scholarly journals Meandering as Method for Conversational Learning and Collaborative Inquiry

2020 ◽  
Vol 44 (5) ◽  
pp. 635-650
Author(s):  
Victor J. Friedman ◽  
Sarah Robinson ◽  
Mark Egan ◽  
David R. Jones ◽  
Nicholas D. Rhew ◽  
...  
Keyword(s):  
Research Agenda ◽  
Collaborative Inquiry ◽  
Management Education ◽  
Action Plan ◽  
Group Learning ◽  
Management Learning ◽  
Teachers And Students ◽  
Conversational Learning ◽  
Letting Go ◽  
Concrete Action

Collaborative inquiry and conversational learning are approaches to management education and learning in which participants construct knowledge together through dialogue. Both approaches advocate letting go of control to allow insight to emerge through free-flowing conversation, but little has been written about how to accomplish this. Furthermore, these approaches contradict expectations about learning among both teachers and students and raise fears of discussion degenerating into pointlessness. This article presents the idea of “meandering”—wandering casually without urgent destination—as a way of framing a conversation process that can help management educators loosen control without being out of control. It is based on a case of group learning generated by the six authors at the 2019 Research in Management Learning and Education Unconference. Our conversational learning process, which we described as meandering, was not only pleasant and rewarding but also led to a concrete action plan and research agenda. In this article, we demonstrate and discuss the highly relational, embodied, and contextual nature of meandering and propose a research agenda for generating more knowledge about this method and how to put it into practice in management learning and education.

scholarly journals Guidance in computer-supported collaborative inquiry learning: Capturing aspects of affect and teacher support in science classrooms

2021 ◽  
Author(s):  
Tarja Pietarinen ◽  
Tuire Palonen ◽  
Marja Vauras
Keyword(s):  
Teacher Perceptions ◽  
Collaborative Inquiry ◽  
Inquiry Learning ◽  
Science Classrooms ◽  
Student Groups ◽  
Teacher Guidance ◽  
Group Outcomes ◽  
Teacher Affect ◽  
Teachers And Students ◽  
Collaborative Inquiry Learning

AbstractTechnology-enhanced collaborative inquiry learning has gained a firm position in curricula across disciplines and educational settings and has become particularly pervasive in science classrooms. However, understanding of the teacher’s role in this context is limited. This study addresses the real-time shifts in focus and distribution of teachers’ guidance and support of different student groups during in-person computer-supported collaborative inquiry learning in science classrooms. Teachers’ self-perceptions of their guidance and affect were supplemented with students’ self-reported affect. A mixed-methods approach using video analyses and questionnaire data revealed differences between teacher guidance and support associated with teacher perceptions and group outcomes. Groups’ prior science competence was not found to have an effect on teacher guidance and support, rather the teachers guided the groups they perceived as motivated and willing to collaborate. Teacher affect was compounded by student affect, suggesting that consideration of the reciprocal perceptions of teachers and students is necessary in order to understand the teachers’ role in collaborative learning.

scholarly journals Pendekatan Kontekstual Dalam Meningkatkan Pemahaman Konsep Aqidah di MAN Kelas X MAN Model Banda Aceh

2019 ◽  
Vol 2 (1) ◽  
pp. 71
Author(s):  
Miskul Makhtum
Keyword(s):  
Teaching And Learning ◽  
Group Learning ◽  
Real Life ◽  
Contextual Approach ◽  
Significance Level ◽  
Teachers And Students ◽  
Quasi Experimental ◽  
Research Findings ◽  
Quantitative Descriptive ◽  
Banda Aceh

