Perspective Transformation Model Among Former Drug Addict in Petaling Jaya, Selangor, Malaysia

2018 ◽  
Vol 7 (3.30) ◽  
pp. 122
Author(s):  
Normala Abu Hassan ◽  
Mohd Azhar Abd Hamid ◽  
Zainudin Hassan ◽  
Kassim Thukiman ◽  
Muhammed Fauzi Othman ◽  
...  
Keyword(s):  
Transformative Learning ◽  
Drug Addiction ◽  
Learning Process ◽  
Learning Experience ◽  
Perspective Transformation ◽  
Drug Addict ◽  
Transformation Model ◽  
Drug Addicts ◽  
Effective Learning

Drug addiction is number one problem in Malaysia. Drug addiction could lead to many problems to the society, community as well to the country. The purpose of this article is to discuss the perspective transformation model among 15 former drug addict. Perspective transformation model is a lifelong learning process. It is self directed and effective learning process for adults. Based on the facts the drug addiction is difficult to recover but it is not impossible. In order to leave the drug addicts individuals need motivation, commitment, spirit and sacrifice. This article is to highlight how the former drug addict managed to escape from the drug addiction after going through a tough process. The former drug addicts share their success story with the researcher during the interview. This study will explore how the former drug addict change the meaning scheme and perspective scheme through transformative learning experience. Through the interaction with others it caused the transformation to the worldview of the former drug addicts. The main theory of this study is transformative learning theory by Mezirow. Qualitative methods was chosen in this study by using the phenomenological and case study method in which to understand the phenomenan comprehensively. Finally, this article will conclude the perspective transformation model among former drug addicts.  

scholarly journals The tranformative perspective in critical reflection and dialogue among former drug addict in petaling jaya, Selangor, Malaysia

2018 ◽  
Vol 7 (4.9) ◽  
pp. 39
Author(s):  
Normala Abu Hassan ◽  
Mohd Azhar Abd Hamid ◽  
Zainudin Hassan ◽  
Kassim Tukiman ◽  
Mohd Koharudin
Keyword(s):  
Transformative Learning ◽  
Learning Process ◽  
Critical Reflection ◽  
Transformation Process ◽  
Drug Addict ◽  
Transformative Learning Theory ◽  
Drug Addicts ◽  
Effective Learning ◽  
New Perspective

The purpose of this study is to discuss the function of critical reflection and dialogue through perspective transformation process among 15 former drug addict. This paper will discusses the learning process of the former drug addicts return to normal life. One of the learning elements that applies in the adult cognitive system (in this context is the former addict drug) is a critical reflection. Critical reflection is an important element in transformative learning which former drug addict trying to find a solution to drug addiction by doing critical reflection to their past experience. They will reflect, think again, check and examine the experience as a drug addict. In addition, the dialog element is important in critical reflection which can respond to experience of former drug addicts. Dialogue is a process by which the former drug addict dialogue with other individuals to build a new perspective and is a process is important element in transformative learning. Critical reflection and dialogue an effective learning process for adults. The main theory of this study is transformative learning theory by Mezirow. Qualitative methods was chosen in this study by using the phenomenological and case study method in which to understand the phenomenon comprehensively. Finally, this article will conclude the critical reflection and dialogue function to help former drug addicts.  

Examining the mediating role of learning engagement, learning process and learning experience on the learning outcomes through localized real case studies

2014 ◽  
Vol 56 (4) ◽  
pp. 287-302 ◽  
Author(s):  
Mathews Nkhoma ◽  
Narumon Sriratanaviriyakul ◽  
Hiep Pham Cong ◽  
Tri Khai Lam
Keyword(s):  
Learning Outcomes ◽  
Case Studies ◽  
Undergraduate Students ◽  
Learning Process ◽  
Learning Experience ◽  
Learning Engagement ◽  
Content Type ◽  
Mediating Role

