for Emotional Support were in the midlevel range, and the lowest scores were for Instructional Support. Scores for each domain were clustered in narrow ranges. Observers were more consistent over time and agreed more when judging Classroom Organization than the other two domains. Teacher ratings of their own strengths and weaknesses were positively related to observation scores for Classroom Organization and unrelated to observation scores for Instructional Support. Conclusions/Recommendations This study identifies a critical challenge for teacher evaluation policy if it is to improve teaching and learning. Aspects of teaching and learning in the observation protocol that appear most in need of improvement are those that are the hardest for observers to agree on, and teachers and external observers view most differently. Reliability is a marker of common understanding about important constructs and observation protocols are intended to provide a common language and structure to inform teaching practice. This study suggests the need to focus our efforts on the instructional and interactional aspects of classrooms through shared conversations and clear images of what teaching quality looks like.

Qatari students’ pre-college experience with information literacy

2016 ◽  
Vol 17 (1) ◽  
pp. 55-69
Author(s):  
Ethan P Pullman
Keyword(s):  
Student Perceptions ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Information Needs ◽  
College Experience ◽  
Learning Preferences ◽  
Future Research ◽  
First Year ◽  
Content Type ◽  
Learning And Teaching

Purpose – There’s little information available on Qatari students’ experience with information literacy. What little information does exists draws from outdated surveys and assumptions about the current population. The purpose of this paper is to describe how data collected from first-semester Qatari students who enrolled in a semester-long information literacy course at Carnegie Mellon University helped update perceptions of this population, drove changes made to content and instructional delivery, and enabled a reflective process for teaching and learning. Design/methodology/approach – Pre- and post-surveys completed by students explore Qatari students’ pre-college experience with information literacy concepts, using libraries, and writing. They also compare the students’ attitude toward information literacy before and after taking the course. Qatari students’ data were extracted from the overall student population to focus on this population and analyzed descriptively based on cumulative responses. The pre-survey data were used to inform changes made to instructional content and delivery throughout the term. Findings – Contrary to assumptions, first-year Qatari students expressed familiarity with information literacy concepts before attending college. The data indicated strong learning preferences and a positive attitude toward information literacy. Research limitations/implications – Since information collected in this study relied on student perceptions of their experience, results must be paired with performance measurement before drawing additional conclusions about information literacy competencies of first-year Qatari students. Further, the study did not explore gender and sociocultural differences; therefore no general conclusions should be drawn. Practical implications – Instructional design should be based on a current understanding of local information needs and searching habits. In addition, this approach encourages reflective learning and teaching and help instructors avoid prior assumptions about their students. Originality/value – This paper provides information on how Qatari students perceive their experience with information literacy before college, the importance of understanding information literacy concepts and its role in their personal, academic, and professional lives. It centers on a population for whom information literacy concepts remain both relatively challenging and critical for their future learning development and offers suggestions for future research.

scholarly journals Do parents and carers experiencing violent and challenging behaviour from their children fit with safeguarding models of support? Messages from a Facebook study

2019 ◽  
Vol 21 (6) ◽  
pp. 285-295
Author(s):  
Philip Heslop ◽  
Su McAnelly ◽  
Jane Wilcockson ◽  
Yvonne Newbold ◽  
Maria Avantaggiato-Quinn ◽  
...  
Keyword(s):  
Focus Group ◽  
Online Discussions ◽  
Self Report ◽  
Challenging Behaviour ◽  
Time Data ◽  
Policy And Practice ◽  
Content Type ◽  
Care Services ◽  
Online Social Media ◽  
Study Participants

Purpose This paper reports research findings on the experiences of parents/carers of children with special education needs and disabilities who present violent and challenging behaviour. More specifically, the purpose of this paper is to explore how parents/carers report how their support needs are met by social care services. Design/methodology/approach The research is an empirical study which considers the challenging side of parenting children with additional needs. Data were gathered through a national online social media focus group and thematically analysed to identify emerging themes from an overlooked community. The study applied a participatory approach, with researchers and participants collaborating in designing and producing the research. Findings Participants reported a multitude of adversities and they experience difficulties in accessing support from professionals. The parents and carers expressed a continued desire to care for their children, often during much adversity and in receipt of little recognition or support from external agencies. An emerging theme was that they are often not assessed in their own right by agencies who focus on safeguarding. Research limitations/implications In this online participatory study, participants were self-selecting and the research relied on self-report during online discussions. Originality/value This study is original in applying an innovative research methodology using online focus groups with an under researched community. This online focus group generated real time data and offered participants the opportunity to share information in their own environments. The themes emerging from this research have implications for policy and practice for an under reported adult community who experience increasing vulnerabilities.

