scholarly journals Mapping the Concept of Sustainable Consumption: An Analysis From the Adoption and Promotion of Pro-Environmental and Social Behaviors in University Students

2021 ◽  
Vol 6 ◽  
Author(s):  
Claudia Arias ◽  
Adela M. Vélez-Rolón ◽  
Manuel Méndez-Pinzón
Keyword(s):  
University Students ◽  
Learning Community ◽  
Sustainable Consumption ◽  
Semantic Richness ◽  
Consumption Decisions ◽  
The Social ◽  
Consumer Perspective ◽  
Categorization System ◽  
Mind Maps ◽  
The Mind

The concept of sustainable consumption has been described in the literature from different perspectives, but few have focused on defining the consumer perspective and strategies to appropriate this knowledge and behaviors in the classroom, which becomes a major challenge in times of Covid 19 and confinement. This article proposes an approach to the concept by university students from the implementation of a pedagogical strategy, which involved the implementation of a virtual learning community and the evaluation of the understanding of this concept through the use of mind maps (pre and post). Through the mind maps, data were collected to evaluate the understanding of the concept, the analysis of semantic richness and systemic complexity. The results show the associations established by the students, proposing a categorization system arising from the data and the previous literature review. The study concludes that the students broadened their vision of sustainable consumption in terms of the actors involved, consumption decisions and the social and environmental dimensions of sustainability.

Using a Social Learning Community to Actively Engage Students’ Participation in a Virtual Classroom

2013 ◽  
pp. 50-70
Author(s):  
Fariel Mohan
Keyword(s):  
Social Media ◽  
Social Learning ◽  
University Students ◽  
Social Networking ◽  
Learning Community ◽  
Virtual Classroom ◽  
Social Aspect ◽  
First Year ◽  
The Social ◽  
First Year University

This case describes an experiment to motivate first year university students to use a virtual classroom through social and academic interactions. This approach augments the virtual classroom approach with concepts from social networking to create a social virtual classroom. The aim of the approach taken was to determine if social media included in a virtual classroom can actively engage students’ participation in social networking as well as be used as a tool for learning. Results from the experiment indicate that using a social virtual classroom encouraged social networking among the students. The social virtual classroom was also highly used for learning. The blend of social and academic in the virtual classroom engaged the students in creative ways that was not anticipated. A survey was conducted at the end and seventy-seven percent of the students agreed that the social aspect of the virtual classroom was intrinsically motivating.

scholarly journals POTENSI PENGGUNAAN PETA PIKIRAN MELALUI LEARNING COMMUNITY SEBAGAI UPAYA MENINGKATKAN AKTIFITAS BELAJAR SISWA PADA MATERI SISTEM GERAK

EDUSAINS ◽  
2019 ◽  
Vol 11 (1) ◽  
pp. 41-49
Author(s):  
Marheny Lukitasari ◽  
Pujiati Pujiati ◽  
Mawar Banconowati
Keyword(s):  
High School Students ◽  
Learning Community ◽  
Learning Activity ◽  
Second Grade ◽  
Skeletal System ◽  
School Students ◽  
System Concept ◽  
Analyse Data ◽  
Mind Maps ◽  
The Mind

POTENTIAL OF MIND MAPS THROUGH COMMUNITY LEARNING TO IMPROVE LEARNING ACTIVITY ON SKELETAL SYSTEM CONCEPT                                 AbstractThis research described the use of mind map with discussion during learning activity that potentially increased learning community to deliver skeletal system concept. The mind map was applied in four meeting with 27 second-grade senior high school students. Students were put in groups and each groups was assigned to design a mind map of skeletal system concept. The data of learning community was obtained from: 1) The mind map results from all groups, 2) The discussion along every group to arrange the mind map, and 3) The students’ scores of skeletal system concept test.  The instruments used were rubric of mind map assessment, observation sheet, and essay test. Qualitative descriptive was used to analyse data. The results showed that 80% of the mind map achieved the assessment rubric while the activity of students was 64.4%. The last, the highest grade of students’ test was gained by group 4, that was 8.84 out of 10. AbstrakPenelitian ini mendeskripsikan potensi penggunaan peta pikiran melalui learning community (LC) sebagai upaya meningkatkan aktifitas belajar siswa pada materi system gerak. Penerapan peta pikiran dilakukan sebanyak empat kali tatap muka untuk satu kompetensi dasar pada siswa kelas XI dengan jumlah siswa sebanyak 27 orang. Seluruh kegiatan dilakukan secara berkelompok dengan mendesain peta pikiran yang dikerjakan sesuai materi. Data aktifitas belajar dengan LC yang dikumpulkan didapatkan dari 1) rubrik peta pikiran kelompok siswa, 2) aktifitas diskusi, dan 3) skor tes untuk materi system gerak. Instrumen penelitian yang dipergunakan adalah lembar penilaian, lembar observasi dan tes essay. Analisis data dilakukan secara deskriptif kualitatif. Hasil penelitian menunjukkan bahwa peta pikiran yang dikerjakan kelompok siswa adalah 80%, keaktifan diskusi memiliki rata-rata 64,64 dan rata-rata skor tes per kelompok dicapai oleh kelompok 5 dengan skor tertinggi  adalah 8,84. 