Purpose – The purpose of this paper is to understand the impact of real, localized case studies on students’ learning engagement, the learning process and learning experience and the role of such case studies in influencing students’ learning outcomes. Design/methodology/approach – Data were collected from 400 undergraduate students through an online questionnaire immediately after discussion of the case in Business Information Systems classes. Student learning from the case study was measured by two components consisting of case knowledge and case perceptions. The student course engagement questionnaire was used to examine engagement in skills, emotions, participation and performance while the study process questionnaire was administered to assess students’ learning approaches. Additionally, the seven predominant roles of the feedback were used to analyse students’ learning experience. Finally, students’ learning outcomes were assessed both in group performance and individual performance. Structure equation modelling was applied to test the causal model. Findings – The results revealed that the case study had a positive influence on students’ engagement in skills and emotions. Moreover, case perceptions led students to surface approach in their learning. Furthermore, case knowledge had a positive impact on the learning experience. Research limitations/implications – The study suggests that localized case studies should be designed cautiously. Furthermore the method of instruction regarding the method must be clearly explained for undergraduate students. Future research should consider a way of evaluating academic achievement as a result of using localized cases. Originality/value – The findings reported in the paper contributed to an area of educational research by emphasizing on the mediating role of learning engagement, the learning process and the learning experience.

scholarly journals The Role of the Church in Curbing Drug Addiction Problems: A Case Study of Nairobi Chapel

2021 ◽  
pp. 33-47
Author(s):  
Joseph K. Kosgei ◽  
Henry Mutua ◽  
Gyang David Pam
Keyword(s):  
Substance Abuse ◽  
Drug Addiction ◽  
Research Approach ◽  
Drug Addicts ◽  
Descriptive Case Study ◽  
Staff Members ◽  
Financial Allocation ◽  
The Church

Drug and substance abuse is considered a worldwide menace. Kenya being part of the globe experiences its effects. The Church, being a tool that helps society live godly lives, should take part in the fight against drug and substance abuse. This study sought to identify the role of the Church in curbing drug addiction problems. A descriptive case study and qualitative research approach were employed. 50 churches under the Nairobi Chapel umbrella of Churches were targeted. Questionnaires were employed to collect data from lead pastors in charge of drug addicts’ recovery programs within Nairobi Chapel. Data was analyzed and presented using tables and charts. From the study majority of the churches that took part in the research, only 40% had ministries to help in combating drug abuse, none of the churches had financial allocation for the same, on the human resource set aside; lead pastors comprised 85%, staff members 9%, while drug and substance rehabilitation pastors were 6%, on involvement in advocacy only 20% of the churches were participating, on the other hand, 61% of the churches took part in partnerships with drug addiction and rehabilitation and prevention programs.

scholarly journals The Liminal Space for Intercultural Learning: an Empirical Study among Undergraduate International Business Students

2020 ◽  
Vol 46 (2 (176)) ◽  
pp. 201-226
Author(s):  
Anna Korwin-Kowalewska
Keyword(s):  
Transformative Learning ◽  
Intercultural Communication ◽  
International Business ◽  
Learning Process ◽  
Environmental Sustainability ◽  
Business Students ◽  
Learning Experience ◽  
Variation Theory ◽  
Intercultural Learning ◽  
Potential Conflict

The field of Intercultural Communication has attracted attention of specialists from various disciplines, including such distant fields of research as linguistics and international business studies. Most authors, however, focus on the scope of knowledge and skills in terms of learning objectives. Students’ own perspectives and various conceptions they construct with ascribed meanings, as well as the “architecture” of their learning process remain under-researched. This study provides an example of a replicable analysis of the Intercultural Communication learning process, based on subjects’ perspectives. Most participants of this study are first- and second-generation immigrants. Serious issues present in a multicultural setting based on the perception of the “Other” emerged, with implications for communication, collaboration and potential conflict. Two main transformation patterns were identified in the intercultural learning process, conditioned by mono- and multiculturalism. This study reveals a range within the self-conception transition framework, as well as the deep ontological aspect of the phenomenon. The findings extrapolated into a wider context should contribute to a more conflict-free environment in multicultural societies in general. The phenomenographic approach, variation theory and the threshold concept were applied to explore the semantics, the syntax of the learning process and the critical aspects of the transformative learning experience. * This research was supported by the Institute for Environmental Sustainability, Mount Royal University (No. 2013–49a). Initial design was inspired and partly supported through collaboration with The Institute for Teaching and Learning at Mount Royal University. There has been no public presentation, nor publication of any part of this analysis. This is not part of a thesis or dissertation.

