scholarly journals From Knowledge Sharing to Reflective Thinking: Using Focus Group to Promote EFL Teachers’ Reflectivity

2021 ◽  
Author(s):  
Majid Farahian ◽  
Farshad Parhamnia
Keyword(s):  
Focus Group ◽  
Knowledge Sharing ◽  
Reflective Thinking ◽  
Efl Teachers

scholarly journals From Knowledge Sharing to Reflective Thinking: Using Focus Group to Promote EFL Teachers’ Reflectivity

2021 ◽  
Author(s):  
Majid Farahian ◽  
Farshad Parhamnia
Keyword(s):  
Focus Group ◽  
Knowledge Sharing ◽  
Student Teachers ◽  
Reflective Practice ◽  
Structured Interview ◽  
Research Literature ◽  
Theory And Practice ◽  
Constructive Feedback ◽  
Efl Teachers ◽  
Master Of Arts

Educational research literature has underscored the key role of collaboration and interaction among teachers. As such, the present study, as its main objective, sought whether knowledge sharing in a reflective focus group improved English as a foreign language(EFL) student teachers’ reflective practice. In addition, it explored the benefits and challenges to knowledge sharing in a reflective focus group. To this end, a survey of reflective practice, and a semi-structured interview were employed to investigate research questions. Eleven Iranian Master of Arts (MA) students who were, at the same time, EFL teachers in languages schools served as the participants of the study. The results indicated that the focus group platform could enable EFL teachers to improve their reflective practice through interaction with colleagues. Among other factors, receiving constructive feedback, and recognizing the possible relationship between theory and practice were the benefits of knowledge sharing through reflective practice. Regarding the barriers to using reflective focus group, various inhibitors were reported by the participants that can be classified into personal, institutional, and educational factors. The implications of the study are also presented.

EFL Teachers’ Development of Reflective Practice Through Knowledge Sharing in a Reflective Focus Group

2020 ◽  
Author(s):  
Majid Farahian ◽  
Farshad Parhamnia
Keyword(s):  
Focus Group ◽  
Foreign Language ◽  
Knowledge Sharing ◽  
Reflective Practice ◽  
Language Teachers ◽  
Theory And Practice ◽  
Foreign Language Teachers ◽  
Teachers Perceptions ◽  
Constructive Feedback ◽  
Efl Teachers

Abstract Development in any educational system highly depends on teachers’ qualities. Among other qualities, one of the much-needed teachers’ qualities is reflection. As such, the present study examined EFL (English as a foreign language) teachers’ perceptions towards knowledge sharing in a reflective focus group and the improvement of their reflective practice through knowledge sharing in a focus group. In addition, the study sought the benefits and challenges to knowledge sharing in a reflective focus group. The results indicated that the participants did not have a positive attitude towards knowledge sharing. Furthermore, it was also revealed that the focus group platform could enable teachers to improve their reflective practice. Among other factors, receiving constructive feedback, and recognizing the possible relationship between theory and practice were benefits of reflective practice through knowledge sharing. Regarding the barriers to using reflective focus group, various inhibitors were reported by the teachers, including personal, institutional, and educational. The implications of the study are also presented.

scholarly journals KOMPETENSI DIGITAL SEBAGAI STRATEGI PENINGKATAN PENDIDIKAN TINGGI DI ERA MODERN

2019 ◽  
Author(s):  
Heriyanto
Keyword(s):  
Focus Group ◽  
Knowledge Sharing ◽  
Focus Group Discussion ◽  
Data Security ◽  
Group Discussion ◽  
Internet Searching ◽  
Content Evaluation

