A Care-Centered Approach to Online Learning Design and Pedagogy

Researchers in the field of online learning have raised concerns over its lack of focus on the affective/emotional aspect of the online learning experience, despite a strong research base indicating the important role that emotions play in successful and effective learning (Ch’ng, 2019). Utilizing a phenomenological methodological approach, the researchers interviewed online students and coded transcripts based on Noddings’ Ethics of Care Framework (1984) to explore the phenomenon of care in online learning in an effort to bridge this gap and deepen our understanding of the feeling of caring and being cared-for. These findings add to the literature on the role of emotions in online learning as viewed through the lens of care-theory. The findings highlight course design issues and instructor behaviors that promote a climate of care in an online environment from a learner perspective. These findings may be of benefit to inform future teacher preparation programs.

Design Framework and Principles for Learning Environment Co-Design: Synthesis from Literature and Three Empirical Studies

The need for environments conducive to learning and wellbeing has been broadly recognised. Considering particularly learner perceptions in the learning environment design is known to improve both their learning and wellbeing. There are no, however, shared theoretical frameworks guiding the learning environment co-design from the learner perspective. As a response to this challenge, a learning environment design (LED) framework was developed based on the literature and co-design involving learners aged 7 to 19 (n = 342) in Finland (n = 266) and Spain (n = 76). The LED framework entails 53 characteristics grouped under seven constructs. It draws attention to the importance of balancing communality with individuality, comfort with health, and novelty with conventionality. Flexibility and functionality are recognised as central enablers for a quality learning environment. The study suggests a design framework and principles for learning environment co-design. They can serve as a research-based introduction to the topic after which priorities can be defined based on the concrete design target and goals, and concrete design solutions can be created in the participatory design involving learners and other key stakeholders.

Validating learner-based e-learning barriers: developing an instrument to aid e-learning implementation management and leadership

PurposeCoronavirus disease 2019 (COVID-19) has had global repercussions on use of e-learning solutions. In order to maximise the promise of e-learning, it is necessary for managers to understand, control and avoid barriers that impact learner continuance of e-learning systems. The technology, individual, pedagogy and enabling conditions (TIPEC) framework identified theoretical barriers to e-learning implementation, i.e. grouped into four theoretical concepts (7 technology, 26 individual, 28 pedagogy and 7 enabling conditions). This study validates the 26 theoretical individual barriers. Appreciating individual barriers will help the e-learning implementation team to better scope system requirements and help achieve better student engagement, continuation and ultimately success.Design/methodology/approachData were collected from 344 e-learning students and corporate trainees, across a range of degree programs. Exploratory and confirmatory factor analysis was used to define and validate barrier themes. Comparison of results against the findings of Ali et al. (2018) allows comparison of theoretical and validated compound factors.FindingsResults of exploratory and confirmatory factor analysis combined several factors and defined 16 significant categories of barriers instead of the 26 mentioned in the TIPEC framework.Originality/valueIndividual learner barriers, unlike technology and pedagogy barriers which can be directly identified and managed, appear abstract and unmanageable. This paper, considering implementation from the learner perspective, not only suggests a more simplified ontology of individual barriers but presents empirically validated questionnaire items (see Appendix) that can be used by implementation managers and practitioners as an instrument to highlight the barriers that impact individuals using e-learning factors. Awareness of individual barriers can help the content provider to adapt system design and/or use conditions to maximize the benefits of e-learning users.

Impact of AVMs on Learning: Disadvantaged Learner Perspective in Bangladesh

The art of teaching-learning in education have been changing in association with digital technologies. In recent years, formal primary schools as well as nonformal primary schools have started to conduct their teaching-learning activities by using digital materials to tap with the flow of technology enrichment. The objective of this paper was examining impact of audio visual materials (AVM) on learning of nonformal primary school learners. Quasi experimental (pre & post) research design was used to conduct the study. Therefore, this study administered quantitative approach to explore the perception of students considering the impact of intervention. Purposive & convenient sampling techniques have been followed in sample selection. Two groups of students of Grade IV were the sample. Students’ achievement test was used as tool. This study recognized that AVMs had significant impact on students’ learning in the context of creating motivation, testing prior knowledge, ensuring active participation in the classroom. Finally the study recommended that professional training for teachers is required for effective pedagogy with AVMs in classroom practices in nonformal primary schools in Bangladesh.