Facilitating embodied learning in business ethics education: the use of relational sculpting

2014 ◽  
Vol 6 (1) ◽  
pp. 75-97 ◽  
Author(s):  
Sheldene Simola
Keyword(s):  
Business Ethics ◽  
Teaching And Learning ◽  
Ethics Education ◽  
Ethical Issues ◽  
Emotional Awareness ◽  
Business Ethics Education ◽  
Embodied Learning ◽  
Ethical Guidelines ◽  
Innovative Teaching ◽  
Content Type

Purpose – The purpose of this paper is to first, provide an interdisciplinary overview of the pedagogical perspective known as “embodied learning”; second, describe the particular relevance of embodied perspectives for business ethics and business ethics education; third, introduce “relational sculpting” as a pertinent embodied technique in this context. Design/methodology/approach – Content analysis of qualitative data on relational sculpting from n=50 participants in two sections of a required undergraduate course on business ethics was conducted. Findings – Findings indicated that the use of relational sculpting was associated with increased emotional awareness of, and empathy for stakeholders; a more compelling sense of connection to ethical issues and the affected stakeholders; enhanced understanding of stakeholder perspectives; and, a stronger appreciation of interconnections among stakeholders, as well as of the situation as a whole. Research limitations/implications – Future investigations could explore diverse other applications of relational sculpting and any implications these might have for learning effectiveness. Consideration could also be given to the viability, development, implementation and assessment not just of embodied techniques, but also, of integrated and coherent educational programs that are embodied in nature. Practical implications – Step-by-step practical guidelines for using relational sculpting are provided. Additionally, comprehensive ethical guidelines for the use of innovative teaching methodologies such as relational sculpting are also provided. Originality/value – Management scholars have recently advocated not only for increased ethics training in undergraduate and graduate curricula, but also for enhanced teaching and learning through the integration of diverse scholarly perspectives and innovations. This paper provides an interdisciplinary overview of the pedagogical perspective known as “embodied learning,” identifies its relevance for business ethics and business ethics education, and also introduces “relational sculpting” as a relevant embodied technique.

Embodying engineering leadership

Kybernetes ◽  
2019 ◽  
Vol 48 (7) ◽  
pp. 1547-1562
Author(s):  
Wilson Antonio Florez
Keyword(s):  
Teaching And Learning ◽  
Implementation Process ◽  
Skills Training ◽  
Leadership Competencies ◽  
Engineering Curriculum ◽  
Leadership Program ◽  
Content Type ◽  
Learning And Teaching ◽  
Engineering Discipline ◽  
Design Activities

Purpose Accrediting boards and employers agree that there is a growing need for engineering leadership training. The aforementioned recognized, soft skills training is still an incipient initiative in the engineering discipline. This paper aims to summarize the implementation of the Engineering Leadership Program at the School of Engineering, where the implementation process uses the model for learning and teaching proposed by Reyes and Zarama, 1998b, as a strategy to embody engineering leadership capabilities. The best practices in regard to the capabilities that promote engineering leadership are discussed. The final remarks highlight the relevance of the active student roles in the development of the Engineering Leadership Program. Design/methodology/approach The author describes the implementation of the Engineering Leadership Program using Reyes and Zarama’s process of embodying distinctions. Findings The use of systemic models for teaching and learning in the implementation of Engineering Leadership Programs helps facilitate leadership competencies in students. The implementation of “engineering leadership” as complementary activity in the engineering curriculum demonstrated individual and program advantages – in comparison to solely modifying the current engineering curriculum. Originality/value This work enhances the understanding of how engineering schools can design activities to promote engineering leadership in former engineers as is requested by international accreditation boards and by engineering employers.

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