Permasalahan dalam kajian ini adalah bagaimana sebuah kompetensi digital ditumbuhkan dalam lingkungan akademik perguruan tinggi khususnya STABN Sriwijaya sehingga menjadi sebuah strategi dan langkah-langkah strategis guna peningkatan proses pendidikan yang dilakukan. Penjabaran data kualitatif permasalahan dalam pemanfaatan teknologi digital mahasiswa, dosen, dan tenaga kependidikan dalam proses mendapatkan informasi, mengevaluasi informasi, menciptakan dan meyebarkan knowledge baru memberikan gambaran kompetensi yang dibutuhkan guna keluar dari permasalahan yang ada.Kajian ini merupakan kajian kualitatif dengan pendekatan deskriptif. Objek kajian adalah keterampilan dan kemampuan digital Sivitas Akademika yang terlibat dalam operasional akademik STABN Sriwijaya, dengan subjek yang meliputi mahasiswa, dosen, dan tenaga kependidikan STABN Sriwijaya. Data dalam kajian ini berupa data kualitatif yang didapatkan dari sumber primer dan skunder. Analisis data dengan menggunakan model analisis Miles and Huberman. Metode pengumpulan data dengan observasi, wawancara, dan dokumentasi.Hasil kajian menjelaskan kompetensi digital mejadi solusi dan strategi dalam mengatasi berbagai permasalahan yang ada pada perguruan tinggi khususnya dalam menghadapi era pendidikan modern. Kompetensi Knowledge Assembly, Etika Komputer, Internet Searching, Content Evaluation, Knowledge Assembly, Manajement Data, Security Computer, Backup Data, Hypertextual Navigation, dan Maintenance Computer merupakan sebuah keharusan yang menjadi penting terhadap operasinal pendidikan. Mahasiswa, dosen, dan tenaga kependidikan diharapakkan mencapai dan memiliki kompetensi digital untuk keluar dari permasalahan yang ada, lebih lanjut akan memberikan kontribusi besar terhadap tercapainya tujuan pendidikan yang telah ditetapkan. Impelemntasi kompetensi digital membutuhkan langkah-langkah strategis dan perencanaan yang baik sehinga dapat terwujud dan memberikan kontribus maksimal terhadap peningkatan pendidikan di era modern. Model, strategi, dan pendekatan pembelajaran salah satu bentuk strategi impelemtasi kompetensi digital pada mahasiswa. Sedangkan untuk dosen dan tenaga kependidikan, langkah strategis implementasi kompetensi digital dapat dilakukan melalui seminar, pelatihan, Focus Group Discussion (FGD), dan berbgai kegiatan knowledge sharing

scholarly journals In the Era of Digitalising Shop Floor Management: In Blissful Ignorance of Superfluous Work

2020 ◽  
Author(s):  
John Bang Mathiasen ◽  
Henning de Haas
Keyword(s):  
Decision Making ◽  
Knowledge Sharing ◽  
Reflective Thinking ◽  
Abductive Reasoning ◽  
Smart Manufacturing ◽  
Shop Floor ◽  
Decision Making Processes ◽  
Complex Decision Making ◽  
Complex Decision

This study aims to understand the extent of superfluous work at shop floors and suggests some managerial opportunities for reducing superfluous work. Drawing on the abductive reasoning, the research systematically combines a theoretical conceptualisation of decision-making processes in a digitalised manufacturing with an empirical enquiry of a smart manufacturing. The paper reveals superfluous work if decision-making processes cross disciplinary and/or organisational boundaries. Superfluous work occurs because of lacking data and information to guide reflective thinking and knowledge sharing. In relation to high complex decision making the ongoing implementation of workarounds does also cause superfluous work. Prerequisites for reducing superfluous work are accessibility of applicable data to guide reflective thinking and knowledge sharing.

scholarly journals Academics’ perception of knowledge sharing in higher education

2018 ◽  
Vol 32 (6) ◽  
pp. 1001-1015 ◽  
Author(s):  
Fenio Annansingh ◽  
Kerry E. Howell ◽  
Shaofeng Liu ◽  
Miguel Baptista Nunes
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Knowledge Sharing ◽  
Design Methodology ◽  
Organisational Culture ◽  
The Political ◽  
Constructivist Approach ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Content Type

