Framing the Role of Culture Reflecting on How Culture Affects Learners in Transformative Learning Settings

2019 ◽  
pp. 30-44
Author(s):  
Priscilla Bamba
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Adult Learners ◽  
Learning Environment ◽  
Transformative Learning ◽  
Cell Phone ◽  
Academic World ◽  
The World ◽  
Time And Energy

From the simplest cell phone to virtual reality headsets, students today are bombarded by technology, so this is bound to affect their expectations in the learning environment and the way they relate to cognitive challenges. Today's culture is an immersion of advanced methods of communicating with each other and with their instructors. Adult learners who return to the world of higher education after having been away for some time have often felt the need to strive harder to show they fit into that world. With a broader worldview, more responsibilities, and often more wisdom gained from having held jobs, sometimes for years, they also bring a richer way of relating to the academic world. At the same, time, though, sometimes responsibilities, including full family lives, limit their time and energy they are capable of devoting to studying and completing assignments.

Framing the Role of Culture Reflecting on How Culture Affects Learners in Transformative Learning Settings

2021 ◽  
pp. 1370-1384
Author(s):  
Priscilla Bamba
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Adult Learners ◽  
Learning Environment ◽  
Transformative Learning ◽  
Cell Phone ◽  
Academic World ◽  
The World ◽  
Time And Energy

From the simplest cell phone to virtual reality headsets, students today are bombarded by technology, so this is bound to affect their expectations in the learning environment and the way they relate to cognitive challenges. Today's culture is an immersion of advanced methods of communicating with each other and with their instructors. Adult learners who return to the world of higher education after having been away for some time have often felt the need to strive harder to show they fit into that world. With a broader worldview, more responsibilities, and often more wisdom gained from having held jobs, sometimes for years, they also bring a richer way of relating to the academic world. At the same, time, though, sometimes responsibilities, including full family lives, limit their time and energy they are capable of devoting to studying and completing assignments.

scholarly journals Role of Transformative Learning Interventions in Developing Conducive Environment for Female Adult Learners in Higher Education

2020 ◽  
Vol 6 (2) ◽  
pp. 491-500
Author(s):  
Muhammad Shabbir ◽  
Sajid Masood ◽  
Ghazal Khalid Siddiqui
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Transformative Learning ◽  
Adult Students ◽  
Educational Achievement ◽  
Real Life ◽  
Female Adult ◽  
Learning Interventions ◽  
Conducive Environment

The increasing number of female adult learners required a need for a deeper and more additional background related consideration on the effects contributing toward educational achievement for the learners who return to study. The aim of this study is to define the role of Transformative Interventions in developing Conducive Learning Environment for female adult learners in higher education with the consideration on hindrances faced, as they re-engage and continuing their post-compulsory educational passage. Qualitative approach with explanatory case study design has been employed to conduct this study. Semi-structured open-ended interviews conducted for 16 purposefully selected female participants. Two private and two public universities were selected from which adult working students and experienced of having transformative learning interventions during their course. Moreover, the experiences and responses highlighted the needs, hindrances and expectations of the adult students in higher education. They identified reflective activities including article review and reflective writing, faculty support, seminars, educational conferences, presentations, projects on real life issues, discussion and introducing demanding courses are the important transformative learning interventions for developing Conducive environment for adults. The major factor responsible for developing Conducive environment was experiences and exposure by the adult learner and providing opportunities through the Andragogy and expertise. Notes on interviews and reflection journals were utilized to triangulate data to support these methods. Data analysis and results of the study indicated that participants experienced transformative learning interventions through both educational and non-educational related activities held in university by Higher Education.

scholarly journals Transformative Learning: a Concept and Powerful Vision for Adult Education

2017 ◽  
Vol 8 (2) ◽  
pp. 128-131
Author(s):  
Md Mahfuzar Rahman ◽  
AK Mahbubul Hoque
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Transformative Learning ◽  
Factual Knowledge ◽  
Multiple Points ◽  
Social Lives ◽  
Medical College ◽  
Beliefs And Values ◽  
Substantial Change

Transformative learning is a process of learning that individuals to changes their critically assumptions and beliefs and consciously making and implementing plans that bring about new ways. It is a fundamentally rational and analytical process. It is also a process of getting beyond gaining factual knowledge alone to instead become learns in some meaningful way. It involves questioning assumptions, beliefs and values, and considering multiple points of view, while always seeking to verify reasoning. This learning is to make interpretations from the person's own beliefs, judgments and feelings and consciously define the meaning of the experience1 or a process of learning that creates a substantial change in the habits, ideas and/or outlook of an individual. This article highlights concept and theories that deals with the paradigm shift of changes needed among adult learners, role of educators and learners towards development of individual and social lives in addition to existing perspective (traditional) of teaching & learning practice. Practices of transformative learning vision and process in adult education have the scope to bring improved critical thinking and a way of changing life style.Anwer Khan Modern Medical College Journal Vol. 8, No. 2: Jul 2017, P 128-131

scholarly journals The Growing Accountability Agenda: Progress or Mixed Blessing?

2015 ◽  
Author(s):  
Jamil Salmi
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Teaching And Research ◽  
The Past ◽  
Public Resources ◽  
The World ◽  
Mixed Blessing ◽  
University Leaders ◽  
Accountability Practices

In the past decade, however, accountability has become a major concern in most parts of the world. Governments, parliaments, and society at large are increasingly asking universities to justify the use of public resources and account more thoroughly for their teaching and research results. The universal push for increased accountability has made the role of university leaders much more demanding. The successful evolution of higher education institutions will hinge on finding an appropriate balance between credible accountability practices and favorable autonomy conditions.