The background of this study was more specifically related to the contextual approach: linking science with daily life, which could help improve students’ understanding on aqidah/creed materials, their ability to think, and their learning experiences. Thus, the students could implement them in real life. The study conducted in Class X of MAN Model Banda Aceh, aimed at investigating the implementation of the contextual approach, the application of the contextual approach which could increase the understanding of the Aqidah concept, and the understanding of Aqidah concept of the students taught using the contextual approach and the conventional approach. The research employed quantitative descriptive with quasi experimental method. Data were collected by essay pretest and essay posttest, teachers’ and students’ observation, and documentation. The research findings showed that the implementation of the contextual approach on aqidah learning covered the scope of Aqidah Islam and sub-materials such as the definitions, and the principles of aqidah. The learning method of aqidah included using seven components of the contextual approach: constructivism, inquiry, modeling, frequently asked questions, group learning, modeling, and real judgment. The teaching and learning activities were carried out through discussions in accordance with the lesson plans. Further, the observation analysis of the teachers’ ability level (TKG) showed that the descriptive statistics of the teaching activity was 4.51≤TKG t1-α or 15.38> 1.6923, making Ho rejected and Ha accepted. It can be meant that the students’ posttest was better that the pretest. Moreover, the learning outcomes of the aqidah learning of the students of Class X IPA 2 and Class X IPA 5 reflected that those taught with the contextual outperformed those with the conventional learning, as shown here based on the significance level α = 0.05 and degree of freedom (df) = 66. The ttable obtained was t_(0,975)(66) = 1.997 so that tcount < ttable (0.59 µ2 was accepted.

Management Learning as Collaborative Visual Encounter

2016 ◽  
Vol 1 (4) ◽  
pp. 278-286 ◽  
Author(s):  
Ian Robson
Keyword(s):  
Collaborative Learning ◽  
Teaching Practice ◽  
Management Education ◽  
Emotional Responses ◽  
Visual Space ◽  
Visual Methods ◽  
Organizational Research ◽  
Management Learning ◽  
Forms Of Knowledge

This article reviews a body of literature that relates to the use of aesthetic, specifically visual, methods in organizational research and management education. Visual methods are associated with a range of benefits for those studying management and organization, including the elicitation of emotional responses, support for reflection and self-reflexivity, making varied forms of knowledge explicit, and in supporting dialogue and collaborative learning. Key implications for management educators are outlined, which include the need to appreciate the nature of aesthetic-visual “knowing” and to evaluate methods with pedagogical criteria, to consider the type of visual “space” educators need to create, to build individuals’ capacities to use visual methods, and to facilitate visual encounters appropriately. A set of practical “starting points” are also identified for management educators, drawn from the author’s teaching practice.

The History Boys: Critical reflections on our contributions to Management Learning and their ongoing implications

2019 ◽  
Vol 51 (1) ◽  
pp. 130-142
Author(s):  
Michael Reynolds ◽  
Russ Vince
Keyword(s):  
Lived Experience ◽  
Management Education ◽  
50Th Anniversary ◽  
Historical Review ◽  
Vantage Point ◽  
Management Learning ◽  
Social Events ◽  
History Of ◽  
Reflective Essay ◽  
Unique Vantage

In this reflective essay, written for the 50th anniversary of Management Learning, we look at the history of the journal from a unique vantage point, our interconnected, academic lived experience of publishing in the journal. Our aim is to undertake an historical review of our publications in Management Learning in order to identify the key themes of our work, to make connections with broader academic and social events of the time and to assert the continuing relevance of these themes for future scholarship. We review 27 papers that we have published in Management Learning since Volume 1 (1971) and identify four main themes from our papers. These are set in the context of the development of critical management education. We highlight the broader dimensions to our themes and suggest two areas with implications for future scholarship in Management Learning. In our conclusion, we use our findings and reflections to identify what we have learned about management learning, as well as making a call for action in relation to what we are labelling historical reflexivity.

Collaborative Ph.D. Examination

2011 ◽  
pp. 136-145
Author(s):  
Mike Metcalfe ◽  
Samantha Grant
Keyword(s):  
Learning Experience ◽  
Group Learning ◽  
Oral Examination ◽  
Management Learning ◽  
Individualistic Learning ◽  
Impartial Observer

In many universities, there is either no requirement for an oral examination or for examiners to guide Ph.D. candidates prior to submission of their thesis. This policy is usually the result of the “tyranny of distance” and/or the positivism philosophy of “impartial observer.” This chapter argues for the Interpretivist approach of enriching the learning experience of examiner, candidate, supervisor and university by requiring the advantages of complex sustained interaction. Extensive evidence has shown that group learning is far more productive than individualistic learning. While individual universities need to make the resources argument for a more collaborative Ph.D. process, this chapter presents the management learning literature. It provides this literature in support of the argument that examiners need to be inter-actively involved with supervisors and examiners, especially in IS which changes rapidly and is experiencing a move from positive to interpretive methodologies.

