scholarly journals Student Wellbeing in the Teaching and Learning Environment: A Study Exploring Student and Staff Perspectives

2020 ◽  
Vol 10 (4) ◽  
pp. 103
Author(s):  
Elena Riva ◽  
Rebecca Freeman ◽  
Lauren Schrock ◽  
Victoria Jelicic ◽  
Cameron-Tosh Ozer ◽  
...  
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Student Wellbeing ◽  
Teacher Student ◽  
Teaching And Learning Environment ◽  
Student Centred Learning ◽  
The Uk ◽  
Staff Wellbeing ◽  
The Impact

Internationally and in the UK universities are facing a crisis of student wellbeing. In this context, it is important to research the impact of the teaching and learning environment and experiences, including the relationships between students and staff, on student wellbeing. While separate pieces of research on students’ wellbeing have addressed student and teacher perspectives on the role of learning experiences, we identified an opportunity to address the perspectives of both students and staff, including non-academics, in the same study. This study advances work on student wellbeing, recognising an interdependency between staff and student wellbeing. It adds to current research in identifying student-centred learning and assessment, intercultural awareness, international integration, and emotional intelligence as enablers of positive student wellbeing. The findings of this research also demonstrate the crucial role of the teacher-student relationship in impacting students’ (and staff) wellbeing and suggest solutions and areas for development that reflect the complexity of the Higher Education environment in which they are located.

Once upon a time…. Storytelling to Enhance Teaching and Learning

2007 ◽  
Vol 68 (1) ◽  
pp. 30-35 ◽  
Author(s):  
Daphne Lordly
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Life Experience ◽  
Real Life ◽  
Ways Of Knowing ◽  
Professional Students ◽  
External Focus ◽  
Teaching And Learning Environment ◽  
Survey Responses ◽  
The Impact

Purpose: The impact of storytelling in the classroom was examined, as was what motivates individuals to engage in storytelling. Methods: A storytelling methodology was introduced in an undergraduate nutrition course as an opportunity to enhance the teaching and learning environment. A 28-item, multi-part, self-administered survey was then distributed to the class (n=17). Results: Survey responses (n=15, 88% response) indicate that educators’ and students’ storytelling can positively influence the learning environment. This occurs through the creation of a greater focus on personalized information, glimpses of real-life experience, a connection with a topic as participants recognize similarities in their own personal experience and knowledge, and connections between different topics and through the emphasis on key concepts. Stories initiate useful conversations about unexplored struggles within practice, such as the emotional dimension(s) of an issue or what it means to be professional. Students are motivated to participate in storytelling through an external focus on others (i.e., helping others to learn) and an internal focus on self (i.e., seeking a connection with others to promote social dialogue). Several challenges related to the use of storytelling in the classroom emerged. Conclusions: Storytelling develops ways of knowing and dialoguing about issues, which has the potential to influence how students will approach their professional practice.

scholarly journals Knowledge management practices

2019 ◽  
Vol 13 (2) ◽  
pp. 174-190 ◽  
Author(s):  
Balakrishnan V Nair ◽  
Chandramalar Munusami
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Influential Factor ◽  
General View ◽  
Content Type ◽  
Teaching And Learning Environment ◽  
The Impact

PurposeThe purpose of this paper is to investigate KM practices that may be in place in the higher education institutions (HEIs) and whether the KM practices are made known to the employees for improving the teaching and learning environment provided at the Malaysian higher education institutions.Design/methodology/approachData were collected using a personal administrated method made available to private higher education institutions academic members in five states with 30 or more employees. A total of 1,100 survey questionnaires were handed out, out of which 273 were collected and were usable (24.8 per cent response rate). The sample was checked for response and non-response bias. Results were tested using SPSS application and questionnaire tools.FindingsIt was essential to establish the knowledge management (KM) capacity in key areas such as the ability to recognise experts within the institution, leadership’s innovation, knowledge sharing and knowledge acquiring work culture, and technology usage. KM tools and techniques would help the institutions to meet their competitive goals; therefore, it is vital for HEIs to create KM awareness among the employees.Research limitations/implicationsSimilar to most studies, it is anticipated that the participants’ awareness of KM practices at their HEIs is very high. The samples were collected to evaluate the general view of KM awareness and how participants perceived KM practices. The total samples received for this study were expected; however, they were sufficient to study the impact.Practical implicationsThis paper provides support for the importance of KM practices and employees awareness at HEIs to enhance innovation and performance teaching and learning environment.Originality/valueThis paper is one of the first papers to find empirical support for the role of KM practices at HEIs. Further, the positioning of KM practices as a competitive tool can be considered as an influential factor to competitive advantage.

scholarly journals The University Campus as a Learning Environment: the role of a Campus-based Living Lab in a Blended Teaching and Learning Environment

2021 ◽  
Author(s):  
Steven L. Rogers ◽  
Adam J. Jeffery ◽  
Jamie K. Pringle ◽  
Antonia C. Law ◽  
Alexandre Nobajas ◽  
...  
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Cross Cultural ◽  
Education For Sustainability ◽  
University Campus ◽  
Teaching And Learning Environment ◽  
Living Lab ◽  
Living Labs ◽  
The University