A learner perspective on the implementation of Geographic Information Systems in selected schools in KwaZulu-Natal province

Contemporary literature reveals a plethora of studies on the implementation of Geographic Information System (GIS) in South Africa. However, these studies provide an educator’s perspective while neglecting the learner’s perspective, which is provided in this study. The researchers used a qualitative collective case study in the interpretivist paradigm. A purposive sample of five schools and 50 grade 12 learners was used in this study. The data were generated using observations, five focus group discussions and 10 interviews. This study established that the learners lacked fundamental knowledge of GIS and that GIS was not being properly taught.

Causes of Failure of University Students in Computer Programming Courses : The Case of Wachemo University

Computer programming courses are among the important components of the curriculum to be studied, not only in the school of Computing and Informatics, but also in most of the field including Natural Sciences, Mathematics, and Engineering Science departments. In this research, a study was conducted to investigate and explore the views of students for the failure and difficulties they faced in learning fundamental programming courses. There are many factors that influence the high rate of failure of students in computer programming courses. This paper focuses on the teaching and learning methodologies and strategies that are implemented in teaching of programming courses. This is a major factor for consideration; hence an investigation into the causes of failure of students in computer programming courses from the learner perspective with regard to the teaching methodology used by teachers to teach these courses is relevant and very important concept. Computer programming courses form part of the core concentration areas for students especially studying in school of computing and informatics as an undergraduate degree program. Computer programming students are expected to prove capabilities in the principles of programming and logic that are being taught in the course; even though some of these concepts are highly intellectual and multifaceted. Their opinions to the usefulness of the teaching methods being implemented in computer programming courses were required for. The needs and concerns about the teaching and learning methods are highlighted in the survey and discussed thereby leading to the making of suggestions about the ways to improve the teaching and learning methods that are used in computer programming courses in order to advance understanding of computer programming, when studied by students thereby minimizing failure rates of those students.

Social Innovation as a Driver for New Educational Practices: Modernising, Repairing and Transforming the Education System

Based on the results of the EU funded Social Innovation – Driving Force of Social Change (SI-DRIVE) project the major challenges and needs of education and lifelong learning worldwide are revealed, focusing on solutions via new educational practices delivered by social innovations and embedding civil society. Against this background, a more learner-oriented approach instead of institutional improvements is presented. Based on the results of SI-DRIVE’s global mapping of more than 200 innovative education initiatives and 18 in-depth case studies, the article spotlights the relevant settings and success factors of social innovations in education, leading to a system related typology of social innovation. New ways of repairing, modernising and transforming education as well as separated approaches are illustrated showing the underdeveloped, unexploited and unrecognised potential of this kind of innovation. For setting up a more innovation friendly environment, it is particularly important to realise a paradigm shift towards a learner perspective and rationality. More leeway and new governance structures for integrating and fostering social innovations and unfolding the potential of all societal sectors for enhancing education are necessary. This especially includes a more active and new role of universities in enabling, exchanging, moderating and researching social innovation.

Applying the Framework as a reflective tool: A teacher learner perspective

If you teach information literacy (IL) according to the ACRL Framework for Information Literacy for Higher Education,1 then you have been introduced to terms like knowledge practices, dispositions, and troublesome knowledge. You may have also read several articles debating the Framework (for a quick overview, read Lane Wilkinson’s “The Problem with Threshold Concepts”).2 Regardless of where teaching librarians stand on the Framework, the discourse surrounding it doesn’t adequately address its potential as a reflective tool (as opposed to addressing student learning alone). This is ironic when considering that, at its core, the Framework’s foundation is based in “critical self-reflection, as crucial to becoming more self-directed in [a] rapidly changing ecosystem.”3