scholarly journals Categorizing findings on Language Tutor Autonomy (LTA) From Interviews

Relay Journal ◽  
2018 ◽  
pp. 236-246
Author(s):  
Tomoya Shirakawa
Keyword(s):  
Teaching And Learning ◽  
Social Contexts ◽  
Qualitative Approach ◽  
Future Research ◽  
Structured Interviews ◽  
Practical Applications ◽  
Tutoring Program ◽  
Wide Range ◽  
International University ◽  
The University

Language Tutor Autonomy (LTA) is a new area of research and spans a wide range of social contexts with important implications. Anyone can be a tutor, and by doing so, they can learn by teaching. LTA can potentially may have many practical applications and, therefore, should be subject to further investigation. This study used interviews to understand LTA from the tutors’ perspective. The context was a peer tutoring program at an international university in Japan specializing in self-access learning. 11 tutors participated in the research, who are all undergraduate (2nd to 4th year) students enrolled in the university. A qualitative approach using semi-structured interviews was employed in order to understand how their teaching as tutors influences their learning as students, and, primarily, to identify unique aspects of LTA. The results were organized according to interview questions concerning: (1) dealing with difficulty, (2) preparing for weekly sessions, (3) sharing experiences (beyond teaching English) and (4) developing personally from the tutoring experience. The paper will offer a model of LTA and a framework for future research and practical applications in self-access learning settings, including peer teaching and learning advising.

scholarly journals A paradigm shift: Adoption of disruptive learning innovations in an ODL environment: The case of the University of South Africa

2015 ◽  
Vol 16 (3) ◽  
Author(s):  
Blessing Mbatha
Keyword(s):  
Paradigm Shift ◽  
Teaching And Learning ◽  
Qualitative Approach ◽  
Transactional Distance ◽  
Focus Group Interviews ◽  
Disruptive Innovations ◽  
Different Types ◽  
Group Interviews ◽  
Axial Coding ◽  
The University

<p class="norm">The aim of this article is to shed some light on patterns of and major motives for the adoption of different types of disruptive learning innovations by Unisa academics. To realise the aim of the study, the following questions were addressed: What are the reasons for adopting disruptive learning innovations? What is the level of interaction with disruptive innovations? What training do Unisa academics require on disruptive innovations? A qualitative approach was adopted by conducting focus group interviews with 76 Unisa academics. The data was analysed using open and axial coding, where dominant themes from the discussions were identified and discussed in detail. The findings show that the interaction of Unisa lecturers with different technologies varied from technology to technology. The study also found that disruptive innovations play a pivotal role in opening avenues and collapsing the transactional distance in an ODL institution. Some lecturers lack skill in using some technology, which is a cause for concern. Therefore, lecturers need to be trained in using technology and develop a good understanding of it to improve teaching and learning.</p>

Impacts of International Baccalaureate programmes on teaching and learning: A review of the literature

2018 ◽  
Vol 17 (3) ◽  
pp. 240-261 ◽  
Author(s):  
Anisah Dickson ◽  
Laura B. Perry ◽  
Susan Ledger
Keyword(s):  
Teaching And Learning ◽  
International Baccalaureate ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Additional Stress ◽  
Future Research ◽  
Wide Range ◽  
Teachers And Students ◽  
The Impact

International Baccalaureate (IB) programmes are growing rapidly worldwide, driven in part by their global reputation and concept-driven, inquiry-based approach to teaching and learning. This thematic review of a range of literature sources examines the impact of IB programmes on teaching and learning, highlighting trends, challenges, and benefits. Findings of the review revealed that most of the studies, both qualitative and quantitative, examined stakeholders’ perspectives or self-reported experiences of IB programmes; a very small number used research designs that control for confounding factors or allow causal inferences to be drawn. A wide range of stakeholders report that IB programmes develop research and critical thinking skills, intercultural appreciation and global awareness, as well as cultivate collaborative working cultures and creative pedagogical practices among teachers. Challenges include extra demands on teachers for lesson planning and assessment, additional stress for teachers and students, and competing demands and expectations with national requirements. Recommendations are provided which may guide future research endeavours.

scholarly journals Academic-related perceptions, beliefs, and strategies of undergraduate agricultural students