Purpose Higher education (HE) institutions create, disseminate, share and exchange knowledge through relationships among people, processes and technologies. Knowledge sharing (KS) in academia enables people within the institute to develop practices which allow them to collect and share what they know. This often leads to actions that improve services and outcomes. Despite the opportunities, this sharing is not without implications as it exposes the knowledge sharer and recipient to a number of vulnerabilities and risks, which hinders the knowledge-sharing process. The paper aims to discuss these issues. Design/methodology/approach This paper adopted a constructivist approach, which utilised focus group discussions within three UK universities. These were identified to improve the usefulness and effectiveness of the knowledge-sharing process. Findings The paper concluded by purporting that by developing an understanding of the risks and opportunities of sharing HE, institutions will continue to grow, regenerate and develop knowledge. The results highlighted the plethora of risks and opportunities resulting from KS. These were further grouped into the political, social and organisational culture. Originality/value This paper addresses the gap of risks perceptions of KS in HE institutions.

Reading Ella: Using Literary Patients to Enhance Nursing Students’ Reflective Thinking in the Classroom

2013 ◽  
Vol 10 (1) ◽  
pp. 283-291 ◽  
Author(s):  
Shawn Pohlman
Keyword(s):  
Nursing Students ◽  
Focus Group ◽  
Short Story ◽  
Reflective Thinking ◽  
Research Study ◽  
Focus Group Interview ◽  
The Past ◽  
Field Notes ◽  
Student Reflections ◽  
Clinical Reasoning Skills

AbstractThis action research study was designed to explore, in-depth, how 70 senior nursing students experienced an assignment that involved reading and reflecting on a short story, Ella, and the educator’s experience during the process. Four sources of data were collected: student reflections, field notes, a classroom process recording by an expert educator/observer, and a focus group interview. Four themes emerged: (1) student reflections revealed their inner, often hidden landscapes; (2) Ella prompted clarification of the past and/or triggered future projective thinking; (3) Ella clarified difficult-to-teach concepts; and (4) the interface between students’ thoughts and teacher responses provided a platform of connectivity. I propose that reading well-written stories may enhance students’ clinical reasoning skills and ethical comportment within the confines of a classroom. In addition, when students are introduced to literary patients like Ella, they can dwell with the characters at a more peaceful pace which, in itself, may encourage reflectivity.

scholarly journals PERSPECTIVAS DO COMPARTILHAMENTO DO CONHECIMENTO ENTRE OS DOCENTES PARA VIABILIZAR A METODOLOGIA ATIVA

2018 ◽  
Vol 7 (2) ◽  
pp. 20-32
Author(s):  
Meline Vitali Duminelli ◽  
Karoline Brasil de Oliveira Ezequiel ◽  
Cristina Keiko Yamaguchi
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Knowledge Sharing ◽  
Interdisciplinary Research ◽  
Focus Group Interview ◽  
Research Data ◽  
Traditional Teaching ◽  
Exploratory Research ◽  
Teaching Models ◽  
Teachers And Students

Alguns docentes insatisfeitos com a abordagem de ensino tradicional no ensino superior, buscam alternativas para inovar no processo de ensino e aprendizagem, e dentre as técnicas existentes, destaca-se a metodologia ativa. Esse estudo buscou compreender as práticas de compartilhamento do conhecimento entre os docentes que aplicam a técnica de metodologia ativa na educação superior. Os procedimentos metodológicos adotados foram: pesquisa de caráter interdisciplinar e quanto aos fins de investigação: descritiva e exploratória. A coleta de dados ocorreu por meio de entrevista com quatro professoras que estudam e aplicam a metodologia ativa. Percebeu-se que adotando a técnica de metodologia ativa, ocorre maior interação entre professores e alunos, promove o compartilhamento do conhecimento com os professores durante o planejamento das aulas e na instituição durante as capacitações docentes, quando o tema abordado trata das diferentes técnicas e modelos de ensino a serem praticados na sala de aula.Palavras-Chave: Metodologias ativas. Compartilhamento do conhecimento. Aprendizagem. Perspectives of Knowledge Sharing Between Teachers to Viabilize Active MethodologyAbstract: Some teachers dissatisfied with the traditional teaching approach, seek alternatives to innovate within the classroom, and highlights here the active methodologies. This study sought to understand the practices of knowledge sharing among teachers who apply the techniques of active methodologies in higher education. This interdisciplinary research was used for the purposes of descriptive and exploratory research. Data collection took place through a focus group interview, with four teachers who study and apply the active methodologies. It was noticed that adopting the techniques of active methodologies, there was a greater interaction between teachers and students, as well as, it was evidenced that the active methodologies promote the sharing of knowledge with other teachers in the moments of class planning and within the institutions when they offer training on the different techniques and teaching models that can be practiced in classrooms.Keywords: Active methodologies. Sharing knowledge. Learning.

