scholarly journals Inclusivity through Asynchronous Interactions that Extend Past Barriers to Education

10.29007/k61w ◽  
2020 ◽  
Author(s):  
Jonathan Spackman
Keyword(s):  
Learning Experience ◽  
Educational Opportunities ◽  
Alma Mater ◽  
Barriers To Education ◽  
Asynchronous Interactions ◽  
Interpretive Frame ◽  
Classroom Time

This paper explores a case study of how educators reach out to and edify individuals behind barriers to educational opportunities. The scope of this paper does not address all barriers to education, but researches three: distance as a barrier that keeps a student physically distanced from the classroom, time as a barrier that forces communication to be asynchronous, and extendibility as a barrier that begs the question, “Can a teacher’s influence be satisfactorily extended through the barriers of distance and time?” Edifying, within this interpretive frame, is defined as inviting the alma mater presence, guiding the learning experience, and revealing the previously out of reach or concealed context to the learner. Through an examination of artifacts and conducting of interviews, five themes describe how one organization successfully reaches out to and edifies learners behind the barriers of distance, time, and extendibility. These themes are the significance of feedback, overcoming the burden of asynchronicity, genuine concern for the student, true to brand, and cost consciousness.

Integrating Digital Photography into Adult Education

2010 ◽  
pp. 609-625
Author(s):  
Laura D. Hoffman
Keyword(s):  
Adult Education ◽  
School District ◽  
Adult Learners ◽  
Learning Experience ◽  
Digital Photography ◽  
Colleges And Universities ◽  
Educational Opportunities ◽  
Traditional Student ◽  
Enrichment Program

As colleges and universities around the country face increasing budget challenges, pressure mounts for a more retail-based approach to education, where the needs of students and the ability of institutions to fulfill them are clearly defined. This article presents a case study of a successful digital photography curriculum for adult learners at a large school district in Southern California. The curriculum represents a retail-based approach to education grounded in meeting the needs of students, expanding their zest for learning and providing new educational opportunities. This approach rests on proven concepts of retail marketing woven into the fabric of the learning experience: Give people what they want and they will keep coming back; expand their universe of wants and you will have a customer for life. The article concludes that even with shrinking budgets, rising costs and a dwindling traditional student population, course curricula can be designed for student enrichment, program growth and ongoing institutional success.

Modding Europa Universalis IV: An informal gaming practice transposed into a formal learning setting

2021 ◽  
pp. 204275302110229
Author(s):  
Rhett Loban
Keyword(s):  
Survey Data ◽  
Formal Analysis ◽  
Educational Opportunities ◽  
Formal Learning ◽  
Game Based Learning ◽  
Quantitative Survey ◽  
Learning History ◽  
Formal Tool ◽  
Study Participants

This article explores the use of modding as a formal tool for learning history. The article examines data from a formal analysis of Europa Universalis IV (EUIV), a survey of 331 EUIV forum participants and a case study of 18 university participants. Significant quantitative survey data indicated that 45% (149/331) of participants had modified EUIV, and of the 125 participants who responded with comments about modding, a significant number (86/125 responses or 68.8%) explained how they had learnt about history, geography or other subjects through the modding process. Closer analysis of survey and case study responses and mods reveals the variety of ways participants learnt and critiqued history through the modding process. The article discusses the data and the pedagogical affordance of modding in a few steps. First, the article briefly explores the evidence that indicates modding is popular within the EUIV gaming community. In this instance, it examines whether given the popularity of gaming practice, modding might also be seen as a new casual form of engagement with games. Second, the article reviews the modding process in EUIV and examines how both playing and creating mods may be beneficial for learning history. Modding is examined in terms of its pedagogical importance and the unique educational opportunities it may offer that are not otherwise accessible through other forms of game-based learning. Finally, the article explores how and what the case study participants learnt when they were tasked with creating and implementing playable mods to demonstrate their understanding of history. Overall, the article considers the growing importance of mods, how learners can create and represent history using mods and how mods can provide a platform for learners to develop their own critique and analysis of official history.

How would you like your Turkish coffee? Tourist experiences of Turkish coffee houses in Istanbul

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Serkan Yiğit ◽  
Nilüfer Şahin Perçin
Keyword(s):  
Design Methodology ◽  
Qualitative Case Study ◽  
Learning Experience ◽  
Empirical Studies ◽  
Value Added ◽  
Case Study Method ◽  
Culture Learning ◽  
Content Type ◽  
Place Satisfaction

Purpose The purpose of this study is to examine and understand the experiences of tourists in the Turkish coffee houses in Istanbul, Turkey. Design/methodology/approach In this study, a qualitative case study method was used to analyze tourists’ comments with user-generated content technique by analyzing tourists’ comments. The data used in the study was collected through TripAdvisor, which is considered one of the most famous websites with tourist reviews and comments, between 20 May and 10 June 2020 from tourists’ reviews (n:219). Findings The findings show that Turkish coffee house experiences are heterogeneous based on the dimensions of coffee characteristics, place, satisfaction, recommendation and revisit intention, value/price and value-added experience. Moreover, value-added experience includes some sub-themes such as a memorable experience, authentic experience and culture learning experience. Originality/value There are some studies on Turkish coffee and Turkish coffee culture in the literature, but there have been no empirical studies investigating the Turkish coffee house experiences of tourists. For this reason, this study aims to examine and understand the experiences of tourists in Turkish coffee houses. Therefore, it is believed that this study will fill the current gap in the literature on tourists’ experiences of Turkish coffee houses.