Using a Social Learning Community to Actively Engage Students’ Participation in a Virtual Classroom

2013 ◽  
pp. 691-705
Author(s):  
Fariel Mohan
Keyword(s):  
Social Media ◽  
Social Learning ◽  
University Students ◽  
Social Networking ◽  
Learning Community ◽  
Virtual Classroom ◽  
Social Aspect ◽  
First Year ◽  
The Social ◽  
First Year University

This case describes an experiment to motivate first year university students to use a virtual classroom through social and academic interactions. This approach augments the virtual classroom approach with concepts from social networking to create a social virtual classroom. The aim of the approach taken was to determine if social media included in a virtual classroom can actively engage students’ participation in social networking as well as be used as a tool for learning. Results from the experiment indicate that using a social virtual classroom encouraged social networking among the students. The social virtual classroom was also highly used for learning. The blend of social and academic in the virtual classroom engaged the students in creative ways that was not anticipated. A survey was conducted at the end and seventy-seven percent of the students agreed that the social aspect of the virtual classroom was intrinsically motivating.

scholarly journals THE EDUCATIONAL USE OF SOCIAL NETWORKING WEBSITES: FROM PROMISE TO REALITY

2016 ◽  
Vol 71 (1) ◽  
pp. 4-5
Author(s):  
Costin Pribeanu
Keyword(s):  
University Students ◽  
Social Networking ◽  
Learning Community ◽  
Informal Education ◽  
Virtual Communities ◽  
Content Sharing ◽  
Social Networking Websites ◽  
The Social ◽  
The University ◽  
Social Networking Website

The platforms supporting social networking activities on the Internet are applications for the creation, sharing and exchange of user-generated content that manifests in various forms. Users can freely express their ideas and opinions, and have opportunities to launch and participate in collaborative projects and virtual communities. Facebook (FB) is a social networking website featuring an explosive growth in the last years and an increased popularity among university students. For example, the number of Facebook users in Romania was 8.5 million in June 2016 (Facebrands.Ro, 2015) out of which 33% are young people of 15-24 years old. Recent research on the Facebook use shows that Romanian university students have large Facebook networks and spend a lot of minutes per day (Pribeanu & Lamanauskas, 2016). The social networking websites are challenging the university students to broaden their horizon and enlarge their social networks. The shift of paradigm towards social learning brings in front various activities such as: meetings, active participation, critical thinking, information and content sharing, collaboration, and debate. Last but not least, Facebook is favoring the informal education: students learn to be, to act, and to participate in a learning community (Brown & Adler, 2008). Although the main usage of Facebook is related to socialization (Madge et al., 2009), the social networking acts as a vehicle for spreading out information and knowledge as well as a stimulus for the engagement with various curricular and extra-curricular activities.

scholarly journals Improved Social Studies Learning Outcomes Through the Mind Map Method for Grade 5 SDN Ketitang

2021 ◽  
Vol 3 (4) ◽  
pp. 73
Author(s):  
Ika Noormaningtyas
Keyword(s):  
Social Studies ◽  
Learning Outcomes ◽  
Initial Conditions ◽  
Lecture Method ◽  
Grade 5 ◽  
The Social ◽  
Teachers And Students ◽  
Mind Maps ◽  
The Mind ◽  
5Th Grade

<p><em>This research is motivated by the problem of low social studies learning outcomes for grade 5 students. This is because teachers often use the lecture method, students only listen and record all information from the teacher so they consider social studies material to be difficult. This study aims to determine whether there is an increase in learning outcomes for theme 7, especially the content of social studies lessons through mind maps in grade 5 SD Negeri Ketitang, Godong District, Grobogan Regency. The research was conducted in March-April 2020 in the 5th grade of SD Negeri Ketitang, Godong District, Grobogan Regency as the research subject. The results showed that the social studies learning outcomes in the initial conditions were only 38.1% of students who reached the KKM. There was an increase in the first cycle of learning outcomes to 57.14% of students and in the second cycle increased to 85.71% of students who reached the KKM. In learning, teachers and students should more often apply the Mind Map method so that students can develop their imagination and absorption power of the material being taught.</em></p>

Resilience and Support Networks for University Students with Disabilities

2018 ◽  
Vol 5 (2) ◽  
pp. 164
Author(s):  
María Leonila García Cedeño ◽  
Anicia Katherine Tarazona Meza ◽  
Robert Gonzalo Cedeño Mejía
Keyword(s):  
Social Networks ◽  
University Students ◽  
Students With Disabilities ◽  
Pearson Correlation ◽  
Support Networks ◽  
Pearson Correlation Coefficient ◽  
Structured Interviews ◽  
Disabled Students ◽  
The Social ◽  
Student Resilience

Resilience is a phenomenon that can be studied in catastrophic situations but also in everyday matters such as disability, this being an alternative way of working in the environment that requires the adaptation of the social networks that contain and support people with this condition. The research was conducted at the Technical University of Manabí applied to the population of students with disabilities. The paper presents an analysis of support networks and their relationship with student resilience. The results related to the application of the Saavedra-Villalta test are shown, which allowed to correlate the level of resilience of the sample studied with the support networks. An analysis linked to the interpretation of the Pearson correlation coefficient is presented. The result obtained is presented by applying semi-structured interviews to a sample of 48 disabled students.