scholarly journals The Quest for Sustainable Teaching Praxis: Opportunities and Challenges of Multidisciplinary and Multicultural Teamwork

2021 ◽  
Author(s):  
Elli Doukanari ◽  
Despo Ktoridou ◽  
Leonidas Efthymiou ◽  
Epaminondas Epaminonda
Keyword(s):  
Focus Group ◽  
Knowledge Sharing ◽  
Teaching Practice ◽  
Social Significance ◽  
Focus Group Interviews ◽  
Mixed Methods Approach ◽  
Wide Range ◽  
Case Based Learning ◽  
Group Interviews ◽  
Case Based

This article investigates the prospect of implementing multidisciplinary and multicultural student teamwork (MMT) involving Case-based Learning (CBL) and Problem-based Learning (PBL) as a sustainable teaching practice. Based on a mixed methods approach, which includes direct observation (both physical and virtual), questionnaire distribution and focus-group interviews the study reveals that MMT through CBL and PBL can both facilitate and hinder sustainable learning. Our findings show that while MMT enhances knowledge sharing, it also poses a wide range of challenges, raising questions about its social significance as a sustainable teaching practice. The study suggests the implementation of certain mechanisms, such as ‘Teamwork Training’ and ‘Pedagogical Mentors’, aiming to strengthen the sustainable orientation of MMT through CBL and PBL.

scholarly journals PENERAPAN KNOWLEDGE MANAGEMENT PADA PROSES PELAPORAN DATA PERGURUAN TINGGI (STUDI KASUS DI STIE BINA BANGSA)

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Sigit Auliana ◽  
Iis Nurasiah
Keyword(s):  
Knowledge Management ◽  
Focus Group ◽  
Knowledge Sharing ◽  
Tacit Knowledge ◽  
Focus Group Discussion ◽  
Explicit Knowledge ◽  
Group Discussion

Penelitian ini� membahas knowledge� �management pengalihan pengetahuan tacit ke pengetahuan explicit dalam laporan penyelenggaraan� Pendidikan� Tinggi� (PDDikti)� mulai� dari� pengumpulan� data,� proses� pembuatan� laporan, proses validasi� hingga� proses sinkronisisasi data PDDikti untuk dilaporkan ke Kementerian Riset dan Pendidikan Tinggi.Tujuan penelitian ini adalah untuk mengetahui� Penerapan� Knowledge �Management Pada Proses Pelaporan Data Perguruan Tinggi (Studi Kasus di STIE Bina Bangsa) menggunakan Model Konversi Knowledge �SECI� (Socialization, Externalization, Combination, Internalization).Berdasar analisa terhadap data, informasi dan� knowledge , serta analisa hasil dari� Focus Group Discussion,� proses-proses� Knowledge �Management� yang� terdapat� pada� proses� pelaporan Pelaporan Data Perguruan Tinggi Pendidikan (PDDikti)�� adalah socialization for knowledge �sharing dan Externalization, tetapi Combination dan Internalization belum nampak.�Model� Knowledge �Management� yang ada di STIE Bina Bangsa� menyediakan� beberapa� fasilitas� yang� sesuai dengan� proses� Pelaporan Data Perguruan Tinggi (PDDikti).� Fasilitas� yang� disediakan� pada� model� Knowledge �Management� antara� lain fasilitas� forum� dan� workflow� yang� ditujukan� untuk� menunjang� proses� Socialization� for knowledge�� sharing,� sedangkan� fasilitas� upload� dan� download� dokumen� untuk� menunjang proses Externalization.Kata Kunci :� knowledge� �management, tacit knowledge, explicit knowledge, Pelaporan Pendidikan Tinggi(PDDikti)

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