Complexities of learning organizations – addressing key methodological and content issues

2018 ◽  
Vol 25 (6) ◽  
pp. 443-454
Author(s):  
Nataša Rupčić
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Learning Organizations ◽  
Middle Managers ◽  
Empirical Work ◽  
Project Work ◽  
Related Factors ◽  
Content Type ◽  
Learning Challenges

Purpose The purpose of this paper is to highlight challenges regarding methodological approach in studying learning organizations as well as the following content related issues: knowledge harvesting in project work, role of middle managers in creating energized learning environment, structuring individual activities to promote learning, impact of context-related factors (spaces of performance) and content-related factors (storytelling) on learning in higher education and diverging assessments of learning organizations with regard to hierarchy and organizational size. Design/methodology/approach Conclusions and models presented in the paper have been designed based on the systems perspective, critical thinking and critical review of previous contributions. Findings Findings refer to suggestions regarding further empirical work based on solid normative contributions in the field of learning organizations in general and its specific topics such as learning in project work, organizational design, role of middle managers, learning organization perceptions and learning challenges in higher education. Research limitations/implications Conclusions and models provided in the paper need further empirical testing and validation. Practical implications Implications for practitioners have been identified in terms of recommendations regarding possible methodological approaches in further studies of learning organizations, as well as regarding the following areas: knowledge creation cycle, structuring of individual activities to promote learning, role of middle managers in creating energized learning environment, learning challenges in higher education and divergent assessments of learning organizations regarding organizational hierarchy and size. Originality/value Contributions from previous authors have been systemically and critically reviewed, adapted models have been provided and suggestions for practitioners in this regard have been offered.

Higher Education, Social Welfare, and Corruption

2019 ◽  
pp. 54-78
Author(s):  
Marlene M. Mendoza-Macías
Keyword(s):  
Higher Education ◽  
Human Development ◽  
Wealth Distribution ◽  
Sustainable Human Development ◽  
The Social ◽  
The World ◽  
Primary Focus ◽  
The University ◽  
Social Management

The world is facing multiple changes and challenges; the environment shows inequalities, poverty, and corruption. Ecuador is not the exception. The man is declared the primary focus of the Ecuadorian Constitution to meet such changes. The objective of decreasing poverty, improving wealth distribution, and contributing to sustainable human development is unavoidable. In that context, the university has the pivotal role in generating interaction with society and its reality, to train professionals social and humanly responsible towards such facts, to promote the social management of knowledge from different action fields. The goal of this chapter is to specify the role of higher education institutions (HEIs) in a society where they take part, to draw up social responsibility of universities in Guayaquil and the challenges they face, as well as actions that contribute to the eradication of corruption and greater wellbeing of the society.

Future Direction of Gamification Within Higher Education

2018 ◽  
pp. 1721-1741 ◽  
Author(s):  
Robert Costello
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Augmented Reality ◽  
Learning Environment ◽  
Critical Pathway ◽  
Future Direction

This chapter provides a critical pathway for the uses of Augmented Reality (AR) and Virtual Reality (VR) within Gamification. The chapter starts with an introduction to gamification, AR and VR. It follows with different explorations of AR and VR, on where different research is heading and the benefits they are having on the learner, educator and the learning environment itself. Finally, the chapter critically analyses future possible directions gamification can have within Higher Education.

Examining the Factors Shaping the Debate Around the Globalization of Higher Education

2019 ◽  
pp. 1-26 ◽  
Author(s):  
Vlasios Sarantinos
Keyword(s):  
Higher Education ◽  
Research Agenda ◽  
Education Sector ◽  
African Continent ◽  
Colonial Legacy ◽  
The World ◽  
Challenges And Opportunities ◽  
The Impact

The chapter explores the impact globalization has created for the higher education sector, looking at how the landscape evolved across the world and how the role of universities has been transformed. Extending the analysis further, there is an investigation of how institutions have tried to respond to the emerging challenges and opportunities presented as a consequence of the shifting field. The focus then moves to the African continent and peruses the particular development of higher education under the influence of colonial legacy and globalization, examining how institutions have endeavored to adapt. The chapter draws to an end with a reflection of the main issues, inherent limitations, and how the research agenda could be taken further.

Education 4.0

2020 ◽  
pp. 181-200
Author(s):  
Sana Moid
Keyword(s):  
Higher Education ◽  
Education System ◽  
Social Transformation ◽  
Future Trends ◽  
Demographic Structure ◽  
Higher Education System ◽  
Disruptive Technologies ◽  
The World ◽  
Education Model

Education 4.0 is an education model aligned with future trends in order to develop and enhance individualized education that will eventually go on to define the manner in which youngsters of the future will work and live. Since youth are the main asset of any nation, education becomes the most powerful tool for social transformation. India's demographic structure is changing; while the world grows older, the Indian population is becoming younger, and by 2025, about two-third of Indians will be in its workforce. A few issues addressed in this study are to identify the drivers of Education 4.0, to identify and understand the role of disruptive technologies, to study the transition from Education 1.0 to Education 4.0 and its relevant impact on the higher education system.

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