scholarly journals The Promotion of Learner Autonomy in Thailand Tertiary Education: Lecturers' Perspectives and Practices

2021 ◽  
Author(s):  
◽  
Piyawan Rungwaraphong
Keyword(s):  
Organizational Climate ◽  
Tertiary Education ◽  
Phase 1 ◽  
Learner Autonomy ◽  
Second Phase ◽  
Dialogic Teaching ◽  
Current State ◽  
The Social ◽  
Survey Results ◽  
Qualitative Phase

<p>The study seeks to describe the current state of the promotion of learner autonomy in Thailand, from the perspectives and practices of university language lecturers. The study employed a mixed method approach with emphasis on the qualitative phase. The research was conducted in two sequential phases, a quantitative survey followed by qualitative cases studies. The first phase aimed to investigate the extent to which learner autonomy has been valued by lecturers. The second phase aimed to describe how learner autonomy is currently practiced among Thai lecturers. In the first phase, the survey questionnaire was completed by 297 lecturers who taught foreign languages in universities in Bangkok and the south of Thailand. The survey findings suggest an inconsistency between the lecturers’ beliefs and practices. The lecturers reported strong beliefs in learner autonomy, but moderate practices. The lecturers also reported low levels of confidence in their students’ ability to be autonomous learners. Using the survey results, five lecturers were purposely selected to be included in the second, qualitative phase. Data in the second phase were collected through interviews, class observations, follow-up discussions and document analysis. Results show that the lecturers promoted learner autonomy in their class through communication strategies, teaching pedagogy and the learning atmosphere. The link from Phase 1 to Phase 2 reveals a pathway to the promotion of learner autonomy. The pathway begins with the lecturer beliefs in learner autonomy and ends with the practices of promoting learner autonomy. Along this pathway, the lecturers may experience four main factors that might support or prevent them from promoting learner autonomy. These factors include the lecturer’s understanding of the principles of learner autonomy; the organizational climate of their university; student attributes; and the social and educational elements of Thai society. Finally, the findings of both phases are used to develop a framework for ways to promote learner autonomy in Thailand. This framework includes activities that lead to dialogic teaching, shift of responsibility, and power symmetry between lecturers and students. The framework serves as a preliminary guideline for Thai lecturers to promote learner autonomy in their classes.</p>

scholarly journals The Promotion of Learner Autonomy in Thailand Tertiary Education: Lecturers' Perspectives and Practices

2021 ◽  
Author(s):  
◽  
Piyawan Rungwaraphong
Keyword(s):  
Organizational Climate ◽  
Tertiary Education ◽  
Phase 1 ◽  
Learner Autonomy ◽  
Second Phase ◽  
Dialogic Teaching ◽  
Current State ◽  
The Social ◽  
Survey Results ◽  
Qualitative Phase

<p>The study seeks to describe the current state of the promotion of learner autonomy in Thailand, from the perspectives and practices of university language lecturers. The study employed a mixed method approach with emphasis on the qualitative phase. The research was conducted in two sequential phases, a quantitative survey followed by qualitative cases studies. The first phase aimed to investigate the extent to which learner autonomy has been valued by lecturers. The second phase aimed to describe how learner autonomy is currently practiced among Thai lecturers. In the first phase, the survey questionnaire was completed by 297 lecturers who taught foreign languages in universities in Bangkok and the south of Thailand. The survey findings suggest an inconsistency between the lecturers’ beliefs and practices. The lecturers reported strong beliefs in learner autonomy, but moderate practices. The lecturers also reported low levels of confidence in their students’ ability to be autonomous learners. Using the survey results, five lecturers were purposely selected to be included in the second, qualitative phase. Data in the second phase were collected through interviews, class observations, follow-up discussions and document analysis. Results show that the lecturers promoted learner autonomy in their class through communication strategies, teaching pedagogy and the learning atmosphere. The link from Phase 1 to Phase 2 reveals a pathway to the promotion of learner autonomy. The pathway begins with the lecturer beliefs in learner autonomy and ends with the practices of promoting learner autonomy. Along this pathway, the lecturers may experience four main factors that might support or prevent them from promoting learner autonomy. These factors include the lecturer’s understanding of the principles of learner autonomy; the organizational climate of their university; student attributes; and the social and educational elements of Thai society. Finally, the findings of both phases are used to develop a framework for ways to promote learner autonomy in Thailand. This framework includes activities that lead to dialogic teaching, shift of responsibility, and power symmetry between lecturers and students. The framework serves as a preliminary guideline for Thai lecturers to promote learner autonomy in their classes.</p>

“I do not Have Anything Else, Bra”: The Hardships of Day Labourers in East London, South Africa, and the Implications for Developmental Social Welfare/Work

2020 ◽  
Vol 32 (2) ◽  
Author(s):  
Mzukisi Xweso ◽  
Derick Blaauw ◽  
Catherina Schenck
Keyword(s):  
South Africa ◽  
Social Welfare ◽  
South African ◽  
Phase 1 ◽  
Qualitative Interviews ◽  
Well Being ◽  
Second Phase ◽  
Mixed Methods Approach ◽  
Informal Workers ◽  
The Social

