ethanporcaro/eric-fulltext-meta huggingface dataset:
Driving Employee-Driven Innovation through Workplace Learning: The Story of Singapore SMEs
Author: Tan, Justina
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Employees,Small Businesses,Innovation,Workplace Learning,Employer Attitudes,Employer Employee Relationship,Work Environment,Learner Engagement,Employee Attitudes,Job Performance

This study is part of a larger research study that seeks to understand how employee-driven innovation (EDI) is initiated, enacted and sustained in small and medium enterprises (SMEs) in Singapore. To date, most of the EDI studies are conducted in the Nordic context where management, employees and public authorities work closely with each other. In more hierarchical societies, such as those in Asia, employees may be given less discretion in exercising initiative to improve work processes and conditions. This study seeks to provide insights on factors that support employees initiating, enacting and sustaining innovations in Singapore SMEs through case studies. Besides interviews, data gathering was also undertaken through observations of the employees, supervisors/managers and owners at work and their interactions where possible. It is found that employees' engagement in workplace learning contribute to initiation, enactment and sustenance of EDI in Singapore SMEs. The findings underline the significance of workplace learning in developing and strengthening employees' innovation capacity.
Final Report of a Novel and Successful Online Public Health Capacity Building Experiment -- Peoples-uni
Author: Heller, Richard Frederick
Date: 2022-00-00
Type: Journal Articles
Subjects: Low Income,Public Health,Capacity Building,Equal Education,Access to Education,Labor Force Development,Allied Health Occupations Education,Program Effectiveness,Outcomes of Education,Open Educational Resources,Online Courses

The People's Open Access Education Initiative (Peoples-uni) was established as an educational charity to help reduce inequalities in access to the higher education required to build Public Health capacity through workforce development for health professionals in low- to middle-income countries (LMICs). Online learning, using open source software, Open Educational Resources and an international cadre of volunteer tutors, underpinned a low cost programme which produced a number of successful outcomes including university validated master's level awards, continuing professional development, positive feedback from students, and the application by alumni of skills learned. Peoples-uni closed in 2021, its programme taken over by another organisation, and this paper builds on previous reports to summarise the experience and draw lessons for others who may wish to contribute in a similar way.
Professional Competencies and the Continuing Professional Development Needs of Technical, Vocational Education and Training (TVET) Teachers in Kenya
Author: Njenga, Moses
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Faculty Development,Vocational Education Teachers,Teacher Competencies,Teacher Attitudes,Educational Needs,Teacher Education,Teaching Skills

The development of Continuing Professional Development (CPD) programs for vocational teachers in Africa has been hampered by a lack of relevant research on their CPD practices and learning needs. This study therefore investigated the learning needs of vocational teachers in Kenya based on the professional competencies vocational teachers identify as essential for their work and their self-perception of competence. Using a concurrent mixed methods approach, data was collected from 170 questionnaire respondents and sixteen interview participants from six Technical, Vocational Education and Training (TVET) institutions in Kenya. Despite TVET teachers perceiving themselves as highly competent, they were found to express a relatively high need for CPD. The need was most strongly expressed by teachers who had received Initial Teacher Education (ITE), which suggested that ITE has a positive influence in sensitising teachers on the need for CPD. New teachers were however found to have a lower perception of competence. Mentorship for new teachers is thus recommended. An unexpected finding was that while TVET teachers in Kenya identify good teaching skills as an essential competency for vocational teachers, they assume mastery of content translates to good teaching skills. It is thus recommended that the curriculum for TVET teachers in Kenya be reviewed to help teachers appreciate, identify, and develop subject-specific teaching skills.
Reconsidering the Nature of the Learning Space in Practically-Based Higher Education: Innovative Approaches to Higher Education in the UK Context
Author: Kersh, Natasha
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Innovation,Experiential Learning,Educational Cooperation,School Business Relationship,Hospitality Occupations,Undergraduate Students,Housing,Industry,Role

