scholarly journals Sri Lankan Fashion Designers: Self-Directed Learning in the Apparel Industry

2021 ◽  
pp. 0887302X2110495
Author(s):  
Sumith Gopura ◽  
Alice Payne ◽  
Deepthi Bandara ◽  
Laurie Buys
Keyword(s):  
Value Chain ◽  
Apparel Industry ◽  
Sri Lankan ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
A Value ◽  
Development Professionals ◽  
Directed Learning ◽  
Design Skills ◽  
Fashion Designers

The Sri Lankan apparel industry is currently in transition from apparel assembly to manufacturing original designs as a value addition. Design teams work closely with Western brands, buyers and designers to offer advanced creative and technical design services. The purpose of this article is to investigate how Sri Lankan designers acquire personal, high-value fashion knowledge and design skills in this crucial time of industry transition. The study adopts a qualitative approach using semi-structured interviews conducted with 28 fashion design and product development professionals in the industry. Based on an inductive thematic analysis, the study finds that Sri Lankan designers’ acquisition of high-value fashion knowledge and skills comes primarily through their self-directed learning. This study proposes the Designers’ Self-Directed Learning Cycle to illustrate how designers’ learning happens and is applied in their professional practice. The findings are significant in understanding the designers’ practice in the export-oriented apparel value chain.

scholarly journals Fashion exposure

2019 ◽  
Vol 23 (4) ◽  
pp. 466-486
Author(s):  
Sumith Gopura ◽  
Alice Ruth Payne ◽  
Laurie Buys ◽  
Deepthi Chandrika Bandara
Keyword(s):  
Value Chain ◽  
Manufacturing Industry ◽  
Value Added ◽  
Apparel Industry ◽  
Fashion Design ◽  
Sri Lankan ◽  
Chain Process ◽  
Design Practice ◽  
Structured Interviews ◽  
Content Type

Purpose Developing countries engaged in apparel value chain are going global, seeking opportunities to upgrade the industry through providing higher value-added products and services. The purpose of this paper is to investigate how Sri Lankan apparel industry designers interact with the western fashion world in the apparel value chain process, and how they acquire, adapt and apply the knowledge needed to develop high-value fashion products in their fashion design practice. Design/methodology/approach The study adopts a qualitative approach through semi-structured interviews conducted with fashion design and product development professionals in the Sri Lankan apparel industry. An inductive thematic analysis is used in identifying participants’ experience of the western fashion world within their fashion design practice. Findings The study proposes a “fashion knowledge bridge” illustrating the ways in which Sri Lankan designers acquire and merge high-value fashion consumer culture and lifestyle knowledge with the manufacturing industry, through multisensory and virtual experience, termed “exposure”, in their interactions with the western fashion world as well as the manufacturing culture of the Sri Lankan apparel industry. Designers’ exposure improves the feasibility and reliability of their apparel products, aligning to the end-consumer needs. The study also proposes a “designers’ exposure framework” that illustrates gains made by the Sri Lankan apparel industry resulting from knowledge enhancement through the designers’ exposure. Research limitations/implications The study is based on a qualitative methodology that has potential subjective biases on the part of the researchers; in this case only the Sri Lankan designers’ perspectives were used in synthesising the findings. Originality/value The findings propose frameworks with theoretical and managerial implications for developing designers’ capabilities in apparel manufacturing countries that seek industrial upgrading through value-added fashion design practice.

scholarly journals Self-directed Teacher Professional Development in Saudi Arabia: EFL Teachers’ Perceptions

2020 ◽  
Vol 10 (11) ◽  
pp. 1359
Author(s):  
Hamad I. Alshaikhi
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Workplace Learning ◽  
Learning Context ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Directed Learning ◽  
Teacher Professional