2020 ◽  
Vol 1 (1) ◽  
pp. 75-85
Author(s):  
Samantha Jordan ◽  
Christopher Stripling ◽  
Christopher Boyer ◽  
Carrie Stephens ◽  
Nathan Conner
Keyword(s):  
Teaching And Learning ◽  
Future Research ◽  
Academic Efficacy ◽  
College Of Agriculture ◽  
Traditional Lecture ◽  
Future Success ◽  
Cognitive Levels ◽  
Colleges Of Agriculture ◽  
Based Instruction ◽  
The University

Students’ academic-related perceptions, beliefs, and strategies are fundamental elements that influence teaching and learning within colleges of agriculture. This study investigated students’ academic efficacy, academic self-handicapping, and skepticism about the relevance of school for future success at the University of Tennessee’s Herbert College of Agriculture. The students were academically efficacious, rarely self-handicapped, and did not doubt the relevance of their degree. In addition, a low negative association was found between academic efficacy and self-handicapping, a negligible relationship was found between academic efficacy and skepticism about the relevance of school for future success, and a moderate relationship was found between academic self-handicapping and skepticism about the relevance of school for future success. Therefore, instructors are encouraged to move past traditional lecture-based instruction and challenge their students at higher cognitive levels, which will allow students to realistically explore the complexities of agriculture. Furthermore, academic self-handicapping may be an indicator of lower academic efficacy and/or skepticism about the relevance of a student’s degree. Future research should further explore these relationships.  

A review on recent advances and challenges of ionic wind produced by corona discharges with practical applications

2021 ◽  
Author(s):  
Jingguo Qu ◽  
Minjun Zeng ◽  
Dewei Zhang ◽  
Dakai Yang ◽  
Xiongwei Wu ◽  
...  
Keyword(s):  
Corona Discharge ◽  
Experimental Studies ◽  
Wind Generation ◽  
Future Research ◽  
Discharge Process ◽  
Ionic Wind ◽  
Practical Applications ◽  
Wind Generators ◽  
Wide Range ◽  
Gas Ionization

Abstract Ionic wind, an induced phenomenon during corona discharge, possessing the features of silent operation and no moving parts, has a wide range of applications. Ionic wind generation is accompanied by complex physical processes, involving gas ionization, ion recombination, flow, and various chemical reactions, as well as mutual couplings between some of them. Therefore, understanding the corona discharge process and ionic wind generation is crucial for researchers and engineers to better utilize this phenomenon in practical applications. In this review, the principles of corona discharge and its induced ionic wind are presented. Subsequently, ionic wind generators (IWGs) are discussed according to their applications, and the corresponding advances based on experimental studies and numerical simulations are also reviewed. Moreover, the challenges of transitioning the ionic wind technology from laboratory studies to practical applications are discussed. These challenges include the excessively high onset voltage of the corona, ozone emission, and influence of environmental conditions. Furthermore, the mechanisms of these barriers and several effective approaches for mitigating them are provided. Finally, some future research prospects and the conclusions are presented.

scholarly journals Introduction: special issue on the economics of climate change and sustainability (Part A)

2019 ◽  
Vol 24 (6) ◽  
pp. 555-559
Author(s):  
Elettra Agliardi ◽  
Marco Casari ◽  
Anastasios Xepapadeas
Keyword(s):  
Climate Change ◽  
International Workshop ◽  
Future Research ◽  
Location Decisions ◽  
Special Issue ◽  
Subsequent Issue ◽  
Wide Range ◽  
Experimental Approaches ◽  
Economics Department ◽  
The University

AbstractClimate change is one of the most significant and complex challenges facing the world's economies. The necessity to enlarge the knowledge base regarding climate change and its impacts and to design efficient policies is widely accepted by the scientific community, the decision makers and the general public. This special issue, which will be published in two parts in the current and subsequent issue of Environment and Development Economics, is a selection of papers related to the topic of the international workshop on ‘The Economics of Climate Change and Sustainability’ organized by the Economics Department of the University of Bologna in April 2018. The papers in this special issue cover a wide range of climate-change-related topics, which include endogenous growth and overlapping generation models; climate-related financing and green bonds; demographics; location decisions; technology diffusion; quantitative relationships and experimental approaches. We hope that this special issue will provide some new insights into the economics of climate change and help to identify new directions for future research.

