Learning: Research and Practice最新文献

{"title":"Seeking room for utopian thinking in learning","authors":"Michael Tan","doi":"10.1080/23735082.2022.2042927","DOIUrl":"https://doi.org/10.1080/23735082.2022.2042927","url":null,"abstract":"As the pandemic drags on and new variants emerge threatening to make it even more interminable than it already feels, it is possible to think of the pandemic as a form of test for societies. Certainly, much ink has been spilled discussing this notion, so I will not attempt to rehearse too many of those points. I do wonder, however, about the contribution of schools to the outcome of the pandemic across multiple societies, but not necessarily in a comparative manner. These outcomes seem to me far too complex to be resolvable by reductionistic comparison of schooling practices which are possibly decades away from when these students have any form of political influence in the societies they would inhabit. Nonetheless, I wonder the degree to which readers and contributors of this journal may be inadvertently complicit in the ways in which their societies may be broken. This is, of course, a very strong charge to level, and I invite some patience as I try to make the case. By the account of historian Bregman (2017), we in most of the developed world have achieved what many in the earlier generations would have considered an utopian existence. By most metrics of life expectancy, societal wealth, and quality of life, we are a long way off from the times which inspired observers such as Thomas Hobbes to declare life to be “nasty, brutish, and short”. Utopian thinking is most often reactionary, responding to the perceived shortcomings of one’s age, and gives hope, meaning and purpose to its readers. Of course, dictatorships and totalitarian regimes have also promised utopias in the past, to disastrous outcomes for all involved. There is reason to be suspicious of utopian thinking. But then, if we were to eliminate utopian thinking altogether, we will also eliminate the possibility for meaning and purpose to our lives beyond the technocratic rearrangement of our deck chairs. In education, this suspicion of the utopian narrative, this societal avoidance of moralising and thinking about prescription takes the form of an excessive focus on the means rather than the ends. As researchers, we tend to shy away from suggesting that our research in learning can, for instance, ultimately lead towards an awakening of critical consciousness that might address the social problems that accompany a runaway capitalism. Absent from some form of societal moralising, educators essentially acquiesce to the demands of “the economy” for more grist to the mill, ready to be manipulated by a system to demand “upgrades” every few years, never mind the environmental costs of doing so. How can it be otherwise when plastered over almost every city in the world, and in media broadcasts of any form imaginable, the public sphere is full of messages to the effect that one is not complete without the latest gadget, service, or curated experience? How can it be otherwise when there are over 6 billion smartphone users on this planet, each one essentially being piped messaging that is ready ","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"15 1","pages":"1 - 4"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84721829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Embracing the “New Normal”: exploring readiness among Filipino students to engage in virtual classes","authors":"Zaldy C. Collado, Myra D. Landagan, Mark Godwin B. Villareal, A. A. S. Rescober, Grace D. Baral, F. O. Pantaleta, Dionimar B. Banaria, Carlo P. Cortez","doi":"10.1080/23735082.2022.2032288","DOIUrl":"https://doi.org/10.1080/23735082.2022.2032288","url":null,"abstract":"ABSTRACT This paper is an examination of learner readiness to engage in non-traditional modes of schooling, such as online or distance learning, in which the overall interest lies in ensuring the access of Filipino students to quality education even during this pandemic. The specific goal is to gauge and investigate material, psychological, and home environment readiness among incoming and incumbent college students in the Philippines. The findings were drawn from 512 survey respondents whose answers were collected online. Among others, results reveal that majority of our respondents own computer devices and have access to the internet but are not confident about the service integrity of their internet connection. Most respondents also expressed that virtual classes are less motivating due to absence of physical connection to teachers and schoolmates, which could negatively impact the learning experience. They also voiced out reservations on the conduciveness of their home environment for online learning. We argue that it is only through paying attention to learner readiness that decision-makers can safeguard education as an accessible right to all.","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"4 1","pages":"59 - 77"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80423981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Collaborative learning approach to teach computer coding in informal spaces","authors":"Chan Chang-Tik, J. Dhaliwal","doi":"10.1080/23735082.2021.1953571","DOIUrl":"https://doi.org/10.1080/23735082.2021.1953571","url":null,"abstract":"ABSTRACT This study examines the participation of the Less Effective Learning Group(LELG) students in Collaborative Learning in Informal Space (CLIS) to gain more insights in two of the five principles of the Framework of Participation. Their participation is based on relationships of mutual recognition and acceptance and participation requires learning to be active and collaborative.Of note, the LELG students focus more on individual work and less on group discussion and the informal learning space includes both the physical and virtual spaces without the presence of a lecturer. The study aims to contribute new pedagogical practices to the framework that are suitable for the LELG students. The research involved 90 Information Technology undergraduates. Data gathered through semi-structured focus group interview were analysed deductively with predetermined codes using the conceptual content analysis. The