A chronology of Distributed Adaptive Control

2018 ◽  
Author(s):  
Paul F. M. J. Verschure
Keyword(s):  
Adaptive Control ◽  
Human Robot Interaction ◽  
Integration Framework ◽  
The Social ◽  
Distributed Adaptive Control ◽  
Core Components ◽  
Mind And Brain ◽  
Convergent Validation ◽  
The Mind ◽  
And Behavior

This chapter presents the Distributed Adaptive Control (DAC) theory of the mind and brain of living machines. DAC provides an explanatory framework for biological brains and an integration framework for synthetic ones. DAC builds on several themes presented in the handbook: it integrates different perspectives on mind and brain, exemplifies the synthetic method in understanding living machines, answers well-defined constraints faced by living machines, and provides a route for the convergent validation of anatomy, physiology, and behavior in our explanation of biological living machines. DAC addresses the fundamental question of how a living machine can obtain, retain, and express valid knowledge of its world. We look at the core components of DAC, specific benchmarks derived from the engagement with the physical and the social world (the H4W and the H5W problems) in foraging and human–robot interaction tasks. Lastly we address how DAC targets the UTEM benchmark and the relation with contemporary developments in AI.

scholarly journals Social Study Resources and Social Wellbeing Before and During the Intelligent COVID-19 Lockdown in The Netherlands

2021 ◽  
Author(s):  
Llewellyn Ellardus van Zyl
Keyword(s):  
The Netherlands ◽  
University Students ◽  
Social Study ◽  
Rate Of Change ◽  
Latent Growth ◽  
Social Wellbeing ◽  
Latent Growth Modelling ◽  
The Social ◽  
Rate Of Decline

AbstractThe first intelligent COVID-19 lockdown resulted in radical changes within the tertiary educational system within the Netherlands. These changes posed new challenges for university students and many social welfare agencies have warned that it could have adverse effects on the social wellbeing (SWB) of university students. Students may lack the necessary social study-related resources (peer- and lecturer support) (SSR) necessary to aid them in coping with the new demands that the lockdown may bring. As such, the present study aimed to investigate the trajectory patterns, rate of change and longitudinal associations between SSR and SWB of 175 Dutch students before and during the COVID-19 lockdown. A piecewise latent growth modelling approach was employed to sample students’ experiences over three months. Participants to complete a battery of psychometric assessments for five weeks before the COVID-19 lockdown was implemented, followed by two directly after and a month follow-up. The results were paradoxical and contradicting to initial expectations. Where SSR showed a linear rate of decline before- and significant growth trajectory during the lockdown, SWB remained moderate and stable. Further, initial levels and growth trajectories between SSR and SWB were only associated before the lockdown.

scholarly journals Social Tipping Interventions Can Promote the Diffusion or Decay of Sustainable Consumption Norms in the Field. Evidence from a Quasi-Experimental Intervention Study

2021 ◽  
Vol 13 (6) ◽  
pp. 3529
Author(s):  
Joël Berger
Keyword(s):  
Laboratory Experiments ◽  
Sustainable Consumption ◽  
Environmentally Sustainable ◽  
Carbon Neutrality ◽  
Consumption Decisions ◽  
Policy Tool ◽  
Field Evidence ◽  
Current Prevalence ◽  
Quasi Experimental ◽  
Recent Laboratory

The diffusion of environmentally sustainable consumption patterns is crucial for reaching net carbon neutrality. As a promising policy tool for reaching this goal, scholars have put forward social tipping interventions (SOTIs). “Social tipping” refers to the phenomenon that a small initial change in a parameter of a social system can create abrupt, nonlinear change via self-reinforcing feedback. If this reduces the burden on the environment, it is of potential interest for environmental policy. SOTIs are attempts to create social tipping intentionally. SOTIs produce rapid norm changes in laboratory experiments. However, little is known about the potential of SOTIs in the field. This research reports on a field intervention promoting the consumption of hot beverages in reusable mugs instead of one-way cups, conducted at Swiss university cafeterias (N = 162,523 consumption decisions). Two SOTIs involved an appeal promoting sustainable consumption with regular feedback about the current prevalence of sustainable consumption. Two control treatments involved either the same appeal without feedback or no intervention. This research offers three key findings. First, SOTIs involving regular normative feedback can transform sustainable consumption from a minority behavior into a social norm within weeks. Second, tipping points in real-world environmental dilemmas may exceed the values found in recent laboratory experiments (≥50% vs. ≥25%). Third, SOTIs can also promote the decay of sustainable consumption. By implication, the risk-free use of SOTIs requires deeper insights into the boundary conditions of these dynamics.

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