Mathematics Anxiety: A Case Study of Students’ Learning Experiences through Cognitive, Environment and Behaviour

This article is a case study of Wansolwara, the University of the South Pacific (USP) journalism programme student training newspaper. The article compares the outcomes of Wansolwara’s coverage of the 2000 and 2006 Fiji coups in relation to student learning and an alternative media voice in a climate of restrictions. Interviews with student journalists and lecturers involved in the coup coverage indicate that Wansolwara’s status as a campus-based newspaper has been a strategic benefit in filling some gaps in mainstream media reporting, besides providing students with empowering learning experiences. The case study illustrates the importance of an independent, campus-based newspaper somewhat less restrained by commercial pressures and less exposed to direct state coercion.

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The evolution and evaluation of an online role play through design-based research

Australasian Journal of Educational Technology ◽

10.14742/ajet.1957 ◽

2016 ◽

Cited By ~ 1

Author(s):

Elizabeth Ann Beckmann ◽

Sango Mahanty

Keyword(s):

Indigenous Peoples ◽

Role Play ◽

Learning Experiences ◽

Communication Technologies ◽

Postgraduate Students ◽

Design Based Research ◽

Pedagogical Design ◽

Private And Public ◽

Iterative Improvement

<p>This paper presents selected findings from a 5-year design-based research case study of the evolution of an online role play that allows postgraduate students to explore the complexities inherent in land rights negotiations between indigenous peoples and others. In the context of Laurillard’s (2002) conversational framework and a design-based research methodology, diverse private and public discussion forum spaces were created for group negotiations on a learning management system (LMS) platform. Our analysis of the conversational framework structure in the evolved role play showed that all four stages – discursive, adaptive, integrative, and reflective – were evidenced, with the adaptive and integrative stages cycling through multiple times. The online role play, whilst implemented as a simple virtual world, facilitated personal, deep and socialised learning experiences focused on consultation, negotiation and decision-making. We also found that student anonymity was not necessary for full engagement in role play, and that students chose to incorporate communication technologies outside the LMS into their learning activities. This research shows that with a strong pedagogical design, and attention paid to an evidence-based iterative improvement cycle, online role plays can provide powerful collaborative learning experiences.</p>

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THE IMPACT OF THE LEARNING EXPERIENCES BASED ON EF GUIDELINE ON CHILDREN'S EXECUTIVE FUNCTION SKILLS: A CASE STUDY OF A KINDERGARTEN IN BANGKOK

INTED2018 Proceedings ◽

10.21125/inted.2018.1268 ◽

2018 ◽

Author(s):

Sutthirat Permsubhirunya ◽

Patcharin Seree ◽

Panadda Thanasetkorn

Keyword(s):

Executive Function ◽

Learning Experiences ◽

The Impact

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Embedded Librarianship

K-12 Education ◽

10.4018/978-1-4666-4502-8.ch089 ◽

2013 ◽

pp. 1538-1554

Author(s):

Buffy J. Hamilton

Keyword(s):

High School ◽

Learning Environment ◽

Information Sources ◽

Learning Experiences ◽

English Teacher ◽

Learning Networks ◽

Composition Students ◽

Personal Learning ◽

Participatory Literacy

This case study chronicles the learning experiences of 10th grade Honors Literature/Composition students who participated in a 2009-10 learning initiative, Media 21, at Creekview High School. This program, spearheaded by school librarian Buffy Hamilton and English teacher Susan Lester, provided students a learning environment facilitated by both Hamilton and Lester in which Hamilton was “embedded” as an instructor. Media 21, rooted in connectivism, inquiry, and participatory literacy, emphasized students creating their own research “dashboards” and portals, the creation of personal learning networks to help students engage in their learning experiences, and to evaluate a diverse offering of information sources more critically.

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A Workplace Curriculum and Strategies to Enhance Learning Experiences for Machining Workers

International Journal of Learning and Development ◽

10.5296/ijld.v6i4.10262 ◽

2016 ◽

Vol 6 (4) ◽

Author(s):

Azmir Mohd Yunus ◽

Ab. Rahim Bakar ◽

Azimi Hamzah ◽

Wan Marzuki Wan Jaafar

Keyword(s):

Learning Experiences ◽

Initial Training ◽

Case Study Methodology ◽

Skill Formation ◽

Gradual Process ◽

Study Methodology ◽

Mathematical Skill ◽

Training Modules ◽

And Training

Existing literature seldom discusses curricula and strategies used by employers to train workers who lack initial training for the occupations in which they are employed. This paper aims to add to this discussion within the context of skill formation for machining workers. The site of the study was a car engine factory in Malaysia. Using a qualitative case study methodology, data were obtained through interviews with the factory manager and trainers, observation of the factory and its training facility, and documents relating to training. The findings show that skill formation is planned as a gradual process. A gradual progression pathway was put in place to serve as both a career track and a learning track for workers. In order to enhance workers’ learning experiences, the factory ensures that (1) workers have sufficient mathematical skill, (2) syllabus and training modules are used for training, (3) training is designed to maximize opportunities for practice, and (4) workers’ skills are continuously assessed.

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Enhancing teachers' and administrators learning experiences through school–university partnerships: a qualitative case study in China

Journal of Professional Capital and Community ◽

10.1108/jpcc-01-2020-0003 ◽

2020 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Guoyuan Sang ◽

Jun Zhou ◽

Abdulghani Muthanna

Keyword(s):

Professional Development ◽

Qualitative Study ◽

Professional Learning ◽

Qualitative Case Study ◽

Process Analysis ◽

Learning Experiences ◽

School Teachers ◽

Case Study Methodology ◽

Content Type

PurposeThis qualitative study aimed to explore how the school–university partnership (SUP) enhances the elementary teachers' professional development in a school-based setting.Design/methodology/approachBy following the qualitative case study methodology, this case study employs semi-structured interviews (the authors designed) with 10 school teachers and administrators. The authors adapted the iterative process analysis (Miles and Huberman, 1984) for compiling, coding, annotating the data and interpreting the interview transcripts. The authors also used the member checking technique that establishes credibility in a qualitative study (Lincoln and Guba, 1985) with six participants.FindingsThe findings suggest that participating in a series of professional learning activities led to the enhancement of teachers' and administrators learning experiences in view of educational theories, action research abilities, teaching efficiency, teaching research capacities and improvement of school guidelines. Further, they reveal that the participants' expectations for future SUP collaborations centred on realizing the sustainability and effectiveness of collaborations, and autonomy of teachers.Research limitations/implicationsThe limitations of the current study include its focus on a single SUP within one school and the reliance on data collected only by interviews during the SUP process. This study offers implications for teacher learning within SUP collaborations. First, schools should consider how to involve and influence all teachers rather than SUP core members only. To this end, authentic professional learning communities need to be constructed. Second, universities should pay much more attention to the professional development of their faculty members towards integration of theoretical knowledge and practical experiences.Originality/valueThis original study explores practical ways of improving teachers' theoretical and practical teaching practices/experiences through SUP projects, and contributes new knowledge to the teaching professional development of school teachers and administrators.

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