Abstract. “Living Labs” provide stakeholders with an authentic and spontaneous environment in which innovations and technologies can be developed. This paper highlights the use of Living Labs as an educational teaching and learning environment. We give examples of practice currently used and present a conceptual framework for pedagogic design of activities and assessment in a Living Lab environment. The examples provided are based around current HE under/post-graduate taught assessment and activities. We suggest that Living Labs, particularly campus based Living Labs, are an excellent opportunity for education providers to provide experiences for students that are realistic, promote empowerment of students, and are spontaneous, promoting student inclusivity and sustainability. Living Labs can introduce opportunities for inter- and transdisciplinarity and cross-cultural working and can provide an excellent base for education for sustainability.

scholarly journals Evaluating Mandarin language students’ online experience during Covid-19: A case study from London

2020 ◽  
Vol 2 (2_DEC_2020) ◽  
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Teacher Student ◽  
Sense Of Presence ◽  
Language Students ◽  
The Uk ◽  
The Impact

Given the impact of coronavirus, all schools across all sectors public and private, in the United Kingdom closed at the end of March 2020. Closures affected every type of establishment across the UK as well as private language schools. Our case study takes place in London and looks into the student experience in a language Mandarin Chinese school. These language students, as very many across the globe, who attended face-to-face sessions up until that point, have since been studying remotely and joining virtual classrooms via Zoom, one of the multiple video conferencing platforms available. To better evaluate students’ online learning experience of remote learning, this study examines the teacher-student interactions that take place via online means and the students’ sense of ‘presence’ (i.e., cognitive, social, and teaching presence) in order to evaluate the lessons we can learn from the online learning experience, going forward in terms of teaching and learning. This study also presents how meaningful and worthwhile the experience has been and how the sense of ‘presence’ plays a significant role in the process of online teaching and learning.

scholarly journals Teaching, Learning, and Assessment: Insights into Students’ Motivation to Learn

2017 ◽  
Author(s):  
Simon Walters ◽  
Pedro Silva ◽  
Jennifer Nikolai
Keyword(s):  
Learning Environment ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Motivation To Learn ◽  
Teaching And Learning Environment ◽  
Second Year ◽  
The Impact

This study draws upon the perspectives of sport and recreation undergraduate students in New Zealand who were involved in the design of their own assessments, and discusses the implication of the teaching and learning environment on this process. In a previous study, student criticism had emerged of current teaching strategies and assessment methods at their institution. The purpose of this current study was to directly address some of these concerns and for lecturers and students to work collaboratively to develop a more learner-centred teaching and learning environment. Students from a second-year sociology of sport paper were invited to design their own exam. A session was facilitated where learning outcomes and exam strategies were addressed. Students were then given the opportunity to create their own exam questions in a student-led classroom environment. Concurrently, students from a third-year sports coaching paper were invited to fully design their own assessments. Student experience was captured through focus group interviews. Self-determination theory (SDT) provided the theoretical lens used to examine the data, with a specific focus on how the basic psychological needs (autonomy, competence, and relatedness) of participants were either supported or thwarted. The findings suggest that the second-year students struggled with a perceived lack of teaching direction throughout the process. However, third-year students were extremely positive about the opportunity to have ownership of their learning experience, and analysis revealed an increase in intrinsic motivation to learn. This study highlights the importance of student voice, and encourages a process that allows students to contribute meaningfully toward the design and delivery of their own programmes of study. Additionally, it provides an opportunity for a co-leadership model of students’ learning experience to emerge. Furthermore, it allows for reflection from both staff and students regarding the impact of the learning environment on student motivation to learn.

Teacher Liaison In-Service Training Through Mentorship

2018 ◽  
pp. 98-111
Author(s):  
Itumeleng Innocentia Setlhodi
Keyword(s):  
Social Learning ◽  
Learning Environment ◽  
Social Order ◽  
Teaching And Learning ◽  
Learning Approach ◽  
Informal Mentoring ◽  
Mentorship Program ◽  
Teaching And Learning Environment ◽  
Service Training

Teachers who are charged with the role of collaborating learners' affairs require guidance and support for effectively discharging their responsibilities. However, their initial training does not empower them to handle this challenge. Providing an in-service training that incorporates structured mentorship program when in practice presents them with an opportunity to harmonize relationships, oversee learner activities for good cooperate governance, and enable the school to yield conducive teaching and learning environment. Drawing from social learning approach whose essence is action, reflection, communication, and co-operation, the benefits of a mentorship program have a potential of enhancing learner activities in schools. Accordingly, making provision for both formal and informal mentoring can empower and inspire courageous acts of contributing towards a sound school social order.

scholarly journals The value of psychiatrists in leadership and management

2016 ◽  
Vol 22 (4) ◽  
pp. 263-268 ◽  
Author(s):  
Jennifer Perry ◽  
Fiona L. Mason
Keyword(s):  
Social Care ◽  
Self Awareness ◽  
Management Styles ◽  
Leadership And Management ◽  
Health And Social Care ◽  
The Uk ◽  
Medical Leadership ◽  
The Impact ◽  
Organisational Level

SummaryThe health and social care landscape in the UK is changing, and there is now, more than ever, a real need for doctors to embrace leadership and management. Evidence shows that medical leadership is associated with better outcomes for patients. Psychiatrists are particularly well suited to such roles, given the interpersonal skills and self-awareness that they develop in their training. In this article, we examine the role of the psychiatrist in leading at a patient, team and organisational level and the impact this has. We also discuss different leadership and management styles.

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