scholarly journals Graphic Design Students’ Per spectives and Attitudes t owards Feedback w ithin Peer Assessment in Design Studio Pedagogy

2016 ◽  
Vol 4 (7) ◽  
pp. 22-33
Author(s):  
ERIC FRANCIS ESHUN
Keyword(s):  
Student Perceptions ◽  
Learning Experience ◽  
Peer Assessment ◽  
Research Question ◽  
Peer Feedback ◽  
Studio Pedagogy ◽  
Design Students ◽  
Quality Learning

This paper reports the validity of the hypothesis that giving and receiving peer feedback during studio critique supports the assumption that the nature of feedback affects student learning and student perceptions of the quality of the learning experience. The research question is whether peer feedback operated under studio pedagogy has the potential of enhancing quality learning. The purpose of this study is to examine student perceptions of peer feedback in a studio-based learning environment. This is a case study where data was collected qualitatively. This study clearly demonstrates the positive perceptions of peer feedback held by design students and the influence these perceptions have on students’ learning outcomes.

scholarly journals It is not enough to flip your classroom. A case study in the course of Pavements in Civil Engineering

2019 ◽  
Vol 39 (3) ◽  
pp. 62-69
Author(s):  
Yasmany García-Ramírez
Keyword(s):  
Flipped Classroom ◽  
Civil Engineering ◽  
Learning Experience ◽  
University Teaching ◽  
Traditional Model ◽  
Group A ◽  
The Subject ◽  
Group B ◽  
The University

The flipped classroom, as an active learning model, has given remarkable results in several areas in the university teaching; however, its execution is still able to improve. This research shows the implementation and improvement of the flipped classroom model in the course of Pavements. It evaluates their influence on the students’ final grades and their learning experience. Three groups of students participated in this study, who enrolled in the course of Pavements in the Civil Engineering. Group A took the course with the traditional model, while Group B took it with a flipped classroom, and Group C experienced it with a reinforced flipped model. Groups did the course the subject in 2017, 2018 and 2019, respectively. Results show that even though with the flipped classroom models, the finals grades did not increase compared to the scores of the traditional model; however, it improved their learning experience. The students were more satisfied with the method; they even asked for fewer modifications than they did in the traditional model. This research shows that adding little academic things to the course, it would greatly influence their students' opinion.

scholarly journals Optimalisasi Kemampuan Belajar Anak Berkebutuhan Khusus Melalui Pembelajaran Homeschooling

2020 ◽  
Vol 7 (1) ◽  
pp. 9-17
Author(s):  
Umriaty Umriaty ◽  
Iroma Maulida ◽  
Iroma Maulida
Keyword(s):  
Classroom Management ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Learning Experience ◽  
Learning Objectives ◽  
Visual Methods ◽  
Test Strategies ◽  
Teaching Goals ◽  
Perception Training

