scholarly journals Searching for an English self through writing

2015 ◽  
Vol 5 (3) ◽  
pp. 409-429 ◽  
Author(s):  
Leena Karlsson
Keyword(s):  
Experiential Learning ◽  
Recent Work ◽  
Learning Opportunities ◽  
Reflective Writing ◽  
The Other ◽  
Learner Identity ◽  
Learning Modules ◽  
Narrative Case Study ◽  
Language Classroom

Most Finnish university students, just like the other new global elites (Kramsch,2013), use English without problems. Some students, however, struggle withEnglish to the extent that their studies suffer. One could say that they have adeeply “wounded” English self (Karlsson, 2013). My context of research andpractice is the Autonomous Learning Modules (ALMS) at Helsinki UniversityLanguage Centre. In my work as a language counsellor and practitioner-researcher,pedagogical concerns are always primary, and there is a need to appreciatediversity yet notice every student’s unique experiences. The broadbackground of my recent work is English as part of the identity of young academicFinns. In particular, I have been interested in how students with a“wounded” English self can develop new identity positions, and in how a languagecounsellor can help them in this process. In this paper, my focus is on thesubtle practical interconnections between learner autonomy, learner diversity,and learner identity as they emerge in a diary written by a student of Englishwith dyslexia and language (classroom) anxiety. A narrative case study of Mariiaillustrates how the counsellor’s appreciation and her own recognition of thecomplex ecological realities (Casanave, 2012) surrounding and interacting withher learning encourage and empower her. Mariia uses her freedom to controlher own learning (Huang & Benson, 2013) and makes choices from the manylifewide experiential learning opportunities in her life (Karlsson & Kjisik, 2011).Reflective writing in the learning diary helps her to construct a realistic vision ofherself as a learner and user of English, and she leaves the identity position ofa failure in the classroom and claims a new, more successful one (Norton, 2014).

The Relationship between Working Environment and Internship Satisfaction Level: A Case Study Of A 4-Star Hotel Restaurant In Germany

2019 ◽  
Vol 2 (4) ◽  
pp. 276-291
Author(s):  
Chatarina Natalia Putri
Keyword(s):  
Career Development ◽  
Working Hours ◽  
Learning Opportunities ◽  
Working Environment ◽  
The Other ◽  
Satisfaction Level ◽  
Supervisory Support ◽  
Support Organization ◽  
The Relationship

There are many factors that can lead to internship satisfaction. Working environment is one of the factors that will result to such outcome. However, many organizations discarded the fact of its importance. The purpose of this study is to determine whether there is a significant relationship between working environment and internship satisfaction level as well as to determine whether the dimensions of working environment significantly affect internship satisfaction. The said dimensions are, learning opportunities, supervisory support, career development opportunities, co-workers support, organization satisfaction, working hours and esteem needs. A total of 111 questionnaires were distributed to the respondents and were processed by SPSS program to obtain the result of this study. The results reveal that learning opportunities, career development opportunities, organization satisfaction and esteem needs are factors that contribute to internship satisfaction level. In the other hand, supervisory support, co-workers support and working hours are factors that lead to internship dissatisfaction. The result also shows that organization satisfaction is the strongest factor that affects internship satisfaction while co-workers support is the weakest.

Visual Storytelling as Generative Strategy for Social Educators

2019 ◽  
pp. 18-35
Author(s):  
Laura Fedeli
Keyword(s):  
Experiential Learning ◽  
The Other ◽  
Graduate Course ◽  
Educational Approach ◽  
Visual Storytelling ◽  
The Third ◽  
Different Dimensions ◽  
The University ◽  
Professional Contexts

The chapter deals with the discussion of the results of an experimentation run in two consecutive academic years within the classes of the graduate course “Instructional Technology” in the graduate course “Science of Education” at the University of Macerata, Italy. The IT course is programmed in the third year of the curriculum for “Social Educators” and the contribution reports the results of a case study related to a workshop activity in which students could find a further opportunity to identify different dimensions of relation among theoretical aspects and the potential practical/applied connotations in professional contexts. The workshop was structured as an experiential learning process in which the value of the digital storytelling as educational approach was a strategy adopted to foster the students' understanding toward the intercultural issues in terms of improvement of relationship by taking a prospective position oriented to the other.

scholarly journals Integration of research and nursing experiential learning: a case study

Curationis ◽  
2007 ◽  
Vol 30 (1) ◽  
Author(s):  
S.C.D. Wright ◽  
I. Benninghoff
Keyword(s):  
Nursing Students ◽  
Experiential Learning ◽  
School Health ◽  
Integrated Approach ◽  
Practical Experience ◽  
Learning Opportunities ◽  
Integration Strategy ◽  
Second Year ◽  
Health Nursing

Teaching research to undergraduates has its own challenges and involving undergraduates in research practical experience is just one of those challenges. As nursing students are in the process of becoming professional nurses, knowledge and skills in research are specific outcomes of the curriculum. One of the outcomes of the B Tech Nursing Science programme offered by the Tshwane University of Technology states that for the baccalaurcate nursing programme include analysis, interpretation and utilisation of a range of research findings in scientific nursing and midwifery care as well as the development of a research protocol in a given context. In an effort to ensure that students would experience research as an essential part of their daily activities, an integrated approach is suggested whereby the nursing experiential learning opportunities are also research experiential learning opportunities. Using the integration strategy, research theory come ‘alive’ for the students. The integration approach is uncomplicated and transferable to any other discipline. The case study presented is the second year nursing students using school nursing experiential learning as a research project. The second year nursing students have a community focus during their second year and one of the experiential learning opportunities is school health nursing in a primary school in Tshwane. The results of the school health survey are presented. The students developed a health education intervention based on the research results.