The social work profession has seen significant changes in approach, with more focus on developmental social welfare in response to structural injustices, poverty, inequality, well-being and development. Day labouring is a global phenomenon and typical of the South African informal sector. This study analyses the hardships of day labourers in East London to reflect on developmental social welfare and its relevance for informal workers in South Africa. A sequential explanatory research design and a mixed-methods approach were adopted. In phase 1 (quantitative), 131 participants were interviewed. In the second phase qualitative interviews were conducted with 18 participants at six different hiring sites. The findings reveal that day labourers work under conditions in which even their basic human rights cannot be guaranteed. Failure to take decisive steps to ensure that their rights are upheld amounts to turning a blind eye to the gross exploitation of one segment of society by another. An inclusive, appreciative and participatory approach is needed to facilitate strategies to integrate informal workers such as day labourers into initiatives that are designed to grant social justice to groups who continue to be marginalised and to live in abject poverty more than two decades after the official demise of apartheid.

zy prawda nas wyzwoli? Przełamywanie oporu psychologicznego w przyjmowaniu wiedzy o Zagładzie

2014 ◽  
pp. 803-822
Author(s):  
Marta Witkowska ◽  
Piotr Forecki
Keyword(s):  
Psychological Research ◽  
Public Knowledge ◽  
Social Psychological ◽  
Holocaust Education ◽  
Positive Group ◽  
Nazi Occupation ◽  
The Social ◽  
The Holocaust ◽  
Survey Results ◽  
Social Psychological Research

The introduction of the programs on Holocaust education in Poland and a broader debate on the transgressions of Poles against the Jews have not led to desired improvement in public knowledge on these historical events. A comparison of survey results from the last two decades (Bilewicz, Winiewski, Radzik, 2012) illustrates mounting ignorance: the number of Poles who acknowledge that the highest number of victims of the Nazi occupation period was Jewish systematically decreases, while the number of those who think that the highest number of victims of the wartime period was ethnically Polish, increases. Insights from the social psychological research allow to explain the psychological foundations of this resistance to acknowledge the facts about the Holocaust, and indicate the need for positive group identity as a crucial factor preventing people from recognizing such a threatening historical information. In this paper we will provide knowledge about the ways to overcome this resistance-through-denial. Implementation of such measures could allow people to accept responsibility for the misdeeds committed by their ancestors.

PENERAPAN MODEL QUANTUM LEARNING UNTUK MENINGKATKAN HASIL BELAJAR AUTOCAD SISWA KELAS X TEKNIK PEMESINAN SMK NEGERI 1 STABAT

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Abdul Hasan Saragih
Keyword(s):  
Positive Response ◽  
Phase 1 ◽  
First Grade ◽  
Learning Model ◽  
Second Phase ◽  
Phase 2 ◽  
Phase 3 ◽  
The Third ◽  
Third Phase ◽  
Quantum Learning

This classroom research was conducted on the autocad instructions to the first grade of mechinary class of SMK Negeri 1 Stabat aiming at : (1) improving the student’ archievementon autocad instructional to the student of mechinary architecture class of SMK Negeri 1 Stabat, (2) applying Quantum Learning Model to the students of mechinary class of SMK Negeri 1 Stabat, arising the positive response to autocad subject by applying Quantum Learning Model of the students of mechinary class of SMK Negeri 1 Stabat. The result shows that (1) by applying quantum learning model, the students’ achievement improves significantly. The improvement ofthe achievement of the 34 students is very satisfactory; on the first phase, 27 students passed (70.59%), 10 students failed (29.41%). On the second phase 27 students (79.41%) passed and 7 students (20.59%) failed. On the third phase 30 students (88.24%) passed and 4 students (11.76%) failed. The application of quantum learning model in SMK Negeri 1 Stabat proved satisfying. This was visible from the activeness of the students from phase 1 to 3. The activeness average of the students was 74.31% on phase 1,81.35% on phase 2, and 83.63% on phase 3. (3) The application of the quantum learning model on teaching autocad was very positively welcome by the students of mechinary class of SMK Negeri 1 Stabat. On phase 1 the improvement was 81.53% . It improved to 86.15% on phase 3. Therefore, The improvement ofstudent’ response can be categorized good.

Disability as a social phenomenon

2020 ◽  
pp. 22-38
Author(s):  
Natalia Guseva ◽  
Vitaliy Berdutin
Keyword(s):  
Social Protection ◽  
Russian Society ◽  
Stage Model ◽  
High Quality ◽  
Rehabilitation Programs ◽  
Current State ◽  
The Social ◽  
Consistent Solution ◽  
First Time

At present, the problem of establishing disability is a point at issue in Russia. Despite the fact that medical criteria for disability are being developed very actively, high-quality methods for assessing social hallmarks are still lacking. Since disability is a phenomenon inherent in any society, each state forms a social and economic policy for people with disabilities in accordance with its level of development, priorities and opportunities. We have proposed a three-stage model, which includes a system for the consistent solution of the main tasks aimed at studying the causes and consequences of the problems encountered today in the social protection of citizens with health problems. The article shows why the existing approaches to the determination of disability and rehabilitation programs do not correspond to the current state of Russian society and why a decrease in the rate of persons recognized as disabled for the first time does not indicate an improvement in the health of the population. The authors proposed a number of measures with a view to correcting the situation according to the results of the study.

