Emphasizing Adult Learners (Asynchronous Session)
The Apprenticeship Experience at University: An Exploration View Digital Media
Paper Presentation in a Themed Session David Goodman
The last three years have seen rapid growth in Undergraduate (Level 6) and Masters (Level 7) Degree apprenticeships, creating a type of student arguably different from those on traditional full-time, work-based and distance learning programmes. Here, I discuss an exploratory study of the experience of apprenticeship students at our university, whilst at work and at study, within two cohorts at a UK Higher Education Institution (HEI) on a Chartered Manager Degree Apprenticeship (CMDA) programme. The exploration uses a broad grounded theory methodology and sought to reveal a deeper understanding of the student experience than those currently discussed in reports such as the ‘Apprenticeship Evaluation 2017 Learners’ (IFF 2017). A very small (N=2) sample was deliberately chosen to constraint the exploration and provide an opportunity for deeper and meaningful responses through a qualitative approach. Through semi-structured interviews, memo writing, journal writing, and visual representation, data were coded, analysed and evaluated to build a theoretical understanding of these student experiences. The main emerging themes related to questions of identity as an apprentice, perceptions of knowledge and skills, and inconsistent understanding of the wider policy intentions. As growth in degree-level apprenticeships continues to expand, policymakers, educators, employers, and potential apprentices may need to reflect on their ‘mindset’. The idea of apprenticeship, and its perceived value at degree level, seems to differ between the key stakeholders. If this discrepancy continues, in the longer term it will hinder the concept’s progress towards becoming an establishing feature of Higher Education.
Enacting Teacher Agency for Curriculum Redesign in Taiwan: An Approach of Cultural and Historical Activity Theory
Paper Presentation in a Themed Session Peiying Chen
Organizing networks beyond schools for teachers’ learning has been regarded as an alternative other than school-based learning community to stimulate school innovation. Yet, despite of unending efforts and initiatives occurred in schools, the function of this sort of teacher networks has less studied. Organizational tensions and problems, nevertheless, are regarded in Cultural Historical Activity Theory as a thrust of investigation to unfolding agentic action for change . This paper studies a teacher group organized at the national level to build a culture of collaboration and innovation in making efforts on curriculum redesign and supporting teachers’ professional development nation-wide. The concept of object-oriented activity is used to study teacher agency and its action in educational reform situation. The study focuses on collaboration between teachers and other stakeholders in redesigning tools to resolve problems in curriculum redesign. The findings reveal how the taskforce of teacher group has been built and what mediates teachers to come across schools to negotiate what is to be learned and what should to be organized for practice-based learning. The networked initiatives of teacher agency are also explored to deepen understanding of agency and curriculum reform situations.
University Teaching and Learning in a Tourism Management Department and Its Effectiveness in Today’s Work Environments View Digital Media
Paper Presentation in a Themed Session Panagiota Vathi-Sarava
Teaching and learning in university education is of high priority in the relevant research field; especially in relation to their effectiveness in work environments in contemporary reality and especially in the frame of the COVID-19 pandemic. This study investigates the views of the Tourism Management Department students at the University of Patras on the effectiveness of their university learning/studies at their practical exercise in tourism-facilities. The methodology used was mixed, within the framework of a case study. The methodology included quantitative statistical analyses of the data obtained through a questionnaire and qualitative conversation analysis of student groups conversations. An appropriate questionnaire was formulated and distributed to all students in the investigated department. The data contained information of the personal characteristics of the students and Likert type items aiming to identify the factors contributing to the formulation of the students’ views. The data are analyzed using statistical techniques such as descriptive measures on the personal characteristics (distribution, percentages, mean, etc.) and inductive ones such as Factor analysis for the Likert type questions. Group student conversations are carried out and their content is analyzed through conversation analysis techniques. Results are expected to show the degree to which the participating students think that their university learning promotes their job effectiveness and professionalism in the contemporary postcolonial era and of the existing pandemic; based on the findings, recommendations for future research and implications of the study, mostly regarding the design of university education programs of study.
We Talk the Talk, But Are We Walking the Walk?: Application of Student Centered Learning Strategies for Adult Learners View Digital Media
Paper Presentation in a Themed Session Clarissa Rosas, Monica Yndo, Corinne Weisegerber
Changing demographics of student population in institutes of higher education (IHE), the consumer/client-centered culture of today’s society and the research on Adult Learning Theory has resulted in a paradigm shift from lecture to active student learning. The teacher-focused/transmission of information formats, such as lecturing, has been increasingly criticized and has paved the way for a widespread growth of ‘student-centered learning’ as an alternative approach to instruction in IHE. However, despite widespread criticism for over three decades studies in IHE maintain that many institutions and professors who claim to be putting student-centered learning into practice, in reality are not. This paper provides an overview of Bransford’s (1979) Adult Learning Theory as a conceptual framework for applying Student Centered Learning strategies.