Online induction programme with webinar: a case study

2015 ◽  
Vol 7 (1) ◽  
pp. 123-132
Author(s):  
Sharon Warren ◽  
Patricia Black ◽  
Elizabeth Mills
Keyword(s):  
Social Interaction ◽  
Design Methodology ◽  
Structured Interview ◽  
Learning Opportunities ◽  
Student Feedback ◽  
The Other ◽  
Content Type ◽  
The University ◽  
Practical Implications

Purpose – The purpose of this paper is to describe the introduction of an online induction programme including an interactive webinar on a distance learning course and to present student feedback on the programme. It focuses on lessons learnt and implications for others implementing similar induction programmes. Design/methodology/approach – A self-completion questionnaire was sent to all students enroled on the programme, including those who did not attend the webinar or participate in the online induction programme. This was followed up with a semi-structured interview. The analysis focused on the student experience of the induction programme. Findings – Overall, students reported to be satisfied with the online programme. The webinar encouraged engagement with some elements of the online workshop and was felt to complement the other learning opportunities available online. The webinar was particularly valued for providing a “face” to the course, facilitating interactivity among tutors and students and helping the students to feel part of the University. Students also reported that the webinar had the advantage of allowing a social interaction between them. Practical implications – A number of key changes related to multiple offerings of the webinar and the timing of activities in the online workshop were highlighted to encourage participation. Greater clarity on what is required in the induction and how long it would take would also encourage participation. Originality/value – This case study is one of the few to evaluate the inclusion of webinar technology within an online induction programme and, therefore, has value in this context.

Value add

2020 ◽  
Vol 13 (1) ◽  
pp. 131-143
Author(s):  
Sean Reid ◽  
Jason Muenzen ◽  
Rasoul Rezvanian
Keyword(s):  
Experiential Learning ◽  
Student Learning ◽  
Business School ◽  
Business Schools ◽  
Learning Experience ◽  
Learning Opportunities ◽  
Academic Institution ◽  
Content Type ◽  
Enhance Student Learning

Purpose This paper aims to provide students with a career edge, business students require more than concepts and calculations to be successful in their future career. They require professional skill sets, mentors, relationship guides and as much real industry experience as they can gather before graduation. This study sheds some light on how a small business school (SBS) in a nonprofit private academic institution (NPAI) located in an isolated rural area of the USA has been able to tap its strong alumni relationships to provide mentoring and experiential learning opportunities to students using its student-managed investment funds (SMIFs) as the vehicle. Although this study uses a small, geographically isolated institution, the authors believe that the approach taken by this particular school can be replicated by any academic institution that strives to enhance student learning experience by promoting mentorship and experiential learning. Design/methodology/approach This study starts with a brief introduction (Section 1) and a short review of literature (Section 2) to highlight the numerous benefits of alumni engagement and student mentorship. Section 2 shows institutional background on the NPAI, the SBS and the SMIF. The major part of the study starts with a discussion on the set of rules to guide in the construction of a student-alumni relationship framework that could be easily modified to the unique characteristics of the institution. Next, the role and responsibility of the investment advisory board (IAB) and its members’ engagement with students are discussed. In the last part of the study, SBS is used as a case study to show how alumni contribute to SBS and enhance students’ experiential learning by contributing as mentor, IAB member, advisors to the FMIF and career mentorship. This study concludes with a discussion on potential areas of conflict and friction for alumni involvement. Findings This study shows that SBS in a NPAI has been able to tap its strong alumni relationship to provide mentoring and experiential learning opportunities to students using its SMIF as the vehicle. The authors believe that the approach taken by this particular school can be replicated by any academic institution that strives to promote mentorship and experiential learning. Research limitations/implications This case study is focused on a SBS in a NPAI that has a strong alumni relationship and enough resources to successfully tap on its alumni. It would be interesting to learn how this approach can be used in resource-limited public institutions. Practical implications As the case study shows, any business school that values experiential learning can rely on its alumni to enhance student learning experience by properly using its alumni resources. Social implications The results of this study show that business schools’ outreach opportunities and student experiential learning experience can be enhanced and business schools’ academic qualification and ranking, which leads to improvement in student enrollment, can be improved. Overall, the major beneficiary would be the business schools’ immediate and larger community. Originality/value The authors are positive that multiple universities are properly taking advantage of using their alumni relationship.

scholarly journals La práctica docente del profesor: La enseñanza de fracciones en un aula de primaria a través de situaciones-problema