scholarly journals Improving the Students’ Motivation in Learning English through Google Meet during the Online Learning

2021 ◽  
Vol 2 (1) ◽  
pp. 35-42
Author(s):  
Rizal Wahid Permana Putra
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Learning Experience ◽  
Technical Problems ◽  
Face To Face ◽  
Effective Learning ◽  
The Face ◽  
Face To Face Learning ◽  
Teaching Learning ◽  
Learning English

The increase number of Covid-19 outbreak has profoundly changed our education system. This condition has led the teachers to alter the face-to-face learning into online learning. Online learning emphasizes on the internet-based courses synchronously and asynchronously. Besides its technical problems, conducting online learning was said to be monotonous since the teachers preferred doing online tasking to providing effective learning experience. Further, this condition led to low students’ motivation in learning English. In other words, the students might be in boredom to participate and engage in the teaching- learning process owing to the monotonous learning. Most students were said to be late or even reluctant to complete the assignments. Therefore, the researcher conducted the Classroom Action Research dealing with the use of Google meet to improve the students’ motivation in learning English during the online learning. The research subject was the 7th grade students of SMP Negeri Satu Atap Jarit. The research was conducted in two cycles. In cycle I, it showed that there was an increase of students’ motivation in learning English. The increase of students’ motivation was 61, 8%. Meanwhile, in cycle II, the researcher found that the Google meet significantly improved the students’ motivation in learning English. The increase of students’ motivation was 79, 4%. The result showed that the students actively participate and engage in the teaching-learning process. The students were very enthusiastic to respond and answer the some questions, and share their ideas related to the topic of the meeting. In addition, the increase of students’ motivation influence the students to compose sentences correctly related to the given assignments. Based on the result of data analysis, the researcher drew a conclusion that the use of Google meet significantly improved the students’ motivation in learning English during the online learning.Keywords: Google meet, Learning English, Students’ Motivation

Games-Based Learning, Destination Feedback and Adaptation

2009 ◽  
pp. 119-130 ◽  
Author(s):  
Daniel Burgos ◽  
Christof van Nimwegen
Keyword(s):  
Decision Making ◽  
Learning Process ◽  
Serious Games ◽  
Learning Experience ◽  
Conceptual Approach ◽  
E Learning ◽  
Planning Task ◽  
Good Environment ◽  
Problem Solving Task

Serious games are suitable for learning. They are a good environment for improving the learning experience. As a key part of this setting, feedback becomes a useful support for decision making and can reinforce the learning process in order to achieve certain objectives. Destination feedback allows users to draw on strategies and improve skills. However, too much feedback can make the learner too dependant on external advice when taking the next action, resulting in a weaker strategy and a lower performance. In this chapter the authors introduce a conceptual approach to feedback in E-Learning with serious games; how useful or harmful it can be in a learning process. They describe a case study carried out with a simulation of an educational planning task. The authors studied the performance of 43 learners who had, or did not have, visual destination feedback in a problem solving task. They conclude that in this context, too much assistance can be counterproductive.