One of the problems that can be encountered in children is developmental delay. Children with these limitations certainly need the form of special education services that are adequate and in accordance with the characteristics of the limitations of each child, so they are able to help children with special needs in learning. One form of educational services is the homeschooling program. Therefore researchers were interested in knowing how the steps taken by schools in determining learning strategies, types of learning strategies undertaken and steps in classroom management implemented in ABC'D homeschooling so learning objectives can be achieved. This type of research was observational using qualitative methods with case study design. Respondents in this study amounted to 5 people, namely the principal and representatives of teachers / educators in learning ABC Homes, as well as parents of children who study at ABC Homes, Homes class Mliwis. The results showed the steps carried out at ABCD Homeschooling in determining student learning strategies through stages: identification of the attributes / characteristics of obstacles in children, determining what teaching goals children should be able to achieve after completing a learning experience, choosing learning strategies, choosing material / appropriate materials to achieve goals, test strategies and materials (try it on children), conduct performance evaluations / observe the achievement of goals on children / students. The Learning Strategy applied in ABCD homeschooling was the ABA method, as well as other methods such as the method of task analysis, gradual teaching and motor perception training. Classroom management in homeschooling learning in Mliwis was carried out by placing students according to the type of child barrier and also adapted to the stages of children's abilities in one class. One suggestion that researchers can provide is if possible the need for variations in learning with visual methods (video / film) to help achieve learning objectives.   Keywords: Home shcolling, development delays ABSTRAK   Salah satu permasalahan yang dapat jumpai pada anak-anak adalah keterlambatan perkembangan. Anak-anak dengan keterbatasan tersebut tentu memerlukan bentuk layanan pendidikan khusus yang memadai dan sesuai dengan karakteristik keterbatasan masing-masing anak, sehingga mampu membantu ABK dalam belajar. Salah satu bentuk layanan pendidikan tersebut adalah homeschooling program. Oleh karena itu peneliti tertarik untuk mengetahui bagaimanakah langkah-langkah yang ditempuh sekolah dalam menentukan strategi pembelajaran, jenis strategi pembelajaran yang dilakukan dan langkah-langkah dalam pengelolaan kelas yang dilaksanakan dalam homeschooling ABC’D agar tujuan pembelajaran dapat tercapai. Jenis penelitian ini adalah observasional menggunakan metode kualitatif dengan rancangan disain studi kasus. Responden dalam penelitian ini berjumlah 5 orang yaitu kepala sekolah dan perwakilan guru/pendidik pada pembelajaran Homeschooling ABC’D, serta orangtua murid anak yang belajar di Homeschooling ABC’D kelas Mliwis. Hasil penelitian menunjukkan langkah-langkah yang dilaksanakan di Homeschooling ABCD dalam menentukan strategi pembelajaran siswa melalui tahapan: identifikasi atribut/karakteristik kendala pada anak, menentukan tujuan pengajaran apa yang harus bisa dicapai anak setelah selesai mendapatkan suatu pengalaman belajar, memilih  strategi pembelajaran, memilihan materi/bahan yang sesuai untuk mencapai tujuan, uji strategi dan materi (mencobanya pada anak), melakukan evaluasi performansi /pengamatan pencapaian tujuan pada anak/siswa didik. Adapun Strategi Pembelajaran yang diterapkan di homeschooling ABCD adalah metode ABA, serta metode lainnya seperti metode analisis tugas, pengajaran bertahap dan latihan persepsi motorik. Pengelolaan kelas pada pembelajan homeschooling di Mliwis dilaksanakan dengan cara menempatkan siswa sesuai jenis hambatan anak serta disesuaikan pula dengan tahapan kemampuan anak dalam satu kelas. Salah satu saran yang dapat peneliti berikan adalah jika memungkinkan  perlu adanya variasi pembelajaran dengan metode visual (video/film) untuk membantu mencapai tujuan pembelajaran. Kata Kunci : Homeschooling, keterlambatan perkembangan

scholarly journals Design for learning – a case study of blended learning in a science unit

F1000Research ◽  
2015 ◽  
Vol 4 ◽  
pp. 898
Author(s):  
Roslyn Gleadow ◽  
Barbara Macfarlan
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Scientific Practice ◽  
Learning Experience ◽  
Science Students ◽  
Face To Face ◽  
Design For Learning ◽  
Learning Management

Making material available through learning management systems is standard practice in most universities, but this is generally seen as an adjunct to the ‘real’ teaching, that takes place in face-to-face classes. Lecture attendance is poor, and it is becoming increasingly difficult to engage students, both in the material being taught and campus life. This paper describes the redevelopment of a large course in scientific practice and communication that is compulsory for all science students studying at our Melbourne and Malaysian campuses, or by distance education. Working with an educational designer, a blended learning methodology was developed, converting the environment provided by the learning management system into a teaching space, rather than a filing system. To ensure focus, topics are clustered into themes with a ‘question of the week’, a pre-class stimulus and follow up activities. The content of the course did not change, but by restructuring the delivery using educationally relevant design techniques, the content was contextualised resulting in an integrated learning experience. Students are more engaged intellectually, and lecture attendance has improved. The approach we describe here is a simple and effective approach to bringing this university’s teaching and learning into the 21st century.

scholarly journals The Necessity of Endowing EFL Learners with the Fifth Language Skill: A Key to a Successful Learning Experience

2021 ◽  
Vol 12 (4) ◽  
pp. 340-348
Author(s):  
Fatma ZAGHAR ◽  
El-Alia Wafaâ ZAGHAR
Keyword(s):  
Cultural Awareness ◽  
Learning Experience ◽  
Cultural Knowledge ◽  
Cultural Learning ◽  
Human Beings ◽  
Intercultural Encounters ◽  
The Status ◽  
Cultural Component ◽  
The University

In this increasingly interconnected epoch, the teaching of English as a Foreign Language (EFL) along with culture that is considered as a fifth skill has become inevitable. Therefore, EFL teachers are impelled to introduce cultural instruction in their classes. They are then advised to combine the teaching of language skills with the foreign culture because it prepares their learners to behave successfully in intercultural encounters, gain solid cultural knowledge, overcome cultural obstacles, and promote their cultural awareness. The main questions addressed in this research focus on the inclusion of the cultural component in language subjects’ syllabuses, and the type of teaching strategies that can ameliorate the status of cultural instruction. This study points out the key importance of implementing intercultural information in EFL contexts founded on a case study undertaken at the University of Oran 2 in Algeria. This paper targeted a group of Master II students by using an array of data collection means including a questionnaire given to the learners, an interview done with the teachers, and classroom observation sessions carried out by the researchers. The major aims of this work were to verify the learners’ perceptions of cultural learning, and outfit students with core foundations of culture. The results demonstrated that the incorporated teaching techniques have enriched the students’ cultural understanding and intensified their linguistic adeptnesses. It is suggested that these teaching initiatives can aid learners be compassionate, understandable, and tolerant human beings.

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