A Sociocultural Approach to Learner Autonomy in the Language Classroom

Relay Journal ◽  
2019 ◽  
pp. 17-26
Author(s):  
Tetsushi Ohara
Keyword(s):  
Language Learning ◽  
Interpersonal Relationships ◽  
Sociocultural Theory ◽  
Qualitative Data ◽  
Learner Autonomy ◽  
The Social ◽  
Language Classroom ◽  
Sociocultural Approach ◽  
Mediational Means ◽  
Social Views

Approaches to understanding learner autonomy in language learning often contain dichotomous views: those that emphasize individual attributes and those that emphasize social influence. In order to articulate our understanding of learner autonomy, it is necessary to find approaches, which view a dialectic unity between the individualistic views and the social views. Sociocultural theory based on the concept of mediation is an approach, which has potential to offer a unique way to analyze learner autonomy. While using sociocultural theory as the main theoretical framework, this article attempts to understand how students take charge of their learning in the language classroom. Qualitative data indicate that interpersonal relationships between students work as mediational means for students to engage in their learning in the classroom. From this finding, it is argued that by understanding mediational means that students employ and are appropriate in the classroom, we are better able to track the students’ ability to take charge of their own learning.

Archaeological Site Survey: Some Sociocultural Perspectives

1981 ◽  
Vol 2 (1) ◽  
pp. 1-17
Author(s):  
Larry L. Naylor
Keyword(s):  
Archaeological Site ◽  
Cultural Environment ◽  
Sources Of Information ◽  
Survey Techniques ◽  
Sociocultural Perspectives ◽  
Site Survey ◽  
The Social ◽  
Survey Results ◽  
Increased Sensitivity

Basically, this paper concentrates on two major ideas: 1) archaeologists have not utilized informants as much as they could or perhaps should in site survey; and, 2) the use of serious amateur archaeologists as sources of information on sites and site locations may be more efficient and effective than traditional site survey techniques that tend to emphasize only on-ground visitations. The paper stresses the idea that survey results can be improved upon given the development of increased sensitivity to the social/cultural environment in which the survey is to be undertaken and by broadening survey skills to encompass the identification, locating and interviewing of local informants.

Introduction

2018 ◽  
Author(s):  
Tim Lewens
Keyword(s):  
Social Sciences ◽  
Human Nature ◽  
Potential Functions ◽  
Human Psychology ◽  
Human Culture ◽  
The Third ◽  
Current State ◽  
Large Numbers ◽  
The Social ◽  
Compare And Contrast

Many evolutionary theorists have enthusiastically embraced human nature, but large numbers of evolutionists have also rejected it. It is also important to recognize the nuanced views on human nature that come from the side of the social sciences. This introduction provides an overview of the current state of the human nature debate, from the anti-essentialist consensus to the possibility of a Gray’s Anatomy of human psychology. Three potential functions for the notion of species nature are identified. The first is diagnostic, assigning an organism to the correct species. The second is species-comparative, allowing us to compare and contrast different species. The third function is contrastive, establishing human nature as a foil for human culture. The Introduction concludes with a brief synopsis of each chapter.

scholarly journals Extending Geodemographics Using Data Primitives: A Review and a Methodological Proposal

2021 ◽  
Vol 10 (6) ◽  
pp. 386
Author(s):  
Jennie Gray ◽  
Lisa Buckner ◽  
Alexis Comber
Keyword(s):  
Social Dynamics ◽  
Feature Space ◽  
Social Processes ◽  
Multiple Time ◽  
Current State ◽  
Cluster Label ◽  
Static Data ◽  
The Social ◽  
Using Data

This paper reviews geodemographic classifications and developments in contemporary classifications. It develops a critique of current approaches and identifiea a number of key limitations. These include the problems associated with the geodemographic cluster label (few cluster members are typical or have the same properties as the cluster centre) and the failure of the static label to describe anything about the underlying neighbourhood processes and dynamics. To address these limitations, this paper proposed a data primitives approach. Data primitives are the fundamental dimensions or measurements that capture the processes of interest. They can be used to describe the current state of an area in a multivariate feature space, and states can be compared over multiple time periods for which data are available, through for example a change vector approach. In this way, emergent social processes, which may be too weak to result in a change in a cluster label, but are nonetheless important signals, can be captured. As states are updated (for example, as new data become available), inferences about different social processes can be made, as well as classification updates if required. State changes can also be used to determine neighbourhood trajectories and to predict or infer future states. A list of data primitives was suggested from a review of the mechanisms driving a number of neighbourhood-level social processes, with the aim of improving the wider understanding of the interaction of complex neighbourhood processes and their effects. A small case study was provided to illustrate the approach. In this way, the methods outlined in this paper suggest a more nuanced approach to geodemographic research, away from a focus on classifications and static data, towards approaches that capture the social dynamics experienced by neighbourhoods.

Sign in / Sign up

Export Citation Format

Share Document