Kepentingan Peristiwa Pencetus Dalam Transformasi Perspektif Bekas Penagih Dadah

2017 ◽  
Vol 9 (1-5) ◽  
Author(s):  
Normala Abu Hassan ◽  
Mohd Azhar Abd. Hamid
Keyword(s):  
Transformative Learning ◽  
Drug Users ◽  
Drug Addicts ◽  
Drug Problem ◽  
Fully Integrated ◽  
Global Issues ◽  
Trigger Event ◽  
The Government

This paper describes a preliminary analysis of the transformative perspective phenomenon of a former drug addict. The drug problem is the problem number one in Malaysia. The number of drug addicts is increasing tremendously every year. The government spent billions ringgit each year for the rehabilitation  treatment for drug addicts.  Drug problem is a global issues that needs to be curbed from its roots. Past studies on the transformation of former drug addicts perspective was not given attention by local scholar compare to the Western countries. Therefore, this study will explore the learning process of former drug addicts to return to a normal life. Trigger event is an important element in transformative learning. The process of transformative learning start from the triggering event. Therefore, this paper will focus on the role of a trigger event in helping to transform former drug addicts. This event will trigger the change of emotions, spiritual, physical, cognitive and also a change in perspective of former drug addicts and thus a change in behavior. The study found that trigger event is triggering personal reflection on the meaning scheme (meaning perspectives) of former drug addicts. Through it, people will throw negative meaning scheme which is an important element for the changes. This study used qualitative methods and selection of respondents is based on sampling purpose which it based on pre-defined criteria by researcher. Phenomenology and case studies are selected as design study in order to understand a phenomenon and the case study. The results show that individuals who suffering from trigger events are fully integrated in the transformation perspective process on drug addiction. Finally, this paper will conclude the important of trigger event towards transformative perspective among former drug users.  

scholarly journals Investigating Debates Around Racism in Sport to Facilitate Perspective Transformation in the Secondary English Classroom

2017 ◽  
Vol 15 (3) ◽  
pp. 184-202
Author(s):  
Margaret K. Merga ◽  
Sarah Booth
Keyword(s):  
Transformative Learning ◽  
Critical Literacy ◽  
Learning Experience ◽  
Perspective Transformation ◽  
Indigenous Australians ◽  
Secondary English ◽  
Australian Football League ◽  
Australian Football ◽  
Antisocial Attitudes ◽  
English Classroom

The English classroom is a space in which issues of social justice can be explored through texts, using a critical literacy approach. Indigenous Australians have been subject to racist policies throughout postcolonial Australian history, and racist attitudes toward Australia’s original inhabitants prevail. This article suggests that racism in the Australian Football League online discourse community can be addressed in the English classroom, as social media texts in this area provide rich illustration of the prevailing antisocial attitudes thriving both in this community and the broader Australian community. Informed by both critical literacy and transformative learning theory (TLT), this article proposes a learning experience to facilitate perspective transformation in a secondary classroom. This experience draws on TLT to construct an experience incorporating introspection, stimulating awareness, reflection, and action. This experience is proposed in the hope that reticence to directly challenge antisocial views in the classroom may be overcome.

scholarly journals A Three-Party Case Study: Exploring the Value of Student Work in Co-creation in Teaching and Learning

2020 ◽  
Vol 8 (2) ◽  
pp. 200-220
Author(s):  
Sunah Cho ◽  
Gregory R. Werker ◽  
Arkie Yaxi Liu ◽  
Bruce Moghtader ◽  
Woonghee Tim Huh
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Learning Experience ◽  
First Year ◽  
Approaches To Teaching ◽  
Teaching Process ◽  
Student Work ◽  
Survey Questions ◽  
Business Course

In the context of a large first-year business course, we explore the value of student contributors, the former students from this course, working with faculty to improve the learning experience of the students enrolled in the course. By describing our study of the roles, impacts, benefits, and challenges of the student contributors’ involvement in creating supplemental resources, such as videos and practice problems, intended to augment the teaching process of the faculty and the learning process of the student learners, we contribute to the understanding of this three-party experience. Our study included interviews, survey questions, and resource-engagement analytics. We found that because student contributors can provide unique perspectives, greater inclusivity, and diverse approaches to teaching, there are benefits to the instructors, the student contributors, and the student learners.

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