Enriching the intersection of service and transformative learning with Freirean ideas: The case of a critical experiential learning programme in Brazil

2020 ◽  
Vol 51 (5) ◽  
pp. 579-597
Author(s):  
Rosane Dal Magro ◽  
Marlei Pozzebon ◽  
Soraia Schutel
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Transformative Learning ◽  
Management Education ◽  
Learning Experience ◽  
Pedagogical Practices ◽  
Learning Approaches ◽  
Community Based ◽  
Teachers And Students ◽  
Management Students

In this article, we examine the value of combining transformative and service learning pedagogical practices in management education programmes to encourage management students to be more critical and reflexive regarding serious contemporary issues like social inequality and sustainability. We draw on a long-term management education experience conducted in the northeastern region of Brazil, where international students learn how to develop a real-time community-based project with local inhabitants. We argue that while service learning approaches promote pragmatic action-based principles, transformative learning acts at the epistemic level, contributing to change in values. In addition, Paulo Freire’s ideas are integrated to reinforce critical and reflexive dimensions of the learning experience. Our results offer a process-based model showing how a critical experiential learning pedagogy might lead to the development of community-based competences, which, in turn, might lead to changes in the deeply held values of the participants. Freire’s emancipatory ideas are applied not only regarding the relationship between teachers and students, but also to the distinction between Western and non-Western societies, going beyond questioning of the destructive consequences of financial capitalism to question the hegemony of one worldview over all other possible ones.

Participatory Disaster Management Learning Built on the Theory of Legitimate Peripheral Participation

2011 ◽  
Vol 6 (2) ◽  
pp. 258-270 ◽  
Author(s):  
Hideyuki Shiroshita ◽  
◽  
Katsuya Yamori ◽  
Keyword(s):  
Disaster Management ◽  
Management Education ◽  
Theoretical Interpretation ◽  
Double Bind ◽  
Legitimate Peripheral Participation ◽  
Learning Program ◽  
Perfect Score ◽  
Management Learning ◽  
New Type ◽  
Peripheral Participation

In some areas in Japan, there have been times when even though it was desirable to evacuate the area in order to prevent or reduce the amount of damage wrought by disaster, the actual evacuation rate was low. The double bind theory has been introduced in this situation, and a new theoretical interpretation has been obtained. However, no specific countermeasures have been presented to overcome the “expert and non-expert” structure shown in the double bind theory to be a problem of disaster management. This paper depends on the “theory of legitimate peripheral participation,” and it aims to build up a model of what the new disaster management education should be to overcome this problem. For the model not to become empty, this paper also introduces the “learning program built on the Manten Project (Perfect-score Project),” which is an example of a new type of participatory disaster management learning program implemented based on the model.

scholarly journals Towards a research agenda for water, sanitation and antimicrobial resistance

2017 ◽  
Vol 15 (2) ◽  
pp. 175-184 ◽  
Author(s):  
Susanne Wuijts ◽  
Harold H. J. L. van den Berg ◽  
Jennifer Miller ◽  
Lydia Abebe ◽  
Mark Sobsey ◽  
...  
Keyword(s):  
Antimicrobial Resistance ◽  
Low Income ◽  
Research Agenda ◽  
Human Exposure ◽  
Action Plan ◽  
Genetic Resistance ◽  
World Health ◽  
Low Income Countries ◽  
Resistant Bacteria ◽  
Surveillance Strategy

Clinically relevant antimicrobial resistant bacteria, genetic resistance elements, and antibiotic residues (so-called AMR) from human and animal waste are abundantly present in environmental samples. This presence could lead to human exposure to AMR. In 2015, the World Health Organization (WHO) developed a Global Action Plan for Antimicrobial Resistance with one of its strategic objectives being to strengthen knowledge through surveillance and research. With respect to a strategic research agenda on water, sanitation and hygiene and AMR, WHO organized a workshop to solicit input by scientists and other stakeholders. The workshop resulted in three main conclusions. The first conclusion was that guidance is needed on how to reduce the spread of AMR to humans via the environment and to introduce effective intervention measures. Second, human exposure to AMR via water and its health impact should be investigated and quantified, in order to compare with other human exposure routes, such as direct transmission or via food consumption. Finally, a uniform and global surveillance strategy that complements existing strategies and includes analytical methods that can be used in low-income countries too, is needed to monitor the magnitude and dissemination of AMR.

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