findings emphasise the importance of teaching LELG students’ self-regulation and the appreciation of interdependence that implies accepting theirpeers’ views and also defending their contributions. To co-construct knowledge effectively in a collaborative manner they have to regulate their cognitive processes. The pedagogical proposals include promoting group co-regulation and teaching students how to collaborate effectively.","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"1 1","pages":"5 - 24"},"PeriodicalIF":0.0,"publicationDate":"2021-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88347324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Knowledge types in initial teacher education: a multi-dimensional approach to developing data literacy and data fluency","authors":"Shannon Kennedy-Clark, P. Reimann","doi":"10.1080/23735082.2021.1957140","DOIUrl":"https://doi.org/10.1080/23735082.2021.1957140","url":null,"abstract":"ABSTRACT In this paper, we put forward a theoretical framework for understanding data literacy in initial teacher education. We have come to understand that data literacy is non-linear, non-hierarchical, and requires pre-service teachers to be able to work with a range of data sources to respond to the complexities of a classroom. Knowledge, therefore, can be seen as interconnected rhizomes. These rhizomes grow and are retained or a pruned as a result of direct instruction and vicarious experiences. Three theories have been presented here that enable researchers to grasp the complexities of data literacy. These theories being Technological Pedagogical Content Knowledge (TPACK), Rhizomes of Knowledge, and Knowledge in Pieces. Through understanding that knowledge may be formed in interconnected rhizomes that are activated to complete a task, a potent standpoint is offered for understanding the dynamic nature of knowledge and knowledge development in pre-service teacher education.","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"150 1","pages":"42 - 58"},"PeriodicalIF":0.0,"publicationDate":"2021-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73047222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding self-regulated learning in Singapore’s social studies classrooms","authors":"S. Lim, Mark C. Baildon","doi":"10.1080/23735082.2021.1954235","DOIUrl":"https://doi.org/10.1080/23735082.2021.1954235","url":null,"abstract":"ABSTRACT Self-regulated learning, reflective thinking, and meta-cognition have been given greater emphasis in Singapore’s education system as central to the development of 21st century competencies and lifelong learning capacities. This study explores students’ perceptions of their Self-Regulated Learning (SRL) strategies in Secondary Social Studies after engaging in a Computer-Based Learning Environment (CBLE) lesson with online information sources. Semi-structured group interviews were used to tease out the SRL strategies utilised by students from two different schools. SRL strategies were embedded in the CBLE as instructional prompts created for the purpose of assisting students during task completion. Students were then asked to reflect and comment on their work to identify SRL strategies they utilised in their learning. Findings demonstrate a range of SRL behaviours conveyed by students in the areas of planning for learning tasks, monitoring their learning, and reflection on their learning. The study highlights the importance of SRL strategies in Social Studies education to improve student learning.","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"1 1","pages":"25 - 41"},"PeriodicalIF":0.0,"publicationDate":"2021-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88620135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From pandemic to endemic: why evidence-informed practices are more important than ever?","authors":"Azilawati Jamaludin, H. So","doi":"10.1080/23735082.2021.1964779","DOIUrl":"https://doi.org/10.1080/23735082.2021.1964779","url":null,"abstract":"The Covid-19 pandemic has undoubtedly created major shifts in human existence today. Norms of living, ways of interaction and the process of just being and becoming differ dramatically now, compared to pre-pandemic days. Circa January 2020 when the first news of corona virus cases was broken to the world, we anticipated it to be akin to Severe Acute Respiratory Syndrome disease (SARS). With a bountiful of experience and lessons derived from SARS almost a decade ago, the world is perceivably more than capable, to nip corona in the bud and reign in its spread. Yet today, numerous nations around the world are still dealing with the Corona battle. As educators and Learning Scientists, one of the more prevalent questions asked of us, is, how will this pandemic affect Learning? As we move to a new normal endemic, what are the changes in teaching and learning that can be expected? In the recent two years preceding today, the National Institute of Education, Singapore, has been advancing an initiative called the “Science of Learning” (SoL) in education. SoL is fundamentally about integrating evidence from scientific findings into education. Specifically, the Science of Learning in Education (SoLE) is a nascent field seeking to identify, investigate and cohere scientific findings, across multi-disciplines, and to validly test and trial the science for translation into education. Through scientifically validated interventions and pedagogical innovations, the aim is not only to study the way people learn and how they learn differently but to also provide good scientific explanations for why some learning strategies work better for some, while worse for others. It is envisaged that education’s “grand challenges” can be optimally addressed through scientifically validated evidence. For example, what are the best ways to maximise the quality of life – do we need a combination of good cognitive and socio-emotional development coupled with optimal lifestyles such as sufficient sleep, diet and exercise? What kinds of social interactions catalyse learning and what do they do to our major learning organ, the brain? What do we know about the best regulatory mechanisms for learning and how they impact different learners? What conditions facilitate the effectiveness of learning