scholarly journals The Liminal Space for Intercultural Learning: an Empirical Study among Undergraduate International Business Students

2020 ◽  
Vol 46 (2 (176)) ◽  
pp. 201-226
Author(s):  
Anna Korwin-Kowalewska
Keyword(s):  
Transformative Learning ◽  
Intercultural Communication ◽  
International Business ◽  
Learning Process ◽  
Environmental Sustainability ◽  
Business Students ◽  
Learning Experience ◽  
Variation Theory ◽  
Intercultural Learning ◽  
Potential Conflict

The field of Intercultural Communication has attracted attention of specialists from various disciplines, including such distant fields of research as linguistics and international business studies. Most authors, however, focus on the scope of knowledge and skills in terms of learning objectives. Students’ own perspectives and various conceptions they construct with ascribed meanings, as well as the “architecture” of their learning process remain under-researched. This study provides an example of a replicable analysis of the Intercultural Communication learning process, based on subjects’ perspectives. Most participants of this study are first- and second-generation immigrants. Serious issues present in a multicultural setting based on the perception of the “Other” emerged, with implications for communication, collaboration and potential conflict. Two main transformation patterns were identified in the intercultural learning process, conditioned by mono- and multiculturalism. This study reveals a range within the self-conception transition framework, as well as the deep ontological aspect of the phenomenon. The findings extrapolated into a wider context should contribute to a more conflict-free environment in multicultural societies in general. The phenomenographic approach, variation theory and the threshold concept were applied to explore the semantics, the syntax of the learning process and the critical aspects of the transformative learning experience. * This research was supported by the Institute for Environmental Sustainability, Mount Royal University (No. 2013–49a). Initial design was inspired and partly supported through collaboration with The Institute for Teaching and Learning at Mount Royal University. There has been no public presentation, nor publication of any part of this analysis. This is not part of a thesis or dissertation.

Perspective Transformation Model Among Former Drug Addict in Petaling Jaya, Selangor, Malaysia

2018 ◽  
Vol 7 (3.30) ◽  
pp. 122
Author(s):  
Normala Abu Hassan ◽  
Mohd Azhar Abd Hamid ◽  
Zainudin Hassan ◽  
Kassim Thukiman ◽  
Muhammed Fauzi Othman ◽  
...  
Keyword(s):  
Transformative Learning ◽  
Drug Addiction ◽  
Learning Process ◽  
Learning Experience ◽  
Perspective Transformation ◽  
Drug Addict ◽  
Transformation Model ◽  
Drug Addicts ◽  
Effective Learning

Drug addiction is number one problem in Malaysia. Drug addiction could lead to many problems to the society, community as well to the country. The purpose of this article is to discuss the perspective transformation model among 15 former drug addict. Perspective transformation model is a lifelong learning process. It is self directed and effective learning process for adults. Based on the facts the drug addiction is difficult to recover but it is not impossible. In order to leave the drug addicts individuals need motivation, commitment, spirit and sacrifice. This article is to highlight how the former drug addict managed to escape from the drug addiction after going through a tough process. The former drug addicts share their success story with the researcher during the interview. This study will explore how the former drug addict change the meaning scheme and perspective scheme through transformative learning experience. Through the interaction with others it caused the transformation to the worldview of the former drug addicts. The main theory of this study is transformative learning theory by Mezirow. Qualitative methods was chosen in this study by using the phenomenological and case study method in which to understand the phenomenan comprehensively. Finally, this article will conclude the perspective transformation model among former drug addicts.  

E-portfolio, a useful tool for reflection and feedback (Preprint)

2019 ◽  
Author(s):  
Rita Rezaee ◽  
Nahid Zarifsanaiey
Keyword(s):  
Medical Education ◽  
Academic Performance ◽  
Learning Process ◽  
Learning Experience ◽  
Effective Means ◽  
Educational Programs ◽  
Electronic Portfolio ◽  
Medical Sciences ◽  
Educational Settings ◽  
Self Reflection

UNSTRUCTURED Utilizing an electronic portfolio (e-portfolio) is an effective means of enhancing the learning experience in educational settings. In the present study an e-portfolio framework was designed for medical education at Shiraz University of Medical Sciences. The objective was to assess learning progress in a medical course that provides instructor feedback via e-portfolio and promotes self-reflection among the students. The results indicate that using e-portfolio stimulates self-reflection in students and increases their active participation in the learning process. Integrating e-portfolios in educational programs can remarkably improve the academic performance in the fields of medicine and healthcare.

