scholarly journals The lived experience of a foot burn injury from the perspective of seven Jordanians with diabetes: a hermeneutic phenomenological study

2011 ◽  
Vol 9 (1) ◽  
pp. 33-43 ◽  
Author(s):  
Maén Zaid Abu-Qamar ◽  
Anne Wilson
Keyword(s):  
Lived Experience ◽  
Phenomenological Study ◽  
Burn Injury ◽  
Hermeneutic Phenomenological ◽  
Hermeneutic Phenomenological Study

Using the Flipped Classroom Instructional Approach to Foster a Mathematics-Anxious-Friendly Learning Environment

2015 ◽  
pp. 1259-1282
Author(s):  
Chris L. Yuen
Keyword(s):  
Adult Learners ◽  
Learning Environment ◽  
Lived Experience ◽  
Mathematics Anxiety ◽  
Flipped Classroom ◽  
Phenomenological Study ◽  
Linear Equations ◽  
Integral Model ◽  
Hermeneutic Phenomenological ◽  
Hermeneutic Phenomenological Study

This chapter examines the nature and characteristics of mathematics anxiety learning and provides instructional implications for highly mathematics-anxious learners, which are informed by lived experience. The discussion comes from research on the Mathematics Anxiety Learning Phenomenon (MALP), a hermeneutic phenomenological study using Wilber's Integral Model as the underpinning framework. Based on the lived experience data, hermeneutic themes were developed, and it is shown that those themes are capitalized upon in the flipped approach to foster a mathematics-anxious-friendly learning environment. Using the themes from the study, the chapter argues that the flipped approach could be beneficial to students who are highly mathematics-anxious. The system of linear equations with two variables, a common mathematics topic, is used to illustrate how the flipped approach to instructional design could recognize mathematics-anxious adult learners.

scholarly journals New roles and challenges within the healthcare workforce: a Heideggerian perspective

2015 ◽  
Vol 29 (1) ◽  
pp. 2-9 ◽  
Author(s):  
Anthea Wilson
Keyword(s):  
Lived Experience ◽  
Design Methodology ◽  
Phenomenological Study ◽  
Work Roles ◽  
Content Type ◽  
Authentic Self ◽  
Hermeneutic Phenomenological ◽  
Healthcare Workforce ◽  
Dynamic Relationships ◽  
Hermeneutic Phenomenological Study

Purpose – The purpose of this paper is to explore insights based on the phenomenology of Martin Heidegger, on the dynamic relationships between human experience and work roles. Design/methodology/approach – Drawing on the findings of a hermeneutic phenomenological study of nurse mentors, the topics of new roles and role challenges are explored, along with a consideration of their relevance to wider issues of workforce redesign. Heidegger’s philosophy of Dasein, in particular his concepts of inauthentic and authentic self, provided an interpretational lens. This paper applies these philosophical concepts to challenges associated with a changing workforce. Findings – Concepts elaborating human existence as proposed by Heidegger may offer analytic structures for understanding shifts in the lived experience of a changing workplace. In particular, the concepts could help managers to explore the implications of introducing novel work roles or extending roles. The understanding gained can also extend to situations where work practices may need to be challenged. Originality/value – As work roles and skill mix undergo rapid shifts, this paper offers an original way of understanding the experience of work roles.

Using the Flipped Classroom Instructional Approach to Foster a Mathematics-Anxious-Friendly Learning Environment

2016 ◽  
pp. 1168-1191
Author(s):  
Chris L. Yuen
Keyword(s):  
Adult Learners ◽  
Learning Environment ◽  
Lived Experience ◽  
Mathematics Anxiety ◽  
Flipped Classroom ◽  
Phenomenological Study ◽  
Linear Equations ◽  
Integral Model ◽  
Hermeneutic Phenomenological ◽  
Hermeneutic Phenomenological Study

This chapter examines the nature and characteristics of mathematics anxiety learning and provides instructional implications for highly mathematics-anxious learners, which are informed by lived experience. The discussion comes from research on the Mathematics Anxiety Learning Phenomenon (MALP), a hermeneutic phenomenological study using Wilber's Integral Model as the underpinning framework. Based on the lived experience data, hermeneutic themes were developed, and it is shown that those themes are capitalized upon in the flipped approach to foster a mathematics-anxious-friendly learning environment. Using the themes from the study, the chapter argues that the flipped approach could be beneficial to students who are highly mathematics-anxious. The system of linear equations with two variables, a common mathematics topic, is used to illustrate how the flipped approach to instructional design could recognize mathematics-anxious adult learners.

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