The significance of equipping higher education graduates with both practical skills and theoretical knowledge relevant to their future workplace has been identified as one of the priorities in the higher education sector. Specifically, the issues, such as the preparation of young people for the world of work, facilitating the links between academic studies and practical experiences, and situating practice-based education have become central to the higher education landscape. This article discusses the extent to which practically-based higher education learning spaces can be constructed and co-constructed, involving the cooperation and collaboration of different stakeholders: employers, university lecturers and students. The article will particularly draw on the perspectives from a case study of practically-based higher education in the hospitality sector in England. Drawing on this case study the article will address the following research questions: (1) How can practically-based learning spaces be constructed and co-constructed within the context of higher education? and (2) What is the role of different stakeholders in this process? The article argues that the development of a practically-based higher education learning space is much more complex than simply bringing together academic and practical learning, and involves both institutional affordances, industry engagement and collaboration of key stakeholders.
High Structure Renewable Assignments: A Design Study
Author: Wallis, Peter Daniel
Date: 2022-00-00
Type: Journal Articles
Subjects: Assignments,Open Educational Resources,Undergraduate Students,Access to Information,Distance Education,COVID-19,Pandemics,Instructional Design,Instructional Effectiveness,Praxis,Active Learning,Textbooks

We seek to guide design, development, and adoption of Renewable Assignments by testing ways learners can contribute to Open Educational Resources (OER). We design, test, and iterate four assignment structures to this end. Testing was completed in an upper-division undergraduate endocrinology course, taught emergency remote due to COVID-19. Using mixed methods: surveys, focus groups, and iterations, we assessed assignment structures and created design guidance for renewable assignments and open pedagogy. We find that in a remote course, these assignments were effective in advancing learning goals. Both students and teachers favored their inclusion in the course. Analysis revealed six design principles to maximize effectiveness of renewable assignments and courses, and empowering teachers and learners to contribute to open knowledge. These principles also provide insight to praxis related to theories of open pedagogy, scaffolding, peer interaction, and active learning.
Researching Informal Workplace Learning in the Context of Remote Working in the Post COVID-19 World
Author: Derrick, Jay
Date: 2022-00-00
Type: Journal Articles
Subjects: Workplace Learning,Informal Education,COVID-19,Pandemics,Work Environment,Information Technology,Employees,Peer Relationship,Computer Mediated Communication

Work practices and learning are entangled processes that operate differently in each workplace. Central factors producing this diversity are the informal, social and affective cultures facilitated and supported in each workplace. Recent research findings further suggest that these informal modes of workplace practice are critical for how people in these organisations learn, and for their capacity to innovate and adapt to changes in their business environment. Lockdowns implemented because of the COVID-19 pandemic, during which many organisations and individuals have had to embrace remote working using digital devices, software and broadband, have significantly reduced opportunities for these important informal and social dimensions of workplace practice. Given the likelihood that diverse forms and degrees of remote working will become part of the post-pandemic 'new normal', we discuss in this paper approaches to researching the extent to which, and in what forms, the benefits of informal interactions can be enabled and replicated in situations of partially or wholly remote working. The paper contributes to the literature on workplace learning by critically discussing the effects of the pandemic, and especially remote working, on the modern workplace, and discussing possible future directions for research.
Integrating Design-Based Learning and Mentoring Strategies into a Professional Development Program for Distance Education Instructors
Author: Kayaduman, Halil
Date: 2022-00-00
Type: Journal Articles
Subjects: Design,Teaching Methods,Mentors,Faculty Development,Distance Education,Program Effectiveness,College Faculty,Foreign Countries,Web Based Instruction,Technology Integration,Program Development,Program Implementation,Needs Assessment

This study evaluates the effectiveness of the professional development program designed for distance education instructors, in which design-based learning and mentoring strategies are implemented consecutively. Eight university instructors from the same university in Turkey with one year of experience in online teaching participated in the study. The study first conducted a needs analysis, that revealed that the instructors were not accustomed to student-centered instructional methods, and they maintained direct instruction in their online courses. Moreover, the instructors' technology integration understanding was inadequate, and they were generally concerned about the students' low participation in online classes. Considering these findings, the professional development program was designed for the instructors who first joined a one-week design-based learning training and then attended mentorship for two weeks. The findings indicated that this approach was effective for the instructors' professional development. The implications of this approach and suggestions for professional development programs were discussed based on the findings.
Open and Distance Learning Vision of Higher Education Institutions in Turkey: Implications for Leadership
Author: Kara, Mehmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Higher Education,Position Papers,Leadership Responsibility,Instructional Leadership,Colleges,Open Education,Online Courses,Technology Uses in Education,Educational Quality,Socioeconomic Influences