This study explores Saudi EFL teachers’ perspectives, attitudes and experiences with regards to their teacher professional development (TPD) with special emphasis on workplace learning and self-directed initiatives. Using semi-structured interviews and reflective essays, the study managed to highlight a thriving workplace learning context in which teachers are involved in many forms of self-directed learning, including experiences stemming from the dailiness of the everyday realities of their schools. Data showed that Saudi EFL teachers are committed professionals who are well aware of a variety of TPD resources and opportunities; some of them are institutionalised while the majority are self-directed by teachers themselves beyond any institutional requirement. The study revealed that many participants had high preferences for self-directed learning over institutional provisions for its embeddedness in their context, the nature of their specialisation, and for the changing nature of their profession. Networking, collaboration, reflection and collegiality are some of the main features of self-directed learning as reflected in teachers’ current practices.

scholarly journals STUDENTS’ EXPERIENCES ON LEARNING LISTENING THROUGH TECHNOLOGY-BASED TOOL

2021 ◽  
Vol 8 (8) ◽  
Author(s):  
Pham Kim Chi
Keyword(s):  
Language Learning ◽  
Thematic Analysis ◽  
Learning Process ◽  
Listening Skills ◽  
Structured Interviews ◽  
Close Attention ◽  
Self Directed Learning ◽  
Pedagogical Tool ◽  
Directed Learning ◽  
Efl Students

<p>Using technology tools in the classroom can now be facilitated students' engagement and self-directed learning to support a learner-centred environment in educational contexts under varied perspectives. In language learning, evaluating a particular language skill focused on technology is crucial in students' experience. EFL students face several difficulties as noise, accent, vocabulary, and pronunciation while listening. Therefore, employing listening with technology is significantly necessary to enhance students' listening skills. However, rare research has provided the students' reflection under constructivist perspectives after studying with the technology-based listening tool. Thus, the current study narrows this empirical gap. Semi-structured interviews and observation were instruments employed to collect data. Using thematic analysis (Braun and Clarke, 2006), the results of this study indicated that five themes were individualised listening, collaborative learning, self-directed learning, consideration of errors, and pronunciation improvement. Students were more engaged when listening to tasks independently, considering their errors for further improvement, and self-directed learning in this study. Additionally, they mostly perceived themselves to improve their listening and pronunciation in the future. Teachers should pay close attention to speakers' voices, accents, and feedback when designing and implementing tasks to maximise learners' listening learning process. This study has implications on using BookWidgets as a potential pedagogical tool for English courses.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0781/a.php" alt="Hit counter" /></p>

scholarly journals Determination of Innovation Indicators in Teaching-Learning Activities of Curricula and Their Application in Art University

2017 ◽  
Vol 9 (4) ◽  
pp. 8
Author(s):  
Setareh Mousavi ◽  
Mohammadreza Nili ◽  
Ahmadreza Nasr ◽  
Mohammad Masoud
Keyword(s):  
Art Education ◽  
Quantitative Methods ◽  
Learning Activities ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Qualitative And Quantitative Methods ◽  
Directed Learning ◽  
Competency Based ◽  
Teaching Learning ◽  
Innovation Indicators

The present research mainly aims to determine the innovation indicators for teaching in Art University. Qualitative and quantitative methods have been used. The data were collected from semi-structured interviews and Self-made questionnaire. The findings reveal that the most important innovation indicators consist of: Competency-based Art education, Acquaintance with framework of appreciating the art works, Self-directed learning, Choice-based art education Attention to Aesthetics, Experimental leaning through Art Education, Developing Different Approaches to Making Art, Provides the excellent opportunities to learn personal and professional skills, Stress on the description, explanation, critical process cooperative exploration-based learning activities, application of new teaching methods and the application of innovation indicators for “teaching-learning activities” is less than medium.

scholarly journals Towards an Open Medical School without Checkerboards during the COVID-19 Pandemic: How to Flexibly Self-Manage General Surgery Practices in Hospitals?