Pengaruh Jenis Masalah pada Problem Based Learning terhadap Dinamika Metakognisi Siswa SMA Kelas X pada Konsep Stoikiometri

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Issaura Sherly Pamela ◽  
Muhammad Rusdi ◽  
Asrial Asrial
Keyword(s):  
Student Achievement ◽  
Experimental Design ◽  
Learning Process ◽  
Model Problem ◽  
Learning Experience ◽  
Problem Based Learning ◽  
Meaningful Learning ◽  
Learning Model ◽  
Group Design ◽  
Experimental Group

Innovation is needed in learning to make meaningful learning, so the student constructs their ownknowledge from the learning experience of learning process. One of the innovations is to integrate Problem Based Learning model. Problem Based Learning involves students to be active in every problem. Eleven problems type in Problem Based Learning that have different solving steps, due to every student different metacognition character potential and can change by given treatment. This research is a pre-experimental design: the pretest-posttest control and experimental group design with embedded experimental design. The metacognition character data were analyzed qualitaively, whereas the average grade data were analyzed quantitatively. The analysis of metacognition character shows the different metacognition characters and on learning process there is improvement of student achievement from 14% to 84.4%.

A Transformative Learning Experience for Senior Nursing Students

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Susan M. Hunter Revell ◽  
Kristen A. Sethares ◽  
Elizabeth Danells Chin ◽  
Marni B. Kellogg ◽  
Deborah Armstrong ◽  
...  
Keyword(s):  
Nursing Students ◽  
Transformative Learning ◽  
Learning Experience

scholarly journals Ground, Warmth, and Light: Facilitating Conditions for Reflection and Transformative Dialogue

2016 ◽  
Vol 2 (2) ◽  
pp. 169 ◽  
Author(s):  
Kaisu Mälkki ◽  
Larry Green
Keyword(s):  
Learning Environment ◽  
Transformative Learning ◽  
Learning Process ◽  
Facilitating Conditions ◽  
The Way

<p>In this paper we look into the conditions in which dialogue could be utilized to facilitate transformative learning and reflection. We explore the notion of a safe and accepting learning environment from the relational and phenomenological viewpoint, and analyze what it actually means and how it may be developed. We understand facilitating conditions as an inseparable aspect of the learning process similarly to the way a greenhouse supplies right conditions to facilitate the growth of the plant. Similarly as the ground, warmth and light play their essential roles in the growing of the plant, in our paper we offer conceptual tools to understand the dynamics of safe and accepting learning environment in facilitating the processes of reflection and transformative learning.</p>

scholarly journals MENINGKATKAN HASIL BELAJAR SISWA PADA MATAPELAJARAN IPS DENGAN METODE MIND MAPPING

2016 ◽  
Vol 2 (02) ◽  
Author(s):  
Maya Kartika Sari
Keyword(s):  
Action Research ◽  
Social Science ◽  
Research Design ◽  
Learning Process ◽  
Teaching Method ◽  
Learning Experience ◽  
Learning Activities ◽  
Mind Mapping ◽  
Models Of Teaching ◽  
The Given

<div style="text-align: JUSTIFY;"><p>Social science has been viewed as naturally theoretic, which requires students to memorize all learned materials. The learning experience will be stucked in freez learning atmosphere when the teacher traditionally preeches and dictates against the students, as the teacher-centered approaches have run. This model of teaching produces passive students with low acheivement. In effort of dveloping the vivid learning experience, variative models of teaching must be applied by the teacher. Through this research, the researcher proposes Mind Mapping Teaching Method, hopping that the the students learning activities and achievement can be developed. Mind mapping teaching method can tentatively encourage student to be active, innovative, creative and imaginative along the way with the learning process. The application of mind mapping teaching method can hopefully develop students learning activities and achievement through the given action research design.<em></em></p></div>

scholarly journals Video tutorials as academic writing and research support for students of International Business

2020 ◽  
Vol 10 (1) ◽  
pp. 25-42
Author(s):  
Larssyn Staley ◽  
Susan Göldi ◽  
Anna Nikoulina
Keyword(s):  
International Business ◽  
Academic Writing ◽  
Learning Process ◽  
Research Support ◽  
Writing Assignments ◽  
Positive Effects ◽  
Video Tutorial ◽  
Video Tutorials ◽  
Student Questionnaire ◽  
Multimedia In Education

Many studies have made claims for the positive effects of multimedia in education; however, there is a lack of systematic and comparable research, especially when it comes to video tutorials. This study evaluates the use and benefits of short screencast video tutorials, produced with Camtasia and published on YouTube, in preparing students for research-based writing assignments. The study employs a multi-method research design, comprising an analysis of video-tutorial viewership data from YouTube and a student questionnaire on the perceived benefits of these video tutorials. The data on how the tutorials are used, as well as the questionnaire responses, enable us to highlight which aspects of these tutorials positively affect the learning process, and importantly, how such tutorials should be adapted to be more useful. Findings indicate that the use of such tutorials is more dependent on the type of information included (e.g., theory, instructions or examples), than their length (within the range of three to six minutes). Additionally, novice, introductory-level students appear to have received greater benefit from the tutorials than students with some previous academic writing experience.

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