2018 ◽  
Vol 36 (3 Noviembr) ◽  
pp. 177-200
Author(s):  
María Teresa González Astudillo ◽  
Ricardo Filipe Marques Portugal
Keyword(s):  
Learning Process ◽  
Research Methodology ◽  
Learning Opportunities ◽  
The Other ◽  
Methodological Framework ◽  
Contingency Learning ◽  
Four Dimensions ◽  
Knowledge Quartet ◽  
Teaching Learning

En ese documento se trata de identificar los elementos de la práctica del profesor que permiten generar en el aula una discusión sobre el concepto de fracción y que proporcionan oportunidades de aprendizaje a los alumnos. Para ello partimos de dos situaciones-problemas generadas por el maestro, una de ellas correspondiente a la introducción del concepto y la otra a un momento más avanzado del proceso de enseñanza aprendizaje en el que los alumnos tienen que manejar los conceptos aprendidos. La metodología de investigación utilizada es cualitativa, centrada en el estudio de un caso. Los datos se han recogido mediante la grabación de dos sesiones de aula y para su análisis se ha utilizado como marco metodológico el Knowledge Quartet (KQ) haciendo énfasis en las cuatro dimensiones: fundamentación, transformación, conexión y contingencia. Las oportunidades de aprendizaje varían de una tarea a otra. En la primera, al ser una actividad introductoria, están más relacionadas con la conexión mientras que en la segunda tiene más peso la fundamentación y la transformación. Sin embargo, en ambas, la contingencia es un aspecto clave para ahondar en la comprensión de los conceptos. This document seeks to identify the elements in teachers’ practice that allow generating a discussion in the classroom about the concept of fraction and provide learning opportunities to students. To this end, we start from two situations-problems generated by the teacher, one of them is the introduction of the concept and in the other, which corresponds to a later stage of the teaching-learning process, the students have to handle the concepts learned. The research methodology used is qualitative, since it is based on a case study. The data were collected by recording two classroom sessions and the Knowledge Quartet (KQ) was used as a methodological framework, emphasizing its four dimensions: foundation, transformation, connection and contingency. Learning opportunities vary from one task to another. The first one, on being an introductory activity, is more related to connection, while, in the second, foundation and transformation have more weight. However, in both, contingency emerges as a key aspect to delve into the understanding of the concepts.

scholarly journals Exploring the Benefits of ACMC for Speaking Development

2013 ◽  
Vol 43 (1) ◽  
pp. 25-63 ◽  
Author(s):  
Nicolás Pino James
Keyword(s):  
Foreign Language ◽  
The Other ◽  
Small Scale ◽  
Central Research ◽  
Online Questionnaire ◽  
Other Hand ◽  
Language Classroom ◽  
Oral Development ◽  
The One

Currently, language educators experience difficulties in facilitatingoral practice effectively in the foreign language classroom. Regularly,they face introverted and passive learners who fail to embracespeaking opportunities (Poza, 2011), or simply do not find the time topromote speaking practice in the classroom (Meddings & Thornbury,2009). In this light, many asynchronous computer mediatedcommunication (ACMC) technologies have emerged to confront thissituation. However, central research studies do not seem toacknowledge ACMC as viable in accommodating oral development but,rather, frequently attribute this merit to synchronous CMC (Levy &Stockwell, 2006; Kervin & Derewianka, 2011). By employing a mixedmethodsapproach, this small-scale case study examines, firstly, theextent to which ACMC speaking practices are suitable for languagelearners’ speaking development. Secondly, and by extension, itinvestigates the salient characteristics of the ACMC toolmyBrainshark, that makes it appropriate for fostering linguisticgrowth. The data is obtained from post-beginner Spanish languagelearners by means of an online questionnaire and an online structuredstimulated recall. The findings show, on the one hand, that ACMC oralpractices can be beneficial in developing speaking aspects in lowerproficiencylanguage learners and, on the other hand, thatmyBrainshark has characteristics that can potentially promotelinguistic development. Finally, this paper calls for experimentalresearch on the improvement of oral competency in post-beginner andhigher-proficiency learners.

HEIs and workforce development: Helping undergraduates acquire career-readiness attributes

2019 ◽  
Vol 33 (6) ◽  
pp. 370-380
Author(s):  
Luanne K. Mayorga
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Workforce Development ◽  
Undergraduate Students ◽  
Higher Education Institutions ◽  
College Education ◽  
Learning Opportunities ◽  
Career Readiness ◽  
Global Workforce

The transition from college to careers has remained relatively consistent for decades. This is no longer the case, as many factors are at play. It is essential that undergraduate students gain career-relevant skills to be successful in the complex, global workforce. Yet employers raise concerns about students’ career-readiness. Simultaneously, higher education institutions (HEIs) are facing numerous challenges, such as unprecedented access to a college education, funding allocations and students working while attending college. All these factors lead to an arduous situation. Since learning is not merely relegated to the classroom, this qualitative multisite case study focuses on experiential learning opportunities offered through university-affiliated business incubators to gain a better understanding of how they may assist undergraduate students prepare for the workforce. This research contributes to the literature by showing how HEIs can help students develop career-readiness attributes to prepare for their transition from college to careers.

Sign in / Sign up

Export Citation Format

Share Document