activities, in different group sizes? It is with the end goals of addressing “grand challenges” in education that we reiterate the core purpose of Learning: Research and Practice. In advancing empirically supported learning theorisations, we support distinct and progressive research that responds to the problems of current educational practices, that is importantly, grounded in empirically supported investigations of learning processes and outcomes. We have seen a large avalanche of information surge arising from the COVID-19 pandemic, presented to healthcare and policymakers regarding the deadly disease. From injecting disinfectant to purportedly abolish the virus, debating side-effects of vac","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"14 1","pages":"105 - 108"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76650035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reviewers (2020 – 2021)","authors":"A. Rahman, Barry Bai, Y. Cho","doi":"10.1080/23735082.2021.1994266","DOIUrl":"https://doi.org/10.1080/23735082.2021.1994266","url":null,"abstract":"Aishah Abdul Rahman, National Institute of Education, Nanyang Technological University, Singapore Barry Bai, Chinese University of Hong Kong, Hong Kong SAR Ivica Boticki, University of Zagreb, Croatia Young Hoan Cho, Seoul National University, South Korea Veronica Gillispie, Ochsner Baptist, United States of America Jeanne Ho, National Institute of Education, Nanyang Technological University, Singapore Munirah Kadir, National Institute of Education, Nanyang Technological University, Singapore Karen Khor, National Institute of Education, Nanyang Technological University, Singapore Heidi Layne, National Institute of Education, Nanyang Technological University, Singapore Kenneth Lim, National Institute of Education, Nanyang Technological University, Singapore Xin Liu, Dalian University of Technology, China Camillia Matuk, New York University, United States of America John Nesbit, Simon Fraser University, Canada Tan Wee Kek, National University of Singapore, Singapore Phillip Towndrow, National Institute of Education, Nanyang Technological University, Singapore Russell Tytler, Deakin University, Australia Tsering Wangyal, National Institute of Education, Nanyang Technological University, Singapore Wong Meng Ee, National Institute of Education, Nanyang Technological University, Singapore","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"41 1","pages":"i - i"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89608063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Which conditions facilitate the effectiveness of large-group learning activities? A systematic review of research in higher education","authors":"Oscar Jerez, C. Orsini, Catalina Ortiz, Beatriz Hasbún","doi":"10.1080/23735082.2020.1871062","DOIUrl":"https://doi.org/10.1080/23735082.2020.1871062","url":null,"abstract":"ABSTRACT Large-group activities have increased in higher education since 2000. Research focused on the possibility to have positive effects on students’ learning, regardless of the number of students by identifying facilitating factors. Hence, the achievement of learning results is used as a criterion of effectiveness. This review summarises the findings of research studies on conditions that determine the effectiveness of large-group learning activities in higher education contexts published from 1996 to 2016. The PRISMA declaration for conducting literature reviews was followed. Articles were searched through the ERIC, Web of Science, SCOPUS, SCIELO, and EBSCO databases, including additional sources. A total of 78 articles met the inclusion criteria and were selected for thematic analysis. These studies came from a wide range of disciplines, types of institutions, and locations. Five themes emerged as conditions that facilitate the effectiveness of large-group learning activities: (1) student–teacher and student–student interaction, (2) implementation of active learning strategies, (3) classroom management, (4) students’ motivation and commitment, and (5) the use of online teaching resources. The discussion is centred on the conditions by which large-group activities can be effective learning strategies in terms of student’s achievement of learning outcomes.","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"54 1","pages":"147 - 164"},"PeriodicalIF":0.0,"publicationDate":"2021-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86255932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An overview of instruments for assessing and supporting elementary school students’ self-regulated learning","authors":"Marika Koivuniemi, H. Järvenoja, Sanna Järvelä, V. Thomas","doi":"10.1080/23735082.2020.1859123","DOIUrl":"https://doi.org/10.1080/23735082.2020.1859123","url":null,"abstract":"ABSTRACT This study summarises existing instruments for measuring and supporting self-regulated learning (SRL) in schools using articles from the SCOPUS and Web of Science databases. We analyse how the instruments address cognition, motivation or emotions as a target for regulation and whether they acknowledge the phase of SRL (forethought, performance or reflection) that is used. The results show that the instruments accurately specified the SRL target/s, although the regulation phase was specified only 32.7% of the time. Moreover, the SRL assessment instruments measured students’ cognition and motivation, whereas support focused only on cognitive processes. If SRL instruments are intended for future pedagogical use, supports that explicitly target motivation and emotion and acknowledge the differences between SRL phases should be designed.","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"47 1","pages":"109 - 146"},"PeriodicalIF":0.0,"publicationDate":"2021-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86749999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The expanding boundaries of learning","authors":"Elizabeth Koh, Ouhao Chen","doi":"10.1080/23735082.2021.1885870","DOIUrl":"https://doi.org/10.1080/23735082.2021.1885870","url":null,"abstract":"","PeriodicalId":52244,"journal":{"name":"Learning: Research and Practice","volume":"1 1","pages":"1 - 4"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83630621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}