scholarly journals Stigma and Exclusion in Cross-Cultural Contexts

2014 ◽  
Vol 11 (1) ◽  
Author(s):  
Annie Elizabeth Pohlman ◽  
Sol Rojas-Lizana ◽  
Maryam Hassan Jamarani
Keyword(s):  
Social Contexts ◽  
Verbal Abuse ◽  
Cross Cultural ◽  
Social Worlds ◽  
Community Based ◽  
Exclusionary Practices ◽  
Cultural Contexts ◽  
Wide Range ◽  
Abuse And Neglect ◽  
The University

Discriminatory and marginalising discourses affect the cultural and social realities of people in all human societies. Across time and place, these discourses manifest in numerous tangible and intangible ways, creating stigma and forms of exclusion by means particular to their cultural, historical, political and social contexts. These discourses also manifest in varying degrees of harm; from verbal abuse and behavioural forms of exclusion, to physical abuse and neglect, and exclusionary practices at institutional, legal and regulatory levels. Such forms of stigma cause direct physical and mental harm and other forms of persecution. The papers in this special issue arise from a one-day symposium held at the University of Queensland in February 2013. The symposium, ‘Stigma and Exclusion in Cross-Cultural Contexts’, brought together researchers and community-based practitioners from across Australia and overseas to explore marginalization, discriminatory discourses and stigma in a wide range of historical and cross-cultural settings. By critically engaging with experiences of social, political and cultural exclusion and marginalisation in different contexts, we aimed to elucidate how discourses of stigma are created, contested and negotiated in cross-cultural settings. We also aimed to explore stigmatisation in its lived realities: as discourses of exclusion; as the fleshy reality of discrimination in social worlds; as part of the life narratives of individuals and groups; and as discourses of agency and counter-discourses in responding to stigma.

Locating the locale of local food: The importance of context, space and social relations

2014 ◽  
Vol 30 (6) ◽  
pp. 563-576 ◽  
Author(s):  
Brídín E. Carroll ◽  
Frances Fahy
Keyword(s):  
Social Relations ◽  
Rural Areas ◽  
Urban Areas ◽  
Food System ◽  
Local Food ◽  
Social Contexts ◽  
Spatial Proximity ◽  
Future Research ◽  
Structured Interviews ◽  
Urban And Rural Areas

AbstractLocalization is one process/outcome that is proffered as key to the ‘grand challenges’ that currently face the food system. Consumers are attributed much agency in this potential transformation, being encouraged from all levels of society to exert their consumer muscle by buying local food. However, due to the social construction of scale it cannot be said that ‘local food’ is a definite entity and consumers understand the term ‘local food’ differently depending on their geographic and social context. As such, the research upon which this paper is based aimed to provide a nuanced understanding of how consumers in the particular spatial and social contexts of urban and rural Ireland understood the concept of ‘local food’. A specific objective was to test the theory that these consumers may have fallen into the ‘local trap’ by unquestioningly associating food from a spatially proximate place with positive characteristics. A three-phase mixed methodology was undertaken with a sample of consumers dwelling in urban and rural areas in both Dublin and Galway, Ireland: 1000 householders were surveyed; 6 focus group discussions took place; and 28 semi-structured interviews were carried out. The results presented in this paper indicate that for most participants in this study, spatial proximity is the main parameter against which the ‘localness’ of food is measured. Also, it was found that participants held multiple meanings of local food and there was a degree of fluidity in their understandings of the term. The results from the case study regions highlight how participants’ understandings of local food changed depending on the food in question and its availability. However, the paper also indicates that as consumers move from one place to another, the meaning of local food becomes highly elastic. The meaning is stretched or contracted according to the perceived availability of food, greater or lesser connections to the local producer community and the relative geographic size of participants’ locations. Our analysis of findings from all three phases of this research revealed a difference in understandings of local food among participants resident in urban and rural areas: participants dwelling in rural areas were more likely than those in urban areas to define local food according to narrower spatial limits. The paper concludes with an overview of the practical and theoretical significance of these results in addressing the current dearth of research exploring the meaning of local food for consumers and suggests avenues for future research.