Healthcare ◽  
2021 ◽  
Vol 9 (6) ◽  
pp. 743
Author(s):  
Héctor Guadalajara ◽  
Álvaro Palazón ◽  
Olatz Lopez-Fernandez ◽  
Pilar Esteban-Flores ◽  
José Miguel Garcia ◽  
...  
Keyword(s):  
General Surgery ◽  
Teaching Style ◽  
Teaching Styles ◽  
Mobile App ◽  
Teacher Involvement ◽  
Teaching Hospitals ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Clinical Culture ◽  
Directed Learning

Background: Can we create a technological solution to flexibly self-manage undergraduate General Surgery practices within hospitals? Before the pandemic, the management of clerkships was starting to depend less on checkerboards. This study aims to explore undergraduates’ perceptions of doing rotations in teaching hospitals using different teaching styles and elicit their views regarding the options of managing practices to design a mobile app that substitutes for checkerboards. Methods: In this sequential exploratory mixed methods study, 38 semi-structured interviews at a teaching hospital were conducted. The data was used to survey 124 students doing their rotations in four teaching hospitals during the first wave of COVID-19. Results: 21 themes highlighted concerns related to the practices, the teacher involvement in the students’ education, and the students’ adaptation to clinical culture. The students reported positive perceptions concerning self-managing and organizing practices via a mobile application. However, problems emerged regarding transparency, the lack of feedback, and the need for new tools. Regarding the teaching styles, the facilitator and personal models were perceived as optimal, but the personal style had no effect on using or not using a tool. Conclusions: A mobile-learning application designed like an educational opportunities’ manager tool can probably promote self-directed learning, flexible teaching, and bidirectional assessments. However, teachers who employ a personal teaching style may not need either checkerboards or a tool. This solution supports teaching at hospitals in pandemic times without checkerboards.

scholarly journals Breaking the Secrets behind the Polyglots: How Do They Acquire Many Languages?

2019 ◽  
Author(s):  
Noprival Noprival ◽  
Zainal Rafli ◽  
Nuruddin Nuruddin
Keyword(s):  
Educational Institution ◽  
Natural Process ◽  
National Language ◽  
Foreign Languages ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Language Environment ◽  
Media And Technology ◽  
Study Participants

In this study, participants acquired three types of language, those are regional, national and foreign ones. The purpose of this research was to explore how Indonesian polyglots acquire several different languages. We collected data through demographic questionnaires and semi-structured interviews obtained from nine participants. Four salient themes and sub-themes that emerged in this research were (a) mastering languages through instructed learning (learning in formal educational institution and learning in informal educational institution), (b) gaining extra amounts of languages input beyond the classroom (getting more access to a national language environment and getting more access to foreign languages environment), (c) learning languages autonomously (self-directed learning through printed resources and self-directed learning through media and technology), and (d) acculturating with a new language group in society. The findings indicated that the polyglots acquired several different languages through a natural process, a learning process, and a mixture of both naturalistic as well as instructed experiences.

scholarly journals PROMOTING COLLABORATIVE, SELF-DIRECTED, HANDS-ON LEARNING IN ENGINEERING DESIGN IN UNDERGRADUATE AND GRADUATE TEACHING

2011 ◽  
Author(s):  
Khosrow Farahbakhsh
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Pollution Prevention ◽  
Learning By Doing ◽  
Problem Definition ◽  
Self Directed Learning ◽  
Laboratory Design ◽  
Hands On ◽  
Directed Learning ◽  
Design Skills

The face of engineering education is rapidly changing as more emphasis is placed on a self-directed, problem-based and design-driven approach. The School of Engineering at the University of Guelph has recognized the importance of engineering design education by introducing capstone design courses and encouraging incorporation of design in many senior-level courses. Two recent initiatives include inclusion of a student-led laboratory design project in the Mass Transfer Operations course (ENGG*3470) and a self-directed, problem-based approach to teaching a new graduate course in Pollution Prevention Engineering (ENGG*6790). Both courses placed a significant emphasis on “learning by doing” and importance of “self-directed learning”. Both courses also encouraged the development of various design skills such as problem definition, information collection, collaboration, innovation, communication, life-cycle costing, etc. This paper provides insights on these two courses and the approaches used to ensure a collaborative, hands-on and self-directed learning experience for students.

