Improving teaching and learning in systems programming courses using participatory action research

2016 ◽  
Author(s):  
Alexi Delgado ◽  
Julio Vasquez Paragulla
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Teaching And Learning ◽  
Participatory Action ◽  
Programming Courses ◽  
Improving Teaching And Learning ◽  
Systems Programming

A cross-university initiative to enhance SOTL through a students as partners approach

2017 ◽  
Vol 3 (1) ◽  
pp. 218
Author(s):  
Colin Bryson
Keyword(s):  
International Students ◽  
Action Research ◽  
Participatory Action Research ◽  
Teaching And Learning ◽  
Research Projects ◽  
Participatory Action ◽  
Western Washington ◽  
Traditional Structures ◽  
Washington University

This case study evaluates a new initiative to establish a cross-disciplinary forum focusing on enhancing learning, teaching and the student experience. All staff and students are welcome to participate and participants set the agenda themselves. The intention is to have open and informal dialogue and to work in partnership towards setting up collective participatory action-research projects. This is modelled on the Teaching and Learning Academy at Western Washington University (Werder and Otis, 2010). An important aim was to create a space to give voice for those - the so-called ‘hard to reach’- who do not get such opportunities in traditional structures. There have been many challenges to creating a sustainable and successful working model, not least such barriers as communications, creating time and opportunity and working against current dominant cultures. Nonetheless, staff and students, including many international students, have participated and found legitimacy to discuss their own priorities. 

The challenges of participation in doing community-based participatory action research: Lessons from the Kwithu Project

2016 ◽  
Vol 15 (2) ◽  
pp. 198-213 ◽  
Author(s):  
Nathalis G Wamba
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Participatory Action ◽  
Action Research Project ◽  
Community Based ◽  
Random Group ◽  
Running Water

The Kwithu project started when a volunteer who joined Kwithu, a community-based organization in Mzuzu, Malawi (Africa), to teach English gave a diagnostic test to a random group of forty 7th and 8th graders (20 boys and 20 girls) and discovered that most of them could hardly read or write in English. The test results prompted Maureen, the Kwithu director and co-founder, the teacher and myself to meet with the headteachers of the three schools mostly attended by Kwithu children. The headteachers appreciated our concerns about the English proficiency of the children, but they advised us to focus on more urgent matters if we truly wanted to help, e.g., lack of teaching and learning materials, lack of running water in schools, hunger, teacher qualifications, etc. This advice shifted our initial inquiry goal—from English language teaching—to a community-based participatory action research project designed to address the school conditions in Luwinga. In this paper, I describe the community-based participatory action research inquiry and I reflect on the process of participation.

scholarly journals Shifting Gears: Lessons Learnt From Critical, Collaborative, Self-Reflection on Community-Based Research

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Lulza Olim de Sousa ◽  
Emerentia Antoinette Hay ◽  
Schalk Petrus Raath ◽  
Aubrey Albertino Fransman ◽  
Barend Wilhelm Richter
Keyword(s):  
Climate Change ◽  
Action Research ◽  
Participatory Action Research ◽  
Teaching And Learning ◽  
Research Process ◽  
Participatory Action ◽  
Action Research Project ◽  
Community Based ◽  
Community Based Research ◽  
Self Reflection

This article reflects the learning of five researchers in higher education in South Africa who took part in a participatory action research project to educate teachers how to integrate climate change issues into their teaching and learning. It was the first time any of the researchers had used participatory action research. We are all from natural science backgrounds and now involved in education for sustainable development. We had been trained in more traditional, objective, and researcher-driven methodologies grounded in a positivist paradigm. The purpose of this article is to share our learning about the changes we had to make in our thinking and practices to align with a participatory paradigm. We used reflective diaries to record our journey through the action research cycles. A thematic analysis of our diaries was supplemented by recorded discussions between the researchers. The analysis revealed that, while it was challenging to begin thinking in a different paradigm, we came to appreciate the value of the action research process that enabled teachers to integrate climate change issues into their teaching in a participatory way. We also concluded that we require more development to be able to conduct participatory research in a manner true to its values and principles. The conclusions we came to through our collaborative reflections may be of value to other researchers from similar scientific backgrounds who wish to learn what shifts in paradigm, methods, and processes are needed to be able to conduct community-based research in a participatory way.

scholarly journals Participatory Action Research in University Chemistry Teacher Training

2018 ◽  
pp. 1
Author(s):  
Yannik Tolsdorf ◽  
Silvija Markic
Keyword(s):  
Action Research ◽  
Teacher Training ◽  
Participatory Action Research ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Chemistry Teacher ◽  
Participatory Action ◽  
The University ◽  
Advanced Model