Post-secondary Educator as an Adult Learner: An Investigation at Online Professional Development
Paper Presentation in a Themed Session James Rogin
The goal of this paper is to examine the author's participation and experiences in workshops, forums, and webinars. The study takes place from November 2020 to December 2020. By utilizing autoethnographic methods, the author examines his own learning experience at faculty/staff professional development through online learning at a post-secondary educational institution. Findings of this research advocate that for the learner to embrace professional development in an online environment, the instructors need to use the adult learning theories of andragogy, experiential learning, and self-directed learning. Given the opportunity, faculty and staff will likely benefit by integrating various tools and technologies to promote their specific teaching needs.
Educational Game as a Means of Enhancing Intrinsic Motivation in Initial Vocational Training: A Case Study in Experiential Learning View Digital Media
Paper Presentation in a Themed Session Anastasia Ntantou, Vassilios Dagdilelis
The aim of this paper is to present the design and the evaluation of an educational game. The design of the game was based on the educational needs of first year’s students specializing in “technician of culinary art” at a private institute of vocational training in Thessaloniki. The educational game was created based on the experiential, collaborative, self-regulated learning. The design of the game was based on the theory of Self-efficacy and the Self-determination theory while the students participated in its evaluation. The purpose was to motivate the participants, to acquire necessary knowledge, skills and attitudes that are applicable in their work environment. In order to evaluate if the game can motivate the learner, the Intrinsic Motivation Inventory questionnaire was used, which measures internal motivation. In order to measure the learning outcomes, a second questionnaire, adjusted to the sample, was created which measures the learning outcomes at the four levels of the Kirkpatrick evaluating training programs. The sample of the research consists of 98 participants out around 280 students who attended the course “The ingredients of gastronomy” with main educational technique the educational game. The evaluation of the educational process took place 18 months after its application. The results show that the educational game was considered useful and efficient by the students both for the learning process and for their professional development. It was also evaluated that it can be used both as a means of enhancing internal motivation and as a tool for long-term knowledge retention.
Sexual Violence Prevention and Response: A Campus-wide Education Initative View Digital Media
Paper Presentation in a Themed Session Kristine Dreaver Charles, Brittany Thiessen
Research suggests that universities are one place where intervention efforts are most needed to prevent sexual violence. Recognizing this need, universities have implemented various interventions focused on singular topics (e.g., consent awareness campaigns, bystander intervention training). However, these programs have shown inconsistent results regarding their ability to change behaviour. Consequently, scholars have called for a more comprehensive approach to sexual violence prevention. To answer this call, we sought to develop a theory-based comprehensive sexual violence prevention course that utilized a dual stream approach. Sexual Violence Prevention and Response: We are all part of the solution is an asynchronous online course targeting higher education students, staff and faculty with the goal of promoting a campus community living, learning and working in an environment free of sexual violence. Recognizing and seeking to reach a diverse campus community, our priority was to design both workplace learning and continuing education that would be engaging, relevant, and readily accessible for learners. An overview of the program logic model and needs assessment conducted to inform the development of this sexual violence intervention education is documented.
Career Mentorship of Alumni for Final Year Students View Digital Media
Paper Presentation in a Themed Session Martina Jordaan
The transition from student to employee can be daunting, yet there is often a lack of work-readiness preparation and guidance to undergraduate students. It can place young graduates at a disadvantage as they enter the world of work. Included in the Ready for Work initiative of the University of Pretoria, a career mentorship pilot was launched in 2019. The programme focussed initially on the School of Engineering. It was extended to the Faculty of Engineering, Built Environment and Information Technology, and the Faculty of Theology and Religion Studies in 2020. A questionnaire was submitted to all the alumni and students at the beginning of the programme and the programme's end in both years. During 2019, 32 final year students and 24 alumni mentors were involved in the programme, and in 2020, 66 students and 55 alumni mentors completed the programme. The alumni varied from early career professionals to senior professionals. The alumni's reflected they could see someone grow and that it was an opportunity to give back to the University. The students indicated that the mentors made a difference in their lives. The programme seems to be successful and will be extended to more Faculties in 2021. This paper considers the unique process of how the career mentorship programme was implemented and will provide feedback from the students and alumni. The study shares the valuable lessons learned and will suggest changes to the existing programme.