The Use of Self-Directed Learning during Fieldwork Education: The Students' Perspective

1996 ◽  
Vol 59 (11) ◽  
pp. 515-519 ◽  
Author(s):  
Lesley Anne Heath
Keyword(s):  
Occupational Therapy ◽  
Learning Needs ◽  
Use Of Self ◽  
Educational Strategies ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Occupational Therapy Education ◽  
Directed Learning ◽  
The University ◽  
Learning Contract

The University of Derby is committed to educational strategies that develop reflective practice and lifelong learning in occupational therapy education. Self-directed learning is implemented during fieldwork placements, enabling students to become active in the learning process and integrating the individual's previous experiences, application of knowledge and present learning needs. The principles of self-directed learning adopted by the university also involve students in setting and evaluating their own aims and objectives, writing a learning contract and negotiating reports with fieldwork educators. The aims of the study were to consider whether students used the principles of self-directed learning during fieldwork placements and what influenced their use. The method was a two-stage process, involving a questionnaire and semi-structured interviews. The subjects were in their final year of education. The results showed an overall increase in the use of the principles of self-directed learning at the end of 3 years' education. From the six interviews conducted, the occupational therapy department, the style of supervision and the university procedure were identified as the main influences on the use of self-directed learning during placements.

scholarly journals Remodeling Teachers' and Students' Roles in Self-directed Learning Environments: The Case of Saudi Context

2019 ◽  
Vol 10 (3) ◽  
pp. 549
Author(s):  
Iman El-Nabawi Abdel Wahed Shaalan
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Foreign Language Learning ◽  
Structured Interviews ◽  
Language Performance ◽  
Self Directed Learning ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
Directed Learning ◽  
And Performance

Traditional classrooms are markedly teacher-centered. EFL learners are largely urged to commit themselves to communicative learning environments which help them enhance their language performance. Self-directed learning is one of the approaches which proved to be highly effective in Foreign Language Learning (FLL). EFL teachers are usually encouraged to adopt self-directed learning practices in order to improve students’ linguistic competence and performance. Recently, many Saudi universities integrated self-directed learning mode into EFL instruction. However, students' language performance, which is crucial to finding a job opportunity in labor market, is below the desired level. The study aims at remodeling teachers' and students' roles in light of students’ perceptions of English self-directed learning. To achieve this ultimate goal, a questionnaire survey is administered and follow-up semi-structured interviews are held. Results showed that both male and female students have generally positive attitudes towards self-directed learning. However, many of them have real problems with understanding the nature of self-directed learning and how they should use it effectively. Therefore, both institutions and teachers are recommended to improve students’ understanding and awareness of self-directed learning modes, and to rethink their roles.

scholarly journals Self-Directed Later Life Learning: Individual and Social Contexts

2017 ◽  
Vol 14 (1) ◽  
pp. 2-25 ◽  
Author(s):  
Šatienė Salomėja
Keyword(s):  
Older Adults ◽  
Social Networks ◽  
Thematic Analysis ◽  
Research Method ◽  
Later Life ◽  
Social Contexts ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Directed Learning

AbstractThe purpose of the study was to investigate how self-directed later life learning is utilized and interpreted by older adults in their particular environments. The following questions were raised: What are the opportunities for older adults’ engagement in self-directed learning in their environments? How older adults realize their self-directed learning in response to the opportunities provided by their environments? Thematic analysis was used as research method to analyse participants’ experiences and meanings they attribute to self-directed learning in their actual environments. The data was collected through semi-structured interviews with 12 older adults engaged in their self-directed learning pursuits. The findings from the study showed that older adults’ engagement in generativity-based activities, interest-based activities and social networks are contexts of self-directed learning in later life; these contexts support older adults’ self-directed learning by providing learning impetus, opportunities and resources; realization of self-directed learning is influenced by ageing-related changes and individual circumstances of older adults.

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