The Participatory Action Research (PAR) model developed by Eilks and Ralle is very well known in science education. Over the years, many teaching and learning materials have been developed and implemented in German secondary schools using this method. The success of the model encouraged us to adapt it to the university level in order to develop university chemistry education courses. However, to do this, we encountered and conquered some challenges. The present paper is based on an advanced model of Participatory Action Research for developing university chemistry teacher training. For an advanced model, the focus is strongly on the extended development team, which contains people who were not part of the original team. The role of the students also changes. The ideas we used to further develop the model and implement it in practice will be described and discussed below.

scholarly journals Improving School Work in Challenging Context: Practitioners’ Views following a Participatory Action Research Project from Eritrea

2019 ◽  
Vol 3 (2) ◽  
pp. 72-90 ◽  
Author(s):  
Khalid Mohammed Idris ◽  
Yonas Mesfun Asfaha
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
School Leadership ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Participatory Action ◽  
Action Research Project ◽  
School Work ◽  
Professional Perspectives ◽  
Knowledge Of Learners

This article is based on 18-month participatory action research (PAR) project conducted with teachers and school leadership personnel with strong backing of the regional education office in one of the remote and most culturally diverse regions in Eritrea. It argues for a comprehensive understanding of managing a learning process in challenging circumstances of schooling. Qualitative analysis was used to interpret 14 semi-structured interview transcripts of project participants from two study schools. A framework for understanding teaching as the intersection of knowledge of learners, processes of teaching and learning and subject matter is used. The analysis based on the interview data, longer term engagements with participants and review of relevant documents enabled authors to synthesize views of participants into five main professional perspectives:  need to overcome transitory nature of teachers, knowledge of learners, proactive guidance, professional commitment, collaborative practices. Those issues arguably constitute quality education in the study schools and beyond.  

scholarly journals THE ROLE OF ENGINEERING TEACHING AND LEARNING FELLOWS IN THE TRANSFORMATION PROCESS OF ECE COURSES

2018 ◽  
Author(s):  
Deena Salem ◽  
Brian Frank
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Teaching And Learning ◽  
Transformation Process ◽  
Computer Engineering ◽  
Participatory Action ◽  
Action Research Project ◽  
Research Project ◽  
Work In Progress

Abstract –This paper presents work in progress of a participatory action research project of transforming some Electrical and Computer Engineering (ECE) courses with the help of Engineering Teaching and Learning Fellows (ETLF). The objective of this paper is to highlight the effectiveness of incorporating an ETLF, with expertise in both the engineering and education fields, in the process, and their accountability throughout the three phases: pre-transformation, transformation and post-transformation.  

scholarly journals Sustainable Development of Students’ Assumed Responsibility for Their Own Learning during Participatory Action Research

2021 ◽  
Vol 13 (18) ◽  
pp. 10183
Author(s):  
Aušra Kazlauskienė ◽  
Ramutė Gaučaitė ◽  
Dolors Cañabate ◽  
Jordi Colomer ◽  
Remigijus Bubnys
Keyword(s):  
Sustainable Development ◽  
Action Research ◽  
Participatory Action Research ◽  
Teaching And Learning ◽  
Learning To Learn ◽  
Participatory Action ◽  
School Students ◽  
Education Development ◽  
Education Process ◽  
Development Of Students

The goal to ensure sustainable development in the education process obliges to create such practices of teaching and learning which would create conditions for individuals to act in complex situations in a sustainable manner. Personalized, perceived responsibility of a learner for one’s own learning becomes important for implementation of sustainable learning. This research is aimed to reveal authentic experiences of school students assuming responsibility for learning, emphasizing prospects of sustainable education development in practice and possibilities for improvement by employing the strategy of participatory action research. The data was collected according to the stages of the chosen action research during lessons on learning to learn. Forty-six school students and two teachers took part in the research. On the basis of content analysis, it was revealed that school students assume the responsibility for learning when it is grounded on cooperation taking place in the dialogue-based culture, where negotiation and creation of opportunities to choose are among the most important strategies making the assumed responsibility relevant. Intervening conditions emerging in the context of the strategies were also identified: making learning experiences relevant, clarity of criteria, attitude towards failure and the self as a major resource of learning, expectations, and goals and feedback of learning. Interacting with each other, prevailing strategies, and intervening conditions act as components of sustainable development of school students’ assumed responsibility for learning.

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