The current study investigated the open and distance learning vision of higher education institutions in Turkey and revealed several implications for leadership. Considering the potential overlap between vision and mission statements, both of the statements used by 82 units within higher education institutions were qualitatively investigated through content analysis. The findings first revealed that the vision statements of the units cover all system levels from technology to the broader socioeconomic context. Improving quality is the most underlined statement, followed by becoming a leading institution and enabling equity and access. On the other hand, it was observed that there is an overlap between their vision and mission statements, and many of the academic units use similar statements. Based on these findings, several implications were reported for effective leadership in open and distance learning. Although this study encompassed only the context of a specific country, it provided implications for leadership in various contexts.
The e-Leadership Challenge in Online Chemistry Learning in the Caribbean
Author: Cassie, Dave Visham
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Chemistry,Science Instruction,Professional Development,Barriers,Administrator Attitudes,Teacher Attitudes,Higher Education,In Person Learning,Knowledge Level,Technology Uses in Education,Educational Technology,Science Laboratories,Computer Simulation

This study unearthed the prevailing attitudes and perceptions of Caribbean Higher Education Leaders towards online chemistry learning prior to the COVID-19 pandemic and puts forward a case for more formal training in e-leadership for Caribbean Higher Education Chemistry leaders. This is based on the findings of a mixed method study which showed inter alia that there are some differences in the attitudes and perceptions between Caribbean Higher Education Administrators and faculty with regard to online and face to face chemistry lectures. The study was conducted among four Caribbean Departments of Chemistry and utilized a modified Science Teachers and Online Instructional Concerns (STOIC) survey. The findings point to the need for a more calculated approach to the professional development of Caribbean Higher Education Leaders as well as the surmounting of several barriers which hinder the implementation of alternative modes of delivery for the teaching and learning of chemistry in the Caribbean.
Internship Learning as Transactional Sociomaterial Experiences in Media Industry: What Do Undergraduate Interns Tell Us?
Author: Chue, Shien
Date: 2022-00-00
Type: Journal Articles
Subjects: Internship Programs,Undergraduate Students,Student Attitudes,Workplace Learning,Public Relations,Networks,Foreign Countries

Professional learning is complex and is the result of a mix of experiences made in academic and workplace settings. An interesting step in the learning trajectories of professionals is represented by internship. Interns have to engage in boundary crossing when connecting academic learning with professional practices. An interesting issue to explore concerns the experiences of undergraduate interns when they encounter challenges in workplaces. Drawing upon Dewey's notion of experience to examine internship learning, this article focuses on the role of sociomateriality when neophytes--interns--enter the workplace. Analysing semi-structured interviews with undergraduates (N = 38) performing their internship at the public relations and communication industry where internship is not an established practice, we present three findings. First, materiality of work activity plays a central role in organizing learning for interns at the workplace. Second, interns report networking at the workplace for convergence of work objectives which in turn provides opportunities and constraints for learning about the logic of workplace activities. Finally, interns report balancing between different identities during internship practice in order to direct their participatory efforts within the complex workplace organization. The value of internship learning calls for agency from the learners while considering the implications for the workplace organisations where learning experiences are located. Finally, we bring attention to the role of the workplace supervisors and faculty members in the development of professional learning in such complex professional learning settings.
Investigating EFL Teachers&apos; Resilience: Using Grounded Theory Approach
Author: Ghaslani, Rozhin
Date: 2023-01-00
Type: Journal Articles
Subjects: English (Second Language),Language Teachers,Teacher Burnout,Resilience (Psychology),Grounded Theory,Foreign Countries,Teacher Attitudes

To deal with the harmful consequences of teachers' stress and burnout, there has been a growing call for the development of resilience in teacher preparation programs. Despite the importance of teachers' resilience, it seems that insufficient studies have been done on Iranian EFL teachers' resilience resources and strategies that make them immune to the difficulties and challenges that might lead to their burnout. To this end, a mixed-method study was conducted. The participants of the quantitative phase of the study were 79 EFL teachers who filled in the questionnaire, and only 65 questionnaires were completed. Out of 65 teachers, 36 Iranian EFL teachers who showed low and high scores on the Multidimensional Teachers' Resilience Scale (MTRS) accepted to participate in the qualitative section of the study. A series of semi-structured, one-on-one interviews were conducted. To ensure data validity, other data collection tools, including journal keeping and classroom observation, were also applied. Data analysis, guided by the grounded theory approach, resulted in a multi-dimensional approach involving interrelated aspects of personal, professional, organizational, social, and economic dimensions. The study may offer helpful resources and strategies to address some of the challenges faced by teachers in the profession.
A Pragmatic Approach to Flipping the Classroom for 170 Medical Students
Author: Kurzweil, Dina
Date: 2022-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Medical Students,Medical Education,Military Schools,Educational Technology,Neurosciences,Instructional Design,Teacher Student Relationship,Learner Engagement,Educational Environment,Educational Improvement