Athletic Maturity and Preferred Leadership

1983 ◽  
Vol 5 (4) ◽  
pp. 371-380 ◽  
Author(s):  
P. Chelladurai ◽  
A.V. Carron
Keyword(s):  
Social Support ◽  
High School ◽  
Linear Trend ◽  
Future Research ◽  
Basketball Players ◽  
Wide Range ◽  
University Level ◽  
The University ◽  
Task Oriented ◽  
Direction Opposite

The purpose of the study was to determine if preferences of athletes for training and instruction (task-oriented) behavior and social support (relationship-oriented) behavior would vary with athletic maturity (operationalized in terms of level of competition). Basketball players from high school midget (n = 67), junior (n = 63), and senior (n = 63) divisions and university (n = 69) completed the “preferred leader behavior” version of the Leadership Scale for Sports. Trend analyses revealed the presence of a quadratic trend in preference for training and instruction which progressively decreased from high school midget, through junior to senior levels and increased at the university level; however, the direction of this trend was opposite to that predicted. A linear trend was obtained for social support which progressively increased from the high school midget level to the university level but, again, it was in a direction opposite than that predicted. It was noted that future research should incorporate both a wide range of competition levels and groups with markedly different levels of success in order to determine the interrelationship between leadership preference and athletic maturity. It was also noted, however, that sport as a social system may not afford athletes an opportunity to achieve athletic maturity.

scholarly journals Participation, inclusion, and success in emergency remote online teaching and learning

2021 ◽  
pp. 132-136
Author(s):  
Sandra Healy
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Academic Community ◽  
Computer Usage ◽  
Educational Institutions ◽  
Structured Interviews ◽  
Online Teaching And Learning ◽  
Learning Patterns ◽  
The University ◽  
Interactional Patterns

Covid-19 affected educational institutions worldwide, and many moved online engaging in Emergency Remote Teaching and Learning (ERTL). It had a particular impact in Japan due to the low levels of computer usage in Japanese educational institutions and a reliance on traditional methods. This study uses semi-structured interviews with five participants to explore their perceptions of the move to online learning in a Japanese university context. Four factors emerged as significant: participants’ experiences prior to entering university; the importance of Social Networking Systems (SNS) in the process of becoming part of the university academic community; changes in spoken interactional patterns; and changes in learning patterns. It was found that the disruption due to ERTL led to fresh ways to learn and promoted an inclusive environment.

scholarly journals Online Learning Amidst COVID-19 Emergency: A Case of the University of Malawi’s School of Education

2021 ◽  
Vol 10 (1) ◽  
pp. 346-364
Author(s):  
Bob Maseko ◽  
Foster Gondwe ◽  
Symon Winiko ◽  
Symon Chiziwa
Keyword(s):  
Teaching And Learning ◽  
Faculty Members ◽  
School Of Education ◽  
Structured Interviews ◽  
Concerns Based Adoption Model ◽  
Academic Leaders ◽  
Positive Attitudes ◽  
The University ◽  
The Impact ◽  
Learning Data

This paper explores faculty members’ concerns and level of preparedness for open and distance learning (ODL) at the University of Malawi’s School of Education during the recent Covid-19 pandemic within a context that considers ODL as a means of mitigating the impact of the pandemic on teaching and learning. Data were gathered through semi-structured interviews with four experienced academic leaders within the school of education. The Concerns Based Adoption Model (CBAM), particularly stages of concerns, served as a framework to understand the faculty’s concerns about the implementation of ODL initiatives. Inductive and deductive analysis approaches were used to analyse the interview transcripts to identify emerging themes. Deductive analysis revealed that faculty members expressed several concerns such as awareness, informational, as well as consequences concerns as they talked about their feelings and attitudes towards the implementation of ODL. Inductive analysis on the other hand revealed that faculty members’ perceptions such as minimal preparation, negative orientations, and lack of policy awareness hamper the implementation of ODL. These findings underscore the importance of members’ orientation change to ensure effective implementation of ODL in contexts like the institution under study. We discuss these and propose that professional development could help members develop positive attitudes towards ODL.

Sign in / Sign up

Export Citation Format

Share Document