Employing a flipped classroom is an excellent way to increase student engagement, integrate material, and elevate learning from memorization to application. This case highlights the design, development, implementation and evaluation of a flipped classroom approach for a large group of medical students at a US military medical school. We discuss the specific learning problems and challenges that formed the team and rationale for the design. We then describe the thought process used to develop the flipped classroom application, including format, content and implementation of digital learning tools. Finally, we reflect on findings from implementation of the design in an 8-week Neuroscience module, including improvements in student-faculty interaction, student engagement, learning climate and unexpected benefits.
Work-Related Informal Learning in Knowledge-Intensive Industry
Author: Gáthy-Stéber, Andrea
Date: 2022-00-00
Type: Journal Articles
Subjects: Workplace Learning,Informal Education,Nonformal Education,Information Technology,Foreign Countries,Educational Benefits,Learning Activities,Small Businesses,Employee Attitudes

This study investigates occurrences and tools of informal and non-formal learning at work, focusing on the Hungarian IT sector. The aim is to demonstrate that learning at work mainly manifests informally and to identify its patterns. Companies shifting towards teleworking during the pandemic further increased the importance of informal learning. The empirical research uses complex methodology of three pillars: A questionnaire about workplace learning conducted among employees in the IT sector (N = 162). Case studies of three Hungarian IT companies using questionnaires and semi-structured interviews. Learning activity logging of work-related learning events were recorded by participating employees (N = 19). According to the main conclusions there is a positive correlation between the number of available workplace learning opportunities and opinions on the efficacy of informal learning. Informal learning dominates the learning patterns of employees in a knowledge-intensive industry. In supporting employees' learning the average number of informal learning opportunities are significantly higher than those of formal learning and both employees and employers agree that this mode of learning is more effective. The results highlight that reinterpreting workplace learning is necessary due to economic, social and technological trends not to mention employer flexibility becoming more and more inevitable. Thus, the importance of informal learning is unquestionable.
Designing ESL/EFL Teachers&apos; Online Professional Development Programs in Indiana and Beijing, China: &quot;Crossing the River by Feeling the Rocks in the Riverbed&quot;
Author: Pawan, Faridah
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Electronic Learning,Program Design,English (Second Language),Language Teachers,Cultural Influences,Cooperation,Interdisciplinary Approach,Inclusion,Culturally Relevant Education,Scaffolding (Teaching Technique),Individualized Instruction,Cultural Context

The manuscript describes the designs of two teachers' online professional development (PD) projects to support teachers of English-as-Second/Foreign Language in Indiana and in Beijing, China. We provide descriptions of each of the contexts; judgments and decisions we made along the way; the contextual/cultural and pedagogical factors we took into consideration; and finally, the design countenance of the projects that emerged from our efforts. In designing the projects, we took a sociocultural &quot;post-method orientation&quot; in that contextual/cultural factors determined the projects' pathways of practice. Thus, they were context-sensitive and based on local understandings; they involved the collaboration of an interdisciplinary group of individuals knowledgeable in the discipline and the medium of instruction. Nevertheless, as designers, we kept a steady focus on our own perspectives of teaching and learning inclusiveness through Culturally Responsive Teaching, differentiated and scaffolded instruction, and the need to enact online presences in online PD courses. The manuscript describes how we approached the enactment of these perspectives differently in each PD's design.
Adapting Scrum for Software Capstone Courses
Author: Chang, Hung-Fu
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Science Education,Capstone Experiences,Learning Experience,Task Analysis,Difficulty Level,Case Studies,Computer Software,Decision Making,Teaching Methods,Student Attitudes,Undergraduate Students,Instructional Effectiveness,Course Descriptions,Teamwork,Student Projects,Active Learning

Scrum is a widely-used framework in industry, so many schools apply it to their software engineering courses, particularly capstone courses. Due to the differences between students and industrial professionals, changing Scrum is necessary to fit capstone projects. In this paper, we suggest a decision-making process to assist instructors in developing a strategy to adapt Scrum for their course. This framework considers critical differences, such as student's workloads and course schedules, and keeps the Agile principles and Scrum events. To evaluate the adapted Scrum, we investigated student's learning experiences, satisfaction, and performance by quantitatively analyzing user story points and source codes and qualitatively studying instructor's evaluations, student's feedback, and Sprint Retrospective notes. Our two case studies about adapted Scrum showed that having daily stand-up meetings in every class was not helpful, student's satisfaction positively correlated to the difficulty of the task they tackled, and the project provided good learning experiences.